Self-Study for Reaccreditation - CCSUweb.ccsu.edu/neasc/selfstudy/Central Connecticut State University … · Web viewThe University has also invested heavily in information technology

Central Connecticut State University

Self-Study

New England Association of Schools and Colleges

Table of Contents

Preface Page i

Institutional Characteristics iiiDocumentation to Establish Legal Authority of the Institution ix

Introduction x

Institutional Overview xii

Standard 1: Mission and Purposes 1Description 1Appraisal 3Projection 4Institutional Effectiveness 4

Standard 2: Planning and Evaluation 5Description 5

Planning 5Evaluation 7

Appraisal 9Planning 9Evaluation 10

Projection 10Institutional Effectiveness 11

Standard 3: Organization and Governance 13Description 13Appraisal 18Projection 20Institutional Effectiveness 22

Standard 4: The Academic Program 23Description 23

Undergraduate Degree Programs 25General Education 25The Major or Concentration 26Graduate Degree Programs 27Integrity in the Award of Academic Credit 29Assessment of Student Learning 32

Appraisal 34General Education 29Graduate Degree Programs 35Integrity in the Award of Academic Credit 36Assessment of Student Learning 37


Standard 5: Faculty 43Description 43

Teaching and Advising 44Scholarship, Research, and Creative Activity 45

Appraisal 46Projection 50Institutional Effectiveness 51

Standard 6: Students 53Description 53

Admissions 53Retention and Graduation 54Student Services 55

Appraisal 61Admissions 61Retention and Graduation 61Student Services 62


Standard 7: Library and Other Information Resources 68Description 68

Library and Information Resources 68Instructional and Information Technology 70

Appraisal 72Library and Information Resources 72Instructional and Information Technology 73

Projection 74Library and Information Resources 74Instructional and Information Technology 74

Institutional Effectiveness 75

Standard 8: Physical and Technological Resources 76Description 76Appraisal 79Projection 80Institutional Effectiveness 81

Standard 9: Financial Resources 82Description 82Appraisal 86Projection 87Institutional Effectiveness 87

Standard 10: Public Disclosure 88Description 88Appraisal 90Projection 91Institutional Effectiveness 92

Standard 11: Integrity 93Description 93Appraisal 96Projection 98Institutional Effectiveness 98

Off Campus Programming: Report on Additional Instructional Location in Jamaica 99

AppendicesA: CIHE Finance, Enrollment, and Faculty Data Forms 118B: Public Disclosure Form 148 C: Preliminary List of Documentation Room Exhibits 151D: Preliminary List of URL (Electronic) Exhibits 154E: Tables of Organization 158

COMMISSION ON INSTITUTIONS OF HIGHER EDUCATION

New England Association of Schools and College

Preface Page

Date form completed: __9-5-08__________

Name of Institution: Central Connecticut State University

1. History Year chartered or authorized _1849 as State Normal School Year first degrees awarded 1851

2. Type of control: X State City Other; specify: _____________________________ Private, not-for-profit Religious Group; specify: ____________________

Proprietary Other; specify: ____________________________3. Degree level:

Associate X Baccalaureate X Masters Professional X Doctorate

4. Enrollment in Degree Programs (Use figures from fall semester of most recent year): 2007-2008

Full-time Part-time FTE Retentiona Graduationb # Degreesc

Associate None NoneBaccalaureate 7,629 1,532 7,936 79% (N.B.:

data from 2006-2007)

44% 1,641

Graduate 520 1,548 1,017 78%(N.B.: data from

2006-2007)

NA 553

(a) full-time 1st to 2nd year (b) 3 or 6 year graduation rate (c) no. of degrees awarded most recent year

5. Number of current faculty: Full time __432____ Part-time __453____ FTE: ___606___

6. Current fund data for most recently completed fiscal year: (Specify year: _FY2008_)(Double click in any cell to enter spreadsheet. Enter dollars in millions; e.g., $1,456,200 = $1.456)

7. Number of off-campus locations:In-state _____ Other U.S. _____ International _2____ Total 2

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8. Number of degrees and certificates offered electronically:Programs offered entirely on-line __2___ Programs offered 50-99% on-line _____

9. Is instruction offered through a contractual relationship? X No Yes; specify program(s): _____________________________________

10. Accreditation history:Candidacy: None Initial accreditation: 1947 Last comprehensive evaluation: Fall 1998Last Commission action: Substantive change report approved Date: February 29, 2008

11. Other characteristics

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Institutional Characteristics Revised 2005

This form is to be completed and placed at the beginning of the self-study report:

Date: September 5, 2008

1. Corporate name of institution: Central Connecticut State University

2. Address (city, state, zip code):1615 Stanley Street, New Britain, CT 06050-4010

Phone: 860-832-3200 URL of institutional webpage: www.ccsu.edu

3. Date institution was chartered or authorized: Chartered in 1849 as the State Normal School; Subsequent charters/authorizations occurred in 1933 as the Teachers College of Connecticut; 1959 as Central Connecticut State College; and 1983 as Central Connecticut State University.

4. Date institution enrolled first students in degree programs: 1850 (as the Normal School)

5. Date institution awarded first degrees: 1851 (as the Normal School)

6. Type of control: (check)

Public Private

X State Independent, not-for-profit

City Religious Group

Other (Name of Church)____________________________

(Specify) __________________ Proprietary

Other: (Specify) ___________________

7. By what agency is the institution legally authorized to provide a program of education beyond high school, and what degrees is it authorized to grant? Connecticut Board of Governor’s for Higher Education: Bachelor’s (BA, BS); Master’s (MA, MS, MAT); Sixth Year Certificates: Ed.D.

(Attach a copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish the legal authority of the institution to award degrees in accordance with applicable requirements.)

8. Level of postsecondary offering (check all that apply)

Less than one year of work First professional degree

At least one but less than two years X Master’s and/or work beyond thefirst professional degree

Diploma or certificate programs of X Work beyond the master’s levelat least two but less than four years but not at the doctoral level

(e.g., Specialist in Education)

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Associate degree granting program X A doctor of philosophy or of at least two years equivalent degree (Ed.D.)

X Four or five-year baccalaureate X Other: Specify Certificate programs_____ degree granting program

9. Type of undergraduate programs (check all that apply)

Occupational training at the X Liberal arts and generalcrafts/clerical level (certificateor diploma)

Occupational training at the technical X Teacher preparatoryor semi-professional level(degree)

Two-year programs designed for X Professionalfull transfer to a baccalaureatedegree Other____________________________

10. The calendar system at the institution is:X Semester Quarter Trimester Other ______________________

11. What constitutes the credit hour load for a full-time equivalent (FTE) student each semester?

a) Undergraduate 12-18 credit hours

b) Graduate 9-15 credit hours

c) Professional _______ credit hours

12. Student population: (Fall 2007)

a) Degree-seeking students:

Undergraduate Graduate TotalFull-time student headcount 7,658 520 8,178Part-time student headcount 2,046 1,882 3,928FTE 8,167 1,121 9,288

b) Number of students (headcount) in non-credit, short-term courses: 697

13. List all programs accredited by a nationally recognized, specialized accrediting agency. List the name of the appropriate agency for each accredited program:

Program Accreditation

Programs leading to certification in Education

Connecticut Department of Education

All programs leading to Education certification

National Council for the Accreditation of Teacher Education (NCATE)

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Educational Leadership Educational Leadership Connecticut Council (ELCC)Early Childhood Education National Association for the Education of Young

Children (NAEYC)Elementary Education Association for Childhood Education International

(ACEI)Mathematics Education National Council of Teachers of Mathematics (NCTM)Physical Education American Alliance for Health Physical Education,

Recreation, and Dance/National Association for Sport and Physical Education (AAHPERD-NASPE)

Reading & Language Arts International Reading Association (IRA)History & Social Studies Education National Council for the Social Studies (NCSS)Special Education Council for Exceptional Children Technology and Engineering Education Council for Technology Teacher Education (CTTE)Chemistry American Chemical SocietyComputer Science (Honors Track) Computing Accreditation Commission of ABETMusic National Association of Schools of Music (NASM)Biological Sciences: Anesthesia Council on Accreditation of Nurse Anesthesia

Programs Engineering Technology (Civil ET, Manufacturing ET, Mechanical ET)

Technology Accreditation Commission of the Accreditation Board for Engineering and Technology (TAC of ABET)

Electronics Technology National Association of Industrial Technology (NAIT)Industrial Technology National Association of Industrial Technology (NAIT)Construction Management American Council for Construction Education (ACCE)Nursing Commission on Collegiate Nursing EducationMarriage & Family Therapy Commission on Accreditation for Marriage and Family

Therapy Education of the American Association for Marriage and Family Therapy

Athletic Training Commission on Accreditation of Allied Health Education Programs (CAA-HEP)

Exercise Science Commission on Accreditation of Allied Health Education Programs (CAA-HEP)

Professional & Rehabilitation Counseling Specialization

Council on Rehabilitation Education (CORE)

Social Work Council on Social Work Education

14. Off-campus Locations. List all instructional locations other than the main campus. For each site, indicate whether the location offers full-degree programs, 50% or more of one or more degree programs, or courses only. Record the FTE enrollment for the most recent fall semester. Add more rows as needed.

Full degrees?

50% or more?

Courses only?

FTE Enrollment

A. In-state Locations NONEB. Out-of-state Locations NONEC. International LocationsSam Sharpe Teachers’ College: Montego Bay, Jamaica

X 31

Mico University Teachers’ College: Kingston, Jamaica

X 5

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15. Degrees and certificates offered 50% or more electronically: For each degree or certificate, indicate the level (certificate, associate’s, baccalaureate, master’s, professional, doctoral), the percent that may be completed on-line, and the number of matriculated students for the most recent fall semester. Enter more rows as needed.

Name of program Degree level % on-line StudentsMS Data Mining Graduate 100% 40Certificate Data Mining Graduate 100% 2

16. Instruction offered through contractual relationships: For each contractual relationship through which instruction is offered, indicate the name of the contractor, the location of instruction, the program name and degree level, and the percent of the degree that may be completed through the contractual relationship. Enter more rows as needed.

Name of contractor Location Name of program Degree level % of degree

NONE

17. List by name and title the chief administrative officers of the institution. (Use the table provided on the next page.)

18. Supply a table of organization for the institution. While the organization of any institution will depend on its purpose, size and scope of operation, institutional organization usually includes four areas. See Appendix E for the following five organizational charts:

a) Organization of academic affairs, showing a line of responsibility to president for each department, school division, library, admissions office, and other units assigned to this area;

b) Organization of student affairs, including health services, student government, intercollegiate activities, and other units assigned to this area;

c) Organization of finances and business management (fiscal affairs), including plant operations and maintenance, non-academic personnel administration, auxiliary enterprises, and other units assigned to this area (human resources);

d) Organization of institutional advancement, including fund development, public relations, alumni office and other units assigned to this area.

19. Record briefly the central elements in the history of the institution:

Central Connecticut State University was founded in 1849 as the New Britain Normal School, a teacher training facility. The school was moved to the present campus in 1922. It became Teachers College of Connecticut in 1933 when it began offering four-year baccalaureate degrees. After extensive growth and expansion, including the ability to grant degrees in the liberal arts, the school evolved into Central Connecticut State College in 1959. The present name and status were conferred in 1983 to recognize the institution’s change in commitment, mission, strategy, and aspiration.

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CHIEF INSTITUTIONAL OFFICERS

Function or Office Name Exact Title

Chair Board of Trustees Lawrence D McHugh Chair, Board of Trustees

President/Director John W. Miller President

Executive Vice President None

Chief Academic Officer Carl Lovitt Provost/Vice President Academic Affairs

Deans of Schools and Colleges(insert rows as needed)

Susan Pease Dean, School of Arts and Sciences

Siamack Shojai Dean, School of Business

Mitch Sakofs Dean, School of Education and Professional Studies

Zdzislaw Kremens Dean, School of Engineering and Technology

Paulette Lemma Associate Vice-President for Academic Affairs and Dean, School of Graduate Studies

Chief Financial Officer Larry Wilder Chief Financial Officer

Chief Student Services Officer Laura Tordenti (Acting) Vice President Student Affairs

Planning Braden Hosch Director, Institutional Research and Assessment

Institutional Research Braden Hosch Director, Institutional Research and Assessment

Development Christopher Galligan Vice-President Institutional Advancement

Library Roy Temple (Acting) Director, Library

Chief Information Officer Robert Cernock Chief Information Officer

Continuing Education Peggy Schuberth (Acting) Director, Continuing Education and Community Engagement

Grants/Research Dean Kleinert (Acting) Director, Sponsored Programs

Admissions Larry Hall Director, Recruitment and Admissions

Registrar Susan Petrosino Registrar

Financial Aid Richard Bishop Director, Financial Aid

Public Relations Mark McLaughlin Associate Vice-President for Marketing and Communications

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Alumni Association Cynthia Cayer Director, Alumni and Development

Chief Administrative Officer Richard Bachoo Chief Administrative Officer

Counsel to the President Carolyn Magnan Counsel to the President

Chief Human Resources Officer Anne Alling Chief Human Resources Officer

Chief Diversity Officer Moises Salinas Chief Diversity Officer

Executive Assistant to the President for Community Business ProgramsInstitute of Technology &Business Development

Richard Mullins Executive Assistant to the President for Community Business ProgramsInstitute of Technology &Business Development

Executive DirectorCenter for Public Policy

Steven Kliger Executive Director,Center for Public Policy

Athletic Director Charles Jones Athletic Director

Faculty Athletics Representative Paul Resetarits Faculty Athletics Representative

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Documentation to Establish Legal Authority of the Institution

Sec. 10a-87. (Formerly Sec. 10-109). Connecticut State University; maintenance; degrees.

The Board of Trustees of the Connecticut State University System shall maintain: Western Connecticut State University, Southern Connecticut State University, Eastern Connecticut State University and Central Connecticut State University. The board of trustees shall offer curricula which shall prepare persons who have successfully completed the same to teach in the schools of the state at any of said institutions as the board shall deem appropriate and, in addition, programs of study in academic and career fields, provided the board of trustees shall submit to the Board of Governors of Higher Education for review and approval recommendations for program terminations at any of said institutions in accordance with the provisions of subdivision (8) of subsection (a) of section 10a-6. The board of trustees shall establish policies which protect academic freedom and the content of course and degree programs, provided such policies shall be consistent with state-wide policy and guidelines established by the Board of Governors of Higher Education. Each of said institutions shall confer such degrees in education and in academic and career fields as are appropriate to the curricula of said institution and as are usually conferred by the institutions; honorary degrees may be conferred by said institutions upon approval of each honorary degree recipient by the Board of Trustees of the Connecticut State University System.

(1949 Rev., S. 1412, 1420; 1959, P.A. 411, S. 6; February, 1965, P.A. 330, S. 31; 1967, P.A. 142, S. 1; 296, S. 1; P.A. 82-218, S. 14, 46; 82-391, S. 1, 2, 6; P.A. 83-576, S. 1, 5; P.A. 84-87, S. 4, 7; 84-241, S. 2, 5; P.A. 89-237, S. 8, 11; P.A. 91-256, S. 52, 69.)

History: 1959 act changed names of schools from teachers college to state college and authorized conferring of degrees in academic fields; 1965 act substituted board of trustees of the state colleges for state board of education and made technical language changes to simplify and clarify provisions; 1967 acts renamed Danbury State College as Western Connecticut State College and Willimantic State College as Eastern Connecticut State College; P.A. 82-218 and P.A. 82-391 reorganized state system of higher education, granting state colleges university status, designating them as the Connecticut State University and adding provisions requiring that program terminations be reviewed and approved by board of governors, effective March 1, 1983; Sec. 10-109 transferred to Sec. 10a-87 in 1983; P.A. 83-576 added provisions permitting awarding of honorary degrees and prohibiting denial of access to armed forces representatives; P.A. 84-87 repealed language prohibiting board from denying military recruiters the opportunity to recruit on campus; P.A. 84-241 added “of higher education” to board of governors’ title; P.A. 89-237 added career fields as programs of study offered by the board of trustees and as degrees which may be conferred; P.A. 91-256 made technical changes. See Sec. 10-19 re development of programs to train public school personnel regarding effects of alcohol, nicotine or tobacco and alcohol. See Sec. 10a-149a re access to directory information and on-campus recruiting opportunities for military recruiters. Cited. 2 CA 196, 197.

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Central Connecticut State University began preparing for its decennial reaccreditation by NEASC in fall 2006, when President Miller appointed Provost Lovitt to oversee the reaccreditation process. In turn, the Provost enlisted the assistance of Associate Vice President for Academic Affairs, Dr. Paulette Lemma, to manage the NEASC process and our preparations for the site visit of the NEASC Review Team in October 2008. To become familiar with the reaccreditation process, the Provost, Dr. Lemma, and a member of the Executive Committee attended a two-day NEASC orientation conference in fall 2006. During the fall, the Provost appointed the NEASC Steering Committee, which consisted of Executive Committee members, the President of the Faculty Senate, and Dr. Lemma; the President of the University served as an ex officio member. In consultation with the Steering Committee, the Provost identified and invited members of the Standards committees. In all, 17 NEASC Standards committees were established: one for each of ten Standards, one for each of the five sections of Standard Four: The Academic Program, and one for each of the two sections of Standard Five: The Faculty. Each of the 17 committees comprised administrators, teaching faculty, administrative faculty, and staff, plus one or more graduate and undergraduate students. In addition, members of the Board of Trustees served on two Standards committees (Mission and Purpose and Organization and Governance). In all, 125 individuals served on the NEASC Standards committees.

In February 2007, Provost Lovitt made a presentation to the Faculty Senate about the NEASC reaccreditation process and plans for preparing the Self Study. Also in February, the Steering Committee held its first meeting to review the entire NEASC process and the timetable of events leading up to the Review Team’s site visit in October 2008. In March 2007, a general meeting of all Steering and Standards committee members was convened to introduce the NEASC process and procedures and to clarify the role of each Standards committee. At that meeting, committees were tasked with developing an action plan and a timetable for their respective charges, to be completed in April 2007. The first NEASC Town Meeting was held in March 2007, during which information about the NEASC process was shared and discussed with the campus community.

In spring 2007, Dr. Lemma hired a University Assistant to support the NEASC reaccreditation process, with responsibility for keeping records of meetings and for establishing and maintaining a dedicated NEASC Web page, which would serve as the locus of information for the campus community about the NEASC project and as a repository for drafts of the Self Study and for electronic documents and appendices. The University Assistant was also responsible for equipping and maintaining the Documen-tation Room, which was located in the CCSU Library. Throughout spring 2007, the Standards committees became familiar with their assigned standards, and they reviewed previous NEASC reports to identify areas of concern applicable to their respective standards and to determine whether actions had been taken to address those concerns. The Standards committees were also involved in spring 2007 in collecting documentation for the “Description” section of their respective standards. The spring semester concluded with a campus visit by Dr. Peggy Maki, who presented insights into the NEASC reaccreditation process to the campus community and who met with selected members of the Standards committees to discuss plans for drafting the Self Study. The Steering Committee met regularly throughout spring 2007 to discuss progress by each of the Standards committees and to refine plans for the Self Study.

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During the summer of 2007, designated members of each Standards committee received support to prepare drafts of the “Description” section of their respective Standards. Instructions called for each Standard to be broken down sentence by sentence to ensure that every statement in each Standard was addressed. The drafts of the detailed “Description” section of each Standard were completed in early fall 2007 and posted on the NEASC Web page, where they were available for review by the entire campus community; visitors to the Web page had the opportunity to send comments and suggestions to the NEASC University Assistant. A second Town Meeting was held in October 2007 to review highlights of the Self Study’s Description sections and to invite feedback. Standards committees spent the fall 2007 semester conducting research for the Appraisal section of their Standards. This research involved interviews, focus groups, and surveys, as well as a review of information from previous research (e.g., NSSE, Accountability Reports, CIRP, etc.). Also, in January 2008, an opinion survey was distributed to participants at the third Town Meeting, which yielded insights specifically keyed to each Standard. Plans originally called for developing and administering our own Web-based survey to collect university-wide input for the “Appraisal” sections, but the decision was made to administer the Noel-Levitz employee climate survey instead, at the request of the Faculty Senate. Each Standards committee was invited to submit questions to include on the climate survey, many of which were incorporated. Drafts of the Appraisal sections, which included data from the Noel-Levitz survey, were completed in April 2008 and posted on the NEASC Web page for review. Using the findings from the Appraisal sections, the Standards committees then developed drafts of the “Projections” section, which were completed in June 2008.

The Provost devoted the month of June to consolidating and editing a draft of the complete Self Study, which he delivered to a team of five readers at the beginning of July. The readers included the University President, the incoming President of the Faculty Senate, the Public Relations Officer, the Director of Assessment and Institutional Research, and Dr. Lemma. While the five readers reviewed the Self Study, Dr. Lovitt drafted the Preface and Overview. The Provost spent the first two weeks of August incorporating suggestions from the five readers and revising the Self Study, which was mailed to NEASC headquarters for a preliminary review in mid-August.

In late August, CCSU issued a number of public announcements and news releases concerning the imminent NEASC site visit and invited feedback from the external community. Throughout fall 2008, the Steering Committee implemented a marketing campaign to heighten awareness and excitement on campus concerning the anticipated visit of the review team in October 2008. A final Town Meeting was scheduled for September 2008 to review highlights of the Self Study and to discuss plans for moving forward with our projections.

The preparation of the NEASC Self Study took place at a strategically opportune moment in our university’s history. With a relatively new president and a new administrative team of vice presidents and chief officers, the Self Study enabled the university to take stock of itself and to chart a course for its immediate future. Coupled with the recent identification of CCSU’s four areas of distinctiveness: international education, workforce and State economic development, community engagement, and interdisciplinary and cross-curricular initiatives, the appraisal sections of the Self Study provided the critical evaluation needed to set institutional priorities, and we made efforts to align the Self Study’s projections with the goals and objectives in our emerging Strategic Plan, which was approved in spring 2008.

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When NEASC last visited CCSU in 1998, the University’s President had held the position for three years, the senior administration was relatively new, the University had just adopted a new strategic plan, and the Connecticut State University System (CSUS) system had just appointed a new Chancellor. Ten years later, the University finds itself in a remarkably similar situation: President Jack Miller has just completed his third year, most of the senior administrators have only recently assumed their positions, the University has just approved a new strategic plan, and the Board of Trustees appointed Dr. David Carter to the position of Chancellor of the CSUS in 2006. However, despite these similarities, CCSU has undergone considerable change since its last NEASC visit and finds itself poised for an exciting future.

In response to the NEASC report from its 1998 visit, CCSU approved a Mission Statement, a statement of institutional values essential to “Fulfilling the Mission,” and a Vision Statement. These have guided the University over the past decade. In recent years the University has been honored by the American Association of Colleges and Universities as a “Leadership Institution” for its innovations in undergraduate education. Numerous academic programs have received accreditation by national associations, and our School of Business has made significant progress in its pursuit of accreditation by AACSB. In the past ten years, the University has been approved to offer its first doctoral degree, its first online degree, and its first engineering degree, as well as a four-year BSN degree. With the establishment of a new Office of Institutional Research and Assessment, the University has approved a formal Assessment Policy and become one of the initial adopters of the Voluntary System of Accountability. CCSU’s commitment to environmental sustainability has distinguished the institution as a state leader in this critically important area. The creation of a new Office of Diversity and Equity and the appointment of our first Chief Diversity Officer reflect the University’s commitment to ensure a safe and welcoming environment for all members of our community. As a result of Governor Rell’s approval of the CSUS 2020 plan, CCSU will receive nearly $250 million over the next decade to upgrade its academic, support, and library facilities. We list below some of the University’s specific developments in each of the NEASC Standards.

Mission and Purposes: In response to a directive from the Board of Trustees for each of the Connecticut State universities to identify a “distinctive mission,” CCSU formally approved in April 2008 the four following areas of CCSU’s distinctive identity: (1) international education, (2) workforce and State economic development, (3) community engagement, and (4) interdisciplinary and cross-curricular initiatives. CCSU plans to revise its mission statement in the coming year to reflect these four areas of distinctiveness.

Planning and Evaluation: In the past ten years, CCSU has been through two iterations of strategic planning. The first plan, approved in 2004, reflected new institutional priorities, notably in undergraduate education. The second strategic planning process was initiated by President Miller to reaffirm established priorities and to identify emerging priorities. A new Strategic Plan, with seven broad goals and 47 unique objectives, was formally approved by the Faculty Senate in May 2008.

Organization and Governance: The most significant developments in the organization and governance of the University over the past decade have been changes in the administration of CCSU and the

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appointment of a new Chancellor for the CSU system. In 2004, following the departure of the CCSU President and of several key administrators, CCSU entered a period of instability under the leadership of an interim president and of several interim appointments in key administrative positions. With the appointment of President Jack Miller in 2005 and his appointment of new permanent members of his cabinet, CCSU presently has a stable administrative team to lead the University. Starting in fall 2008, the first appointee to the newly created position of Chief Diversity Officer signals the increased emphasis that CCSU will place on promoting diversity and further improving its climate for diversity. In 2006, the Board of Trustees also appointed Dr. David Carter, who had served for 18 years as President of Eastern Connecticut State University, as the new Chancellor of the CSU System. Under Chancellor Carter’s leadership, the universities anticipate greater decentralization of functions (e.g., online education) and attempts to reduce duplication through consortial and collaborative arrangements (e.g., international education), as well as more system-wide initiatives (e.g., “Bridges” program, transfer compacts with community colleges, and common course numbering).

The Academic Program: The most significant academic developments since the last NEASC site visit have been the approval of the University’s first doctoral degree program, the Ed.D. degree in Educational Leadership; its first entirely online degree, the M.S. in Data Mining; and its undergraduate degree in mechanical engineering—the only engineering degree approved at a public institution other than the University of Connecticut in the state; CCSU has also had a new four-year BSN program approved, which will help address the state’s severe workforce shortage in nursing. In response to concerns raised during the 1998 NEASC site visit, CCSU instituted substantial changes to ensure the quality of its graduate programs, including establishing the position of Dean of the School of Graduate Studies, developing a mission statement for graduate study, defining core values for graduate study, further differentiating its graduate and undergraduate programs, and enforcing more consistent standards for admission to the graduate program. Despite these efforts, CCSU is concerned about the steady decline in its part-time graduate student enrollments, which can only be partially explained by the decision to temporarily suspend admissions to its MBA program in 2006; graduate programs at all four CSU institutions have experienced declines in their enrollments in recent years. A CCSU committee is currently exploring options for new graduate degrees to respond to emerging needs, including a degree in Global Environmental Sustainability. For its innovations in undergraduate education—notably, its First-Year Experience Program and its Learning in Communities (LinC) program—CCSU was recognized in 2000 as one of 16 “Leadership Institutions” in the U.S. by the American Association of Colleges and Universities (AAC&U). Several academic departments at CCSU are also exploring alternative formats for delivering degrees to potential student audiences (e.g., weekend program in Social Work).

Faculty: Since the 1998 NEASC site visit, the number of faculty at CCSU has increased from 377 to 432 full-time faculty and from 439 to 453 part-time faculty. The percent of workload produced by part-time faculty was 13.55% in 2007-08—well below the 20% mandated by the Collective Bargaining Agreement (CBA). The teaching, or instructional, workload of faculty has averaged 9.7 hours per semester for the past five years. The number of hours of faculty reassigned time has significantly exceeded each year the amount mandated by the CBA (240 in 2007-08), as has the amount of funding mandated to support faculty travel and research; an $115,000 Deans’ Discretionary Scholarly Excellence Fund was established in 2006. Many teaching faculty continue to express concerns about perceived increases in standards and workload demands in such areas as scholarship, advising, community engagement, and assessment. Questions about the President’s criteria for tenure and promotion decisions in 2005 sparked a productive dialogue among the administration, the union, and the Faculty Senate in 2006, which led to the approval in 2007 of a “Promotion and Tenure Policy for Tenure-track Teaching Faculty”; the policy anticipates the development of departmental P&T guidelines, the standardization of student

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evaluations, and the institutionalization of the peer review of teaching. Concerns remain that there is no systematic evaluation of the teaching effectiveness of part-time faculty.

Students: Full-time equivalent student enrollment increased 20% since the last NEASC site visit, from 7,301 in 1998 to 8,756 projected for 2008. Minorities represent 16% of CCSU students. Retention statistics indicate that CCSU admits students who can be successful; the first- to second-year retention rate has increased from 69% to 79% over the last ten years; the second- to third-year retention rate has averaged 64% over the past five years. Six-year graduation rates have increased from 40% to 44% over the last five years; these percentages are comparable to those of the three other Connecticut State Universities but below those of our peer institutions. Retention rates for minority students are comparable to and even slightly higher than those of the general student population, but their graduation rates are lower. A Retention and Graduation Council, established in 2007, is developing strategies to increase student persistence and success, including enhancements to advising services, the consolidation of academic support services, interventions for at-risk students, and refinements in course scheduling. The University has substantially increased the amount of financial aid that it disburses, and the University has made a substantial investment in improving the facilities for student services, most recently in expanding the facilities and available space for recreational activities.

Library and Other Information Resources: Over the past ten years, CCSU’s Elihu Burritt Library has evolved from a print-oriented facility to one that is heavily invested in electronic resources and processes; a shared electronic catalog with the other three Connecticut State universities and the State Library greatly enhances the availability of materials. Extensive renovations to the first two floors of the library are planned for the coming year, with long-range plans for a large-scale renovation and expansion of the library. The University has also invested heavily in information technology resources in support of its academic mission, including a large computer lab, 20 discipline specific labs, 15 fully computerized general-purpose classrooms, and 134 “smart” classrooms, with plans to have all appropriate classrooms similarly equipped by 2010. CCSU supports online and hybrid courses with the Blackboard Vista course management system. The University is currently exploring plans to expand the number of online courses it offers during the academic year. Students indicate that CCSU contributed significantly to their computer literacy and express a high level of satisfaction with the quality of information and instructional technology services.

Physical and Technological Resources: CCSU has made significant enhancements to its physical plant since the last NEASC visit, including the construction of the Vance Academic Center, a state-of-the-art classroom facility; and the extensive renovation of laboratories to accommodate the evolving needs of programs in the sciences, engineering, and technology. Environmental sustainability is a major thrust of the University. It is now integral to facility design, building practices, and renovation, as well as daily operations. The President’s Committee on Environmental Sustainability, formed in 2007, has implemented recycling programs and undertaken a review of the University’s water and waste management. The implementation of a new ten-year plan will position CCSU as a state leader in this area. CCSU has also made major improvements in its crisis response policy and procedures. CCSU will receive a $248 million capital investment from the state in the CSUS 2020 plan. These funds will provide CCSU with a new classroom building, comprehensive renovations of two classroom/office buildings, expansion of the library, an infrastructure for CCSU’s East Campus to accommodate residence halls and a proposed magnet school, and a new public safety complex.

Financial Resources: CCSU’s total operating revenues nearly doubled during the ten-year period ending FY 2008 from $102 million to $198 million. CCSU’s unrestricted fund balance grew from $15 million in

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FY 1998 to $37 million in FY 2008. This increase in equity is matched with an increase in cash to $38 million, the result of a conversion to electronic billing and strong management of receivables. Long-term campus improvements were supported by an investment of $200 million over the period. In FY 2007, Central converted to a budgeting model that assigns responsibility for all controllable costs in their respective units to each Chief Officer and Vice President. During the last ten years, CCSU’s endowment has increased from $5 million to $26 million; the appointment of a new Vice President for Institutional Advancement and of five dedicated development officers reflects CCSU’s increased emphasis on cultivation and institutional advancement.

Public Disclosure: A comprehensive analysis indicates that CCSU consistently publicizes relevant, current, and accurate information about its policies, procedures, fees, requirements, and operations. Information about all aspects of the institution is widely and readily accessible in both print and online forms. All of the institution’s marketing messages and other promotional claims are based on solid evidence. CCSU’s decision to participate in the Voluntary System of Accountability (VSA) reflects the institution’s commitment to publicize demographic and financial information, as well as indicators of institutional effectiveness. Surveys to measure CCSU’s effectiveness in meeting the NEASC standards for public disclosure confirm that a substantial majority of respondents perceive that CCSU readily and accurately discloses important information. Changes in the budget process have added transparency to budget preparation and improved communication of the operating budget to the university community. A new content management system for the University’s Web site, which will be installed in 2009, will enable the University to project a more uniform image and to ensure that information is routinely and readily updated.

Integrity: As a public institution, CCSU is bound by and scrupulously adheres to Connecticut General Statutes, which mandate accountability and transparency; recent changes in the State’s ethics laws have increased CCSU’s requirement to document statutory compliance. CCSU also embraces the core principle of nondiscrimination in all of its dealings with students and university employees, both prospective and current. In the wake of two highly publicized incidents of racist and sexist behavior at CCSU, concerns about the diversity climate on campus have been addressed with such initiatives as the appointment of a Blue Ribbon Diversity Commission, the creation of a cabinet-level Chief Diversity Officer, and plans for a Strategic Plan for Diversity. As confirmed by respondents to the recent Employee Satisfaction Survey, academic integrity and professional ethics are highly valued and respected at CCSU. The Faculty Senate has also confirmed CCSU’s commitment to and respect for academic freedom, which is affirmed as a core value in the Collective Bargaining Agreements and the Senate By-Laws. CCSU ensures transparency in its conduct of business through its compliance with the Freedom of Information Act (FOIA), as well as its commitment to respect its students’ right to privacy, as specified by the Family Educational Rights and Privacy Act (FERPA). The University also has in place policies and procedures to address grievances, disputes, and complaints from all members of its community. CCSU has also demonstrated its commitment to honesty and integrity in all of its dealings with the Commission.

As CCSU looks to the future, the University intends to continue making strides in its commitment to student success, notably in improving student retention and graduation rates and reducing incoming students’ need for remediation, as well as facilitating the seamless transfer of community college students. As members of ACE’s Internationalization Laboratory and AASCU’s Civic Agency Initiative, CCSU will strengthen its distinctive commitment to international education and to community engagement; the University intends to pursue the elective “community engagement” Carnegie classification in the coming years. With a renewed commitment to institutional advancement, CCSU also plans to generate the resources necessary to support innovative programs and to help support

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prospective CCSU students. Having initiated the annual administration of an Employee Satisfaction Survey, the University is also committed to making continuous improvements in those areas that are valued by the university community.

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DescriptionThe Mission Statement (see Catalogs: Exhibit 1.1) for Central Connecticut State University identifies its distinctive commitment to teaching and scholarship; to the development and application of knowledge through research and outreach; and to preparing students to be thoughtful, responsible, and successful citizens.

CCSU’s Mission Statement describes a mutually reinforcing relationship among teaching and learning, scholarship and research, and public service. With teaching as its highest priority, CCSU sees scholarship and research as informing our teaching with the ultimate goal of creating a community of learners.

An important element of education at CCSU is “the personal and social growth of our students.” Beyond providing high quality undergraduate and graduate programs, CCSU seeks to “foster a welcoming environment in which all members of our diverse community receive encouragement, feel safe, and acquire self-confidence.”

Official, public pronouncements affirm CCSU’s primary mission to educate students. CCSU’s Mission Statement has been formally adopted by the CSUS Board of Trustees. Moreover, the CSUS’s governing Mission Statement focuses entirely on the role of the University to provide “affordable and high-quality, active-learning opportunities” to “students of all ages, backgrounds, races and ethnicities.” At the campus level, all CCSU official web and print publications express the University’s primary goal: “to improve the educational experience of our students.” Similarly, the union contracts (Exhibit 1.2) of the teaching and administrative faculty emphasize the primacy and advancement of teaching. The Faculty Senate, a governing body representing faculty and administration, approved the current Mission Statement. Moreover, all materials formally introducing students to the mission emphasize that CCSU is an institution for learning and for self-growth.

In the “Fulfilling the Mission” statement, CCSU affirms its commitment to provide “access” to quality higher education. By emphasizing access, the University indicates that its students will include those whose finances might preclude their attending college, or whose academic preparation might require additional support for success. (Extensive information about programs and initiatives to support CCSU’s mission to provide accessible higher education is provided in the chapter on Standard Six.)

The Mission Statement clearly addresses the needs of society by emphasizing outreach, students’ civic education, and the commitment to community engagement and to workforce and economic development. The University aspires to be respected for its contributions to the State’s cultural and economic development; for providing innovative, learner-centered education; and for its global perspective and outreach.

At the request of the Board of Trustees, CCSU has engaged over the past year in “a process that results in a distinctive mission for the University.” Under the direction of the University Planning and Budget Committee (UPBC), all campus constituencies were invited to provide input on establishing a distinctive identity for CCSU, separate from the other three Universities within the system. UPBC brought their recommendations to the Faculty Senate on April 14, 2008, which formally endorsed the following four areas of CCSU’s distinctive identity: (1) international education, (2) workforce and State economic

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development, (3) community engagement, and (4) interdisciplinary studies and cross-curricular initiatives.

The mission statements and strategic plans of CCSU’s five schools reflect the University’s commitment to serve the workforce needs of Connecticut. All five offer undergraduate and graduate programs that respond to Connecticut’s workforce needs. Notably, CCSU is one of only two public universities in Connecticut to offer degrees in engineering. CCSU has also received approval to offer a new four-year B.S. degree in Nursing. Reflecting its origins as a normal school, CCSU prepares more Connecticut teachers than any other University in the State. Many of CCSU’s academic programs also integrate experiential learning experiences, internships, and cooperative education.

CCSU also serves the community through its Institute of Technology and Business Development, Center for Public Policy & Social Research, Institute for the Study of Crime & Justice, and Institute for Municipal & Regional Policy (Exhibit 1.3), as well as through its sponsorship of the State’s Small Business Development Center. CCSU has reorganized its Office of Continuing Education as the Office of Continuing Education and Community Engagement to facilitate increased community involvement by faculty and students.

The University has made a significant effort in the past year to further its commitment to community engagement, including the CCSU Provost’s participation in the national Engagement Academy for University Administrators, the commitment to participate in the Greater Hartford Service Learning Initiative, and the University’s selection to participate in the American Association of State Colleges and University’s (AASCU) national “Civic Agency Initiative.”

The University fulfills its mission to build strong relationships with the surrounding community through publications such as the Central Courier and the weekly “Scene @ CCSU” column in the New Britain Herald, as well as through broadcasts via local-access cable channels. Members of the campus community and local residents have frequent opportunities to attend a wide array of performances, exhibits, lectures, guest speakers, and sporting events. In 2007, President Jack Miller established a Town & Gown Committee to improve communication and relations between the University and homeowners in the surrounding neighborhood. The University is also placing greater emphasis on inviting alumni to meet with students, speak to classes, and attend university events.

The University’s distinctive commitment to international education is administered by the George Muirhead Center for International Education, one of the State’s designated Centers for Excellence. CCSU’s distinctive commitment to interdisciplinary and cross-curricular initiatives is reflected in an array of interdisciplinary degree programs (e.g., M.S. in Computer Information Technology, B.A. and M.S. in International Studies), undergraduate minors (e.g., Entrepreneurship, Gerontology), and cross-curricular initiatives in community engagement, diversity, international education, and writing.

The mission and purposes of the University guide curriculum development for undergraduate General Education, undergraduate majors and minors, and graduate study. The University Curriculum Committee, the Faculty Senate, and deans of the five schools shepherd curricular decisions that seek to ensure a quality educational experience. In addition to activities overseen by the division of Academic Affairs, many activities sponsored by the division of Student Affairs look to encourage student learning.


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A large majority of the University’s individual units—divisions, schools, departments, centers, units—have developed mission statements aligned with CCSU’s mission.

Appraisal

In many ways, the Mission Statement accurately defines CCSU’s distinctive character. The University provides an accessible, quality education. Many of our programs are accredited by national organizations. Many of our classes focus on student-centered learning, and we provide a wide variety of services to support students and to promote their success. A majority of our students express satisfaction with their learning experience. Most of our faculty conduct research, scholarship, and creative activity that inform their teaching. Many of our faculty, staff, and students are actively engaged in service to the community. We strive to provide a welcoming environment for a diverse community of learners.

There are some ways in which CCSU falls short of these ideals. Whereas the Mission Statement envisions a mutually reinforcing relationship among education, scholarship and research, and public service, the demands of scholarly and civic engagement on faculty carrying heavy teaching loads and dealing with many under-prepared students, often creates strains that many faculty find unreasonable. Although teaching is a priority at CCSU, there have only recently been attempts at systematic and sustained efforts to measure the effectiveness of student learning in all departments and at all levels, whether General Education or majors courses. Although there is certainly evidence that many of CCSU’s faculty are dedicated to innovative, activity-based, life-long, and learner-centered higher education, little evidence has been collected to substantiate a systematic commitment to these values and to document their impact. Many students have trouble navigating the maze of offices for admissions, financial aid, registration, and advising. Despite the Mission Statement’s ideal of a fully integrated learning experience for students, the Academic Affairs and Student Affairs divisions have often worked in isolation. Recently, two highly publicized incidents involving racist and sexist content in our student newspaper have sparked concerns about the diversity climate at CCSU. The State’s contribution to our funding has steadily decreased to the point where it no longer covers half of the cost of educating each student. Moreover, the State’s funding formula does not reflect the additional costs required to support students who come to CCSU under-prepared.

The university community is aware of many of these shortcomings and works aggressively to address them. In an effort to understand the campus climate, the UPBC conducted a Noel-Levitz survey during the fall 2007 term. From it we learned that a preponderance of respondents was dissatisfied about the quality of communication among the University’s various constituencies. In response, Web-based vehicles for campus-wide communication were instituted, including CCSU Now, a description of institutional initiatives and programs that is continually updated, and 360 Degree Communication, which highlights selected accomplishments of faculty and staff. President Miller also conducted a survey to establish strategic priorities. We have established an Assessment Committee to help institutionalize and improve our assessment of student learning. CCSU has made a commitment to participate in the Voluntary System of Accountability and administered the Collegiate Learning Assessment to a sample of freshmen and seniors in 2007-08. A new budgeting process has enabled deans to increase the level of support for faculty research and travel. The recently created Retention and Graduation Council is working toward streamlining procedures to reduce hurdles faced by students. Efforts are now being made to overcome institutional barriers to collaboration. One objective in the University’s Strategic Plan specifically calls for increasing collaboration between the Academic Affairs and Student Affairs units to define co-curricular learning outcomes. Many initiatives are being undertaken to improve the campus


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climate for diversity, including appointing a Blue Ribbon Commission on Diversity and filling a newly upgraded position of Chief Diversity Officer.

Many efforts are underway to better fulfill the University’s mission with regard to students, including efforts to improve advising, to consolidate academic support services, and to upgrade athletic and fitness facilities. There are also new efforts from the Provost’s office to promote community engagement, and the Curriculum Committee’s General Education Subcommittee seeks to expand CCSU’s commitment to Writing across the Curriculum, although to date, there have been few concrete results.

CCSU’s Vision Statement remains appropriate for the institution. As an academic leader in engineering, technology, education, and business, CCSU has a legitimate claim to preeminence within the State. Owing to efforts of the Development Office and Alumni Association, the institution is well regarded by alumni and the community. Because most of our students pursue careers in Connecticut, CCSU makes a significant contribution to the economic development of the State. On-campus programs and institutes, an international component to the General Education requirement, and a dynamic Center of International Education, ensure that CCSU will continue to be global in its perspective and outreach.

Though few at CCSU could recite the Mission Statement, most administrators, faculty, staff, and students would agree that the University endeavors to be a “community of learners dedicated to teaching and to scholarship.” That is, CCSU’s primary goal is to provide a very good educational experience for our students, and thus teaching and learning should take precedence over all other concerns.

Projection

Following approval by the Faculty Senate of the four elements of CCSU’s distinctive identity, the UPBC plans to incorporate these elements in a revised Mission Statement that will be submitted to the Senate in fall 2008. The four distinctive elements of the University’s identity and the revised Mission Statement anticipated for adoption will be submitted to the CSU Board of Trustees for formal approval. Discussion of the distinct role CCSU plays within the Connecticut State University System will raise awareness of the mission among all constituencies. Specific objectives for each unit will be revised to reflect the new Mission Statement and the four elements of distinctive identity. The NEASC self study, coinciding with the mandate from the Trustees to specify a distinctive identity, has led to the current ongoing reevaluation of the mission by the university community. Each administrative unit will re-assess its strategic plan and its effectiveness in meeting the University’s mission.

Institutional Effectiveness

CCSU periodically reevaluates the content and pertinence of its mission and purposes in light of changing circumstances, such as shifting priorities within the State or demographic changes. In 2003, a University Taskforce developed a revised Strategic Plan, which was approved by the Faculty Senate in 2004. Over the past three years, President Miller has actively involved the university community in a strategic planning process to review and update goals and objectives for CCSU. An integral phase of this activity has been to demonstrate that all goals are derived from the Mission Statement and to document the continuity between the new plan and previous plans. Most units have strategic plans that are well aligned with the mission (exhibit for different units’ strategic plans). The recent process of identifying areas of distinctiveness for CCSU is expected to result in modifications to the Mission Statement in the coming year.



DescriptionPlanningCCSU engages in comprehensive planning and evaluation processes, grounded in Strategic Planning that outlines long-term goals and objectives consistent with the University’s mission. Budget planning and facilities planning are integrated into the Strategic Planning process.

Since CCSU’s last self study, the University has completed two iterations of strategic planning. The first iteration grew out of new priorities set in 2004, and the second grew out of the appointment of a new President in 2005 and a new Provost in 2006. This second iteration of strategic planning was based on the goals set forth in the 2004 Strategic Plan (Exhibit 2.1).

Our strategic planning process is vetted through many constituencies but primarily through the University Planning and Budget Committee (UPBC), a senate standing committee composed of faculty, staff, and administrators. The UPBC guides the development of the Strategic Plan and monitors its implementation. Progress on goals and objectives are reviewed and updated on an ongoing basis by UPBC and senior administrators. Progress on the University’s Strategic Plan is also maintained on a publicly available Web site. Open forums that involve the CCSU community have been conducted through online discussions and actual meetings to increase awareness and solicit input in defining and accomplishing planning goals.

The planning process at the institutional level includes a broad base of relevant stakeholders and campus decision-makers. Senior administrators on the Executive Committee hold responsibility for implementing initiatives in their specific units to achieve the strategic goals and objectives and for measuring their progress. In addition, various committees of administrators, faculty and staff address specific concerns and contribute to the planned advancement of the institution, including the Curriculum Committee, the Information Technology Committee, the Facilities Planning Committee, and the Retention and Graduation Council. These groups issue reports to the Faculty Senate and/or to the senior administration as appropriate. The Facilities Master Plan provides a ten-year roadmap for the implementation of capital projects, improvements, and maintenance required to meet strategic priorities; key elements of this plan incorporate provisions of the CSUS 2020 Program, a $950 million capital project plan. The Chief Administrative Officer had open houses for the campus to provide input on the CSUS 2020 Program and future bonding projects. In November 2007 the CSUS 2020 Program was approved by the General Assembly, which will lead to implementing CCSU’s plans for new and renovated facilities. This should significantly improve the campus and overall education experiences.

CCSU devotes significant resources to planning and evaluation. Beyond the integration of institution-wide budget planning with the strategic planning process, the institution allocates over a third of a million dollars a year for the Office of Institutional Research and Assessment (OIRA, formerly the Office of Planning and Institutional Effectiveness). The University also supports activities of the UPBC and other committees with responsibilities for planning and provides funds for planning retreats at the institution, division, school, and department levels.


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In all instances strategic planning is based on realistic appraisals of (1) the current and future needs of all CCSU constituents and (2) perceived or anticipated needs in the community. Planning processes are integrated and iterative. In the development and ongoing review of the Strategic Plan, administrators and the UPBC examine a wide range of internal data about the University as well as data from the external environment. These benchmarking activities include collection of data from peer institutions and other institutions in the State, as well as environmental scans of state and national trends and economic needs. For example, CCSU has initiated new academic programs to respond to Connecticut’s changing workforce needs. Internally CCSU is focusing on student graduation and persistence rates, improving student learning, improving academic advising, and enhancing faculty and staff satisfaction and success.

The Office of Institutional Research and Assessment, working with other university offices, assembles data for planning and evaluation. Much of this information is posted on publicly available or secure areas of the OIRA Web site. Some of these data include key performance indicators (KPIs) for enrollment; degree production and instructional activity, including benchmarking with the Delaware Study of Faculty Costs and Productivity; and survey data from nationally benchmarked instruments, such as the CIRP (The Cooperative Institutional Research Program) Freshman Survey given during the summer orientation program in 2006 and 2008, the National Survey of Student Engagement (NSSE), and the Noel-Levitz Student Satisfaction Inventory (SSI), last administered in 2004 and 2006.

Short-term planning occurs on several fronts. The Chancellor and CSU Board of Trustees jointly develop for the President an annual Letter of Priority (Exhibit 2.2) to direct appropriate focus on goals for the institution for the current year. It is meant to help the University chart its course for the year. The President generates a report on progress achieved. At the end of each year, the Chancellor reviews and evaluates the attainment of the goals in the Letter of Priority.

Another annual activity involves the Spending Plan, which allocates resources to address priorities outlined in the Strategic Plan and annual Letter of Priority. The Spending Plan is submitted to the CSU System with information on accomplishments of the previous year. The System administration and the Board of Trustees review and approve the annual plan; every two years the System submits a System-wide budget to the legislature.

In 2004-06 the Division of Student Affairs took part in a departmental Accelerated Improvement Plan. The plan was a procedural audit of all the departments within the Division of Student Affairs, which included simultaneous assessment of services, programs, and activities for students. The plan was based on the goals of the University and the documented strategic plan for the Student Affairs Division. Outcomes from this plan assisted in determining allocation of resources. An updated CCSU Development and Marketing Plan was approved by the Board of Trustees in 2003 to maximize institutional advancement and, in particular, to align with Institutional Goal 6 contained in the Strategic Plan. Two campus-wide surveys by Noel Levitz—the Student Satisfaction Inventory (SSI) and the College Employee Satisfaction Survey (CESS)—are administered to all students, faculty and staff on a regular basis. Based on results of the CESS administered in October 2007 and the Survey about Strategic Initiatives administered in February 2008, the President identified three areas for the administration to focus its efforts: establishing a process to get feedback on “managerial leadership”, seeking input from faculty and staff to improve service to students, and clearly articulating the role of academic advising


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and increasing awareness of that role. He then asked for specific suggestions from faculty and staff to improve in the identified areas.

Other planning takes place through focused committees that investigate methods for reaching one or more specific objectives. Examples are presented below:

The Office of Diversity and Equity develops Diversity and Equity plans (formerly known as Affirmative Action) that guide our hiring and promotion process (Exhibit 2.3).

A CSU e-Learning Leadership Team was formed in 2007 to formulate plans governing all aspects of e-Learning at the four Connecticut State universities (Exhibit 2.4).

Enrollment Management Teams, which operated from 2004-2006, were reconstituted in 2007 as an Enrollment Management Committee to help CCSU develop and implement plans for recruiting and enrolling a targeted class of students and to ensure that CCSU is prepared to accommodate the needs of each incoming class.

The Retention and Graduation Council and the Academic Advising Task Force were, respectively, established in 2006 to develop plans to promote student persistence and success and to improve academic advising.

The President’s Committee on Environmental Sustainability was established in 2006 to develop and implement a university-wide environmental sustainability plan (Exhibit 2.5).

EvaluationThe University evaluates its success in achieving its mission through multiple and integrated systems of assessment and dissemination of information. Evaluation systems are designed to measure outcomes tied to indicators that have been collectively identified. The University’s previous Strategic Plan approved in 2004 set forth 12 goals with 39 objectives. An analysis determined that 14 objectives were completely met or adequate progress had been made, leaving 25 objectives as only partially or not met. It indicates that those planning initiatives that are championed by both faculty and administrators result in successful implementation and that campus buy-in is essential to accomplishing ends. Areas in which goals were met include expansion of the First-Year Experience courses and the development of learning communities, which occurred in response to a need for a more cohesive experience for our entering students; the repositioning of the School of Graduate Studies to ensure internal quality control and to distinguish graduate from undergraduate education; and efforts to promote and expand incentives to encourage faculty and student inquiry. Procedures are in place to ensure that progress on goals in the new Strategic Plan is carefully monitored.

At the beginning of each fall semester, the President makes a presentation to the campus community about progress on specific educational objectives, including progress on the strategic plan and its respective goals. In addition, a university annual report is published each year (Exhibit 2.6). Measures of progress on the Strategic Plan are published on the CCSU Web site.

Starting in 2000 and continuing through the present, CCSU has been preparing an annual accountability report that details the University’s progress in five areas: enhancing student learning and academic excellence; joining with elementary and secondary schools to improve teaching and learning at all levels; promoting the economic development of the State and helping business and industry sustain economic growth; responding to the needs and problems of society; and ensuring the efficient use of resources (Exhibit 2.7).

Goals in the accountability report are linked to measures of student learning outcomes, such as student performance on licensure and certification exams; student outcomes in General Education in the areas


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of English and mathematics; and student success following remediation when remediation is deemed necessary. An evaluation of CCSU’s system for the assessment of academic programs is also included.

In 1999, CCSU assigned a task force to develop procedures for departments to conduct annual reviews of their academic programs. These guidelines called for the development of an assessment plan for each degree program to include: a list of student learning outcomes, identification of curricular areas through which learning outcomes are primarily delivered, and identification of performance measures by which faculty would evaluate the extent of student learning. The University’s annual Accountability Report contains departments’ assessment findings and planned actions for improvement. These reports are filed through a web-based survey, summaries of which are placed on the OIRA website and also found in the document room (Also contained in Exhibit 2.7.)

Annual reports submitted by the deans of the five schools and the directors of the Library and the Center for International Education (the Provost’s Council) provide a summary of accomplishments in their respective academic units (Exhibit 2.8). Recognized University Centers also prepare annual reports. In addition, the OIRA prepares reports each semester on headcount and full-time equivalent enrollment in each program, the number of majors in each program, and faculty load. A report on the number of degrees awarded in each program is prepared annually. Since 2000, CCSU has also participated in the Delaware Study of Faculty Costs and Productivity in order to compare all the institution’s programs to external benchmarks.

Student Affairs also went through an external review in 2006 by EBI - Educational Benchmarking Inc. surveys. These surveys are recognized by Student Affairs national affiliate organizations and focus on Residence Life, Student Center, Student Activities, Bookstores, and Food Services.

Additional external evaluations result from programs that are accredited by national accrediting agencies, such as NCATE, ABET, COAMFTE (Exhibit 2.9) and others, through their review cycles. External advisory boards also provide another valuable external perspective on the success and effectiveness of CCSU’s academic programs (Exhibit 2.10).

Consistent with the requirements of the Affirmative Action Regulations of Connecticut State Agencies and the University’s commitment to diversity, the Office of Diversity and Equity conducts its annual review and evaluation of CCSU’s Affirmative Action program. Members of the Executive Committee, Provost’s Council, department chairs and directors are asked to respond to questions having to do with affirmative action hiring, promotional and program goals and objectives; Central’s policy pertaining to sexual harassment and their responsibility to assure its implementation; and grievance procedures relating to complaints of alleged discrimination.

CCSU has a commitment to the regular evaluation and measurement of outcomes related to its overarching mission to “prepare students to be thoughtful, responsible and successful citizens.” In the area of classroom instruction, students provide evaluations of teaching for every course at CCSU as mandated by the CSU/AAUP contract. These evaluations are reviewed by instructors and in some instances department chairs. The results are used for course and programmatic improvement; they also factor in as an element for faculty promotion and tenure. New promotion and tenure guidelines were presented to the Senate that now include, among other guidelines, a peer review of teaching.

The institution also has a regular schedule for administration of the CIRP Freshman Survey, the SSI, and NSSE. In 2007-08, as an early participant in the Voluntary System of Accountability, the University


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administered the Collegiate Learning Assessment (CLA) to gather direct measurements of students’ skills in critical thinking, analytical reasoning, problem solving, and written communication and compare them to national benchmarks. The School of Graduate Studies also has administered the Noel Levitz Adult Student Priorities Survey for Graduate Students.

The Connecticut State University System surveys recipients of baccalaureate degrees from the four universities to ascertain their perceptions of their alma mater. Results are shared with each of the universities and survey responses are posted to the OIRA website.

Appraisal

PlanningA majority of respondents to questions about strategic planning expressed dissatisfaction with the process. The following responses to a survey distributed at a “NEASC Town Meeting” in January 2008 were fairly typical: “the strategic plan has a tendency to get bogged down;” “the University Planning and Budget Committee process is not open, accessible, or transparent;” “approaches need to be coordinated and communicated throughout the campus.” However, respondents generally agreed that planning, assessments, and evaluations were becoming more evident on the campus.

When surveyed through the College Employee Satisfaction Survey (CESS), respondents rated implementing strategic plans as important (48%) or very important (39%). Satisfaction rates with this same item were low in comparison, with 43% stating “not at all” or “not very” satisfied. A majority of respondents also reported that they were not involved in planning for the future (although employees who have worked at the University for five or fewer years were more satisfied with their involvement in planning than their counterparts). Further analysis of the item listed as involvement with planning and decision making reveals a different level of perceived involvement depending on employee status. The response to these CESS questions indicates the need to ensure more widespread participation in the planning process.

Repeated requests from the UPBC for input from the university community on proposed strategic goals and objectives elicited virtually no response, except from members of the Provost’s Council. Whereas some members of the university community may rightly claim that they were not involved in the planning process, their lack of involvement does not signify a lack of opportunity to participate. The decision not to participate in the planning process could be indicative of apathy or a lack of confidence in the value of such participation. The perception that management has been “too involved” in planning and decision making may reflect the conviction that contributing to the process will have minimal impact.

The University has made considerable progress in meeting its strategic goals and objectives over the last three years. Two examples of progress include the steady increase in the one-year retention rates from 69% for full-time, first-time students entering in fall 1997 to 79% for those entering in fall 2006. Six-year graduation rates of full-time first time students also increased from a low of 40% for those entering in fall 1999 and graduating before 2005 to a nine-year high of 44% for those entering in fall 2001 and graduating before fall 2007. Increasing the graduation rate was also listed as one of four top priority goals by all employees on the College Employee Satisfaction Survey.


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EvaluationThe College Employee Satisfaction Survey indicated that 45% of respondents were not satisfied or not very satisfied with the institution having a mechanism for evaluating progress towards meeting institutional goals; the importance of this item was rated as important by 47% and very important by 37%. Strides have been made to enhance our evaluation process, and this information is being shared through additional links that have been placed on the OIRA Web site, which include data, reports, and other indicators of institutional effectiveness. In addition, dedicated information sessions have been held for the campus community to describe and interpret results from such evaluation measures as the CESS, NSSE, and SSI, as well as the findings from research conducted by the Retention and Graduation Council. Although data and information have been more widely publicized through web pages and public presentations, greater effort will be needed to ensure that all stakeholders feel they are adequately informed about our progress in meeting institutional goals.

Projection

With the approval of a new Strategic Plan and of the four distinctive elements of CCSU’s identity, CCSU will be dedicated in the coming years to fulfilling the 48 objectives that support its seven principal goals. Baselines and targets for each objective have been established and “enabling activities” have been identified to help fulfill the goals and attain the targets. Examples of enabling activities include 1) working with AAUP to develop a learning-oriented student rating instrument; 2) defining strategies to improve the quality of services to different types of populations of students; 3) formalizing interventions for at-risk students; 4) working with the curriculum committees to propose instituting a "C" designation for courses that focus on community engagement; 5) pursuing opportunities to support faculty scholarship and creative activity. A new program of Strategic Planning Grants will be announced in fall 2008; the Provost’s office has set aside $50,000 to fund 10 new initiatives to achieve strategic objectives. A new strategic planning website will be launched by fall 2008 that will allow UPBC as well as other constituencies to systematically monitor progress. UPBC will begin reviewing progress on each indicator, starting in 2008-09.

Specific initiatives are also planned to help CCSU achieve and reinforce its distinctive identity within the CSU System. To extend its commitment to international education, CCSU will become a cohort member of the American Council on Education (ACE) Internationalization Laboratory for 2008-2009. The Internationalization Laboratory will assist CCSU in this commitment by 1) reviewing our array of international activities, 2) further articulating our student learning goals for international learning, 3) assessing our progress toward our institutional goals for international education, and 4) furthering our progress to broaden and deepen internationalization on the CCSU campus. CCSU also plans to host an International Education Conference in fall 2008. The goal of the conference is to strengthen international education across the Connecticut State University System and within individual universities.

To support its commitment to community engagement, CCSU plans to join “Campus Compact,” which is the national organization that supports service learning; the University has applied and has been accepted to the American Association of State Colleges and Universities (AASCU) to become one of 8-12 institutions to join a new “Civic Agency Initiative,” which will focus on integrating citizenship into core curricula. An RFP sent to faculty on February 25, 2008 about a new competition for Summer Curriculum Community Engagement Grants resulted in 15 faculty receiving community engagement grants for the


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2008-2009 semester. Continuing annually, these “Community Engagement Grants” will support projects to develop courses that integrate community partnerships. Plans tentatively call for CCSU to apply in 2010 for the elective “Community Engagement” Carnegie classification.

CCSU’s plans for building on its strong commitment to support economic and workforce development in the State include proposing a new degree in Civil Engineering, emphasizing economic development through its commitment to community engagement, promoting expanded outreach to the business community through the activities of the Institute for Technology and Business development, and renewing our grant with the Small Business Development Center. Interdisciplinary and cross-curricular initiatives to be emphasized in the future will include further integration of writing, community engagement, diversity, and international education throughout the curriculum and co-curriculum.

To improve communication and the sharing and interpreting of data for the campus, OIRA will begin tracking the number of enrolled majors in each department over time. Although this has been a more complicated project than initially anticipated, especially in terms of providing the drill-down to specializations, the University believes that the information will be particularly useful for departments and deans to monitor their respective programs. In addition the Office of Institutional Research and Assessment has begun to compile a set of vital statistics or program metrics for the departments on campus. These data are now online by department on the beta website for OIRA. These reports on program metrics provide trend data for 12 semesters for: FTE Enrollment (by student level and enrollment status); Faculty (FT headcount, PT FTE) and Student-Faculty Ratios; and Degrees Awarded.

A new process is being planned for reviewing departmental assessment programs as well as General Education; this plan will encompass how to provide feedback to the five deans, departments and the General Education Subcommittee of the Curriculum Committee (see Standard 4). In addition the CCSU Enrollment Management Team is considering the profiles for undergraduate and graduate students as a means of planning for the upcoming years.

Student Affairs will continue to move forward on assessment, utilizing quantitative and qualitative data, such as SSI, CIRP, EBI and internally designed surveys and focus groups, to evaluate its services and programs. Based on current information, the Student Affairs unit will develop measureable outcomes to help ensure continued quality and improvement of student services, with the overarching goal of increasing retention and student success.


The University Planning and Budget Committee (UPBC) plays an influential role in tracking and monitoring the University’s progress in fulfilling its goals and objectives. It also is charged with identifying areas to be emphasized and improved. UPBC has broad-based campus representation including administration (Provost, CFO, V.P. Student Affairs, V.P. Institutional Advancement, a representative from the deans); faculty from each of the academic schools; and members of the faculty senate. The revision of the strategic plan, which began in 2005-2006, was followed by the UPBC formulating guidelines for monitoring progress on the plan. Formal review mechanisms for examining the effectiveness of planning and evaluation processes have been a major focus of activity starting in 2006-2007.

UPBC also reviews proposed budgets from each administrative unit on campus for their conformity with institutional strategic priorities, making critical evaluation for the alignment of resources with the


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strategic goals as well as recommendations for changes before they are submitted to the President for his approval.

In the area of assessment and evaluation, in fall 2007 the University hired a new Director of Institutional Research and Assessment who has experience with program review processes for academic and non-academic programs. With his leadership, the Faculty Senate approved both the charge and structure for a new Assessment Committee and a formal Assessment Plan for CCSU (Exhibit 2.11). The Faculty Senate also approved provisional participation in the Voluntary System of Accountability (VSA). In addition, under the leadership of the President, the University has improved in its dissemination of data and information to its constituents.


Description

A variety of documents—Connecticut General Statutes, policies and resolutions of the CSUS Board of Trustees (BOT) (Exhibit 3.1) policies of the CSU System (Exhibit 3.2) and the University Collective Bargaining Agreements (CBA)(Exhibit 3.3)and Faculty Senate resolutions —provide the framework for the governance structure of CCSU. The relationships among the layers of governance are outlined by organizational charts (Exhibit 3.4).

Newly appointed BOT members go through a full orientation and make visits to the four CSUS universities. The staff of the CSU System Office provides BOT members with all information necessary to fulfill their policy-making roles. BOT members receive staff reports prior to their regular monthly meetings and are provided with information from all monthly Board sub-committee meetings.

University administrators receive their position descriptions (Exhibit 3.5), appropriate CSU human resources policies and procedures (Exhibit 3.6), and are oriented to the University at New Employee Orientation (Exhibit 3.7).

The faculty and staff receive copies of position descriptions; appropriate CBAs; appropriate CSUS and CCSU policies and procedures; departmental policies and procedures; and are oriented at New Faculty or New Employee Orientation.

The CCSU table of organization outlines the relationships between the BOT, the CSU System Office, and the administration of CCSU. The administration of CCSU has stabilized under the leadership of President Jack Miller, and his cabinet is fully constituted with a complement of Vice Presidents and Chief Officers who oversee one or more administrative or academic areas with distinct missions that are tied directly to the overall mission of the University.

The CBAs for teaching and administrative faculty provide for shared governance. The Faculty Senate includes voting members of both the teaching and administrative faculty, and resolutions passed by the Senate are reviewed and approved by the President. The University Planning and Budgeting Committee (UPBC) acts on behalf of the Faculty Senate in an advisory capacity to the President. All constituent units of higher education in the State of Connecticut are governed by CGS Title 10a, Sec 10a-1 through 10a-55c. The Board of Governors of Higher Education is the central policy-making authority for public higher education in Connecticut. The Connecticut State University System (CSUS), the largest public university system in the State, is governed by Chapter 185b, Part II, and overseen by a Board of Trustees (BOT), whose authority to oversee the CSUS and its constituent units is set forth in CGS Sections 10a-87 through 10a-101.

The BOT, as specified by statute, consists of eighteen members, fourteen of whom are appointed by the Governor and confirmed by the General Assembly for six-year terms (Section 10a-88). Four student members are elected for two-year terms by the student body at each of the four universities. The BOT Chair is appointed by the Governor.


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The BOT’s membership reflects the areas of competencies needed to both carry out their responsibilities, and represent the public interest. BOT members bring a wide range of expertise and interest and a level of competency required to make decisions about the CSUS.

Because CCSU is a public institution, there is no opportunity for BOT members to be stockholders or corporate directors. None of the BOT members is employed by or has any financial interest in any of the universities in the CSUS.

BOT members must fill out an extensive background information questionnaire (Exhibit 3.8) that is sent to the Governor’s office. Nominations are sent to the Legislature’s Committee on Executive and Legislative Nominations. When sworn in, all Board members are required to take an oath administered by the Board Chair (Exhibit 3.9). All new Board members are provided with Resolution BR#06-54 CSU Ethics Statement when they first take office, and it is reissued annually to all Board members.

CGS Section 10a-149 vests the authority and responsibility for the operation of the State’s public institutions of higher education in the BOT, “which shall have special responsibility for the preparation of personnel for the public schools of the State including master’s degree programs, education doctoral degree programs and other graduate study in education, and authority for providing liberal arts and career programs at the bachelor’s, master’s and sixth-year levels.”

The CSUS Strategic Plan and the CCSU Strategic Plan provide the BOT with a unique understanding of CCSU’s distinctive mission among the four universities. The CSUS Strategic Plan, currently under review and revision, will contain specific missions for each of the four universities in the system.

In accordance with their statutory authority, the BOT plans for the expansion and development of the four Universities, and submits such plans to the Board of Governors for Higher Education and the Commission of Public Works.

The Chancellor of the CSU System, Dr. David G. Carter, is responsible for recommending policies for Board approval, implementing all BOT decisions and policies, and keeping the BOT informed regarding all aspects of the CSU System. Board policies are approved by resolution at monthly Board meetings. The Chancellor is authorized to act for the BOT and represent the BOT, the CSU System, and the universities to other units of state government. In the absence of BOT policy, the Chancellor is empowered to issue administrative directives, request reports, transfer funds, and create policies. Twice a year the Chief Financial Officer and the President provide the Board with an update of the University’s financial status. The Finance and Administration Committee, and then the full Board, undertake a mid-year review in February. At the end of the fiscal year, the University presents a review of the current fiscal year’s finances, and presents the next year’s Spending Plan to the Board, which is approved by resolution of the full Board. The University also makes presentations to the Board on all major new initiatives, such as CCSU’s Ed.D. program in Educational Leadership and the introduction of a baccalaureate degree in Engineering, which are then approved by resolution of the full Board.

System-wide councils, made up of representatives from all four universities, advise the Chancellor and the system office staff regarding issues affecting the various universities and the system as a whole: the Council of Presidents, Council on Academic Affairs, Council on Finance and Administration, Council on Student Affairs, Council on Employee Relations, Council on Information Technology, and the Institutional Research Council. The Chancellor may also establish system-wide advisory committees on a standing or


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ad-hoc basis. The councils meet monthly and make recommendations to the Board for new initiatives and policy changes. These committees also hold one meeting per year at each of the four universities.

Annually, the Board holds one of its regular meetings at the CCSU campus, at which the President presents the University’s annual report to the Board. The Annual Report provides an overview of the accomplishments of the University over the past year.

The BOT examines its effectiveness on an ongoing basis through discussions and deliberations that occur at the committee level of the Board, as well as through discussions that take place in the meetings of the BOT Executive Committee.

BOT members attend workshops and conferences to remain current on issues affecting their positions and their fiduciary responsibilities. Periodically, experts on various topics make presentations to the BOT to ensure that BOT members are fully versed in all areas in which they are expected to make decisions. Board members also participate in periodic retreats to undertake self-assessment.

Communication between BOT members is carried out through a well-established and extensive subcommittee structure. Per BOT by-laws, the BOT is required to meet no fewer than eight times per academic year, and within that schedule, is required to meet at each of the four universities once per academic year. All meetings are open to the public. The campus meetings allow for open forums where members of the public, faculty, staff, and students are invited to speak directly to the Board. All BOT Resolutions are distributed throughout the University System and published on the CSUS website.

The BOT convenes the following Standing Committees: Academic Affairs; Development; Executive; Finance and Administration; and Student Life, in addition to an Audit Subcommittee of the Executive Committee, as well as special committees appointed by the Chair of the BOT to address special topics or problems, and various advisory committees for presidential and chancellor candidate searches. The detailed work of the Board is carried out in the monthly committee meetings, and great care is taken to provide for maximum transparency of committee deliberations. Every Board member receives copies of the informational packets provided to each committee, so they are aware of what issues the committees are addressing.

The President submits an annual report to the Chancellor. The Chancellor writes an annual performance evaluation of the President, which he reviews with the BOT. The President signs the assessment and may append comments. Every four years, the BOT Committee on Presidential Assessment conducts an in-depth review on campus to assess the President’s effectiveness, meeting with all university constituencies.

The BOT delegates broad authority to the President who is expected to meet the stated missions of the University, oversee the executive management of the University, and promote its development and effectiveness within approved Board policy. The President is also responsible for the safety, health and welfare of all students and employees.

The President is authorized by statute (Sections 10a-151(a-c) and 10a-154b) to approve expenditures in such areas as commodities and equipment purchases, not subject to the approval of any other state agency.


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The administration of the University is delegated by the President to members of the Executive Committee: vice-presidents and chief officers who report directly to the President (Exhibit 3.10). Bi-weekly meetings between the President and all members of the Executive Committee are held, as well as numerous ad-hoc meetings with individual administrators as needed. Each Vice-President or Chief Officer oversees an assigned area of responsibility (See Exhibit 3.4). The Provost and Vice President for Academic Affairs is the Chief Academic Officer and meets bi-weekly with the Provost’s Council.

Allocation of resources is undertaken in keeping with requirements of the CBAs, and sound fiscal practices, while attempting to meet the needs of students in keeping with the CCSU mission. Under the direction of President Miller and the Vice President for Fiscal Affairs, and in consultation with the UPBC, the process by which funds are allocated throughout the University was re-designed for the 2007-2008 budget year, giving broad authority to the Vice Presidents and Chief Officers to manage their own budgets. Requests for annual budget allocations are presented to the President, after being reviewed by the UPBC.

The President provides full disclosure to the university community regarding the budget process, both at the University Opening Meeting each fall, in meetings with constituent groups, and through e-mail communications.

Several mechanisms have been put in place for the President to use in assessing the effectiveness of the institution. The baseline data, objectives, and enabling activities outlined in the CCSU Strategic Plan provide a quantitative methodology for the President to use in assessing progress on institutional goals. The annual administration of the College Employee Satisfaction Survey and the biennial administration of the Student Satisfaction Inventory provide for regular feedback from all campus constituencies. The President meets regularly with the leadership of AAUP, SUOAF, and the Faculty Senate. The Presidents of the Senate and the AAUP also meet periodically with the Provost’s Council.

In fall 2006, the President established Classified and Unclassified Labor Councils, which meet twice per semester and include the leadership of all seven employee unions and members of the Executive Committee. These meetings provide for the exchange of relevant information and concerns between the parties in a more formalized setting.

The President and the executive staff regularly attend Faculty Senate meetings. Open Forums for different constituent groups (faculty, staff, and students) are held throughout the academic year. The President attends academic departmental meetings biennially, holds coffee hours with groups of faculty several times each year, and meets with students on an ad-hoc basis. He communicates with faculty and staff on issues of university-wide importance via e-mail regularly. Web-based vehicles for campus-wide communication were instituted in fall 2007, including CCSU Now, a description of institutional initiatives and programs that is continually updated, and 360 Degree Communication, which highlights selected accomplishments of faculty and staff. The administrative structure of the University also provides for significant contribution from students (see below).

Examples of other collaborative efforts include the AAUP Shared Governance conference held in March 2007, at which university administrators served on a joint panel with representatives of AAUP; and the President’s ad hoc committee on Promotion and Tenure (P&T), made up of faculty and administrators, to review the promotion and tenure process. The resulting report recommending changes to the P&T process was passed by the Faculty Senate in May 2007.


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The Provost/VP for Academic Affairs is the Chief Academic Officer for the University, reporting directly to the President. The Faculty Senate Constitution spells out faculty responsibility for academic policies.

The academic deans, Associate Vice-Presidents, Library Director, Director of Institutional Research and Assessment, Director of Continuing Education, Director of the Learning Center, and Director of the Center for International Education report directly to the Provost and meet with him as the Provost’s Council on a bi-weekly basis. This ensures continuing dialogue and coordination of all academic programming decisions. The Directors of Continuing Education, the Learning Center, and the Center for International Education serve on the Provost’s Council to ensure that policies in these areas are well integrated and serve students in the five schools.

The academic programming responsibilities of the faculty, through the Faculty Senate and the AAUP CBA, are clearly defined. The process by which curricular changes are made in the Senate, with resolutions requiring presidential approval, ensures that academic programming is in keeping with the University’s mission and strategic plan.

International education programs are the joint responsibility of the Center for International Education and the faculty. All international academic courses are reviewed through the regular curriculum process in the Faculty Senate. Continuing education courses, offered for credit on weekends and evenings, are also subject to review and approval by the Faculty Senate. All credit courses offered by the University, regardless of location or format, must conform to the same contractual standards of evaluation.

Faculty governance at CCSU is coordinated exclusively by the Faculty Senate, which has authority in such areas as curriculum matters, degree requirements, scholastic standards, academic freedom, admission policies, and student behavior.

The Senate also serves in an advisory capacity in the appointment of administrative officers, budget and planning matters, university organizational structure, promotion and tenure policy, and in other matters affecting the educational quality and mission of the University.

The faculty exercise basic control over curricula, although new degree programs are also approved by the University President, the Board of Trustees, and the Board of Governors for Higher Education. The faculty of CCSU design curricula in their departments and in interdisciplinary programs (working closely with the Deans regarding resource and facilities implications and other administrative concerns) and then, with the Dean’s approval, present the proposals to the Faculty Senate Curriculum Committee and finally to the full Senate. All Senate actions are presented to the President for approval. The curriculum approval process for credit-bearing courses and programs to be offered off-campus and in evening and weekend formats is the same as for on-campus, credit-bearing courses offered during the regular academic semesters.

The Senate Committee on Academic Standards is the forum in which residency requirements, course withdrawal policies, and other similar academic policies for undergraduate students are determined. The Graduate Studies Committee performs this function for graduate students.

Faculty personnel matters are regulated by the AAUP CBA. The contract provides for extensive faculty involvement in appointment and promotion and tenure actions and sets forth guidelines for reassigned time, sabbatical and other leaves, research funding, outside professional activity, faculty grievances, program discontinuance, retrenchment, and numerous other aspects of faculty professional life.


The Student Government Association (SGA) is the general organization of undergraduate students and is governed by the Student Senate, an elected representative body. The Constitution of the SGA sets forth roles for student participation in governance of the University. These roles include student membership on the Student Advisory Board to the CSU Board of Trustees, the CSU Board of Trustees itself, the Student Union Board of Governors, the Board of Directors of the CCSU Foundation, Inc., the Board of Directors of the CSU System Foundation (previously known as the Henry Barnard Foundation), and service in various advisory capacities to academic departments. The SGA President and the Faculty Senate President address each other’s memberships annually to share information and discuss issues of mutual concern.

Resident students are represented on the Inter-Residence Council. The SGA and the Inter-Residence Council allocate Student Activity Fee revenues to student clubs and organizations for social, cultural, recreational, and educational programs for the student body. By statute, the university administration retains ultimate responsibility for expenditure of all fee revenues, but student leaders enjoy a good working relationship with the administration and exercise wide discretion. The SGA reconsiders and amends its by-laws on an annual basis. Graduate students are represented in the Graduate Student Association (GSA) that, through its elected Executive Council, articulates the interests of graduate students to the administration and other groups on campus. Sample minutes from major student committees are in the workroom (Exhibit 3.11).

In keeping with state legislation and Trustee policy, the university administration regularly consults the SGA regarding changes in student fees and charges. Students are asked to serve as voting members on the following committees: Athletic Board of Control; Academic Standards Committee; Curriculum Committee; Excellence in Teaching Award Committee; Distinguished Service Award Committee; Committee on Concerns of Women; Parking and Traffic Appeals Committee; University Planning and Budget Committee; Advisory Council Against Alcohol, Tobacco, and Other Drug Abuse; Advisory Committee for Students with Disabilities; University Safety and Health Committee.

Appraisal

The BOT website is regularly updated to ensure that all Board policies, resolutions, meeting minutes, and agendas are readily available to the public, although users report some difficulty in accessing BOT resolutions by topic. Updating the hard copy version of the Board Policy Manual presents more of a challenge due to the volume and regularity of changes.

The CSU System Office staff gathers information and does national research on current best practices in order to provide Board members with balanced perspectives on topics of importance. The Board’s Executive Committee informally reviews individual Board members’ effectiveness. The Chancellor believes that a more formalized process would be beneficial, and he is researching evaluation methods of Board members in other settings with the goal of creating a more formal instrument. The Board’s Executive Committee undertakes a rigorous annual evaluation of the Chancellor and has been asked by the Chancellor to expand their evaluation to include how well the entire System office is providing support to the Board.

An important strength of the CSUS is student representation on the Board of Trustees. Students are also invited to serve on a number of CCSU committees, boards, and task forces, as well as being asked to serve on ad hoc committees. Student participation is lower than desirable. Faculty and staff responses


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to the College Employee Satisfaction Survey (CESS) indicate that they would like greater student involvement in planning and decision making.

Student involvement in matters of governance currently rests with a small core group of students who hold multiple leadership roles. The Student Government Association, Student Activities/ Leadership Development and Career Services are working to help a greater number of students understand the value of campus involvement while they are undergraduates and as part of their professional development.

BOT members, the Chancellor, the President, and union leaders report positive and constructive working relationships among the BOT, the System Office, university leadership and union leadership. The parties have collaborated successfully to settle labor contracts for teaching and administrative faculty. The parties worked closely together to receive legislative approval for the bonding package recently approved for CSUS, which will result in the completion of a number of important building projects on campus. Some part-time faculty members believe that they have inadequate opportunity for involvement in issues of governance, feeling that their involvement is only available through the AAUP and the Faculty Senate.

The system-wide councils have generally been an effective means of communication between the Chancellor, System office staff, and campus administrators, although some faculty members believe that there is a lack of communication coming from the System Office to the campus. Some faculty feel that System Office decisions that affect campus constituencies have not always had the necessary advocacy from campus administrators who had a voice at the table.

The Chancellor continually reviews the effectiveness of the University through informal visits, observations, and feedback. He believes that these activities are providing him with sufficient data and information. Currently, there is no formalized mechanism for him to receive feedback from campus constituencies, so he is developing an instrument to obtain broad-based formal input. He will use this data to provide feedback to the University Presidents.

The evaluation of the Chief Executive Officer is both formative and summative, and is based on the Letter of Priority which is framed by the University’s mission and goals. The Chancellor meets with the President annually to review the progress made in addressing his Letter of Priority. Some faculty and staff express dissatisfaction with the level of input available to them in the annual evaluation process of the President, as borne out in the CESS. Every four years, or sooner if necessary, the Board’s Presidential Assessment Committee meets with the President to evaluate his or her performance. The Board committee also seeks input from various campus groups. A formal instrument for evaluating presidential performance at all of the four universities will be used for the first time in 2008. The President provides campus administrators with annual reviews, in writing and in person, which provides an opportunity to discuss ways to improve the University’s overall effectiveness in delivering service to students.

CBAs, BOT policies, university policies, and organizational charts are regularly updated and disseminated when changes occur, and all new faculty and staff receive copies at orientation sessions. The Faculty Handbook is being updated for the first time in many years and should be available by fall semester, 2008 (Exhibit 3.12). A consultant was also hired in 2008 to create a comprehensive manual on hiring and search procedures. Concerns have been raised that the University’s website is not systematically updated and presents navigation problems. This makes transparency more challenging and negatively affects student, faculty, and staff recruitment, fundraising, and enrollment efforts. A 31-member Web



review committee was convened in 2007, and the University has secured funding for the purchase of a Content Management System.

Between 2005 and 2008, President Miller prioritized searches that all but eliminated the high percentage of acting and interim administrators that had characterized the administration in prior years. The turnover that preceded the current administration resulted in a loss of institutional memory, instability, and some amount of inertia. For the first time in several years, the University is enjoying stable leadership at the highest levels of the organization, with only a single position on the Executive Committee filled by an interim appointment

By formalizing methods of communication with faculty, staff, and union leaders, the President has increased communication through the organization. However, numerous issues occurring on campus in 2007 prompted the Faculty Senate to hold a “no confidence” vote regarding President Miller, which failed to carry.

Faculty have noted that the administration has listened and responded positively to their concerns regarding the timeliness and style of communication from the administration in response to major campus issues. The administration has improved the timeliness and tone of the communication. While the president and administrative staff do meet regularly with faculty, staff and students, some members of these constituent groups believe that it takes a crisis to gain their full attention.

Faculty report that the process currently in place is effective and working well to ensure academic integrity of existing programs and in the creation of new programs. The Senate and AAUP leadership meet frequently with the President and Provost on academic program matters and they are satisfied with their level of involvement. The administration actively seeks faculty input in the process of creating new programs.

While some faculty believe that the administration sometimes makes decisions without consulting the Faculty Senate and that established committees of the Senate are ignored, the Faculty Senate President believes that the administration has shown a willingness to build a culture of cooperation and shared governance. For example, the parties worked together to establish new guidelines for the promotion and tenure process, and in reviewing the reorganization of the Office of Student Affairs.

Projection

Chancellor Carter’s commitment to seek input from campus constituencies on System Office policy decisions will enhance the relationship between the System office and the campus community. Moreover, the Chancellor’s decision to create more formal instruments to evaluate the effectiveness of both the BOT and the System Office will provide these bodies with valuable information to better evaluate their own effectiveness.

The Chancellor is currently reviewing and updating the CSUS Strategic Plan for the entire CSU System (known as the Focus Plan), which will serve as an umbrella over the four university missions and serve to tie them together, while maintaining their distinctive missions. The Focus Plan will provide a framework within which CCSU can focus on its distinctive mission and strategic goals. Now that the CCSU Strategic Plan has been completed, the University can focus its efforts on achieving the goals and objectives contained therein.


At the request of the Board of Trustees, the Chancellor developed a formalized instrument for the Board’s use in more effectively evaluating the performance of the University Presidents. This instrument will be used to evaluate President Miller’s performance in 2010. This instrument will allow for anonymous input from all members of the university community. BOT members will visit campus to gather input from various constituencies. This will address one of the areas identified in the College Employee Satisfaction Survey (CESS) regarding the lack of feedback mechanisms for evaluating managerial leadership.

Communication, transparency, and shared governance will be enhanced with the re-design of the university Web site and the purchase of a Content Management System, a software program that enables users to more easily create and edit information on their departmental web pages. The updating of the Faculty Handbook and the development of a consolidated University Policy Manual, along with the creation of the comprehensive hiring and search manual, will also help to improve communication and transparency. The stabilization of the university administration, now experiencing only normal turnover, will allow the University to move forward toward meeting the goals in the strategic plan. This stability, and the administration’s continued participation in the system-wide councils, will improve advocacy to ensure that needs of various campus constituencies are met.

By administering the College Employee Satisfaction Survey on at least a bi-annual basis, the University will be providing continuing opportunities for faculty and staff to be involved in campus-wide planning and decision making. Efforts will be made to improve communication with and participation of part-time faculty members in campus matters, such as participation on Faculty Senate standing committees. The survey results will help us to better assess our strengths and weaknesses, and focus on areas where improvements are needed using information gathered from all constituencies on campus. The CESS will be administered again in fall 2008, and administrators, faculty, and staff will continue to work collaboratively to update the survey questions and analyze the data collected.

The new decentralized budgeting process requires that administrators engage in strategic workforce planning, continually re-examining their personnel needs. As administrators become more comfortable with this process, redeployment of personnel, revision to existing positions and/or job responsibilities, and strategic decision making based on budgetary and strategic planning will be ongoing. While there is no formal requirement to evaluate the existing organizational structure, it has become a necessary part of the budget management process.

The Academic Assessment Committee oversees the assessment of student learning outcomes and assists departments implement their assessment plans. The Graduate Dean’s work on improving communication and resources needed to develop new graduate programs, such as funding for market studies, will improve the process used for developing such programs and receiving approval by the Curriculum Committee.

Through the coordinated efforts of the Student Government Association, the Student Activities/ Leadership Development Office, and the Department of Career Services to get more students involved in campus governance, student input into campus-wide decisions that affect them will increase. This increased involvement by the students will enhance their opportunities for future employment.




The President, in consultation with the Executive Committee and the Faculty Senate, is empowered to make recommended changes to the organizational structure as the need arises. Reporting relationships may be modified for any number of reasons, including improved communication, additional oversight, strategic alignment, or enhancement of services to students. These issues are raised throughout the year as a result of ongoing communication among constituent groups, and recommendations may be made through a variety of avenues. For example, in 2007, discussions among numerous affected groups resulted in a change during the search process for the position of Director of Multicultural Affairs/Director of Affirmative Action to Executive Assistant to the President/Chief Diversity Officer and inclusion on the President’s Executive Committee. Also in 2007, registration for part-time students was moved from the Office of Continuing Education to the Registrar’s Office in order to improve service to students, and the Learning Center’s reporting relationship was changed from the Vice President for Student Affairs to the Office of the Provost. Collective bargaining negotiations for teaching and administrative faculty that occur every three to four years provide a formal opportunity for the parties to discuss any structural or governance issues that may require negotiation. Shared governance is and will continue to be critical to the effective functioning of the University. There is commitment to shared governance among administrators, faculty, and staff, and there is a sense of optimism by stakeholders that the improved communication and collaboration between the parties will enhance the shared governance that is defined in the letter and the spirit of the CBA between the teaching and administrative faculty and the CSUS.


DescriptionAll of CCSU’s academic programs are consistent with the University’s mission to provide access to higher education to all those who can benefit from our offerings and to provide a high quality education that prepares students to become successful professionals and responsible citizens.

The institution offers bachelor’s and master’s degrees, sixth-year certificates, and one doctoral degree in the areas of Arts and Sciences, Business, Education and Professional Studies, and Engineering and Technology. All programs require at least one year to complete. In addition, the institution offers one pre-baccalaureate certificate, post-baccalaureate teacher certification programs, post-baccalaureate certificates, and post-master’s certificates. (See Exhibit 4.1: Undergraduate and Graduate Catalogs.)

Academic oversight and quality assurance at the institution are provided by a structure of department chairs, deans, faculty governance councils, and the office of Academic Affairs. Faculty governance includes both school-based governance councils and university-wide academic standards and curriculum committees.

The coherence of the goals, structure, and content of educational programs is assured by department curriculum committees and subject to review and approval at departmental, school, institutional, system, and state levels. The coherence of policies and procedures for admission and retention are assured by the Office of Admissions and Recruitment and reviewed by the Council of Associate Deans, the Retention and Graduation Council, and the Office of Academic Affairs. The coherence of instructional methods and procedures are assured through evaluations of teaching, which are reviewed at the departmental, school, and university levels. The institution assures coherence in the nature, quality, and extent of student learning and achievement through the articulation and periodic assessment of learning goals for General Education and for academic programs.

All programs meet or exceed institutional standards of quality, which include faculty qualifications, standards of student performance, number of contact hours, student academic support services, graduation requirements, instructional facilities and technology. Adherence with these standards is ensured by hiring committees, academic administrators, promotion and tenure committees, the Office of Admissions and Recruitment, the Registrar, Information Technology Services, and outside accrediting agencies, as appropriate.

Thirty-eight percent of the institution’s operating budget is spent on direct educational expenditures. Each department is assigned and administers its own budget. All academic departments submit new budget requests annually, which are evaluated and prioritized by deans, the Provost, and approved by the President. Budget requests must be accompanied by a rationale that references strategic goals. The University Planning and Budget Committee (UPBC), which reports to the Faculty Senate, reviews academic budget requests and makes recommendations to the President regarding allocation of resources on the basis of academic needs and objectives. Request for one-time program enhancements are reviewed annually and funded based on institutional priorities. Funding and reassigned time are also provided annually to support faculty and curriculum development.



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All degree programs are required to specify learning outcomes and academic requirements. As appropriate, these goals focus on the knowledge, intellectual and academic skills, methods of inquiry, values, creative abilities, and professional aptitudes to be mastered. All program requirements are published in our undergraduate and graduate catalogs, respectively, which are available in both print and online formats. Program requirements are also published on curriculum sheets, which are distributed to all faculty advisors and to advisors in the Advising Center. Learning goals for undergraduate and graduate programs will be published in the next print catalogs.

All degree programs have a coherent curriculum that builds sequentially from a foundation of broad introductory courses and prerequisites to more specialized courses that provide in-depth learning and application. Capstone courses in most programs ensure synthesis of learning.

Academic departments develop proposals for new degree programs, which are submitted to the appropriate academic school for review and approval and then to the University Curriculum Committee for review and approval. All degree proposals are subject to approval by the Faculty Senate, CCSU administration, the CSU System’s Council of Academic Vice Presidents, the Board of Trustees, the State’s Department of Higher Education (DHE), and the Connecticut Board of Governors. Programs leading to a teaching certification also require approval of the State Department of Education. All degree programs are overseen and administered by program coordinators or department chairs. All program modifications are subject to approval by the Curriculum Committee and Senate. Modifications of 15 credits or more for undergraduate programs and 12 credits or more for graduate programs are subject to further approval by DHE and the Connecticut Board of Governors for Higher Education.

The institution primarily locates academic planning and evaluation in the schools, each of which develops a strategic plan grounded in the institution’s mission and strategic plan. Academic planning considers the State’s workforce needs and student demand, as evidenced by the development and approval of new baccalaureate degrees in nursing and engineering, the Master of Arts in Teaching, and the proposed sixth-year certificate in Mathematics Educational Leadership. Each school’s strategic plan reflects the mission and programmatic directions of academic departments.

Each academic department submits an annual report to the Dean, which is forwarded to the Provost. These reports include reviews of academic programs (curricular changes, academic advising, special initiatives, program assessment); faculty and student accomplishments, awards, and achievements; outreach and community service; personnel; facilities, budgets and institutional support, and conclude with a section on planning for the next year. (See Exhibits in 2.8.)

Program evaluation includes annual monitoring of enrollment trends in specific majors. Programs are benchmarked with peer institutions using the Delaware Study of Faculty Cost and Productivity. Accredited programs in all schools are reviewed on a regular cycle by national accrediting bodies. Among CCSU’s programs that are accredited by professional organizations, such as NCATE, ABET, and a myriad of others, learning outcomes are specifically aligned with standards maintained by those accreditors to promote seamless integration into these professional career tracks.

All new programs (including advanced degrees, programs overseas, and distance learning) and substantive changes in programs (including program eliminations) undergo extensive review to ensure that they are consistent with the university mission, faculty expertise, student needs, and available resources; and that they will meet the institution’s and NEASC’s standards of quality. Program additions or substantive changes are initiated first by the faculty and then vetted through the curriculum


committee process. All new programs also need to be approved internally by the Dean(s) and the Provost and also by the CFO, and finally by the President, to assure that they meet academic standards and have the necessary allocation of resources. Appropriate paperwork that follows Department of Higher Education guidelines is prepared and sent to the Council of Academic Vice Presidents at the CSUS office when approved internally. Proposed new programs go through an extensive review process culminating in approval by the Board of Governors (see “Steps for Processing a New Program”). Several new programs have been implemented including the Ed.D. in Educational Leadership, M.S. degrees in Data Mining and Engineering Technology; M.A. degrees in Information Design and Public History. The Ed.D. and online MS in Data Mining programs were submitted to NEASC for approval since they involved a major institutional change.

Proposals for higher level degree programs incorporate appropriate budget requests and may entail charging a higher tuition. Because courses in such programs demand a low faculty-to-student ratio, they are more carefully reviewed from both an academic and resource-allocation standpoint. The Graduate Studies Committee, composed of elected faculty representatives from departments offering graduate programs, is responsible for most of this review.

Low productivity programs are reviewed by the State Department of Higher Education every year, with a list sent to the President for review. These programs are presented to the Curriculum Committee and Senate for elimination or explanation of why the program ought to be maintained. Additionally, the University Curriculum Committee reviews courses for possible elimination based on lack of demand or a long interval since a course was last offered. This review is reported to the Faculty Senate.

The institution ensures that all students enrolled in programs facing substantive revision or elimination have the opportunity to complete the degree with appropriate accommodations and a minimum of disruption. For example, students in the recently suspended MBA program were provided the opportunity to complete their degree requirements within a reasonable time and with minimal course substitution. Students may also opt to have a Special Studies Major or select a new program of study.

Undergraduate Degree ProgramsA total of 44-46 credits in General Education studies must be completed as part of all baccalaureate degree programs. Majors are typically 30 to 40 credits, and most programs also require a minor or concentration (18 to 24 credits) or professional component (e.g., internship). Most bachelor’s degree programs require 122 credits for graduation. Bachelor’s degrees in education and engineering technology require 130 credits, and the Bachelor of Science in Nursing requires 125 credits.

Program rationales are clearly stated in the undergraduate catalog. Curricular requirements and sequencing are clearly outlined in program advising sheets. Students can track academic progress or run “What if” scenarios through online degree audits. All programs provide depth and breadth within the discipline through coursework ranging from introductory to advanced, with appropriate prerequisites. With the exception of some professional and accredited programs, students have the opportunity to take unrestricted electives.

General EducationThe General Education program clearly and explicitly articulates the characteristics of an educated person who is prepared for the demands of leading a productive life in the global society of the 21 st century. The program provides students with the foundation for life-long learning as rational members of society. Because major programs build on General Education, students must develop basic


competencies to complete a major program successfully. These objectives, which are presented in the undergraduate catalog, inform the structure, content, and assessment of the program. The General Education program is organized within four Study Areas: Arts & Humanities (9 credits, 3 must be in literature); Social Sciences (9 credits, 3 must be in history); Behavioral Sciences (6 credits); and Natural Sciences (6-7 credits).

CCSU’s General Education program also requires proficiency in four “Skill Areas,” which include Communication Skills (6 credits, 3 must be composition), Mathematics (6 credits), foreign language proficiency (6 credits or equivalent), and personal wellness and fitness (2-3 credits). Beyond the formal study and skill areas, at least six credits of a student's undergraduate program must carry the International (I) designator.

Every incoming student is expected to take one First-Year Experience (FYE) course, which is intended to build connections between faculty and students, facilitate the student’s transition to higher education, improve learning skills, and to clarify the mission, the organization, and the curriculum for students. In addition, to help students experience connections among disciplines, CCSU has implemented the Learning in Communities (LinC) project. The LinC initiative aims to engage students more fully in General Education by enabling them to experience connections between or among disciplines. The LinC initiative allows faculty to pair 100-level courses around some common theme or assignments.

The CCSU Honors program provides an alternative approach to General Education that explicitly seeks to clarify relationships among disciplines through interdisciplinary courses, team-taught by faculty from different departments. These courses—on Western cultures, world cultures, critical thinking, and science and society—focus students on the relationship between argumentation and inquiry in liberal education. The Honors program culminates in a junior-year thesis, which many students use as a bridge from their General Education program to their major.

The General Education objectives, content, and courses are reevaluated every other year by the General Education Subcommittee, which includes faculty representatives from the disciplines in the study and skill areas and from each school in the University. Any changes that are recommended by the Subcommittee are subject to a formal review by the Curriculum Committee and the Faculty Senate and must be approved by the President. The General Education Subcommittee reviews and recommends approval of requests for course changes or changes in the General Education program that are consistent with stated objectives of the program.

The Major or ConcentrationAll majors require a sequence of courses from foundational to upper-level. All majors have curriculum maps showing progression through sequenced courses. Many of the majors have a capstone course. All B.A., B.S. and B.S.ED programs, regardless of major, involve a series of sequential courses that provide students with relevant knowledge germane to their discipline. In addition to discipline-specific coursework, many programs require students to take a number of related requirements in other departments to provide the necessary skills for success in pursuit of their major. Often, these related requirements also satisfy areas within the General Education program (Exhibit 4.2).

All programs are based on clear and articulated learning objectives that include command of content knowledge, mastery of theories and research methodologies and resources, and development of best practices. Through prerequisites, related requirements and learning objectives, each program is structured to encourage understanding of the structure of knowledge for an area of inquiry. The


understanding of interrelatedness depends upon the nature of the major; in general, small majors (30-39 credits) require an additional course of study in a minor, while large majors (over 42 credits) do not require a minor. As noted previously, many majors have related requirements outside the discipline that serve as prerequisites for upper-level courses within the major.

All professionally oriented programs also emphasize the development of a professional identity and appropriate aptitudes. These are instilled through field-based experiences in many courses and programs, capstone courses, and internships and cooperative education. The institution provides clear guidelines and instructional support for all clinical and field placement experiences (Exhibit 4.3). Regular consultation with Program Advisory Boards composed of practicing professionals ensures the relevance of the curriculum. Most of CCSU’s professional programs are accredited, which includes systematic evaluation of each program’s conformity with the highest standards associated with the discipline.

Graduate Degree ProgramsThe curricula of graduate programs are sequential in design, starting with foundational material and progressing to more complex concepts and application. Programs are guided by the Graduate School’s five core tenets: Community of Scholars, Scholarly Inquiry, Intellectual and Personal Integrity, Excellence, and Leadership. Master’s degree programs require a minimum of 30 credits. The Ed.D. requires 63 credits. There is no minimum credit requirement for certificate programs.

Each graduate program’s rationale, learning outcomes, curriculum, and requirements are described in the School of Graduate Studies catalog (See Exhibit 4.1). Degree requirements are a reflection of the specific program’s purpose/rationale and the learning outcomes considered essential by the graduate program. These are infused into a given student’s curriculum through the Planned Program of Study, which is a written document outlining the courses to be taken by the student to complete his or her program. All courses that are part of a planned program of study teach students conceptual knowledge of paradigms, theories, or models specific to their discipline (Exhibit 4.4).

Professional graduate programs (such as Marriage and Family Therapy and Nursing Anesthesia) and practice-oriented programs (such as Art Education and Teacher Education) are accredited by external agencies (e.g., NCATE), and their coursework and requirements are aligned to national standards. Some programs within the School of Education and Professional Studies require students to take coursework that leads toward conceiving and implementing action research to develop the analytical and professional skills needed to advance the profession. Other master’s programs introduce students to the field through internships, clinical practica, and other experiential learning opportunities. Examples are illustrated on the following web pages.

Research methods courses are required in all graduate programs and are tailored to the unique needs of their respective discipline. Research skills are integrated into the sequence of courses and are utilized in the preparation of master’s theses and special projects. The Ed.D. program includes research methods coursework in the first and second years. These are applied through an extended action research project (a field study), which is similar in structure to and prepares the students for a dissertation.

Graduate students must also complete a capstone requirement. The capstone is designed to provide an assessment of the graduate program’s core learning objectives. Master’s degree capstones may take the form of a thesis, special project, or comprehensive exam. Capstone handbooks for the master’s thesis and special project have been developed, are updated regularly, and made available in hard copy


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as well as on the School of Graduate Studies webpage. Some programs require an oral defense in addition to a written manuscript (Exhibit 4.5).

At the doctoral level, core learning objectives are assessed by a two–pronged process. First, students submit an electronic portfolio that addresses core learning objectives and serves as the comprehensive examination, which is assessed by a committee of reviewers. Second, students complete a dissertation, which is also assessed by a committee of reviewers as well as the Dean of the School of Graduate Studies. Expectations for the doctoral cohort are fully explained during their summer orientation as well as in the packets they receive (Exhibit 4.6).

Dissemination of student research occurs through a variety of avenues. Abstracts of completed theses are available online through the library’s Web site. In addition to the library archiving all theses, students may elect to have their full theses published on line, which has been available since 2002; as of fall 2007 students completing special projects may also elect on line publication. Students are encouraged to publish or present their research on campus through the Graduate Research and Creative Presentation event (Exhibit 4.7) and at regional, and national conferences; their accomplishments are listed on the graduate website. Students in the Ed.D. program must complete the requirements of the Dissemination Seminar, which includes developing a plan for sharing the results of their dissertation research and producing two artifacts: one focused on sharing the research with the scholarly community and one that shares the research with the world of practice. The dissertation is disseminated to external audiences in the last summer of their program.

Quality assurance in CCSU’s graduate education begins with the development of a graduate program and is present in ongoing administrative and academic policies and procedures. Graduate programs are not offered unless their rationale and requirements have been reviewed internally and then approved by the Connecticut Department of Higher Education and Connecticut State University Board of Trustees. Information on the graduate school mission, programs, policies, and requirements are available in the Graduate Studies catalog, the School of Graduate Studies Policy Handbook (Exhibit 4.8) and webpage. Faculty of graduate programs are responsible for assessing selected learning outcomes annually, and reporting the results of the assessment to the Dean along with a plan to address the results of the assessment. Changes in graduate programs must be reviewed and approved by the Dean and Graduate Studies Committee.

The information and physical resources expected for graduate programs exceed those required for undergraduate programs. Graduate programs require access to specialized journals and other technical scholarly materials. Similarly, graduate courses often require specialized software and technology for classroom instruction and student presentations. The master’s degree and official certificate program in data mining occur entirely in an online environment.

CCSU does not specifically distinguish graduate from undergraduate faculty. However, the faculty members who administer graduate programs are full time, and all full-time faculty must engage in scholarly activity in order to achieve promotion and tenure (examples of faculty scholarship and creative activity can be found in the University’s Annual Report). In addition, faculty who teach graduate courses must possess a terminal degree in their field of study or obtain special approval from their chair, dean of their academic school and Dean, School of Graduate Studies.

Admission to a graduate program is ultimately decided by the individual program, but is based upon standard criteria established across graduate programs. The Ed.D. admits a cohort of students,


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approximately 25, every two years and requires, among other materials, the GRE as part of their admission criteria (Exhibit 4.9). The activities and academic standards of graduate students are distinct from those of the undergraduate students. Graduate programs and courses, by their nature, are more specialized and complex than undergraduate programs and courses, requiring reading, writing, and analytical tasks beyond those expected at the undergraduate level. Depending upon the specific program, graduate students may be expected to demonstrate competence in the use of specialized computer software or technology, engage in supervised professional activities, and conduct independent research projects. Graduate students are expected to maintain a 3.00 GPA, and risk dismissal should they fail to do so.

No graduate program may allow more than nine credits of 400-level coursework to be counted toward a graduate degree. Furthermore, in order for 400-level coursework to be counted toward a graduate degree, the 400 level course must have been approved for inclusion in the graduate catalog and graduate students utilize a separate syllabus from those of the undergraduate students. Graduate student syllabi in 400-level coursework reflect readings and assignments more advanced than undergraduate level coursework. Thus, even in those instances when graduate students are in 400-level courses, they must complete graduate-level coursework (Exhibit 4.10).

Integrity in the Award of Academic CreditCCSU offers the following degrees: Bachelor of Arts, Bachelor of Fine Arts, Bachelor of Science, Bachelor of Science in Nursing, Bachelor of Science in Engineering Technology, Bachelor of Science in Education, Bachelor of Science in Industrial Technology, Master of Arts, Master of Science, Master of Arts in Teaching (MAT), Master of Business Administration (temporarily suspended), Doctor of Education, and 6th year certificates in Reading and Educational Leadership. The names, length and content of degree programs are consistent with other accredited institutions of higher education. Several degree programs are subject to outside accreditation to ensure that they are consistent with national standards. Twelve non-degree graduate-level programs leading to a certificate are also offered. Teacher certification programs are also offered at the post-baccalaureate level. All have undergone university curricular review.

Courses are described in course catalogs available in print (See Exhibit 4.1) and online. The catalog is regularly monitored at the institutional level via the University Curriculum Committee and also at the departmental and academic affairs levels to assure catalog accuracy.

The faculty and administration are responsible for developing and overseeing all policies regarding the award of credit and for ensuring that that there is demonstrable academic content for all experiences for which credit is awarded. All policies regarding the award of credit must be approved by the University Curriculum Committee, Faculty Senate, Academic Deans, and the President. Some programs require internships or service learning as part of graduation requirements and, as such, have established courses (or course requirements) that have undergone the appropriate curricular review process at the department and/or university level. Credit for study abroad, internships or independent study that are not part of a regular course offering must be approved by the department chair and academic dean(s) (see Exhibit 4.11, Independent Study Course Registration Form). Faculty supervising such credit must demonstrate that the experience is appropriate to the field of study, and that the content and level of student learning is commensurate with the credits being awarded.

The Office of the Registrar issues official transcripts of credit earned at the University. The office maintains all student academic records and certifies students’ completion of degree requirements. The


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registrar conducts degree evaluations for Undergraduate students; graduate degree evaluations are conducted by the School of Graduate Studies.

CCSU retains responsibility for the design, content, and delivery of courses for which it awards academic credit or degrees. The University Curriculum Committee provides oversight for all curriculum matters involving undergraduate and graduate programs. The AAUP contract requires faculty to provide students a course syllabus outlining the learning objectives, course expectations and grading policy. The Grade Appeals Policy further ensures that faculty clearly state criteria for assigning grades and awarding course credit.

The undergraduate and graduate catalogs describe policies regarding degree requirements; academic misconduct; academic probation and dismissal standards; readmission to the University; the fresh-start policy; remedial coursework; and non-collegiate training programs. A Banner user account with access to Curriculum Advising and Program Planning (CAPP) provides electronic identification of individual degree requirements and is available to students, faculty and administration. Consistent enforcement of graduation requirements is assured through the degree-audit process conducted by the Office of the Registrar or Graduate School Office. Any substitutions to degree requirements must be authorized by the chair of the department in which the program resides, the chair of the department offering the required course, and the dean of the school offering the program. This audit process also ensures that degrees accurately reflect student attainment.

Most courses are offered in traditional 16-week semesters, but some courses are offered in abbreviated time periods (summer and winter sessions) and through distance learning. Courses offered in abbreviated time periods follow the same standards for quality as courses meeting in a regular semester. The Office of Continuing Education, which oversees courses offered during abbreviated time periods, ensures that faculty contact hours are consistent with courses held during the traditional semester. With the exception of CCSU’s one approved online program in Data Mining, online courses were only offered during winter and summer sessions through the 2007-08 year. However, in fall 2007, the Faculty Senate approved the development of pilot online courses to be offered in AY 2008-09. These courses will be subject to the same academic standards and requirements as apply to on-ground courses.

The Criminology department offers some courses each semester at Naugatuck Valley Community College (NVCC) as part of a legislative initiative to offer more baccalaureate level courses in the Waterbury area. These courses maintain the same standards as those offered on campus, and are the same as course offerings on campus.

CCSU has partnerships with Sam Sharpe Teacher’s College, Montego Bay, Jamaica and MICO Teacher’s College, Kingston, Jamaica, to offer graduate courses to Jamaican faculty interested in pursuing an M.S. in Educational Leadership or Reading and Language Arts. Of the 30 credits required for the program, 15 are completed in Jamaica and the rest at CCSU. All courses are taught by CCSU faculty. (See “Off Campus Programming: Additional Instructional Location” addendum.)

The M.S. in Data Mining is CCSU’s only online degree program. Courses in the MS in Data Mining were developed by full-time on-campus faculty. A faculty coordinator is responsible for oversight of the program, and the Dean and Associate Vice President for Academic Affairs are responsible for the academic quality of distance education programming. (See Report on the Establishment of Academic Programming Offered Through Distance Education).


The School of Graduate Studies offers twelve Official Certificate Programs (OCPs) (Exhibit 4.12). All have undergone university curricular review. All programs require that students have already completed their baccalaureate degrees but vary in specific admissions criteria.

The Office of Recruitment and Admissions evaluates all transfer credits from other institutions for undergraduate students. A list of courses that have been approved for transfer by individual programs is maintained by Admissions. CCSU maintains a searchable transfer equivalency Web page where prospective transfer students can determine which credits will likely transfer upon matriculation. The Office of Academic Articulations and Partnerships coordinates relationships between CCSU and community colleges to facilitate and support student transfers. Articulation agreements (Exhibit 4.13) between CCSU and the community colleges facilitate the admission and registration of transfer students; CCSU currently has nine program-to-program articulations and one general program articulation for the transfer of selected associate's degree programs as minors for degree programs in the school of Arts and Sciences. The Connecticut State University System has signed a Memorandum of Understanding with the Connecticut Community College System, which stipulates that each of the four Connecticut State Universities will develop a Dual Admission Agreement with its primary feeder community colleges; CCSU is currently in the process of developing such an agreement with six community colleges. In the case where a transfer course does not have an equivalency at CCSU, students may be granted credit toward general electives or may consult with individual programs to identify course equivalencies. Transfer courses that do not have demonstrable academic content may not be accepted.

The Office of Recruitment and Admissions is responsible for evaluating and awarding credit for prior learning. No credit toward graduation is awarded for pre-collegiate level or remedial work designed to prepare students for collegiate study. CCSU does, however, award credit for college-level work completed prior to matriculation. These include credit for Advanced Placement (AP) and College Level Examination Program (CLEP) equivalencies, as well as course work completed through the Educational Opportunities Program (EOP) and the Connecticut Collegiate Awareness and Preparation Program (ConnCAP).

Credit for prior experiential or non-collegiate sponsored learning is awarded on a limited basis, following clear policies for the award of such credit. Credit may be awarded for military service schools, and international course work may be accepted as transfer credit based on review by appropriate external institutions. Academic departments have discretion as to whether specific credits can be applied to fulfill degree requirements for their programs.

For CCSU’s undergraduate programs, a minimum of 45 credits in residence is required toward the bachelor’s degree. The University’s required residency credits exceed NEASC’s residency requirements across all bachelor’s degrees offered. Further, students transferring credits from other colleges are required to take at least 15 credits in their major field and nine credits in their minor (or concentration) field at CCSU. Major and minor minimum credit totals are included in the 45-credit residence requirement. “In residence” means attending classes conducted on the CCSU campus or under the supervision of the University.

A number of individual departments and majors also apply their own quality control standards. The School of Business, for instance, requires that students complete 30 credits of course work within the


academic school at CCSU and, of those 30 credits, take a minimum of 18 credits in upper-division courses at the 300-400 level. Undergraduate programs in the School of Education and Professional Studies, which prepare students for teacher certification, utilize a rigorous acceptance process that occurs upon completion of 45 credits (including 15 credits from CCSU) as well as a number of other testing, GPA, and portfolio requirements. Minors offered by CCSU’s four academic schools in various fields generally include at least 9-12 credits of upper-division (300-400 level) courses.

The amount of coursework transferable to a graduate degree program is limited to a maximum of nine credits for programs requiring 30 to 35 credits or 25 percent of the total credits for programs requiring 36 credits or more, excluding any of the program’s prerequisite courses. Graduate degree capstone courses (i.e., theses and special projects) must be taken under the supervision of the University. Students seeking to transfer to a graduate degree program must also meet a stringent set of criteria.

The University does not presently have any agreements with non-collegiate institutions that allow for recognition and transfer of credit. Similarly, “continuing education units” (CEU’s) are not transferred to graduate degree programs or applied toward the completion of graduate degree requirements.

Assessment of Student LearningFaculty have the primary responsibility for determining and evaluating student learning outcomes. On an annual basis, departments provide a report that includes a list of learning outcomes for graduates of their program, the findings from their evaluation of student learning, an analysis of what these results mean, and how these results have been used to make curricular or programmatic adjustments.

The institution’s recently released policy on assessment gives faculty in each credential granting program, in accordance with the standards in their fields of study, the responsibility for identifying the cognitive, behavioral and affective outcomes they deem most important for students to master as a result of completing the program. As of summer 2008, we have 50 out of 54 undergraduate degree programs with learning outcomes identified, and 37 out of 37 graduate degree programs with learning outcomes identified.

The online assessment survey has required departments to indicate how assessment findings will be used to make improvements or adjustments to their programs. In most cases, the reported changes involve a curricular adjustment to address a targeted aspect of student learning. For instance, as a result of assessment findings, the Department of Modern Languages redesigned its ML 598 Research in Modern Languages course to guide their students in the process of formulating a thesis plan. In another instance, the undergraduate program in Biomolecular Sciences adjusted its laboratory experiences to place more emphasis on why each step in an experiment is performed rather than providing student with a set of “cookbook directions.”

Faculty monitor student learning in their programs to assure that the level of student achievement is appropriate for the degree awarded. Students who fail to meet the minimum standards for performance set by the faculty are not allowed to graduate.

To facilitate assessment activities on campus, the institution has developed an online system to easily report assessment findings. We have hired a director of Institutional Research and Assessment to lead future developments of the assessment system, and the institution funds faculty travel to assessment-related conferences as well as to sponsor assessment conferences on campus. A CSU System Annual Assessment Conference has been held on alternating campuses since 2003. In April, 2006 CCSU hosted


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the conference with Dr. Peggy Maki as the keynote speaker. Faculty from CCSU as well as the other universities presented their assessment projects from CSUS grants they received (Exhibit 4.14). The availability of these system-wide grants for assessment has provided the basis for multiple assessment projects in all of the schools on campus. Reports of CCSU faculty assessment projects funded by CSUS grants can be viewed at their Web site.

The institution evaluates student learning at multiple levels including in individual courses, academic programs, and institution wide. At the course level, faculty evaluate student learning on a regular basis. At the program level, data from the online assessment survey are analyzed on a regular basis at least once per year and used to make programmatic improvements. At the institutional level, analyses of outcomes from General Education assessments are reviewed by the Academic Assessment Committee. When results of student learning assessment indicate areas of weakness, then adjustments are considered. Additional institution-wide indicators of student learning include retention rates, graduation rates, GPA, and other indicators of academic progress.

There have been multiple efforts to assess elements of General Education. For several years in the late 1990s and early 2000s, CCSU used the ETS Academic Profile. Because the Academic Profile was insufficiently diagnostic, the University, led by the Academic Assessment Team, opted to develop its own set of measures rooted in local practice. Some of these instruments were used in the summer and fall of 2007, and are continuing to be refined and developed.

In the early part of the decade, administrative responsibility for assessment was housed with the Associate Provost for Academic Affairs. Beginning in 2007-2008 the University created the position of Director of Institutional Research and Assessment, who reports directly to the Provost and now serves as the institution’s Chief Assessment Officer. The administration has made a commitment to increasing support in terms of data management, assessment design, and grant and award funding for assessment initiatives. Additionally, the institution, in conjunction with the faculty, has developed a formal policy for academic assessment that outlines a central role for a faculty-based academic assessment committee to help shape assessment practices.

Each year, academic programs have been asked to report to the Office of Academic Affairs about the extent to which students in their program have demonstrated competency in learning outcomes determined by the faculty in the program. Through 2006-07, these results were reviewed by the Associate Vice President of Academic Affairs, and the findings were summarized in annual Accountability Reports provided to the Department of Higher Education via the CSU System Office (See Exhibit 2.4).

Improvement in the assessment of student learning has been prioritized by the University, as evidenced by its prominent inclusion in the Strategic Plan as Objective 1.1 to “Identify student learning outcomes for General Education, undergraduate majors, graduate majors and co-curricular activities; establish their integration in the curriculum; and implement outcomes-based assessment for all courses, programs, and student academic support services to promote continuous improvement.”

In 2007-08, an official policy on academic assessment was approved by the Faculty Senate to formalize this process. This policy will require departments to provide an annual report that includes:

a list of the learning outcomes for graduates of their program, the findings from their evaluation of student learning in their academic programs and in General

Education courses offered by their department,


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an analysis of what these results mean, including an identification of students’ strengths and weaknesses, and

a description of how these results have been used to make curricular or programmatic adjustments.

These reports will be placed on a secure website accessible to faculty and administrators. Following the principle of peer review and to identify promising assessment practices, the Academic Assessment Committee will provide feedback and support to departments by reviewing these reports on a multi-year cycle.

The institution employs a variety of quantitative and qualitative measures to understand and improve student experiences and learning outcomes. In addition to the program-specific assessment practices described above, CCSU has a structured assessment system that measures student outcomes from before students enter the institution to beyond graduation. Centrally administered instruments include:

CIRP Freshman Survey, administered during new student orientation, NSSE, administered to seniors and freshmen in the spring semester, CLA (pilot in 2007-08), administered to a sample of freshmen in the fall and a sample of seniors

in the spring, SSI, administered though Student Affairs every other year to all students, CSU System Recent Alumni survey, administered in the year following graduation.

Results from these institution-wide instruments are analyzed by the Office of Institutional Research and Assessment (OIRA) and significant findings, are disseminated widely to campus constituencies. Results are also posted on the OIRA Web site.

AppraisalGeneral EducationThe General Education Subcommittee is currently completing a review of the program objectives, and is considering splitting objective 2: “To develop and enhance global awareness, civic responsibility, appreciation of cultural diversity and historical awareness,” into two distinct objectives: one that emphasizes global and historical understanding and the other that combines appreciation of diversity and civic responsibility. This change has been initiated due to a widespread perception and community sentiment that the University needs to strengthen its diversity initiatives. Currently, there are a variety of suggestions to expand or augment courses that would strengthen students’ appreciation of diversity and sense of civic responsibility. In addition, the Subcommittee has noted that cultivating “information literacy” has not been identified as a specific objective of the General Education program. While learning outcomes for General Education are published in the catalog, learning outcomes for undergraduate programs are not widely disseminated.

Significant progress over the last two years has been made in assessing General Education. Strategies for assessing critical thinking, mathematics, personal health and fitness, scientific inquiry, foreign language ability, verbal communication, and writing have been initiated. Some of these assessment efforts are stronger, more sustained, and more robust than others, and work still needs to be done to make the assessment of General Education more systematic and routine.

The General Education program must balance the need to accommodate a large number of transfer students, many of whom come to CCSU after completing an Associate’s degree at community colleges, with a substantive program that furthers the particular mission of the institution. This combination of




http://www.ccsu.edu/oira/assessment/committee/ByLaws.htm

http://www.ccsu.edu/oira/assessment/committee/ByLaws.htm

flexibility and substantive strength in the liberal arts within the General Education program was cited by the Association of American Colleges and Universities as one of the reasons why CCSU was named one of 16 “Leadership Institutions” in 2000. Despite the curricular strengths of our General Education program, one of the most frequent academic complaints from students is that there are insufficient courses offered for them to graduate in a timely manner, including General Education courses, prerequisites, and entrance-to-major courses. Results from the 2006 Noel-Levitz Student Satisfaction Inventory (SSI) are indicative of this complaint. Two questions pertaining to the availability of classes ranked fourth and sixth in regard to the mismatch between students’ ratings of importance and satisfaction. Course cancellation policies, which require the cancellation of courses with fewer than ten enrolled students two weeks prior to the beginning of the semester, contribute to this problem. Also, up until fall 2008, only about two thirds of incoming students had been able to register for an FYE course in their first semester, as there had not been a sufficient number of sections to accommodate all students. However, approximately 90% of first year students are enrolled in an FYE course for fall 2008.

Another challenge pertains to changing needs and demands of the students. Students may change from part-time to full-time status each semester and transfer students are admitted on a continuous basis, even days before the start of classes. Students also may change their major partway through their degree, which results in them having to take a disproportionate number of classes in one area, with insufficient classes to meet this demand. Many students also have non-curricular obligations (e.g., jobs, family, sports) that may limit their schedules to courses offered at particular times. Courses may not be offered at enough different times to fit their schedules. All of these challenges deserve further exploration to ensure that course offerings are sufficient to allow students to graduate in a timely fashion. It is not clear if Ad Astra, the new course scheduling software, will be able to address all these challenges.

Graduate Degree ProgramsThere is an expectation that students will find the requirements for the various programs, as well as their learning outcomes, in graduate school publications. While each graduate program’s requirements are printed in the graduate catalog, it was not until the 2008-2010 catalog that each program’s rationale and learning outcomes were available for programs and consistently represented. The website is also being updated to reflect program rationale and learning outcomes for every program. There is concern that graduate students may be confused because all 400 level courses are listed on the CCSU website leading them to be unclear about which courses are available for graduate credit.

Concerns have been raised that insufficient financial resources are available for graduate students. Some students reported that the cost of their program prevented them from completing their degree in a timely manner. Of particular concern to the doctoral program is the fact that tuition and fees for doctoral study at CCSU have exceeded costs for study at the University of Connecticut and the University of Hartford for several years. Although tuition costs for fewer than 10 credits are comparable to those charged by the University of Connecticut and the University of Hartford, our tuition and fees for over ten credits are approximately 10% higher than those of our competitors. Anecdotal evidence suggests that some of our students have chosen other institutions for financial reasons.

The doctoral student dissemination requirement has produced strong examples of work being presented to national conferences including AERA and IRA, and some writing for publication (Exhibit 4.15). Because the dissemination requirement is so unusual and provides such an excellent opportunity



for external review of the quality of doctoral student work, the doctoral program should generate regular reports about student success that can be shared with the campus community and beyond.

Concerns have been raised that the comprehensive exam process for masters degree students has not been consistently administered and evaluated across programs. To address this concern, the Graduate Studies Committee worked with the Dean to develop guidelines for the comprehensive examination capstone. A handbook was developed for graduate students and sent to all departments offering the examination as the capstone during the summer 2008 (Exhibit 4.16). Also, until recently there had not been a standardized mechanism to assess the degree to which learning outcomes were met through the capstone projects. In 2007 a rubric was developed and approved by the Graduate Studies Committee for assessing the thesis or special project. Faculty are expected to use the rubric to assist in their assessment of the graduate program. The rubric is generally forwarded to the Dean along with the other required materials (Exhibit 4.17).

Graduate students are systematically surveyed following graduation to assess their acquisition of learning objectives and skills. The return rate of surveys sent to all graduating students has been too low to generalize to the graduate student population. However, the survey did not reveal any areas of specific concerns. While individual programs may gather data independently, these findings are not typically shared across the Graduate School.

A major concern facing the School of Graduate Studies has been the steady decline in the admission of part-time graduate students. In recent years, this decline can be partly attributed to the suspension of admissions to the MBA program, but this is not the only cause. The other three Connecticut State Universities have been experiencing a comparable decline.

Integrity in the Award of Academic CreditThe University Curriculum Committee posts all proposed curriculum changes and keeps records of all actions on its website. All forms and procedures for submitting changes also are available online. This process allows all potential stakeholders to have an input in course content. The curriculum review process is considered a strength of the University.

However, problems have resulted for students from the failure to communicate curricular changes effectively. On occasion, curriculum sheets have not been systematically updated and shared with advisors beyond the originating department, which has resulted in students being misadvised by dedicated advisors in the schools and in the Advising Center. Concerns have also been raised that departments considering curricular revisions have not sufficiently considered and adequately consulted others about the impact of proposed changes in the curriculum on other programs and departments.

Department Evaluation Committees are expected to review evaluations of teaching and incorporate feedback in annual reviews. DECs may also review course materials (e.g., syllabi, assignments, exams) and conduct independent observations of faculty teaching as part of their evaluations, but these are not required contractually. Concerns have been raised that the DECs seldom present negative evaluations of faculty, which implies that DECs typically interpret their role as champions of their departmental colleagues.

Given that 71% of undergraduate students transfer in some credits from other institutions, it is difficult to establish a sufficient number of transfer equivalency and articulation agreements to cover all possible transfer courses from all potential transfer institutions. CCSU, however, maintains updated equivalency


banks for the Connecticut community colleges and the other three CSU institutions, from which most students transfer.

Assessment of Student LearningExpectations for the assessment of student learning have been in place since 1999 when the institution began a formal process to determine and collect learning outcomes from academic programs. The electronic system by which these data were collected, however, has not produced robust enough information to reliably track assessment related improvements. To that end, the institution has adopted a formal policy on assessment and developed specific guidelines for academic programs to provide annual reports to faculty, their dean(s), the Office of Academic Affairs, and the campus-wide Academic Assessment Committee. Further, the Academic Assessment Committee has been given a formal charter to review assessment reports from departments as well as to coordinate the assessment of General Education and to identify outstanding or promising assessment practices to make recommendations for awards or grant funding, when available.

While there are documented instances that some departments systematically review assessment results and use the findings for improvement, departmental submissions to the annual assessment survey suggest that the quality of these practices varies significantly. These self-reported results about departmental progress on implementing a robust assessment system suggest that the quality of assessment systems for understanding student learning is still uneven. Further, the institutional review process for assessment has not provided feedback to departments, but rather only asked them to respond to a brief survey once a year. The absence of a feedback loop in the institutional review process may account for some of this variation in assessment practices. While assessment, analysis, and improvement occur at the course, program, and institutional levels, it is not clear that the information is integrated or woven into a complete picture of how students learn.

Faculty regularly adjust their courses based on their appraisal of how well students mastered the material. At the program level, assessment results are reviewed by faculty in the program who make programmatic or curricular adjustments based on assessment results. These adjustments are reported on an annual basis through the online assessment survey. Use of results to make adjustments to the General Education curriculum has been more challenging. The assessment committee has conducted numerous pilot assessment projects, but coordinating a concerted assessment of General Education has remained elusive.

In instances where programs are externally accredited, which includes most programs in the School of Education and Professional Studies and the School of Engineering and Technology, programs are reviewed by visiting teams to satisfy accreditation requirements. The School of Business is pursuing accreditation through AACSB, and several programs in the School of Arts and Sciences are also externally accredited. To date, only accredited programs systematically include external teams in their program reviews.

The University’s success is well documented by its track record of graduates gaining employment in the State and the region. Surveys of recent graduates conducted by the CSU system office indicate that fewer than 4% of CCSU graduates are unemployed and looking for work one year following graduation, the lowest rate in the CSU system. Additionally, 92% of CCSU’s graduates who attend graduate school report they are very satisfied or satisfied with the preparation they received for their graduate programs (2006 CSUS Survey of Recent Graduates).


Recent changes in the approach to assessment have been made because assessment has not yet been seamlessly woven into campus life. The Academic Assessment Committee has worked largely in isolation, and individual departments have largely worked independently. Additionally, the University has not found an effective way of directing appropriate resources toward assessment activities. The changes in the approach to assessment have the strong support of the institutional leadership and the endorsement and involvement of the Faculty Senate.

The extent to which current practices of ensuring students have sequential opportunities to learn important skills has not been systematically evaluated. However, the curriculum is expressly designed to ensure such opportunities. Results from NSSE indicate that 40% of first-year students and 67% of seniors reported they often or very often received prompt written feedback from instructors about their academic performance; 14% of first-year students and 6% of seniors indicated they never received prompt written feedback.

Efforts to disseminate information from these assessment instruments have only just begun in 2007-08. In instances, where this information has been communicated, a number of proposed initiatives have resulted. For instance, recent research about graduation and retention rates has indicated that full-time, first-time students who earn below a 2.0 GPA in their first semester graduate at a rate of just 9%, compared to a rate of 63% for those who earn a 3.0 GPA or above. The institution is exploring a variety of intervention options for students who demonstrate weak academic performance in their first semester. These items are closely monitored, and the current strategic plan calls for improvement in a number of these areas. Results are used to make improvements.

Projection

Work is underway on a more efficient approach to course scheduling that will improve course availability by reducing conflicts among competing courses. We also plan to use our Ad Astra scheduling software to develop course schedules based on students’ degree audits to ensure that our course selection reflects student needs. We also hope to improve students’ academic progress by making more courses available online during the fall and spring semesters. The mission of our Continuing Education Office has also been expanded to place greater emphasis on delivering academic programs in formats better suited to the needs of working adults (e.g., evening, weekend, accelerated, online, etc.).

The University will move to integrate the assessment of student outcomes into a more comprehensive database to provide a more complete picture of the strengths and weaknesses of the General Education program and to build more direct connections between the learning outcomes in General Education with major programs. The critical thinking and writing objectives, in particular, may serve to integrate General Education objectives within major programs. The Academic Assessment Committee and the Faculty Senate will carefully review the results of the CLA to evaluate whether the test provides sufficient value to warrant continued use.

In future years, respect for diversity, civic responsibility, and community engagement are likely to receive greater emphasis as the institution reviews assessment results and reflects on its mission and objectives of the General Education program. CCSU also will revise the General Education objectives to include information literacy explicitly as an outcome of the program.


http://www.ccsu.edu/oira/research/StudentSuccess/GradRatesFacSen(2008).pdf


The FYE program will be expanded to insure that all incoming students are registered for an FYE course in their first semester. The recent change that has added an additional hour to FYE courses is expected to help move the University toward that goal. The continuing growth in the number of learning communities should improve student engagement and help students make connections across disciplines.

CCSU, along with other state universities, has begun participation in a project requested by the State of Connecticut and the Department of Higher Education to further the integration of the community colleges with the State University System. This project aims to create a common course numbering system for introductory courses to facilitate student mobility through different institutions of higher education in the State. All proposed changes in course numbering to accommodate this mandate will be carefully reviewed by the University Curriculum Committee and the Faculty Senate to insure that the academic integrity of the General Education program is maintained.

The School of Graduate Studies will be updating the school’s website during summer 2008 to ensure that all information on the Web is consistent with the catalog. All other graduate school publications will follow the same format.

The Graduate Studies Committee (GSC) will continue to lobby actively for increased financial support of graduate assistants and a competitive program to fund graduate student research projects. Further, the GSC and the Graduate School will investigate improved methods to communicate existing sources of financial support to potential and continuing graduate students. Also to be explored is the option of controlling tuition increases for Ed.D. students to be more competitive with local universities that also offer the Ed.D. degree. Greater publicity of Ed.D. student research is planned by the program. During the next academic year the doctoral faculty will be exploring methods to provide external reviews of the doctoral dissemination seminars and methods for generating regular reports about the resultant doctoral student scholarship at the completion of their program. Additionally, Academic Affairs plans to establish a fund to support student research as well as to identify, encourage, and publicize student research. It is also part of the Strategic Plan to encourage DECs to recognize and value faculty collaborating with students on research projects. More frequent, effective and systematic surveying of the graduate students will be developed by the Dean of Graduate Studies in concert with the GSC. Potential solutions to the low return rate will need to be considered. In addition, a marketing study with continuing students as well as alumni will begin in 2008-2009 to help determine the needs of potential students concerning programs, class scheduling times and alternative delivery structures. This research will also seek to understand causes for declining part-time graduate student enrollments, in order to develop programs that address their needs.

During AY 2007-2008, CCSU’s graduate division, as well as the Graduate Studies Committee, took preliminary steps to initiate consideration of new graduate degree programs for addition to the current array of its offerings. An ad hoc committee reviewed national markets and employment data, Connecticut’s labor and educational needs, and whether CCSU had sufficient resources in the proposed academic areas proposed. As a result faculty are engaged in working on developing rationale, learning outcomes, statement of needs and curriculum for two new master’s programs in summer 2008: Global Sustainability and Liberal Studies.


Academic departments and academic officers are responsible for ensuring that sufficient course offerings are provided and scheduled to allow students to complete degree requirements in a timely manner. Increased scheduling of courses during less utilized times to avoid “bottlenecks” as well as periodic review of time blocks used for scheduling courses are options these groups might examine to resolve existing problems. New course scheduling software, Ad Astra Platinum Analytics, designed to interface with the Banner student system and the degree audit process, will provide the institution with significant data to aid in the development of class schedules. This software will allow the Registrar’s Office to then share information that academic deans and department chairs can use to plan course offerings. Thus, enrollment management personnel can better leverage past and current course enrollment data and program rules to make more informed decisions about class schedule development.

In addition to solutions being examined and proposed by the Retention and Graduation Council, other departmental efforts that could affect students’ timely completion of degrees include instituting a 15-credit schedule for all entering undergraduate students and encouraging continued adherence to a 15-credit plan in ensuing semesters whenever possible; ensuring that curriculum sheets and materials clearly indicate degree completion patterns that illustrate a 15-18 credit load per semester; and expanding opportunities for student employment on campus and for scholarships (“Dollars for Scholars”) that can be provided to outstanding students who might need extra financial support to attend school full-time in lieu of working off-campus.

The Office of Academic Affairs and the academic deans have increased the number of resources available to faculty (e.g., deans’ research initiatives, Trustees’ Research Awards). Since 2005, the amount of support for faculty research and creative activity increased from $905,648 to $1,745,931. More information may be needed regarding the types of resources faculty feel they need and why they feel that available resources are insufficient. The budget development and collective bargaining processes are designed to address resource allocation issues. Data from the 2007 College Employee Survey will likely be used to inform those processes. The deans also plan to track systematically how many faculty seek out funds for research support and how many requests are denied.

Proposed enabling activities for the CCSU Strategic Plan also incorporate a number of initiatives to increase faculty participation in professional development activities, such as better planning and publicity for events designed to feature faculty accomplishments. In addition, the Academic Affairs area plans to encourage and publicize faculty endeavors that directly impact pedagogy and student learning. Department Evaluation Committees (DEC) will be urged to recognize such activities, with deans and chairs also providing support for faculty participation in graduate and undergraduate creative efforts.

Since 42% of staff are less than satisfied with the evaluation of their professional performance, it will be important to find out the type of feedback that would be valuable to them, whether this information is gathered through the respective unions or by examining data collected in another short survey specifically related to this topic.

While KPI comparative numbers of first-time and transfer undergraduate students enrolled from 2003 through 2007 show that transfer student enrollees declined in 2007, KPI retention rates demonstrate that transfer student retention rates are increasing at CCSU. Facilitating the seamless transfer of community college students to the universities is a high priority both for the CSU System and for the State of Connecticut. Accordingly, CCSU has embarked on a number of initiatives to better serve transfer students. These initiatives include developing a transfer compact based on the dual enrollment model,



developing a course transfer matrix for all four Connecticut State universities and all 12 Connecticut community colleges, and streamlining our transfer evaluation process, as well as scheduling orientation sessions expressly for transfer students, focus groups for transfer students, and enhanced web content to support transfer students.

Significant work remains to be done in the area of assessing student learning in a systematic fashion. The new Director of Institutional Research and Assessment has communicated to faculty the message that assessment practices must 1) produce useful results, 2) pertain to learning outcomes identified and owned by the faculty, and 3) remain manageable in scope. This message has been well-received during 2007-08, but there is still resistance to be overcome, as the institution tries to foster a culture of assessment that is integrated into pedagogical practice and the process of making programmatic adjustments. Future peer review of departmental assessment practices by the Academic Assessment Committee is designed to develop this culture of assessment and strengthen the assessment of student learning.

Beginning in 2008-09 the Academic Assessment Committee will institute a review process that will provide feedback and support to departments to assist in improving their assessment practices. As departments receive feedback about their assessment practices and devote more attention to assessing student learning in a systematic way, the programs will gain a better understanding of how students are learning in their programs and make appropriate adjustments. The institution plans to increase support for the important activities of assessment. These plans include the institution of departmental awards for exemplary assessment practices and institutional grants for assessment activities.

The new process for the review of program-level assessment results will likely better integrate course-, program-, and institution-level assessment results and provide a more robust picture of how students learn and provide a better mechanism to monitor adjustments and improvements. The University is also considering ways to universalize an external review component for all academic programs.

With the formalization of the assessment committee’s charge for 2008-2009 to coordinate the assessment of General Education, faculty in each department have been given the primary responsibility for assessing student learning outcomes in courses delivered by their department. The assessment committee will coordinate these efforts, ensuring that course-specific outcomes can be mapped back to the institution-wide General Education outcomes approved by the faculty. The committee will convene cross-curricular conversations to coordinate these assessments and also to adopt a common rating scale for course-embedded assessment of General Education. The intent of this strategy is to harness the assessment of student learning that already occurs at the course level in General Education courses and summarize those evaluations in a valid and comprehensive fashion to provide faculty with information they can use to make curricular adjustments.

As the University moves forward with these newly created formal structures to encourage and review the assessment of student learning outcomes, the effectiveness of these structures and strategies will be monitored. The Academic Assessment Committee will provide a formal report each year to the faculty senate and the administration about its success in meeting its charge, and the Office of Institutional Research and Assessment will disseminate additional information and materials about the assessment of student learning at CCSU. As the Academic Assessment Committee reviews assessment practices beginning in 2008-09, that group will be positioned to determine the effectiveness of assessment efforts directed at monitoring the


extent to which students have systematic, substantial, and sequential opportunities to learn important skills. The University will continue to monitor the alignment of students’ learning outcomes with the needs of employers and graduate schools. Faculty will make adjustments to curricula and programs as needed to meet those needs.

Additional opportunities to inform the campus community about important information gathered from these assessment tools are planned. Also, a well-publicized schedule of assessment points will be communicated to faculty and staff to keep them informed about the kinds of information the University is collecting and communicating to these groups, items that they can use to make programmatic adjustments and improvements.


The Office of Institutional Research and Assessment (OIRA) is responsible for collecting, analyzing and disseminating data and information to support the University. OIRA also coordinates assessment activities and assists in developing a culture of assessment directed at continuous improvement based on data-driven decisions and adjustments. Examples of specific data maintained and reported on by this office include: student enrollment, graduation rates, student engagement, experience of first-year students, student/faculty ratios, and higher education funding.

OIRA also oversees an annual assessment of individual programs and assists programs with external accreditation. The annual assessment involves compiling data about how well individual programs are meeting their learning objectives. Funding is also provided for faculty to design and implement assessment projects to evaluate student learning. The results of these projects are disseminated at an annual system-wide Assessment Conference.


Description

CCSU has two distinct faculty categories as specified by the CSU-AAUP Collective Bargaining Agreement (CBA). These categories are full-time teaching faculty and part-time teaching faculty (Article 1.6.1 and Article 1.6.2). In the fall 2007 semester, there were 432 full-time faculty and 453 part-time faculty. CCSU does not employ graduate teaching assistants. Full-time faculty are responsible for the majority of instructional load credit at CCSU, and part-time faculty may be hired on a semester-by-semester basis to teach courses for which full-time faculty are not available. When hiring part-time faculty, the department chair must consider their credentials, experience, and teaching merit (Article 4.6). In addition to addressing the appointment and evaluation of teaching faculty, the CBA also includes criteria and procedures for appointing and evaluating librarians, counselors, and coaches since they are represented by the same collective bargaining agent (AAUP). This section will focus on the criteria and procedures for full-time and part-time faculty who are members of academic departments offering the University’s academic programs.

Basic demographic data about faculty appointments, retention, and evaluations are collected by the offices of Diversity and Equity and Human Resources, and they are reviewed periodically by groups such as the Minority Recruitment and Retention Committee. Employee demographic information is also tracked and reported by the Office of Institutional Research and Assessment. An exit interview process implemented in the last year provides information about reasons for leaving the University.

The CBA defines the preparation and qualifications for full-time and part-time teaching faculty (Articles 5.3.1, 5.3.2, 5.3.3, and 5.3.4). These standards are primarily based on possession of an earned doctorate or the appropriate terminal degree along with years of service at an accredited college or university. At the beginning of the 2007-2008 academic year, 79% of full-time faculty had an earned doctorate or appropriate terminal degree, 18% had a master’s degree, and 3% had some other academic degree appropriate for that field.

Instructional faculty are recruited and hired in accordance with policies and procedures of CCSU's Office of Diversity and Equity in concert with federal and state AA/EEO laws and regulations and the CBA.

The CBA requires that full-time tenure-track faculty be initially appointed to a probationary period of no less than one year and no more than three years (Article 4.8.1). Tenured appointment is given upon completion of not more than seven years of full-time service. Salaries and benefits for faculty are set in the CBA. The AAUP publishes an annual report that compares faculty salaries and benefits by type of institution.

The CBA states that the part-time faculty should not generate more than 20% of the University’s faculty workload (Article 10.8.1; Article 10.8.2 specifies the formula for calculating this percentage. However, the University can exceed the goal of 20% by 1% for the 2007-2008 through 2010-2011 academic years. The percent workload of part-time faculty was 15.22% in AY 2004-2005, 16.42% in AY 2005-2006, 16.16% in AY 2006-2007, and 13.55% in AY 2007-08.


http://www.ccsu.edu/oira/data/factbook/facstaff/Default.htm

CCSU attempts to integrate part-time faculty into departments and the institution in several different ways. For instance, part-time faculty have representation in the CCSU-AAUP and the CCSU Faculty Senate. In addition, part-time faculty are eligible to receive university funding for travel and faculty development (Article 12.10.1). CCSU carefully monitors faculty workload (Article 10.2) and provides compensation for other types of workload credits outside of the classroom. The CBA states that the instructional load for full-time teaching faculty is 12 load credits, where one class hour of lecture equals one load credit (Article 10.2). The CBA also specifies other supervisory, instructional, and administrative activities to which load credit may be assigned (Articles 10.2, 10.3, 10.4 and 10.6). The CBA also provides reassigned time for research (10.6.4), curriculum development, faculty development, and instructional enhancement (10.6.5). Reassigned time may be given for grant-funded research that brings indirect cost funds to the University (10.10). The faculty instructional and total workload have remained relatively stable from the 2005-2006 academic year through the 2007-2008 academic year, averaging approximately 9.7 and 11.9 hours, respectively.

Assuring faculty effectiveness is a shared responsibility of faculty and academic leadership (Dean and Provost). The “Promotion and Tenure Policy for Tenure-Track Teaching Faculty” (ratified by the Faculty Senate on May 14, 2007) clarifies the process relating to evaluation. For example, it specifically addresses fairness in the evaluation of creative activity, stating that evaluation “shall reflect realistic expectations for faculty consistent with the 12-hour teaching load,” with the understanding that faculty receiving research reassigned time and/or sabbatical leaves may have proportionally higher expectations. The CBA spells out a grievance process for faculty (Article 15).

There is no specific contractual process for evaluating the quality of part-time faculty, although the contractual basis for assigning part-time faculty to available courses—the department chair’s determination of credentials, experience, and teaching merit—implies that the chair has the responsibility for determining the effectiveness of part-time teachers (Article 4.6). A few departments have included a procedure for evaluating part-time faculty in their by-laws (Exhibit 5.1).

The contractual criteria (Article 4.11.9) for evaluating and recommending full-time teaching faculty is the quality of activity in five categories: load credit (typically teaching, but also department chair, research, student supervision, etc.); creative activity appropriate to one’s field; productive service to the department and university; professional activity; and years in rank. The contract specifies that the five categories will be weighed in the order listed above. Thus, quality of teaching (and other activities for which load credit is awarded) is weighed ahead of the quality of scholarly activity. In addition, the CBA mandates the use of student opinion surveys when evaluating classroom teaching. The use of peer review through observation is encouraged, especially in pre-tenure reviews. These requirements further underscore the centrality of teaching in the mission and traditions of the University.

Teaching and AdvisingBecause the mission and purpose of CCSU center on teaching, the University encourages faculty to use a variety of instructional techniques and delivery systems. CCSU has a Center for Teaching Excellence and Leadership Development (Exhibit 5.2) that assists faculty by coordinating professional development activities and teaching resources, while helping faculty assess the outcome of student learning. In addition, the majority of courses are considered small in size (fewer than 40 students), which affords faculty the opportunity to be better acquainted with students’ capabilities and learning needs.


Since the last comprehensive institutional evaluation, there has been increased emphasis on assessment to assure that content and methods of instruction meet academic and professional standards and expectations. In addition, there has been an increased awareness of the potential for using data about student learning and outcomes assessment to drive program improvement. This emphasis places a heavy responsibility on faculty both to understand and apply high professional standards to the work of teaching and learning. Artifacts of teaching—course syllabi, assessment tools such as rubrics, student course evaluations as required by the CBA, peer evaluations of teaching—are reviewed by the Department Evaluation Committee, Academic Dean, University Promotion and Tenure Committee, and the Provost. (A new provision in the current CBA [Article 4.11.14] specifies that the Provost now makes decisions concerning promotion and tenure, unless she or he disagrees with two preceding levels of review, in which case the President decides. In the past, the President was the deciding authority in all cases, and no specific role was specified for the Provost.)

Scholarship, Research, and Creative ActivityThe scholarly expectations for CCSU faculty are defined generally in the CBA as “creative activity appropriate to one’s field such as delivering papers at professional conferences, production/performance of artistic works, research, study, and publication.” Article 4.11.9.2 states that “creative activity,” which is a contractual expectation for full-time faculty, is to be the second most strongly weighted factor when evaluating and making recommendations for promotion and tenure. The “Promotion and Tenure Policy for Tenure-Track Teaching Faculty” provides a more specific definition of scholarship at CCSU and, consistent with the importance of teaching in the mission of the University, references the four categories of scholarship in Boyer’s Scholarship Reconsidered (1990). The value of scholarship in the life of CCSU’s academic community is underscored publicly in several ways. The CSUS Trustees have established an annual award for scholarship that recognizes one CCSU faculty each year. A sample of faculty scholarly work is listed in the University Annual Report (See Exhibit 2.6) and faculty scholars are featured in the in-house Central Courier and the CSUS Universe Publication (Exhibit 5.3). Nearly 15% of the faculty receive internal research grants each year, and 5% receive sabbaticals to support their scholarship and professional development. When proposing projects, faculty typically draw a strong link between the creative work or research they propose, and their teaching and other professional responsibilities.

Faculty have input on research policy and practice. For example, CSU-AAUP research grants, a contractually mandated resource, are reviewed and funding decisions are recommended by a committee, as specified by the CBA (Article 9.10). Committee members across recent years have all been faculty. Funding decisions in the School of Arts and Sciences for Dean’s Scholarly Excellence Grants are made by a committee of faculty department chairpersons in the school in consultation with the dean. The Human Studies Council, our Institutional Review Board with ethics and procedural oversight of research studies conducted at CCSU or by CCSU faculty, staff or students, currently has 73% faculty membership and is chaired by a member of the faculty.

Faculty members have opportunities, available resources and contractual expectations to continue their professional development across their tenure at the University. Research and scholarship are supported by a number of contractual mandates and other elective processes, including internal (Exhibit 5.4) and external grants, funding for travel to professional conferences, reassigned time for research and scholarship, sabbatical leaves, support from the CCSU Foundation and additional institutional support to enhance faculty scholarship. Allocations for internal grants, travel and reassigned time are contractual and subject to collective bargaining. The contract specifies that a minimum of 108 credit hours of


reassigned time for research per semester must be granted with a maximum of six hours reassigned per faculty member. In addition, the contract specifies a minimum of 132 credit hours of reassigned time for curriculum development, instructional enhancement, and faculty development. CCSU also encourages faculty to seek internal and external grant and contract funding to support their scholarly activities. The Office of Sponsored Programs supports the grant application process. Ninety percent of faculty-development funds are available for full-time faculty.

Academic freedom is contractually guaranteed by the CBA (Article 4.2). This article states that full freedom in research and publication, as well as freedom to discuss assigned subjects in the classroom, are fundamental faculty rights. A contractual process for dealing with allegations of violations of academic freedom is specified in the contract. The contract specifies a process for the formation of an Academic Freedom Committee, which “shall have the power to adjudicate substantive issues and to direct a remedy.” Academic freedom and related issues may also fall within the CSU-AAUP contractual grievance process. The CBA specifies that no faculty member shall be discriminated against in violation of federal or state statutes (Article 3) and specifies faculty professional rights and responsibilities (Article 4).

Under State law, State of Connecticut employees, including the CCSU faculty, are guided by the Code of Ethics for Public Officials and State Employees. In addition, the Connecticut State University System Board of Trustees has prepared an Ethics Statement (May 2006) that further elaborates on ethics requirements for all employees connected to the Connecticut State University System. In January 2006, the University assigned the duties of Ethics Compliance Officer (ECO), a position required by State law, to an attorney reporting to the Chief Human Resources Officer but who also responds to Presidential inquiries and works in conjunction with Counsel to the President. The ECO is responsible for the coordination of ethics compliance, information, training, and counsel to all State employees on campus.

CCSU highly values personal integrity as fundamental to faculty and student interaction. Student academic integrity is clearly defined in the CCSU Student Handbook, undergraduate and graduate catalogs, and the university Web site. Faculty are encouraged to include a statement on academic integrity in their course syllabi. Allegations of student academic misconduct are adjudicated by the University Judicial Officer.

Appraisal

While the roles and responsibilities of full-time faculty are clearly defined in the CBA and the CCSU Faculty Handbook, the role of part-time faculty is not defined beyond teaching classes where full-time faculty are not available. Many part-time faculty have expressed interest in greater opportunities for involvement and recognition in the life of the University.

The CCSU Strategic Plan calls for “increasing the number of full-time faculty,” to which the University has made a significant commitment. The number of full-time faculty has been increased from 409 in 2004-05 to 432 in 2007-08. The objective is closely tied to the goal of reducing the percentage of student credit hours taught by part-time faculty relative to full-time faculty. For the past three years, full-time faculty have taught an average of 67% of student credit hours, which is slightly below the target of 75%.

All CCSU faculty salaries are determined by the CBA. Salary ranges are based on faculty rank and not disciplinary differences. As a result, salaries are not as competitive in fields such as business and engineering, making it difficult to hire qualified faculty in these areas.



CCSU’s measure of faculty workload does not comprehensively portray all faculty assignments and workload. For example, student advising is not considered in workload calculations. In large academic departments, student advising is a significant part of faculty workload, whereas it is much less so in departments with fewer majors.

The distribution of instructional load credits varies by school. From 2005-06 to 2007-08, faculty in the School of Arts and Sciences have averaged 9.9 instructional load credits per full-time faculty member; faculty in the School of Business have averaged 8.2 instructional load credits per full-time faculty member; faculty in the School of Education and Professional Studies have averaged 9.5 instructional load credits per full-time faculty member; and faculty in the School of Engineering and Technology have averaged 10.5 instructional load credits per full-time faculty member.

CCSU’s measures of instructional effectiveness are not sufficiently robust and comprehensive for an institution that identifies teaching and learning as its highest priority. The CBA requires only that instructional effectiveness be assessed through student opinion surveys, but neither the instrument nor its method of administration is standardized. Some academic departments use peer observation methods as part of their faculty evaluation process, but this method is optional and is also not standardized. The CBA does not define evaluation criteria for part-time faculty nor require any type of the evaluation of their instructional effectiveness.

CCSU has made significant efforts to ensure academic integrity over the past decade. The Faculty Senate established the Committee on Academic Integrity, which created a policy on academic misconduct and oversaw the Academic Integrity Project. A question on the 2007 College Employee Survey touches on this issue and indicates that most employees (79%) report being satisfied or very satisfied with the statement “Academic integrity and professional ethics are important to my department.”

The Academic Integrity project assessed the use of and familiarity with the misconduct policy. Of the 421 students surveyed, 89.5% reported engaging in at least one of 16 academic misconduct behaviors. A majority of the 157 faculty surveyed reported that they rarely made accusations of misconduct and they also had little to some knowledge of CCSU’s Academic Misconduct Policy. However, all surveyed faculty reported using strategies to deter misconduct, such as close supervision of exams, including policies in course syllabi, designing assignments to make it difficult to use unapproved sources. Data provided by the Office of Student Conduct for the years 2003-2007 reveals the following number of cases reported each year: 15 cases in 2003, 57 cases in 2004, 66 cases in 2005, 52 cases in 2006, and 18 cases in 2007. The low number of reported cases of academic integrity violations may suggest that faculty are not systematically implementing the Academic Integrity Policy. The committee also administered a university-wide electronic survey to determine faculty familiarity with the policy and how they enforce it, and it is working on making sure that all sources of information (undergraduate and graduate) are consistent with one another. The Academic Integrity Committee is working with the Provost and the Judicial Officer to refine Academic Integrity procedures. The committee provided a full report to the Faculty Senate in May, 2008.

Although core CSU policies related to faculty employment are easily accessed in the CBA, the lack of a comprehensive and up-to-date faculty handbook means that there is no single place where faculty can access information about all CCSU policies and structures related to their employment. Currently such information is spread over many web pages.


Despite many procedural and contractual safeguards to ensure equity and fairness, a November 2007 survey distributed to all faculty assigned to teaching departments revealed a high degree of concern about the extent to which policies appropriately reflect CCSU’s mission and are applied equitably and fairly. Fewer than half of the responding faculty agreed or strongly agreed that policies related to faculty evaluation, promotion and tenure are compatible with the mission and applied equitably. Responses to recruitment and appointment items were more positive. Responses to the items on faculty responsibilities indicated a perception that policies are compatible with the mission, but there is a less positive view about equitable application of the policies. (See Tables 1 and 2.)

Although the survey indicated a fairly high level of concern about fairness, AAUP reports only seven grievances related to faculty tenure and promotion and two related to part-time faculty appointments that have been filed and settled or withdrawn since 2004.

Data concerning recruitment, appointment, retention, and promotion of the faculty are reported annually as part of Connecticut’s requirements for affirmative action reporting to the Commission on Human Rights and Opportunities. (See Exhibit 2.3.) Data about faculty promotion and tenure disaggregated by gender and race/ethnicity are available to administrators and governance groups. Concern about the President’s tenure and promotion decisions in 2006 led to extensive campus discussion and the development by the Faculty Senate of the new “Promotion and Tenure Policy for Tenure-Track Teaching Faculty.”

The implementation of the new policy is on-going. As of July 2008, 19 academic departments completed the process of developing their guidelines and submitting them for review by AAUP and administration for compatibility with applicable contractual requirements and institutional policies. Clearly elaborated guidelines will provide better guidance to full-time faculty that should lead, over time, to a more consistent perception of fairness in evaluation (see Table 2) for a summary of current perceptions.

With the wider implementation of assessment on campus have come discussions about the role that documenting student learning, developing assessment tools, and collecting data might play in the evaluation of faculty. There are on-going discussions about the appropriate use of teaching portfolios to supplement the required student and recommended peer evaluations of teaching; a review of the guidelines developed by each department in response to the new faculty evaluation policy will provide a good indication about the role of outcomes assessment in individual faculty evaluation.

Collectively, most contractual and additional resources to support faculty professional development are increasing. The amount of special funds available for AY 2007-2008 totals to $667,489 for CCSU. This represents an increase of 4.5% over the prior year’s allocation. Special funds are scheduled to increase annually by an average of 4.5% over the life of the new CBA (2007-2011). Travel and research grant funds are the largest budgeted items in the contractual special funds totaling $493,976 divided equally for the AY. The approximately $247,000 available for travel represents an increase of 6.6% over the prior year. Faculty development funding was basically unchanged from the prior year ($55, 572) while curriculum development funding was reduced by 13% to $61,747.

The new CBA has increased the “appropriate” number of sabbatical leaves from 64 to 70 for the 2007-2011 period, so CCSU can expect a rise from 22 sabbatical leaves approved in 2005-2006 (for 2007-2008) to approximately 24 in the coming years. Approximately 84% of sabbatical applications were supported across the last three years (under the old contract) but in 2007-2008, only 18 people applied for sabbatical leave in 2008-2009. All were approved.


The November 2007 survey of teaching faculty indicated that approximately 41% of respondents agreed or strongly agreed that CCSU "provides me with substantial opportunities for continued professional development," although over 78% reported that they take advantage of the opportunities provided. The survey also indicated that approximately 45% agreed or strongly agreed that such opportunities were equitably provided. (See Tables 3, 4, 5.)

A recent survey of academic faculty indicated that a clear majority of respondents (64%) agreed or strongly agreed that CCSU "protects and fosters academic freedom of all faculty, regardless of rank or term of appointment.” (See Table 6.)

Some faculty have expressed dissatisfaction with ethics procedures and conditions of employment that some believe have impinged on their academic freedom, such as the textbook use policy, the outside consulting policy, and dual employment policy/off-campus teaching research ethics review. Such policies are mandated either by contract or by State law or federal regulation and have generally been integrated on campus with faculty input across time.

Although departments report publications, presentations and other scholarship in their annual reports to deans, such data are not compiled systematically across the University making a direct quantitative assessment of scholarship difficult.

Internal grant funding and external grant and contract success have increased significantly in recent years. Internal research grant funding is one of the two most highly funded of the “special funds” in the CBA totaling approximately $247,000 for 07-08 AY. This funding represents an increase of 12.6% over the prior academic year. These funds are scheduled to increase by approximately 4.5% annually for the remainder of the new contract.

CCSU encourages faculty to seek external grant and contract funding to support their scholarship activities. The Sponsored Programs Office supports the grant application process. The number of external grants and contracts awarded to CCSU personnel has increased by approximately 294% across the last seven years, with annual funding increases across the same time of approximately 256%.

The CCSU Foundation supports joint faculty-student research grants. In the most recent year, from data available, 16 of 18 applications were funded for a total of $9,022. In a recent survey of graduating undergraduate and graduate students (N = 208), approximately two-thirds reported that they participated in research or creative activities at CCSU, 72% agreed or strongly agreed that student research and creative activity is supported at CCSU and that the University provides outlets for presentation of student research and creative activities.

A recent survey of academic faculty examined issues relating to support for faculty research, creative activity and scholarship. Approximately 41% of respondents indicated that they agreed or strongly agreed that adequate physical space was provided for these purposes; these percentages were 56% with respect to adequate technological resources and 30% for adequate administrative resources. (See Tables 7, 8, 9.)

Consistent themes in open-ended responses for these items focused on inadequate research and creative space and often crowded office space conditions hindering research productivity. Although some indicated that IT support is excellent, several faculty also cited a lack of support for certain types of computers (e.g., Macs), the need for specific kinds of specialized software, better media support and


better library resources, particularly on-line resources. With respect to administrative resources, the most commonly reported problem was the lack of adequate reassigned time for research to help offset the 12-hour teaching load. Despite the increases in external grant funding, some faculty suggested that grant writing and administration support should be enhanced. To respond to this need workshops are periodically held on campus. For example Sponsored Programs hosted a National Endowment for the Humanities Workshop in April, 2008, with Dr. Rice from the Endowment as the speaker. Forty participants attended: 10 from CCSU and others from SCSU, WCSU, ECSU, the New Britain Museum of American Art and other organizations including schools and non-profit agencies from across Connecticut.

The extent of faculty turnover is another indicator of institutional effectiveness around sufficiency and support for the faculty. A review of data collected about faculty who leave the University since 2005 indicates that 41 left in 2005, 44 left in 2006, and 47 left in 2007. Of these, the largest number is people on special or emergency appointments. In all, over three years, just five (three whites, two Asians) were for non-renewal of contract/refusal to grant tenure. Resignations accounted for 27 departures, including four African Americans, three Asians and one Hispanic, suggesting that a disproportional number of people of color left the University. Very few people who leave the University provide reasons, but among those who did, reasons included child-rearing, family-related moves, compensation, lack of clarity of promotion and tenure expectations, and shortage of research resources.

Increases in the number of faculty and discussion about teaching load are important first steps in alleviating a major concern that faculty expressed in the Noel-Levitz CESS survey: the consistency of teaching load responsibilities with institutional expectations for research/creative activity. The mean score for full-time faculty on this item was 1.84 (where 2 is “not very satisfied” and 1 is “not satisfied at all.” The survey also revealed faculty concerns about the institution’s ability to meet the needs of faculty. Both part-time and full-time faculty groups placed a high level of importance on meeting the needs of faculty (4.52 and 4.67 on a scale where 5 is “very important” and 4 is “important”), but neither group was particularly satisfied with the support they were receiving. A separate online faculty survey revealed additional concerns about the adequacy of resource support for research, creative activity, and scholarship. (See Tables 7, 8, 9.) These data suggest a misalignment between perceptions of the faculty and the administration concerning the appropriateness of expectations and the adequacy of resources.

Another area that needs further attention is assuring that a greater number of faculty, particularly senior faculty, participate effectively in shared governance and other service activities. For example, institutional efforts to promote community engagement are highly relevant to CCSU’s mission, but there are concerns about how this work will “count” toward promotion and tenure (especially when faculty express concern about increasing expectations for research and creative activity).

The self-study process also revealed that when faculty are entered into the database no distinction has been made between such degrees as the MFA and a master’s degree. As a result, the University has under-reported the proportion of its faculty who hold terminal degrees. In addition, the database had not been consistently updated when faculty hired ABD earned their degrees. Numerous errors were flagged and fixed, but a systematic process for doing so on a regular basis will improve institutional effectiveness.

Projection


CCSU should assign a more defined role to part-time faculty that better describes how they support the University’s mission. Part-time faculty are encouraged to participate in university governance, but neither the CBA nor the Faculty Handbook provides any statement of how they are to contribute to the activities of the University other than to teach classes where full-time faculty are unavailable.

CCSU needs to develop a standard metric to measure workload and faculty time commitment that includes teaching, academic advising, creative activity, and administrative functions. As called for in the Strategic Plan, CCSU will undertake to study faculty workload to explore options for redistributing faculty work and for assigning reassigned time more equitably. The University will also need to focus in the future on concerns about a perceived increase in demands placed on faculty (increased emphasis on advising, community engagement, student research, faculty scholarship, and assessment) and their implications for the distribution of faculty workload and for the allocation of resources. A comparison of workload and expectations with peer institutions could clarify whether the emerging expectations are appropriate and reasonable in light of the institution’s mission.

Because university policies are not presently compiled in a single location, CCSU needs to move forward with the development of a web-based, searchable repository for all university and CSU System policies and regulations. Similarly, the University would benefit from establishing an “ethics portal” on the CCSU Web site to serve as a searchable repository for all ethics information, guidelines, policies, and regulations from the University and State. The University can also improve its effectiveness in communicating submission deadlines to faculty (e.g., outside teaching requests, approval to use self-authored texts, research reassigned time, etc.), which could be addressed by a comprehensive calendar.

To address the disagreement between the university administration and the faculty concerning the availability of resources to support faculty work and development, the University plans to develop more effective methods for communicating about available resources.

In a recent survey, faculty expressed concerns about the adequacy of office space and physical space for research and creative activity. Documenting the amount of available laboratory and other space dedicated specifically to research, scholarship and creative activity will clarify whether faculty perception is consistent with real need. With over $248 million earmarked for CCSU in the CSU 2020 plan approved by the State Legislature and the Governor, CCSU has detailed plans to ensure that faculty have adequate office space and space to pursue research.

There should be a quantitative and qualitative summary of research across the University. Such data could help new faculty members understand the amount and type of scholarship that is ongoing at the University, clarify scholarly norms and expectations and assist compliance efforts surrounding the ethical review of research by providing a baseline figure of the actual number of studies conducted annually.

The University recently received a free trial membership for plagiarism software, Turnitin.com, which is a step that may help faculty members to combat the problem of academic dishonesty. Further, the Academic Integrity Committee should continue its efforts to better understand faculty needs and to provide workshops and tools to assist faculty with the prevention and detection of plagiarism and other forms of misconduct. Greater efforts must also be made to encourage faculty members to utilize the established procedure for reporting student violations of academic integrity. The Academic Integrity Committee will also focus increasingly on efforts to promote a culture of academic integrity.



The collective bargaining process affords the most formalized periodic opportunities for reviewing and negotiating about the sufficiency of the faculty, the adequacy of faculty support, and the mechanism for assuring quality appropriate to institutional mission. Contract negotiations have resulted in regular increases in the minimum standards for award of sabbaticals, travel funds, faculty development grants, curriculum development grants, research grants, research reassigned time, and retraining for full-time faculty.

The effectiveness of individual faculty members follows CBA requirements (see Article 4 and Article 5). Of particular note are the annual pre-tenure evaluations; the contractual procedures for tenure and promotion evaluations; and the evaluation of tenured faculty at least every six years. A procedure for special assessment to address problems and concerns is also available at any time should a faculty member’s academic dean or the provost deem it necessary. The new “Promotion and Tenure Policy for Tenure-Track Teaching Faculty” further defines the University’s collective understanding of the categories of evaluation, charging each academic department to define in writing during 2007-2008 the guidelines they will use for evaluating faculty effectiveness.


Description

Reflecting our mission as a comprehensive public university dedicated to serving the needs of Connecticut citizens, CCSU consistently enrolls over 90% (93.7% in 2007) of its students from Connecticut. Approximately 80% (82.7% in 2007) of CCSU’s students commute from an off-campus location, which confirms our mission as a regional university and our commitment to provide access to higher education for students in central Connecticut. About 40% of CCSU students are first-generation college students. CCSU’s mission of serving the needs of Connecticut students is also reflected in the gender and racial composition of our student body: we enroll male and female students in roughly equal numbers (52.5% female/47.5% male in 2007), and minorities represent approximately 15% (16% in 2007) of our student body. Also integral to CCSU’s mission is the commitment to provide opportunities for continuing education and lifelong learning: approximately one third (32.4% in 2007) of CCSU’s students are enrolled part-time.

AdmissionsCCSU’s program of admission is designed to ensure equal access to education and complies judiciously with all legislative requirements to provide equal educational opportunity. The University’s commitment to equal educational opportunity is explicitly integrated into our admission policy, which states that admission to CCSU depends on the academic credentials presented by the applicant and prohibits any form of discrimination, as described in the Affirmative Action Policy. CCSU’s admission and retention policies and procedures are clearly stated on the University’s Web site, in the undergraduate and graduate catalogs, and on all of our application materials.

In keeping with CCSU’s commitment to provide access to higher education for students with a range of abilities, interests, and backgrounds, the University’s standards for admission set reasonable expectations for incoming students to ensure that a preponderance of admitted students have the qualifications to complete a college-level program of study. In fall 2006, the University accepted 60% of its full-time freshman applicants, of which 40% enrolled, with an average SAT combined score of 1027. Comparable data are not available for graduate admissions.

The University offers several programs that provide access and support to students with identified academic needs. These include the Phoenix Program, the Educational Opportunity Program (EOP), and ConnCAS (Connecticut College Access and Success)—all of which are designed to improve the academic skills of recruited undergraduate students who show promise but do not meet all regular admission standards. Students in the ConnCas and EOP programs are mainstreamed into the larger student body each fall semester after completion of a five-week summer educational experience. Full-time staff chart the progress of these students and then employ early intervention strategies to aid in their success.

Students who disclose a learning, physical or psychological disability receive reasonable accom-modations and support services through the Office of Student Disability Services. In addition, recruited and admitted student athletes who fall below regular admissions standards participate in a prescribed support program through the Academic Center for Student Athletes to promote academic success.

All programs for students with identified needs administer their own budgets—with both internal and external funding—and have dedicated staffs. The aim of all of our programs for students with identified


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needs is to provide them with the support that will enable them to have successful academic experiences as mainstream members of CCSU’s student body.

SAT scores are utilized to determine placement in the first mathematics and writing courses for incoming first-year students. Accuplacer is utilized to determine course placement in mathematics and composition for transfer students who do not have transfer credit for English and mathematics coursework. Students identified with deficiencies in math and writing are enrolled in developmental coursework in their first semester. Additionally, both graduate and undergraduate international students who apply for admission must demonstrate their proficiency in English.

Retention and GraduationCCSU’s retention statistics demonstrate that the institution admits students who can be successful. Over the past five years, the first-to-second-year retention rate has averaged 77%, with a low of 74% in 2001 and a high of 80% in 2005. The retention rate for transfer students has been slightly higher from the first to second year. The first-to-third-year retention rate for the general student population has also been high, averaging 64% over the past five years.

First-to-second-year retention rates for African Americans have ranged from a low of 71% to a high of 88% over the past five years; these rates for Hispanic students have ranged from 73% to 82% over the past five years.

Six-year graduation rates for students reached a high of 44% in 2007, up from 40% in 2005 and 2006.

CCSU offers a wide range of accessible and effective programs and services designed to address students’ needs and to ensure their academic success. The University’s summer orientation program familiarizes undergraduate students with academic requirements and helps incoming students prepare a first-semester schedule of courses. The Learning Center and Writing Center provide tutoring to support students’ learning needs and to assist them in successfully completing assignments; the Learning Center expanded its tutoring services by offering online tutoring in 2007. The Learning Center also provides intervention programs for students experiencing academic difficulty. The Early Alert Program in the Office of Student Affairs responds to information about students’ poor academic performance or excessive absence from classes.

The First-year Experience (FYE) program assists students with their orientation to CCSU and reinforces college success skills. Faculty who teach in the FYE program engage in faculty development sessions in order to work together to support student success (Exhibit 6.1). The Registrar’s Office communicates regularly with students about their academic performance and about their progress toward completion of their degrees, reminding them of deadlines and outstanding requirements. The CAPP System on Central Pipeline enables students to monitor their own academic progress and to run “what if” scenarios for projecting course requirements.

Specialized units such as the Africana Center and the Center for Latin American and Caribbean Studies, respectively, provide tutoring for African-American and Hispanic students. Pre-Collegiate and Access Services provide ongoing support and guidance for students with identified academic needs. The Committee on the Concerns of Women and the Women’s Center serve the needs of women on campus.

The University ensures that information about its services and programs is widely published on the web, in orientation materials, in departments and training sessions.


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Retention policies and procedures are clearly stated in Academic Standards and Regulations, Grading System, Appeals for Grade Changes, Change of Status, and Academic Misconduct sections of the catalog. CCSU outlines the number of credits for each classification level, gives examples for calculating quality points and a grade point average, and defines terms such as good standing, academic warning, and dismissal hearing. The grade appeal policy describes, in detail, the student’s rights and responsibility, the faculty’s role, and the review board’s role.

A program for all students on academic warning is offered each semester. Students facing dismissal who commit to a plan of academic recovery may be granted an additional semester on probation.

The primary mission of the Retention and Graduation Council is to examine some of the specific factors related to student success and recommend initiatives to improve graduation and retention rates. In addition, academic and co-curricular units across campus examine graduation and retention data of various groups to inform decisions about their programs.

The Office of Institutional Research and Assessment (OIRA) tracks and reports the number of degrees and certificates awarded each year as well as institutional retention and graduation rates. This information is communicated to campus constituencies for program evaluation and improvement. OIRA also collects and disseminates graduation and retention rates for groups specifically recruited by the University. These groups include minority students, economically disadvantaged students admitted though the Educational Opportunity Program (EOP), students admitted through the Phoenix Program, athletes receiving athletically based aid, and Honors students.

Student ServicesCCSU identifies its student characteristics by ethnicity, gender, full-time, part-time, undergraduate, graduate (master’s and doctoral), as well as age and campus housing. Learning needs of its students are placed in the following categories: student athletes, low-income, remedial placement, first-generation, low SAT scores, disability, Fresh Start, and Honors. The University responds by offering an array of learning, wellness, psychological, and health support services to assist with adjustment issues and to promote academic success. These support services are included in student fees.

CCSU’s student services are guided by a philosophy derived from its Mission Statement, which states that “higher education should promote the personal and social growth of our students, as well as their intellectual achievement and professional competence. We provide various opportunities for students to engage in activities or to join organizations and clubs where they develop leadership and other social skills. We foster a welcoming environment in which all members of our diverse community receive encouragement, feel safe, and acquire self-confidence.” The mission and vision for student services were recently reviewed and revised prior to the Council for the Advancement of Higher Education (CAS) self study that was undertaken in 2006/07.

CCSU recently established a strategic goal for students’ co-curricular learning. The Strategic Plan Goal 1 calls for the University to “identify student learning outcomes for General Education, undergraduate majors, graduate majors and co-curricular activities; establish their integration in the curriculum; and implement outcomes based assessment for all courses, programs, and student academic support services to promote continuous improvement.” Academic Affairs and Student Affairs are charged with developing enabling activities to support the goal.


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Students receive a full range of protective and investigative police services around the clock. CCSU responds effectively to incidents or issues that threaten to disrupt the learning environment by coordinating conduct referrals to counseling or alcohol and other drug education programs. Emergency management and threat assessment teams provide proactive safety intervention. A wellness team, chaired by the Director for Counseling and Wellness, meets weekly to assess non-critical, non-threatening student concerns.

The University provides safety and security services to students to ensure maximum safety precautions. Regarding safety and security, the University 1) uses expert safety consultants, 2) includes senior administration in training sessions, 3) has a threat assessment team and a notification system, 4) hires security staff and certified law enforcement officers, 5) has excellent lighting on campus, no-charge emergency with highly visible contact information posted on each phone, 6) offers escort services, 7) reviews its emergency response time, and 8) installs panic buttons in appropriate offices. Advocacy services for women are also available, and resident assistants receive safety training.

Available and responsive information resources and services for students include email, voicemail, faculty office hours, text messaging, web-based information and services, and extended business hours. Business software and hardware provide 24:7:365 access to grade information, e-billing, e-tutoring, housing assignments, policies/procedures, and the University activities calendar. Public and electronic bulletin boards allow students to post materials and notices to the campus.

CCSU uses a two-tiered advising system for undergraduate students. The Advising Center advises non-matriculated students and students who have not yet declared a major. The Advising Center assists students in scheduling their general university requirements and in getting acquainted with the resources available to them on campus. The Center’s staff had contacts with 13,237 students in 2006-07 (duplicated headcount), with its highest number of advisees from the School of Arts and Sciences. Students preparing to enter a professional program or the Business School may receive additional advisement from the deans of those schools.

Once students declare an academic major, they are assigned an academic faculty advisor within that department. Full-time instructional faculty are required to provide academic advising to students (Article 10.0). Full-time faculty are contractually required to have five regularly scheduled office hours per week on at least three teaching days. (Part-time faculty are asked to make reasonable efforts to advise their students as needed.)

Graduate students are assigned an advisor at the time of their acceptance to a graduate program. Information about the advisor is included in the letter of acceptance, providing the name, telephone number and e-mail address.

To evaluate this advising structure, the University regularly surveys the departmental chairs and conducts student satisfaction surveys.

Career Services staff assist students with selecting experiential learning opportunities, participating in community service, getting involved in paid and voluntary career opportunities such as internships, cooperative education, and selecting a major. Approximately 1500 students participated in on-campus Career Fairs in 2006-07. Between spring 2004 and fall 2007, 1007 students participated in Cooperative Education Placements. The Office coordinates student employment campus-wide.


Student conduct is governed by a code developed by and for the Connecticut State University System that is subject to all federal and State laws. The code describes prohibited conduct, procedures for filing a complaint, disciplinary proceedings, pre-hearing investigation, hearing procedures, interim suspension, academic misconduct, disciplinary sanctions, and student records. The code outlines the student’s right to and grounds for an appeal along with the procedure for making an appeal. The Senior Conduct Officer conducts training sessions each semester with clubs/organizations, student government, residential staff (including student employees), and other groups requesting such training.

Health and counseling services are available to students during regular business hours. Students receive clear information about how to access services after regular business hours. Residence Life staff and police are available 24:7:365. Students can participate in individual and group counseling, get help with prevention and disease control, help with and training on sexual assault, alcohol and substance education, health and accident insurance, travel insurance, general wellness and safety information.

The Center for International Education advises and supports international students as they pursue their studies on our campus, including assisting students in processing immigration applications required to maintain legal status, providing authorization to work on and off campus, providing counseling on academic and cultural concerns and organizing orientation, cross-cultural events and workshops. The Center provides similar services for exchange students who come to CCSU for a semester or year abroad. When CCSU students elect to study abroad the Center advises them on course selection, housing, immigration, and financial concerns. (See Exhibit 6.2.)

In all of its policies, procedures, and practices, the University is fundamentally and consistently committed to both the spirit and intent of equal opportunity, as well as to its own goals for diversity. Our Office of Diversity and Equity oversees our compliance with equal opportunity and investigates all complaints. The Faculty Senate’s Diversity Committee sponsors programs and conducts research to support a more diverse community. Through clubs, dedicated offices, and centers, the University provides safe and supportive outlets for underrepresented and nontraditional groups to interact and express themselves, including women, veterans, representatives of different cultural, religious, and ethnic groups and diverse sexual orientations, and members with disabilities. To enhance the retention and graduation of students from underrepresented populations, the University has hired a new, cabinet-level position of Chief Diversity Officer, who has been charged with promoting efforts to improve the diversity climate on campus. The President also appointed a Blue Ribbon Commission on Diversity, which has presented recommendations for improving the diversity climate and enhancing services and support for minority students. The University also sponsors and supports a wide range of events and initiatives to promote diversity.

The institution supports opportunities for student leadership and participation in campus organizations and governance in the following ways: Student leadership development, campus employment, clubs, societies, and organizations. Students have over 100 clubs and organizations from which to choose, including Student Government Association, Graduate Student Association, Student Union Board of Governors, and Inter Residence Council. They also have the option to start a new club/organization. Most student leadership opportunities are voluntary and the operating budget for the organizations is supported by student fees and fundraising. Other leadership opportunities for many students include campus employment, internships, graduate assistantships, cooperative education, volunteerism, athletic and recreation participation, service learning, and community service.


http://stdctr.ccsu.edu/salead/

Full-time and residential students have available to them a full complement of health care services. In addition to enjoying opportunities available to all students, residential students pay an inter-residence council fee that supports community-building activities among residential students. The residential community employs two student programmers who are charged with identifying and facilitating educational sessions for all residents. Each of the 68 student resident assistants is responsible for hosting 12 programs each academic year. Students may form or join social travel groups such as the band, theatre groups, talent shows, and Oxford Debates.

Students receive a copy of both the Student Handbook, Survival Guide (6.3) and the university catalog. Both contain general information about the University, a comprehensive list of services and resources, important phone numbers, the conduct code, list of administrators, emergency information, on-campus living guide, a campus map and the alma mater. Graduate students also are given a Graduate Studies Handbook (Exhibit 6.4). The student handbooks and catalogs are also available online. In addition, information about student services is provided in the Registration Booklets (Exhibit 6.5) for fall and spring semesters; the University View Books (Exhibit 6.6) and Continuing Education Bulletins (Exhibit 6.7) also provide access information for student services.

New student orientation is open to all undergraduate students at no additional fee. During orientation, students receive verbal and written information about academic advising, housing, financial aid, health and counseling services, academic support, technology, bookstore, etc. Students also get a demonstration of how to access information on the web.

Orientation participants engage in activities that help them to develop meaningful interpersonal relationships, learn strategies for a successful transition into college (social and support services), learn rights and responsibilities, and become familiar with campus-wide safety and security.

Job descriptions for professional staff in student services are developed in accordance with the CSU-SUOAF CBA (Article 10 and Article 12) and procedures developed by the Council on Employee Relations. The Office of Diversity and Equity and the Human Resources Department ensure that all applicants meet the minimum education and training requirements reflected in the official job description in order to be considered for employment. Student services staff receive ongoing training and professional development relevant to their field of expertise. Funds to support professional development and training are available from departmental budgets as well as through the CSU-SUOAF contract. Professional growth and improved competence is an integral part of the evaluation instrument for Student Services staff.

The University dedicates space to support student service policies and procedures. The Student Center includes space for student clubs and organizations, meeting rooms, retail stores, and food services. Student support services, such as admissions, financial aid, bursar, and registrar are currently in dedicated spaces.

Funding resource requests are made by managers of the specific areas who are responsible for implementing student services policies and procedures to assure that all areas are adequately funded. If additional funding is needed, the University Planning and Budget Committee and the President review these requests in light of the university goals and objectives.


http://www.ccsu.edu/Students/Survival/

Financial AidAll federal, state and institutional guidelines for awarding financial aid, including non-need based aid are followed. Criteria for awarding aid are transparent and publicized. Financial aid information is available in print form and electronically. The University is dedicated to reducing financial barriers that limit access and ensuring the fair and equitable awarding of financial aid to all eligible students. Awards are based on equitable application of clear and publicized criteria. The amount of financial aid awarded has more than doubled since the last NEASC visit, having increased from $26,375,820 in 1998-99 to $60,054,525 in 2007-08.

The goal of the Financial Aid Office is to facilitate a comprehensive and affordable education for students attending CCSU. The Financial Aid Office administers federal, state, and institutional programs (including grants, scholarships, loans, employment and veteran’s benefits); a complete list of scholarships and aid programs funded by the University is available in the University catalog. The office coordinates the University's various scholarship and non-need-based grant and award programs and loans. Students may also be supported with on-campus employment. Federal Work-Study is awarded to students as part of their financial aid package. Job opportunities are listed in the Career Center.

The Financial Aid Office conducts business in accordance with a comprehensive procedures manual maintained in the Office. Procedures are consistent with guidelines and authority of the Connecticut State University System, guidelines suggested by the National Association of Student Financial Aid Administrators, and from the National Association of University Business Officers.

Recreation, Intramural Sports, and AthleticsPrior to fall 2006, recreational opportunities were very limited. Within the past two years, CCSU changed the reporting line for recreation from Athletics to Student Affairs and added new resources in excess of $144,000. New resources also included two full-time professional staff. The restructured programs outgrew its new resources within the first semester. Records show that within the first semester of operation, the program served over 10,559 students.

Online and paper copies of handbooks outline the registration process, eligibility criteria, leadership responsibilities, sports ethics, schedules requirements, competition levels, game requirements, student code infractions and consequences, health safety and security regulations, as well as the alcohol and drug policies.

The University audits regularly all financial records including those for student fees assigned to student government for reallocation. Recreation staff verifies participation eligibility, health clearance and accident and health insurance.

In addition to following university policies on academics, eligibility, financial aid, ethical conduct, recruiting, and amateurism, CCSU is certified by the NCAA. CCSU provides student insurance, safety training and supervision, participation policies and procedures, integrity policies and procedures, athletic academic support services and wellness promotion. Policies for the renewals or denial of scholarships to athletes are stated and widely publicized.

The Intercollegiate Athletics Program at Central Connecticut State University contributes positively to the personal development of approximately 400 student athletes by providing a wide range of


opportunities for participation in 18 sponsored sports as a certified member of NCAA Division I and the Northeast Conference.

Student athletes are held to the same academic standards as other CCSU students. In addition, athletes in each sport must meet NCAA mandates for academic progress (APR). Student athletes receive support from the Academic Center for Student Athletes in meeting their academic goals. Six-year graduation rates for student athletes who receive aid have been consistently above the campus average, averaging 49% over the past ten years.

Student athletes also serve on the Student Athlete Advisory Committee (SACC), which represents the interests of student-athletes on our campus and beyond. Student members of SACC have input into the rules, regulations and policies that affect the lives of student-athletes at Central as well as addressing issues of national concern. Selected members of SACC represent CCSU at conference-level meetings that focus on issues broadly affecting student athletes.

Ethical StandardsEthical Standards are primarily communicated through the CCSU Student Handbook . The “Code of Conduct,” “Commitment to Civility” and a “Non-discriminatory” clause are some examples of Ethical Standards. When conditions require action, communication is made to students on specific topics. For example, a year ago a letter was sent to students warning about the illegal downloading of music, and possible actions that might be taken by the record companies. CCSU also adheres to ethical standards issued by the State of Connecticut, Board policy and professional organizations such as NASPA.

Some staff including counselors, nurses and doctors require additional licensing certifications. Staff members in confidential services must adhere to all requirements and policies set forth by their licensing boards.

Ethical Standards are shared with student leaders during training programs. Recently, students drew up a draft of a Code of Ethics to be used by student organizations. This draft is being reviewed by university administrators.

Student Rights and ResponsibilitiesStudent rights and responsibilities are clearly stated in the Student Handbook and in the Graduate Student handbook, which are available both online at the CCSU website and in hard copies in the offices of Student Affairs and School of Graduate Studies, respectively. The Student Handbook, for example, provides policy information on disability discrimination, racism and acts of intolerance, and hearings on judicial procedures. In addition, the policy on academic misconduct, passed in 2001, clearly defines expectations for students and procedures to follow.

Grievance policies and procedures are stated within the CSU Student Code of Conduct and Statement of Judicial Procedures. The Code is made available online and in a printed publication. The Office of Student Affairs distributes and makes these available to students, faculty and staff, both on-line and in a printed publication.

To ensure fair and consistent administration of the Code of Conduct, Student Conduct administrators and Hearing board members undergo training in student conduct matters. This training meets the standards established by the Association of Student Judicial Affairs (ASJA), an international association


for student conduct officers at colleges and universities. Sanctioning guidelines are utilized to ensure appropriate and consistent resolutions.

Board policy outlines information to be included in a student’s permanent record, the length of time records must be maintained and how they must be maintained. Directory information is available unless students sign a non-disclosure statement in the Office of the Registrar. All inquiries for student records are protected by FERPA and are referred to the Office of the Registrar for processing. All other requests for information are handled on a case-by-case basis and must be accompanied by a signed release from the student. Health and psychological information is regulated by industry standards. Students' rights to privacy regarding disciplinary action are also protected by guidelines established and enforced by the University. Policies governing the security of student identity are monitored by a security matrix disseminated by the Connecticut State University System.

Appraisal

AdmissionsEnrollment data show that the University is meeting its goal to serve Connecticut students. However, building a more diverse student body remains a challenging goal. The student body is over 73% White with Black/Non-Hispanic students constituting the largest minority population at 7.29%, followed by Hispanic at 5.43%, Asian/Pacific Islander 2.69%, non-resident alien 1.82%, Indian/Alaskan native .49%, and unreported ethnicity as 9.17%. Compared to the demographic composition of recent graduates from Connecticut’s public high schools, students who report a race/ethnicity other than White are underrepresented among CCSU’s undergraduate student population, although it is important to recognize that not all high school graduates have completed the coursework required for college admission. The graduation rate of minority students at CCSU is comparable to those at the other three CSU institutions.

The University’s Office of Institutional Research and Assessment has examined the relationship between SAT/ACT scores and class rank on subsequent student performance to better understand their reliability as predictors of student success. Among incoming full-time, first-time students, the factor most predictive of success has been high school class rank. SAT scores have also been predictive of success for those graduating in the top half of their high school class, but these scores did not predict success for full-time, first-time students who graduated in the bottom half of their high school class.

OIRA also tracks performance of students who are admitted through CCSU’s conditional admission programs (ConnCAS, EOP, and Phoenix), and this information is shared with relevant faculty and administrators. In general, students who did not qualify for regular admission were retained and graduated at lower rates than were those students who did qualify for regular admission. One exception was the EOP Program, whose students were retained at slightly higher rates than the student population at-large but graduated at lower rates, suggesting that students may experience difficulties after support services are removed in their second year of college.

The Student Satisfaction Inventory (SSI) is administered every two years to undergraduate students. Students have an opportunity to evaluate the following regarding admissions: staff provide personalized attention prior to enrollment (Item #7) and counselors accurately portray the campus in their recruiting practices (Item #33). While the gap between students’ satisfaction and level of importance in 2004 and 2006 was not markedly different from students’ ratings at other institutions, the University still aspires to improve in both of these areas.



http://www.ccsu.edu/oira/data/EnrollmentKPI/Default.htm

Retention and GraduationBoth retention and graduation have been targeted for marked improvement in the institution’s strategic plan. After several years of small but steady declines from 45% in 1998 to 40% in 2004, CCSU’s six-year graduation rate for full-time, first time students has begun to show improvement, having increased to 44% for those entering in fall 2001, and reported in 2007. Although CCSU’s six-year graduation rate has fallen below the average graduation rate at our national peer institutions, recent improvements in CCSU’s one-year retention rate of full-time, first-time students would suggest that graduation rates should be expected to improve over the next 3-5 years. For full-time, first-time students who entered CCSU in fall 1997, the retention rate was 69%, but ten years later, for the group entering in fall 2006, this rate had improved to 79%.

The University is also concerned that 43% of our entering full-time, first-time students in fall 2007 required remediation in English, math, or both, although this proportion has declined by 7%-12% since 2003-2005. The new “Bridges Program” in collaboration with area high schools is intended to reduce the number of entering students requiring remediation. Further, the subsequent success of students who complete remedial coursework with a grade of C- or better is comparable to students who were not identified for remediation.

For full-time, first-time students entering CCSU in fall 1999 and later, the one-year retention rate for minority students has averaged about one percentage point lower than the retention rate for white students. Six-year graduation rates for minority students in the same cohorts, however, have ranged from 8-12 percentage points lower than those of white students but have generally trended upwards over the past five years, while the graduation rate for white students has generally remained in the mid-40% range.

Student ServicesBased on SSI results, students indicate that they are satisfied with campus services such as library resources and services, computer labs, availability of tutoring services, online access to services, and availability of counseling services. On the other hand, students reported lower satisfaction with services in the areas of academic advising and career education. Students also reported a lack of mentors to guide life and career goals. Students reported lower satisfaction in areas that might interfere with time-to-degree. Those are challenges with the ability to register for classes with few conflicts, sufficient courses available each term, convenient registration processes and procedures, help to set goals to work toward, applying academic major to career goals, and getting the “run-around” when seeking information on campus.

Students rated advising and course availability as the items of greatest import and lowest satisfaction on both the 2004 and 2006 Student Satisfaction Surveys. CCSU is in the process of responding to the advising surveys, both of which indicated serious deficits. The Graduation and Retention Council and the Advising Task Force, both collaborative initiatives between Academic and Student Affairs, have been meeting regularly to address advising delivery systems, administrative structure, transfer advising, faculty adviser load, adviser training, first-year student advising, evaluation of advising and other issues.

In addition, the Advising Center has been without consistent leadership for over six years. NEASC reported that the Advising Center was under-resourced and CCSU lacked commitment to advising ten years ago. The CAPP degree audit system is the only improvement that has been made since then.





Resources to support student advising in the academic schools have not been proportionately allocated, which has made advising uneven across academic schools and departments. For instance, the Schools of Business, Engineering and Technology, and Education and Professional Studies have fewer students to advise but have substantially more administrative faculty dedicated to student advising, whereas the School of Arts and Sciences (which has 69% of the spring 2008 FTE enrollments) has only one person dedicated to student advising. In addition, student-faculty ratios are uneven across academic departments. Given the significant disparity across academic departments, students in some departments are not afforded as much time for advising as students in other academic departments.

Career service challenges were revealed during a survey of spring 2007 graduates. An exit survey of 654 graduating seniors indicates that only 381 students used Career Services.

Some respondents believe that not all students are well informed about services available to them and that better coordination of services is needed. Others report concerns about students who register late and the problem with getting a reasonable class schedule. Efforts to alleviate these problems have included adopting new course scheduling software, opening additional sections of courses in anticipation of late registrations, and preparing a 15-hour schedule for all entering first-year students. Additional challenges center on the number of hours that our students work, the need to get students involved on campus, and the importance of creating a more diverse student body. The University has addressed these concerns by establishing more on-campus employment opportunities, integrating a co-curricular component in First-year Experience (FYE) courses, and instituting a new program of scholarships to attract students from underrepresented groups to specific majors (e.g., education, engineering, science). The need to increase the number of residence halls and to provide better orientation and academic support were also cited as challenges for the University.

Survey results from the SSI (’04 & ’06) show four of the University’s overall strengths associated with equity: students feel there is a strong commitment to diversity; they feel welcome on the campus; they feel free to express themselves; and they feel that the campus is safe and secure. Despite these positive indicators, two high profile incidents in the past year—including a “satire” on rape and an offensive cartoon in our student newspaper—have resulted not only in some very negative publicity for the University but also in vocal complaints from some students and faculty that the University administration has not been sufficiently sensitive or responsive to the concerns of women, of GLBT, and of racial minorities. As a result, the University has taken a number of decisive steps to improve our diversity climate, including creating a cabinet-level position of Chief Diversity Officer, convening a Blue Ribbon Commission on Diversity, and piloting the integration of diversity content in several courses—among many other initiatives.

Job descriptions for student services professionals have not kept pace with serving the changing needs of today’s students and families. Staff members need professional development in best practices, use of technology, professional standards, program and service goal setting and assessment, project management, and budget management.

OrientationLast year, the Orientation budget was increased from $49,000 to $94,000. The University hired a full-time Assistant Dean of New Student Transitions and a full-time clerical staff member to support the program. Since 2005 to the present, participation in new student orientation increased from 76% to 94%. Evaluations completed by students and parents who participated rated all aspects of the program positively. Several challenges to improving orientation include the rising cost of food and housing to participate in overnight orientation.


Financial AidAccording to the SSI, students reported a higher level of satisfaction from ’04 to ’06 in the timeliness of financial aid award notifications, availability of financial aid counseling, and with getting help to identify other resources for financing education. However, the gap between satisfaction and importance indicates that students still want improved financial services.

The challenge is that tuition and fees continue to rise. As expected, the number of students applying for and receiving financial assistance has increased. After deducting discounts and allowances, net expenses for undergraduate scholarships and graduate fellowships was $17,843,565 in 2007-08, versus $15,722,362 in 2006-07. Students report working more to finance their education, and more are filing for and receiving aid.

According to the survey data provided by the Connecticut State University System Office, 55% of students were supported from federal, state and personal loans, an increase of 14% from 1999. This indicates students are relying on loans to support their educational expenses. The increasing cost of college education has become a major factor in changing students’ educational financing pattern.

Recreation, Intramural Sports, and AthleticsRecent surveys taken by students, including the Student Satisfaction Survey, confirm students’ interest in recreation and intramural sports. During fiscal year 2006/07 Recreation was transferred to the Division of Student Affairs. In order to launch a successful program, over 7% of the operating budget for Student Affairs was dedicated to recreation during the 2006/07 fiscal year. During fall 2007 an average of 100 students per day participated in open recreation.

The University’s commitment to the recreational interests of its students has been demonstrated with additional resources being dedicated for further expansion. During the spring 2008 semester approximately 100 students and two graduate assistants were employed by the Recreation department. For fiscal year 2008/09 a total of $600,000 in funding has been set aside to purchase equipment and provide new facilities for recreation, with some facilities planned within the residence halls.

In 2003-04, 11 teams (61%) met the NCAA Cut Rate Score for the Annual Academic Progress Report. In 2006-07, 16 teams (92%) met the cut rate score; only two did not.

FacilitiesAlthough student service facilities have suffered from the same constraints as other university divisions, significant investments have been made over the past several years to accommodate the ever-growing and changing needs of our student population. Over the past ten years, the University has invested over $50 million to improve student service facilities, and the institution is projected to spend more than $50 million on student support services over the next decade. In addition, the University has spent over $50 million dollars upgrading residence halls, which includes improvement in study and computer areas for students.

Nevertheless, some facilities are too small for the services they provide; others require deferred maintenance, and some services are separated in different buildings. For example, the facilities for advising and career services are in need of renovation. The Learning Center is too small for the number of students it serves, and the Writing Center, which serves a similar clientele, is located in another building. Similarly, the Police Station is too small for the needs of its staff.


http://www.ccsu.edu/oira/assessment/surveys/CSUSurvey/BQ-Payment.htm

http://www.ccsu.edu/planning/IR/Statistics/Historical/FinAid.html

http://www.ctstateu.edu/financial/tuition.htm

However, housing the Bursars Office and Financial Aid in the same building (Memorial Hall), on the same floor and in the middle of the campus, has dramatically reduced the “run-around” that students complain about. Additionally, increasing the number of procedures that can be done on line has substantially reduced the volume of traffic in those areas. Instituting online billing changed students’ satisfaction results with the billing process from an institutional challenge in 2004 to an institutional strength in 2006.

Projection

The newly hired Director of Recruitment and Admissions and the Enrollment Management Team will review challenges such as diversifying the student body, evaluating admissions criteria for specifically recruited groups, upgrading technology (i.e., accept digital transcripts; accuracy in live/real time admissions status, virtual tours, pod cast), enhancing admissions materials, and streamlining the admissions process. Having one full-time professional staff member in Admissions evaluate transcripts will reduce inconsistencies in the interpretation of transfer credits.

Research will be done in 2008-09 to determine why many students who persist to a fourth year do not graduate. For the first-time, full-time students who entered in 1999 through 2001 between 54% and 57% persisted to a fourth year, yet about a quarter of these students did not complete a degree within the next two years.

Because many of the programs for special populations are administered by different departments and supervisors, there is a lack of coordination in serving these populations. There is also much duplication of effort that has resulted from administering separate programs with similar missions. As a result, efficiencies in staffing, program funding, and other resources are not being realized. In the future the University should perform program audits, study best practices, and discuss the benefits that would result from bringing programs that have similar missions under common coordination.

Two significant initiatives will address developmental and remedial issues going forward. The Department of Mathematical Sciences will pilot an intensive developmental math course sequence in fall 2008 that will provide an opportunity for students to achieve college-level math proficiency by the end of the first semester. Plans are also in place to pilot a “Bridges Program” that is designed to reduce entering college students’ need for remediation. A longer-term objective at CCSU is to build a college preparatory magnet school on our campus in collaboration with five of our principal feeder school districts.

Plans for improving student retention and graduation rates are outlined in a report by the Retention and Graduation Council. The recommendations include actions to improve the academic success of specific subpopulations of students: commuter, residential, transfer, and part-time. A new program of small grants from the Offices of Student Affairs and Academic Affairs will fund projects by each of the Council’s five subcommittees.

To improve the chances for success of students who get off to a poor academic start and to reduce the number of students who are academically dismissed, the Retention and Graduation Council is developing an early intervention program that identifies students who are not succeeding academically by the midpoint of their first semester and will implement an academic intervention to help them complete their first semester successfully.


Implementing the recommendations of the Advising Task Force will be a high priority for CCSU. The recommendations of the Task Force include changing the reporting line for the Advising Center and Career Services from Student Affairs to Academic Affairs, providing professional development for advisors, rewarding faculty for advising activities, conducting campus-wide forums to discuss and assess best practices in advising, and integrating a career education focus to advising.

To address student complaints about “runaround,” the offices of Recruitment and Admissions, Financial Aid, the Registrar, and the Bursar are working with the Chief Administrative Officer to design a new space that will combine those services in a single location. Plans are also underway to integrate the Advising Center and Career Services into a single unit with a mission to assist students with both academic and career planning. Another plan is to integrate the Writing Center and the Learning Center, with long-range plans to develop an “Academic Success Center.”

To meet the goal of having 100% of our athletic teams meet the NCAA cut score on the APR, each coach has developed a strategic plan for attaining and maintaining high academic standards. Two additional study hall spaces in Kaiser Hall are being completed. These facilities will reduce the overcrowding in the current limited space and foster greater academic success. It will further enhance the overall learning environment for student athletes in maintaining all University and NCAA academic standards. To address the shortage of space available for recreational activities, the University plans to invest $7 million from its reserves as part of an extensive renovation that will include establishing a dedicated field for intramural recreation, as well as other improvements to our athletic fields and facilities that will benefit both recreational and varsity athletes. The University has also earmarked several hundred thousand dollars in 2008-09 to establish satellite fitness facilities in several residence halls on campus.

In the upcoming year the Student Activities and Leadership Development Office will publish a “Handbook for Student Organizations.” This handbook will include the Code of Ethics that was recently drafted by a student committee and approved by various student organizations. Additionally a Student Employee Guide that was devised for use in our Student Center will be reviewed and revised for possible use throughout the offices within student affairs.

As part of a system-wide effort, Human Resources will be working with Student Affairs to identify job descriptions for administrative faculty that are outdated, inaccurate, and not reflective of the best practices in the field. While this review will be done for all administrative faculty job description across the campus, particular attention will be paid to the student affairs descriptions, many of which have not been updated in many years. Student Affairs staff will be encouraged to participate in the numerous professional development activities on campus through the Human Resources Department, the Information Technology Department, and the State In-service Training program. Moreover, the Human Resources office will work with the Vice President for Student Affairs to identify specific training needs for student affairs staff and to determine the best approach for delivering the training. Increased funding will be made available for additional professional development activities through the many professional organizations with which the Student Affairs staff are associated.

The mission and vision for Student Affairs will be re-visited within the next calendar year to ensure alignment with the needs of our students, as well as with the goals of the University.



The institution regularly plans and sets targets for the number, type, and profile of incoming students. Adjustments to admission practices and policies are made based on a careful review of acceptance rates, yield rates, and the profile of the incoming class of first-year students.

Retention and graduation rates of full-time, first-time students, as well as transfer students, are also closely monitored, and these metrics are linked to specific targets in the Strategic Plan (Objectives 2.1, 2.2, and 2.3). All of these measurements are tracked and disseminated by the Office of Institutional Research and Assessment.

The evaluation of student services is carried out on the institution-level and also on the program-level. The primary instrument for the evaluation of student services at the institution-level is the Noel-Levitz Student Satisfaction Inventory (SSI), which is administered to the entire student population on a two-year cycle. The SSI assesses student satisfaction and perception on seven scales: student centeredness, campus life, instructional effectiveness, recruitment and financial aid effectiveness, campus services, academic advising effectiveness, registration effectiveness, safety and security, and campus climate. Results from the National Survey of Student Engagement (NSSE) supplement findings from the SSI, and results from the Cooperative Institutional Research Program (CIRP) Freshman Survey are used to inform programming for entering students, such as Orientation and the First-Year Experience.

Various units in Student Affairs also conduct program-level assessment initiatives. Notably the Student Center and the Department of Residence Life administer the Educational Benchmarking, Inc. surveys for their respective areas, and make adjustments based on the findings. Additionally, all units within Student Affairs completed a Council on the Advancement of Standards in Higher Education (CAS) Self-Assessment during AY 2006-07 (Exhibit 6.8). These evaluations were used to identify programmatic strengths and weaknesses and to develop budget requests to acquire resources where deficiencies were identified.

The next steps in advancing institutional effectiveness efforts in student-related services will involve developing a broad-based system of regular review. A particular emphasis will be placed on identifying and assessing co-curricular learning outcomes, as called for in the Strategic Plan. A formal review process similar to the process developed for the Academic Assessment Committee is envisioned to provide feedback, communicate institutional information, and share successful practices.


Description

Library and Information ResourcesThe Library has developed its own Mission and Goals Statement that drives its planning process. The Mission Statement requires that “quality services and collections support CCSU’s educational goals.” The Mission Statement is accompanied by Goals that result from library-wide discussions and focus on electronic resources and technology (Exhibit 7.1).We have developed policy statements that assist us in the annual planning of the budget and all units participate in this process. Our liaison system informs us of departmental changes that are taking place and our participation in the Faculty Senate and its committees informs us of university direction and focus. The Library primarily uses SCT Banner, GELCO, and the Microsoft Office Suite in managing its daily operations.

In the years since the last NEASC evaluation, the Library’s budget has consistently improved. In 1998 the Library’s operating budget was $1,686,000, and its budget for collections was $1,107,400. The Library’s operating budget has grown from $1,816,501 in 2004-2005 to $2,352,785 in 2006-2007; an additional $100,000 allocation has been approved for 2008-09 to cover increases in the cost of online serials (Exhibit 7.2).

Professionally qualified library faculty administer Burritt Library, including its information resources and services. The library staff includes 17 MLS library faculty members, two administrators, and 14 support staff (Exhibit 7.3). In order to stay current with the rapidly changing environment, both professional and non-professional staff take advantage of the many programs provided by Nelinet, CLC and other library-focused programs to enhance their skills.

The Library trains and supports faculty, staff, and students in the effective use of the Library and of its information resources. To support CCSU’s General Education requirement for students to develop “computer literacy,” the Library offers at least three sections of our one-credit elective course in “Library Resources and Skills” (LSC 150) each semester in a computer classroom and at least one section of the course online; quizzes are given to determine how well the students are learning. In addition, librarians teach specific classes that are requested by faculty or students. Last year, over 5,540 students took part in 295 classes (Exhibit 7.4). In the spring, a seminar is taught for faculty to update their library skills. Computers connected to the campus network and to CONSULS are available on all three public floors of the Library. Library personnel closely monitor technology resources to detect illegal or inappropriate use and carefully review database licenses and resource authentication. CCSU librarians recently contributed to a copyright policy available on the CSUS home page. The staff is well informed about copyright issues and will not process materials for the collection that violate the policy. Copyright notices are posted near all the copiers and printers. The Library staff adheres to the fair use policy in the provision of materials. For example, requests to place reserve materials on line are processed through the Copyright Clearinghouse, and the Library will not borrow a title on Interlibrary Loan more than the number of times specified by the ILL code.

Burrittt Library makes available resources sufficient in quantity and currency to support and enrich CCSU’s academic offerings. The Library’s collections have also increased substantially since the last


NEASC evaluation. We had approximately 575,000 volumes as of June 1997, but our collection presently numbers 711,000 volumes plus substantial microform and media items, bringing our total collection to 1,274,951. We now have access to nearly 30,000 electronic journals and a small collection of electronic books.

The collections are developed in consultation with the faculty, using a liaison system between the departments and the Library. A collection development policy statement reflects the appropriate subject, level, diversity, and currency for each department’s collection (Exhibit 7.5). Both students and faculty may request that the Library acquire materials. In addition, library patrons may use the following alternative means of acquiring materials: CCSU Interlibrary Loan; iConn, the State’s collection of electronic resources; the Hartford Consortium for Higher Education libraries; and CT Council of Academic Library Directors libraries. Burritt Library also shares its online catalog with the other three CSU libraries and the State Library (Exhibit 7.6). Materials may be requested through CONSULS (our shared catalog) with the expectation of a 24-48 hour turnaround time.

The Library’s Reference Department ensures that students have available and are appropriately directed to sources of information appropriate to support and enrich their skills. The Reference Department is open all hours that the Library is open and also provides online chat as well as the 24-hour InfoAnytime service to which the Library subscribes. Term paper clinics are carried out in the Student Center and in classrooms, and students are able to take iPod library tours. The Library also offers a “best library research” award (Exhibit 7.7).

The Library ensures appropriate access to library and information resources and services regardless of program location or mode of delivery. The Library is open 86 hours a week when school is in session, although CONSULS is available 24/7. Librarians, support staff and student helpers are available to provide services. There is access to photocopiers, microcomputers and audiovisual equipment.

Access to all electronic databases is available from computers in the Library and through the Library’s Web page, elsewhere on campus, and off-campus locations. It is available to students, faculty and staff. The Library’s Web page permits students to access our entire online serials collections as well as to our electronic reserve collection, specific indexes and abstracts and catalogs of other libraries.

Print materials not in the collection can be acquired through Interlibrary Loan also available to everyone. This service makes use of several consortia including the New England Library Network (NELINET), Online Computer Library Center (OCLC), and reciprocal lending and borrowing arrangements with over 100 academic libraries in the New England region.

The Library has undergone a number of physical changes in the last ten years that have provided a more conducive atmosphere for study (Exhibit 7.8). Furniture and carpeting have been replaced on each floor; and furniture, new computers, and larger printers have been added to the classrooms and to the reference department. Copiers have been installed on Floors 2, 3, and 4 and on Stack 7. Reference has also received a new reference desk and some new carpeting, and the department will soon be getting new tables and chairs for the public. Library users can now access the Internet with their own laptops via the Library’s wireless network. The fourth floor has been designated as a quiet study floor, allowing the second floor to support group study. Jazzman’s Café now serves library users throughout the regular school year in the Library’s foyer.


Instructional and Information TechnologyThe current information technology strategic plan was drafted and approved in 2002. In May 2005, the University Planning and Budget Committee (UPBC) drafted and presented to the Faculty Senate for approval a main goal, and five sub-goals, directed specifically at the use of Information Technology (IT) resources by faculty, staff and students. This goal was approved by the faculty senate and became goal number 13 in the University Strategic Plan.

In spring 2008, the UPBC integrated slightly revised objectives from Goal 13 into the University’s new Strategic Plan. The current CIO has been charged with developing a new strategic plan that reflects the advances in IT over the last 5 years and fully integrates with the University’s new Strategic Plan.

The Information Technology Committee (ITC), a standing committee of the Faculty Senate, plans for the use of IT resources to support the academic mission of the University. The Banner Coordinating Team (BCT) is the planning body for resource use by the administrative functions of the University, particularly the use of the SCT Banner ERP system. The financial planning for the use of IT resources falls under the direct control of the CIO; however, during the annual university budget formation process, the input of these committees, as well as that of the UPBC and the collective input of the University Executive Committee, have substantial influence.

The approved operating budget for IT for the current fiscal year is approximately $1.25 million, which is relatively consistent year to year. In addition to these funds, the University went through an extended review of exceptional resources needed by all departments during the budget preparation cycle for fiscal year 2007 to best identify those areas needing additional one-time funding for specific projects. As a result of this planning and review process, the IT department received $0.9 million out of a total fund pool of approximately $3.5 million to fund the identified one-time, high-priority projects. IT resources are also funded by an Institutional Technology Fee assessed to each student, as well as bond funds allocated by the State of Connecticut. Bond funds vary from year to year but have ranged from $0.8 to $1.5 million annually. Financial resources generated by the technology fee remain constant with enrollment and generate approximately $2.2 million annually with the funds mandated to be expended directly, and only, to enhance technology resources for the student population.

The annual allocation of resources to support instructional and information technology has remained consistent and adequate during the review period. The daily, ongoing allocation of IT department financial resources, personnel, and equipment is directed by the CIO with consistent input from the academic Information Technology Committee, the administrative Banner Coordinating Team, and ongoing and regular input from the University’s Executive Committee.

CCSU commits extensive information technology resources in support of its academic mission. The University has one large computer laboratory with 204 PCs and 10 Macintosh computers. Connected to the main lab is a fully-equipped PC classroom with 34 PCs and a fully equipped Mac classroom equipped with 25 Macintosh computers. Entry to the computer lab (and classrooms) is closely monitored and averages 1,200 distinct visits daily during the school year.

Approximately 20 smaller discipline-specific computer labs exist for teachers and students, as well as 15 general-purpose fully-computerized classrooms. Of the remaining classrooms, approximately 235 in total, 134 of them have been equipped with permanently installed technological enhancements that include teacher computer workstations, Internet access, projectors, speakers, cable television and DVD



players. All of these are available as regularly scheduled classrooms. The department of Information Technology operates the main computer laboratory, the computerized classrooms adjacent to the lab, and manages or assists in the management of the majority of the other computer labs. All publicly available computers on campus are connected to the campus network and Internet. A full suite of general purpose and discipline-specific software may be run from each system in the public labs. Smaller labs host specialized software for the teaching needs of the various departments that control them.

All computers in laboratories and general purpose classrooms are on a three-year replacement cycle. The University spends approximately $500,000 per year to replace student-used computers. The money for these replacements comes directly from a technology fee paid per semester by each full-time student.

Online or hybrid course delivery is available using the Blackboard Vista software package. Figures for the latest semester indicate that the system has been utilized by 35 percent of faculty and accessed by 75 percent of students. Both categories reflect an increasing usage from semester to semester for the last two full years. Online education for the four Connecticut State universities has historically been managed and delivered centrally through “CSU Online,” but in 2007 the CSU System adopted a decentralized model that allowed each university greater autonomy in the development and delivery of online instruction. The CCSU ITC has already received approval from the Faculty Senate to pilot online courses during the 2008-09 academic year.

Information Technology has a staff of 55 full-time IT professionals, as well as student workers and University Assistants. All full-time positions minimally require a four-year degree in a computer science or related field, and all full-time personnel receive continuous training, both on campus and off, to keep their skills and education up to date. CCSU’s IT staff is also supported by more than 40 centralized IT professionals, who service the CSU System.

The IT Help Desk is available 58 hours per week via telephone for technology support and assistance. Complementing the Help Desk, the IT department staffs a walk-in support center and offers “ResNet” support to students living in the residence. Hands-on technology development workshops are regularly offered to faculty and staff. Incoming students who attend orientation receive instruction in the use of computer resources and information about available technology resources. The IT department publishes an annual listing of CCSU’s complete technology resources in its Tech4u booklet and makes additional information about its services available on its Web pages. The IT department also frequently responds to specific help requests by utilizing our Faculty Computing Center (FCC) and/or visits to the requesting member or department.

The IT department has technologies in place to protect the infrastructure of campus systems and respond to any allegation of wrongful use by, or from, an outside person or agency. All computers attempting to connect to the network are electronically screened for acceptable conditions of operation and to ascertain that they are free of harmful or illegal software. Network usage monitoring is enabled and reviewed as warranted. CCSU continues to participate in, and support the development of, system-wide security standards and procedures being put together under the leadership of the central office for the University System. This process is ongoing. IT has established computer use policies and procedures, which are published on its web page.


All publicly accessible computers are constantly monitored and maintained for best use. All public areas are staffed with full-time employees as well as student workers and University Assistants to make sure that each student has the opportunity for uninterrupted use of technology resources.

In 2000 the University moved to employ the SCT Banner system as its Enterprise Resource Planning software. This software is used by the majority of administrative offices on campus in the day-to-day operation of their specific functions. The advising module of the software allows for the direct access to student records by involved faculty. The campus utilizes Microsoft Exchange Services, including email and calendaring, to allow for collaboration both on campus and off. Microsoft Office Suite is the desktop standard for productivity software. Several large-scale software packages are used by individual functional units to assist them in the conduct of their work including the GELCO travel software used by the business offices; specialized softwares used by the student judicial and residence hall management staff; the Ad Astra room scheduling software used by the Registrar’s office; the TPS timekeeping system written by the CSUS office for campus use; FsaAtlas, a software program that performs reporting functions of U.S. Immigration Forms (SEVIS and non SEVIS) and international student recruitment and enrollment; specialized hardware and software used by the campus police and safety personnel; the use of the State of Connecticut CoreCT system used by the Human Resources offices; and functional-specific software such as SPSS for statistical analysis.

ITS also provides services to other campus areas to complete projects that use technological software and applications to serve faculty, staff and the campus community. The new FsaAtlas for immigration, mentioned above, and the new graduate planned program Banner system interface are two examples.

Appraisal

Library and Information ResourcesTo a considerable extent, the Library has been fulfilling its mission and meeting the evolving needs of its patrons. It has, in the past ten years, developed from a print-oriented facility to one that is highly involved with electronic materials. We have a sizable collection of electronic journals and are slowly beginning to develop a collection of e-books. Our ability to cooperate with our sister institutions within CSUS has made it possible to share resources more easily, and having CSUS purchase core materials jointly for all schools has allowed us to purchase materials more specifically focused on Central’s curriculum.

Prior to the arrival of the current administration, Burritt Library found it difficult to maintain a solid level of financial support. However, in the past two years, the Library’s financial situation has significantly improved. The Library sees a consistent and sufficient level of support as well as an effective level of maintenance and improvement of information resources and instructional and information technology. The Library’s budget has increased in the past several years and has received substantial support from the Provost to purchase necessary equipment. ContentDM is one example, as is the recent replacement of the planetary scanner. Although IT replaces library computers and terminals every three years, the number of terminals is not adequate for a library serving this volume of students and faculty. For example, the Library does not have sufficient computers to provide instruction in library resources for all student patrons.

Facilities and space issues in the Library require serious attention. A study 10 years ago concluded that the Library needed considerably more space, and it recommended a large addition. This was to have been completed in 2007, but is now predicted for 2020. To compound the problem, portions of the first


and third floors have been given to other units, including the Farmington Valley Archaeological Project, the Honors Program, Instructional Technology Training rooms, the Italian Resource Center, and Admissions storage.

The Library’s space problem for print materials and staff has grown much worse. To attempt to relieve some of this problem, a large portion of our duplicate print journals collection has been removed. The Library has also stopped binding any of our JSTOR journals and has developed a sharing project with Eastern Connecticut State University.

Despite the removal of print journals, the Library is still not creating enough space to accommodate a growing collection of other print materials. It has been projected that the Library will be out of space for collections within five years. One viable but expensive solution is remote storage. Another solution under consideration is to keep only two copies of any print document among the four CSUS libraries.

According to the LibQual study completed in 2006, the Library does not provide a physical atmosphere conducive to study and research. Respondents to the LibQual survey completed in 2006 gave extremely low ratings to the Library’s physical space. A planned renovation of the first floor has been delayed for several years. This renovation would provide accessibility to the building from the first floor, a particular boon for the physically challenged. It would relocate all of the Access Services functions to the ground floor. It would also allow full elevator access to the restrooms on the ground floor.

The Library’s ratio of staff positions to library faculty has also been quite low for the size of the Library and its operations, according to ALA’s Association of College and Research Library’s Standards. There should be twice as many support staff as faculty. There is no backup for individuals in some departments. For example, only one employee in the Circulation Department is scheduled to work on Saturdays; if she cannot work, there is no one to take her place. Also, increased demand for technology has placed additional stress on some departments.

Instructional and Information TechnologyThe technological infrastructure of the University provides a stable, current, and reliable platform on which to deliver those services most called for by the faculty, staff, and students. The IT department reviews its effectiveness in terms of services provided and technologies in place; and the departmental management group, under the direction of the CIO, meets weekly to discuss current levels of delivery and enhancements to be considered.

User Support Services, which comprise mainly Level 1 (Help Desk) and Level 2 (On-Site and Face-to-Face) services, regularly reviews its effectiveness in terms of problem resolution rate, the timeliness of services provided, and the courtesy with which the services were delivered. For the last complete calendar year, 2007, the positive response rates were 92% for problem resolution, 93% for timeliness, and 99% for courtesy.

The Media Services department, under the leadership of a new director, has taken a number of steps to better serve the University. In conjunction with the Provost, the Media Services department is implementing new ways to assist faculty with instructional design as they move into the delivery of online courses to our students.

Comments made during the Town Hall meetings indicate that the services provided, and the manner in which they are provided, are rated very high by respondents. While the quality of services provided by the IT department to the University is well received, there is a lack of university-wide direction about


which services and technologies the IT department should provide now and in the future. No assessment process or instrument exists that addresses whether the services being provided are those best suited to meet the needs of the University, particularly the needs to support the academic mission of the University. During the past 12 months the CIO has met with many individuals and groups involved in the delivery of education to our students in the attempt to organize an effective methodology for governing the use of technology resources to best serve the needs of the academic mission.

On the NSSE administered in 2007, 78% of seniors reported that their experience at CCSU had contributed “quite a bit’ or “very much” to their knowledge, skills, and personal development in using computing and information technology, whereas 59% of first-year students responded “quite a bit’ or “very much” to the same question. Since 1999, about two-thirds of graduates have reported that their ability to use a computer for more than word processing and email was moderately or greatly enhanced by their experience at CCSU.

In addition to addressing the known needs of the University constituents, the IT department spends a considerable amount of ongoing time addressing the comments, questions and directions set forth by the three separate auditing agencies; PriceWaterhouseCoopers (See Exhibit in Standard 9), the auditors for the State of Connecticut, and the auditors for the Connecticut State University System (CSUS). One item cited by each agency has been the lack of a current strategic plan for the IT department of the University, the last known plan having been adopted in 2002.

Projection

Library and Information ResourcesBurritt Library will increasingly make its collections available online and continue to acquire collections from aggregators and electronic publishers. Renovations in the Library facility will increase the amount of computer work space for students. Renovations to the facility will need to plan for additional group work spaces.

Several retirements are anticipated in the next few years. The positions need to be analyzed to see if they should be replaced or changed to fit other needs. Further assessment of departmental needs also should be conducted.

The Library must collaborate with the Facilities office to address the most pressing needs for the renovation of the building. The Library will continue to have ongoing renovation to correct lighting on the public floors and the electrical wiring to support the increased number of printers, copiers, and other equipment needed to operate a modern library. The HVAC system will be upgraded to control adequately for heat and humidity. It also will be essential to explore how additional space can be made available to the Reference and Special Collections departments. As part of the CSU 2020 Plan, the renovation of Burritt Library will culminate in the largest new building and renovation project on the campus.

Instructional and Information TechnologyThe level of service provided by User Support Services is expected to remain at its current high level and be stabilized further with the move to replace some temporary workers (University Assistants) with full-time personnel.



The realignment of the services provided by the Media Services department to better serve the current needs of the University will continue. Included in the funding request for the upcoming fiscal year is an approved project to make considerable physical changes to the layout of the departmental spaces to accommodate the expanding role of the Instructional Design and Technological Resource Center.

Efforts by the CIO will continue to establish a more-formalized governing structure for the use of the technological resources of the University. This effort has been gaining attention throughout the University, particularly as it pertains to the academic use of technology. The proposal by the CIO has the Information Governance Council recommending IT goals for the strategic plan and strategies for using IT to further the technology needs of the campus community. The council also will be charged to recommend and assess policies for the use of IT resources for administrative offices in their relationships, technology practices, and communication with students, faculty and staff (Exhibit 7.9).

The Provost has taken steps to form an ongoing, ad hoc committee comprised of membership from each school within the University to meet regularly with the CIO to discuss what is needed and the best ways to leverage existing, or acquire new, technology resources to meet the requests.

The CCSU Strategic Plan, approved in spring 2008 by the Faculty Senate, includes seven items expressly focused on information and instructional technology. These goals will form the basis for an IT Strategic Plan, which will be developed in 2008-09.


The Library uses information technology to plan, administer and evaluate its programs and services. The CONSULS system provides the Library with extensive financial and collection reports. Burritt Library has also begun using the Association of Research Library’s LibQual to evaluate the adequacy, utilization, and impact of its library information resources and services. In addition, the University sends a survey to recent graduates and includes questions regarding the Library. Both of these are used as assessment tools for library services and collections (Exhibit 7.10).

ITS monitors the use of specific technologies throughout the university community, both on campus as well as internet use. The use of these technologies permits responding at the first sign of a problem; for example, every contact with the Help Desk via telephone or the Internet is logged and monitored to ensure adequate satisfaction time. Monitoring and its subsequent evaluation also aid in planning to improve existing services and increase their effectiveness. ITS uses Information Technology Infrastructure Library (ITIL) as a resource for providing best practices and standards and to measure its effectiveness in terms of experiential learning as well as conference/seminar instruction.

The Chief Information Officer also regularly attends meetings of the faculty Information Technology Committee, the administrative Banner Coordinating Team, as well as other less formal technology use committees on campus for the purpose of hearing and responding to requests for new or expanded technologies or to comments regarding services that could be improved. Information gleaned from all sources is used both for the long-term and the immediate planning needs of the IT department.


Description

Central Connecticut State University’s physical resources consist of 317 acres and 3.4 million sq. ft. in 47 buildings. Forty-six buildings are situated on 163 acres on the north side of New Britain, one building in downtown New Britain, and 154 undeveloped acres in the towns of Newington and New Britain, adjacent to the main campus. Refer to CCSU’s Room Inventory and Campus Building Data gross footage by building (Exhibit 8.1). CCSU owns and operates an independent energy center.

CCSU currently has 240 teaching spaces which include 64 labs, 21 lecture halls, 10 studios, and four seminar rooms. Additional educational support spaces include the gymnasium and annex, athletic training center, planetarium, three theatres, art gallery, dance studio, theatrical scene shop, pool and tennis courts. The University provides student access to a variety of computer labs on campus, totaling 1500 seats in 75 labs. Labs consist of the main computer lab with more than 200 computers, fully computerized classrooms of up to 40 computers, small computer labs with up to 20 computers, and residence hall labs with six computers. Additional support spaces not regularly scheduled for academic use have been used to relieve stress on academic spaces.

CCSU has nine residence halls with 1,033 rooms, housing 2,141 students. All have undergone building code improvement. Six halls have undergone complete renovation. The seventh is scheduled to start renovations in May 08. All rooms are equipped with high-speed internet and cable television in accordance with CSU standards. Students are also provided wireless network access in all residences halls.

The University¹s Network infrastructure is Ethernet following the IEEE 802.3 specs with 90 Mb bandwidth to the outside internet; 350 network switches are installed on campus and 200 servers are supported in the data center.

The Connecticut State University System (CSUS) Board of Trustees (BOT) has the authority to approve expenditures for physical and technological resources. The University President sets project priorities guided by the University’s Mission and Master Plan and advised by the Facilities Planning Committee (FPC). The State Legislature and Governor have ultimate authority over CSUS’s funding.

CCSU’s Capital Projects Long Range Plan (Master Projects) was approved by the CSUS Board of Trustees (Exhibit 8.2). This comprehensive plan addresses issues including infrastructure, accessibility, geographic unification, Title IX, parking, and building codes. CCSU is reconfiguring existing space and adding new space to meet the needs of its programs through the implementation of the Master and five-year plans, in addition to its two-year review. CCSU is in the final phases of receiving funding for most of the Master Plan projects from the CSUS 2020 program. The 2020 program allocates $950 million to CSUS over the next ten years, of which CCSU is to receive over $248 million.

The President makes final design decisions based on recommendations of the CAO. The CAO is advised by chairs and the Facilities Planning Committee (FPC). The FPC functions “in support of the academic mission of the University.” The FPC comprises Executive Committee members, two


members of the Faculty Senate, and a representative from the School of Arts and Sciences. The FPC works with the Design Guideline Committee, University Health and Safety officials, and Facilities Management, which may collaborate with the State Department of Public Works.

Led by the CAO, the FPC addresses environmental concerns, security issues, and space allocation. FPC subgroups evaluate policy and ensure continuous quality. The FPC follows a shared governance model (Exhibit 8.3).

Maintenance and management of plant operations, such as work order processing, HVAC control, fire detection, electrical monitoring, and inventory systems, are automated and centrally accessible. Maintenance and repair workflow is time-tracked by an automated maintenance management database. Efficient monitoring of the physical plant and timely response to issues ensures that Facilities Management serves the needs of the institution.

Three senior managers with over 75 years of combined experience lead Facilities Management. Maintenance and Trades (M&T) personnel must pass job-specific civil service exams to be considered for university employment. Once hired, they receive regular training and evaluation in job-specific areas, including client services and health and safety. M &T personnel are assigned tasks, and their performance is evaluated using an on-line system that enables real-time issue response. Representatives from Facilities Management and Residence Life meet biweekly to discuss and resolve residence hall maintenance and building issues.

CCSU has been able to keep pace with its growing enrollment by using its limited existing space more efficiently. In 2006, the Registrar implemented Ad Astra, an online database, to more efficiently assign and track increasingly limited space. In 2007, the Registrar retained consultants to refine the room assignment process and establish more departmental control. A new classroom building is in the design phase. Laboratory and classroom renovations are major initiatives of the Master Plan. Technological space improvements and media support are major components of these projects.

CCSU is committed to creating multimedia-equipped classrooms. Currently, CCSU has 134 multimedia classrooms and plans to have all appropriate classrooms similarly equipped by 2010. The Information Technology department and the Information Technology Committee continue to evaluate, and implement new technology as appropriate, and as funding permits (e.g., possible addition of interactive whiteboards).

The University has made significant investments in its physical, technological, and educational infrastructure to support teaching and learning. The most significant academic enhancement since the last NEASC visit has been the construction of the Vance Academic Center, a state-of-the-art academic facility featuring classrooms, laboratories, and seminar rooms equipped to accommodate a wide range of instructional contexts. In addition, the laboratories in the Copernicus Science and Technology Building have undergone extensive renovations to meet the needs of new programs in biomolecular sciences and engineering, as well as technological enhancements to accommodate evolving programs in technology. The University’s technological infrastructure enables students and faculty to access instructional and informational resources from all locations on campus, including classrooms, residence halls, and offices.

Buildings and grounds are designed, constructed, and maintained in compliance with the American


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Disabilities Act, fire codes, and state building code. These requirements are met through a partnership between the University and the State Department of Public Works. The State and University Fire Marshals conduct periodic inspections of work sites and facilities to ensure compliance and operation of fire protection systems. The Environmental Health and Safety Officers identify and address environmental concerns throughout the planning stages.

The CCSU Police Department prepares and publishes the University’s annual security report in compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act). The Federal Emergency Management Agency (FEMA) and the American Society of Industrial Security (ASIS) publish recommendations regarding campus security and safety. In 2006, CCSU contracted Risk Solutions International (RSI) to respond to the recommendations of both FEMA and ASIS. The study, completed in 2007, is a comprehensive analysis of risks and vulnerabilities, as well as an assessment of the institution’s response capabilities. RSI is currently engaged in revising the University’s response plans and identifying training needs. The recommendations of this study will be incorporated into physical plant and infrastructure planning processes (Exhibit 8.4).

In 2006, the University retained Woodward and Curran to conduct an environmental sustainability audit. The study included evaluations of energy use, green space, building design, demolition, and construction. The purpose is to create a baseline from which the University can launch a major sustainability initiative. The Sustainability Committee, formed in 2007, launched a campus-wide recycling program. Additionally, the CAO is incorporating “green initiatives” into building design and construction.

The Directors of Operational Logistics and Events and Facilities Management are developing a space inventory and allocation database. When completed in late 2009, this database will enable management to use current space more efficiently and improve forecasting of future space requirements.

To ensure reliability CCSU upgrades “out of warranty” equipment and conducts preventive maintenance of systems. In 2004, CCSU built a new datacenter consisting of 150 servers. Critical server data is stored off-site on tape backup. Technologies employed include RAID (Redundant Array of Inexpensive Disks), redundant hardware, enterprise manageable virus protection, WSUS (Windows Software Update Service) and network firewalls.

The University adheres to security standards established by CSUS Board Resolution 06-10 and outlined in the CSUS Information Security Standards document. The standards are a security program designed to ensure the security and integrity of CSU System’s tangible and intangible information resources. This security program addresses the administrative, technical and physical safeguards needed to ensure the confidentiality, integrity, and availability of information resources. CCSU’s IT department tracks compliance to the security program through a security matrix document (Exhibit 8.5).

Information security and integrity is reviewed yearly through audits conducted by Price Waterhouse Coopers. CCSU’s IT department is committed to ensuring privacy of individuals through compliance with the Gramm-Leach-Bliley Act (GLBA) and the Family Educational Rights and Privacy Act (FERPA). As part of this compliance, an information security officer position was approved and funded in July 2007.


Appraisal

Since the last NEASC study (1998), CCSU has been aware of its aging physical plant, its significant constraints on academic space, and the need to physically unify the physical plant. In 1999, the University commissioned a comprehensive study of its physical plant, which confirmed that the campus is significantly undersized for its enrollment and programmatic needs (Program for the Master Plan, Dober, Lidsky, Craig & Assoc., 1999). Based, in part, on these findings CCSU embarked on its reprioritized Capital Projects Long Range Plan, which is updated biannually by the University and the CSU System.

As a result of this study, CCSU has completed a number of significant physical plant projects since the 1998 NEASC study, which included removing a street that divided the campus; constructing the Vance Academic Center, the Vance parking garage, the Welte parking garage, the Energy Center, and the Arute Athletic Stadium; and renovating Copernicus Hall, the Student Center, Kaiser Auditorium, and several residence halls.

Employees rate the campus conditions highly in importance and satisfaction on the College Employment Satisfaction Survey. While the size and scope of the projects completed over the last ten years were ambitious, literally transforming the face of campus, the demands on the physical plant also increased. CCSU is able to keep pace with enrollment and department requirements through more efficient use of existing space. However, concerns about adequate physical space and appropriate space for academic programs remain. This may be a contributing factor to employees’ perceived institutional weakness in the areas of budgetary resource allocation and efforts to improve quality.

The Program for the Master Plan is an institutional strength, as it is regularly revisited and updated to address changing demands. The process of facility planning is also one of CCSU’s strengths. Employees generally perceive the institution’s ability to evaluate its physical and technological resources as important, and they were generally satisfied with its condition. However, respondents to the CESS Survey criticized their lack of involvement in facilities planning at the University. Students and employees perceive maintenance and management of plant operations to be good. Facilities Management manages the growing physical plant through outsourcing, automation, careful tracking of assets, and strategic personnel assignment.

Environmental sustainability is a major thrust of the University. It is now integral to facility design, building practices, and renovation as well as the daily operations. The President’s Committee on Environmental Sustainability, formed in 2007, has implemented recycling programs and undertaken a review of the University’s water and waste management.

The CCSU Police Department has made major improvements in crisis response policy and procedures, including the development of a dedicated Emergency Operation Center and crisis response exercises. The majority of employees view campus safety as important or very important, and they are satisfied or very satisfied with the performance of the Police Department. Students continue to identify campus safety as an institutional strength (Exhibit 8.6). Nevertheless, according to statistics by the US Department of Justice, the department remains under funded in operations and understaffed. The CCSU PD is also in need of new headquarters. The headquarters has been


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designed, but construction has been deferred, pending funding.

In recognition of weaknesses (Exhibit 8.6) in campus health, safety, and environmental protection, CCSU took steps to improve these areas for its community and neighboring residents by creating the Office of Environmental Health & Safety (EH&S) in 2007. EH&S’s charge is to develop policies and procedures to enforce compliance with state and federal regulations, and assist in future environmental programs. The EH&S manages hazardous waste on campus, provides fire safety reviews and system maintenance. EH&S works closely with University departments to provide health and safety training that assures employees and students are protected while at the institution. Faculty and staff are kept abreast of changes in federal and state requirements concerning chemicals, wastes, and workplace safety through regular informational sessions.

Projection

CCSU will receive a capital investment of over $248 million from the State in the CSUS 2020 plan. These funds will provide CCSU with a new classroom building, comprehensive renovations of two classroom/office buildings, expansion of the Library, an infrastructure for CCSU’s East Campus to accommodate residence halls and a proposed magnet school, and a new public safety complex.

The newly established Office of Environmental Health and Safety is planning to expand its training of university staff so they are equipped to spot and correct health and safety problems. Contractors will be required to be better OSHA prepared as they work on campus. In the future, training will expand beyond facilities staff to personnel in other campus areas who will benefit from health and safety training, including academic faculty and administrative staff.

The CCSU Police Department (PD) expects to implement two major recommendations stemming from the security consultant’s report: the installation of the Whelen mass notification broadcast system (Exhibit 8.7) and the launching of the MIR3 electronic mass notification system.

To improve the capacity of the University to manage its own resources in an emergency, the CCSU PD, in concert with Facilities Management, will explore appropriate communication alternatives (e.g. trunked radio system and/or cell phones) to the current system.

Consistent with its leadership goals, CCSU is currently striving to become a leader in environmental sustainability by meeting current human needs without undermining the capacity of the environment to provide for those needs over the long term (Exhibit 8.8). CCSU continues to be committed to this concept and will be instituting the following initiatives over the next ten years:

CCSU President Jack Miller will convene an Environmental Sustainability Council, consisting of faculty, administrators, and students.

Expand and improve existing recycling systems and processes. Launch an educational campaign promoting water conservation, energy conservation, and

waste reduction, reuse, and recycling. Using more locally grown and/or organically grown food for campus dining service

operations. Reducing the carbon footprint of campus operations. Reducing transportation impacts on the environment. Adopting purchasing and green building policies Developing a master’s degree in Sustainability.


Future technology plans include greater security auditing, protection of student data, improved disaster recovery, and network infrastructure improvements. New audit procedures of IT functions will be implemented to ensure compliance with FERPA, GLBA and CSUS security audit requirements. These audits will search for weak points in Social Security Number security, such as Excel spreadsheets. The IT department also plans to build a business process to audit changes in Microsoft SQL databases, Exchange mail servers and Active Directory using Net Pro change auditing software. Changes tracked by Net Pro include new account creation and permission changes. Virtual Desktop Infrastructure (VDI) is being explored to remove GLBA data from physical machines; $100,000 has been set aside for this project. The first implementation of VDI is expected in the lab environment followed by client desktops. VDI ensures a more resilient lab environment, protects student by removing data from machines, especially laptops.

Disaster recovery improvements are part of the CSUS Area Network project. This project will enable same-day recovery of email and most share drives by migrating data to a remote CSUS site. Servers will be replaced by VMware servers to ease the transfer of data as part of the project.

Network infrastructure improvements include implementation of a new domain. An added security feature of the new domain structure is a definition of roles driven through ERP Banner. Other improvements are more network segments and firewalls—up to six network segments, each with a firewall, thus protecting the segments from each other.

Media services will strengthen its streaming video plan so the campus can share our instructional resources remotely. It will increase promotional and outreach efforts to indicate that Media Services is available for instructional technology and pedagogical support. An Instructional Design and Technology Resource Center is under development, which will be the central location for online courses, as well as the area for instructional technology support and administration.


CCSU has engaged consultants in the areas of sustainability, master plan, risk management, and public safety. These consultants produced analyses that, along with internal research, were incorporated into subsequent university plans. These plans seek to maximize the benefits to the institution while remaining within budget. The planning process, at all ranges, has been proactive, dynamic, and has incorporated constituents from relevant areas of the institution. The University continually monitors its physical and technological requirements to ensure continual support of its mission, enrollment, and programs.


http://www.netpro.com/

Description Central Connecticut State University’s (CCSU) total operating revenues, including federal and private grants, almost doubled during the ten-year period ending FY 2008 from $102 million to $198 million. State operating budget support doubled but fell slightly as a percentage of total revenue from 43.6% in FY 1998to 41.2 % in FY 2008. Tuition and fees offset the slight percentage decline in state support.

Tuition and fee growth was driven by increasing enrollment during the period. Full-time student equivalents grew by 20% over the period from 7,301 in FY 1998 to 8,756 projected for FY 2008. While tuition charges to students were increased sharply during the middle portion of the period under review, CCSU’s financial stability has allowed for a marked reduction in the percentage increase over the past three years, with much of those increased funds being returned to the students in the form of financial aid.

A comparison of the FY 1998 to FY 2007 balance sheet also shows a strengthening financial position. CCSU’s unrestricted fund balance, which dropped to single digits during the period, grew from $15 million in FY 1998 to $37 million. This increase in equity is matched with an increase in cash to $38 million, the result of a conversion to electronic billing and strong management of receivables.

Lastly, long-term campus improvements were supported by an investment of $200 million over the period.

The State Legislature appropriates General Fund dollars to the Connecticut State University System (CSUS). In the early 1990s, CSUS was granted operational autonomy and responsibility by several pieces of legislation known as the Flexibility Acts.

These Acts gave the CSUS General Funds, in the form of a block grant appropriation along with hiring autonomy, check writing, and purchasing authority.

CSUS in turn has allocated State General Funds to the four universities within the System based on different formulas over the years. The last Board of Trustees formula revision occurred in July 2005 at which time each university received a base cost block grant plus fringes to cover certain institutional and facilities fixed costs of operation. In addition, each university receives a variable block grant based on the sum of the prior year’s ending full-time-equivalent of full-time students enrolled, with out-of-state students weighted on a 1 to 2.4 basis. Enrollment numbers are based on the average of fall and spring third-week enrollment count.

The Operating Budget sets forth a proposed expenditure plan for the amount necessary to meet cost increases while providing a constant level of services. It may also include an amount for new or expanded programs. The Operating Budget includes various revenue sources including the State appropriation and tuition and fees, as well as other revenue sources, and is implemented through the utilization of the University’s financial accounting system known as BANNER. Under this system, each unit and sub unit within the University establishes a budget. Expenditures are compared against budgeted amounts by the Budget Office to ensure proper fund utilization and to prevent cost overruns.


Historically, the discretionary portion of budget preparation by senior administrators revolved around the allocation of “discretionary personal services and other expenses,” which amounted to only 10% of total operating expenses. Full-time personnel expenditures, which constitute the bulk of operating expenditures, were “owned” by central administration. If a position became vacant, a weekly committee process would determine whether the position would be approved for refilling. This process of required reauthorization created a culture of “use it or lose it.” Hence, there was not much motivation to take advantage of cost-savings opportunities or to promote change.

In FY 2007, Central converted to a budgeting model that assigns responsibility for all controllable costs in their respective units to each chief officer and vice president. This conversion required reconciling each division’s costs with the total university budget, thereby familiarizing unit budget administrators with all costs under their control and assuring the Budget Office that the university budget would continue to be balanced.

While still a work in progress, an equally important change in the budget process has been to add transparency to budget preparation and improved communication of the operating budget to the university community. Executive Committee members presented their FY 2008 budgets to the University Planning and Budget Committee (UPBC). In its advisory role to the President, the UPBC serves as a clearinghouse of ideas for discussion and advice concerning general budget matters and evaluates planning and budget processes and recommends changes as needed.

Having considered feedback from the UPBC, unit administrators make appropriate adjustments to their proposed budgets, which they present to the President in a budget meeting that includes the Chief Financial Officer and the Controller. Upon approval by the President, all unit budgets are rolled into a university-wide budget and presented to the CSUS Chancellor in the late spring for his approval and recommendation to the Board each June.

The Connecticut State University System’s Board of Trustees meets to review and approve the System’s operating and capital budgets.

Each June, the Board’s Finance and Administration Committee conducts Spending Plan Hearings at which each University’s operating budget is discussed in detail and recommended to the full Board for approval.

CCSU prepares and presents its annual Spending Plan in essentially a current funds format. This format aggregates education and general, auxiliary services (i.e., housing and food services) and self-supporting programs (excluding federal and private grants) operating expenses in order to format annual financial information on a comparable basis. This format also makes it easier to identify the causes for changes over the years to unrestricted net assets (i.e., fund balance), which provides an important measure of the University’s financial health.

The financial information that follows is from the Spending Plans submitted to and approved by the Board of Trustees. These plans are on file in the document room (Exhibit 9.1).

The table below compares CCSU’s operating revenue for the last ten-year accreditation review (FY 1998), the five-year update (FY 2003), and the budget for FY 2008, showing state support, tuition and fees, housing and food services, and other revenue. The state appropriation has increased in each year


presented but has declined as a percentage of total revenue to just over 41%. This percentage shortfall has been made up in tuition and fees, both from annual increases and a growth in enrollment.

FY 1998 FY 2003 FY 2008Other 4,144,000 5.02% 3,811,500 2.93% 7,576,944 4.27%

Housing & Food Service

8,678,744 10.51% 11,527,160 8.84% 17,124,358 9.66%

Tuition & Fees 33,766,407 40.87% 55,134,651 42.30% 79,543,991 44.87%

State Appropriations

36,019,837 43.60% 59,856,649 45.93% 73,045,642 41.20%

Total $82,608,988 100.00% $130,329,960 100.00% $177,290,935 100.00%

While overall headcount for full- and part-time students has grown by only 3% over the ten years, full-time undergraduate and graduate headcount are up over 30% from 5,899 students in FY 1998 to 7,713 projected for FY 2008. CCSU has seen a 26% decline in part-time student headcount, but full-and part-time student full-time equivalents (FTE’s) have grown from 7,301 in FY 1998 to 8,756 projected for FY 2008, an increase of 20%.

Enrollment-driven revenue growth, coupled with operating surpluses, has allowed CCSU to hold student tuition and fee increases to just cover inflation, substantially boost student financial aid, provide for “one-time” academic program expenditures, and build fund balances to finance necessary capital improvements that are not expected to be financed by the State.

Increasing enrollment and tuition increases averaging 10.5% for the four years ending FY 2005, restored CCSU’s financial health and allowed for an average 4.5% reduction in student tuition burden from FY 2006 through FY 2008. Moreover, much of the recent tuition increases were returned to the students as direct financial aid, which grew from $3.4 million in FY 1998 to $7.8 million in FY 2008. When adding in student employment and waivers, total student support exceeded $10 million in FY 2008, or about 6.4% of total operating expenses.

Salary savings contributed to operating surpluses in FY 2006 and FY 2007, $4.6 million of which was reinvested largely in “one-time” academic program enhancements. The remainder of recent surpluses restored unrestricted fund balances (which had dropped from $15 million at the end of FY 1998 to $8.3 million in FY 2003) to $37 million at June 30, 2007. A significant portion of the FY 2007 fund balance is earmarked for proposed plant and athletic field improvements, and acquisition and development of property for residence hall expansion.

Annual government and private grants and contracts have averaged more than $14 million over the ten-year period, but have trended up to more than $21 million over the past three years.


For a complete summary of all current unrestricted and restricted funds operating results for the ten year period ending FY 2008, see Exhibit 9.2: Appendix A.

Capital Projects are financed by State general obligation bonds, Connecticut Health and Education Financing Authority (CHEFA) bonds repaid with student fees, or university plant fund reserves accumulated from operating surpluses. For the nine-year period ended FY 2007, more than $200 million has been invested in plant, mostly through State and CHEFA bonds.

The bulk of improvements took place through FY 2004. Bonding allotments have been notably weak for the three years ending FY 2007, as the State has focused on other priorities. However, the expectation is that State funding will dramatically increase with the passage of CSUS 2020 Legislation, which provides for $950 million for the ten years beginning with FY 2009. Central’s portion is $248 million and will include significant improvements to classroom facilities. Exhibit 9.3: Appendix B shows capital expenditures by year and by funding source.

Supplementing State support is a significant commitment of the FY 2007 unrestricted fund balance to improve athletic fields and expand the footprint of the University in order to build much needed residence halls.

Each University President reports to the CSUS Chancellor who has accountability to the CSUS Board of Trustees. Reporting to Central’s President, the Chief Financial Officer oversees all of the traditional financial functions through a Controller and Director of Business Services.

The Controller manages the activities of financial accounting, budgeting, cash management, financial reporting and audit. In addition, the Controller has oversight for the Office of Grants Administration (OGA), which is responsible for the accounting and monitoring of funds received from federal, state and private grants and contracts. The OGA also works closely with the Financial Aid Office and the Sponsored Programs Office.

The Director of Business Services has responsibility for student financial services which includes the bursar, cashier and student loan collections along with purchasing, accounts payable, payroll and contracts.

Separately, the Chief Administrative Officer reports directly to the President and is responsible for all planning and design, budgeting, construction and monitoring of all capital improvements.

The Connecticut State University System Board of Trustees has an Audit Committee that receives annual financial audits and management letters from both independent auditing firms and the State Auditors for each University and the CSU System office In addition, the System has an internal audit function that audits financial activities at each University in depth and issues detailed findings and recommendations to the Audit Committee.

In order to satisfy other specialized requirements, the State Auditors perform an NCAA-required audit of athletics and a state-wide indirect cost audit for the federal government, and a private independent accounting firm audits and renders an opinion on the CCSU Foundation, Inc.

The CCSU Foundation Inc, incorporated in 1971, is the nonprofit, eleemosynary organization designated to receive gifts that benefit Central Connecticut State University or its students. The University


Development office oversees all fund-raising efforts conducted by the Foundation. Fund raising priorities are derived from institutional goals and objectives. Scholarships for students, academic development, library, and intercollegiate athletics represent the highest priorities for fund raising.

The University’s endowment has experienced considerable growth in the decade since NEASC’s last visit, having increased from $5,430,789 in 1998 to $26,063,243 in 2007. The hiring of a new Vice President for Institutional Advancement and the creation of five new positions for development officers reflect CCSU’s increased emphasis on advancement under the present administration.

In 1995, State of Connecticut legislation provided for an endowment matching program. Each dollar of contributions received for endowment was matched by $1.00 for the first two years and then by $.50 from the State up to an annual maximum. In the spring of 2005, the program was reduced to a match of $.25 on the dollar and included a provision that payments from the State would not occur until the amount in the State Budget Reserve equals 10% of the net General Fund appropriations. Through December 31, 2006 a total of $2.9 million has been received under the State matching program.

As would be expected, Central’s participation in Division I intercollegiate athletics has required an increase in resource commitment. As the NCAA-required audited financial statements (Exhibit 9.4) for athletics show, total operating expenditures in FY 1998 amounted to $5.1 million and increased to $8.8 million projected for FY 2008. Most of the increase was as a result of increasing Grants-in-Aid by 250% to $2.5 million and an increase in salary support, in part to convert part-time coaches to full time.

Although athletic revenues and gifts went up substantially during the same period, university support was required in all years. That support totaled $4.8 million in FY 1998 and grew to $7.8 million in FY 2008. While this represents a $3.0 million increase in direct support, as a percentage of total operating expenditures, the intercollegiate athletic budget dropped from 6.22% of total operating expenditures in FY 1998 to 5.77% in FY 2008. Moreover, net support from the University, which was 5.77% in FY 1998 dropped to 4.66% in FY 2008.

All fiscal policies are stated in writing and can be found in the document room and/or on CCSU’s Web site.

Appraisal

Central Connecticut State University is a financially stable Institution with very high quality education programs. The fiscal year ending June 30, 2008 concluded with a balanced budget and a strong balance sheet.

An increasingly bleak outlook for the national and state economy has caused the Governor to institute a 3% rescission of FY 2009 state support which will reduce Central’s funding by about $2.1 million dollars. At the same time, the Connecticut State University System has changed the allocation of state support to correct disproportionate support for fixed costs between the two larger Universities and the two smaller ones causing an additional reduction of approximately $900,000 in General Fund dollars to Central for FY 2009 and FY 2010.

A favorable outcome of the new budgeting process has been to prepare the University for more difficult times ahead. Moreover, the new budget process received high marks for transparency, clarity and inclusiveness of the entire university community in a December 2007 university-wide survey.


However, that same survey indicated the need for the budget process to focus on more internal communication on the significant increases in the amount of funding provided for student financial support over the last three years. In FY 2007 alone, 96% of the 5% tuition increase was returned to the students in either direct aid or increased funds for student employment. As indicated in the Description Section, the past three years has seen support for student aid, waivers and employment grow to $10 million dollars, or 6.4% of the FY 2008 operating budget as compared to $3.4 million or less than 4% of the FY 1998 budget. Moreover, this increase in student support has been accomplished while achieving another budgetary goal of maintaining tuition and fees at or below market rates.

Projection

Notwithstanding the strong headwinds buffeting the overall economy, Central is well positioned to meet all financial challenges and continue to expand quality educational programs. A 2% greater than budget increase in enrollment in FY 2008 and careful control of expenditure budgets by management from the executive level down to departmental supervisors will assist in offsetting the above $3,000,000 loss of funding for FY 2009.

Exhibit 9.5: Appendix C displays our FY 2009 Board approved operating budget as well as a comparative forecast for FY 2010 and FY 2011. The schedule shows all three years with balanced budgets and is followed by the principles and assumptions guiding the development of the forecast.

No growth in enrollment is anticipated for the coming year. However, there is a very good chance of exceeding enrollment targets in certain areas such as engineering and nursing. Tuition and fee increases have been held to inflationary increases and the forecast assumes that the FY 2009 General Fund budget reduction by the State will be restored in 2010 and maintained in 2011.

To the extent that state funding does not reach expected levels, Central has historically had a sufficient number of full time personnel vacancies to allow for managing turnover to assist in balancing the budget by not filling 100% of these vacancies. This approach was encouraged when the System Office implemented a hiring freeze for FY 2009, which excluded certain categories of employees such as teaching faculty. We do not expect increasingly scarce resources to preclude growing the number of full time teaching faculty positions which is among the highest priorities as referenced in the University’s Strategic Plan.


CCSU has appropriate checks and balances built into its financial controls. Moreover, as a state institution, there are an abundance of external mechanisms to evaluate fiscal condition and financial management and to maintain its integrity. These review processes generate questions and recommendations to the CCSU administration identifying areas for improvement. This on-going process has resulted in a continued strengthening of our financial monitoring efforts throughout the period under review.


Description

Central Connecticut State University publishes a wide, diverse range of information pieces—news releases; event happenings; profiles of faculty, students, and programs; catalogs; course, departmental information; institutional data and so on. On those pieces, contact information is published as a policy.

The University’s website has an “online 411” page where general information about the University and how inquiries can be addressed in an FAQ format can be found. The page also contains links to university departments and offices where information specific to that office or department can be found or requested. Links are also provided for visitors to contact the Webmaster.

A visual inspection of the University’s Web site and catalogs revealed no information on the website or in the catalog leading a visitor to information about the University’s audited financial statements. There is information on the Web site leading a visitor to information about the CCSU Foundation’s audited financial statement but the information is not found in the catalog.

The web offers current and archival editions of the undergraduate and graduate catalogs. The content on the Web site and in authoritative publications is derived from the catalog.

Since CCSU posts only the current courses offered and their descriptions on the Web, there will be some variations between what is published in the printed catalog and what is available online. This discrepancy is met by the disclaimer published in the print catalog. The Office of Marketing and Communications ensures that all institutional publications are consistent and accurate.

The University publishes its Mission Statement and objectives in a number of places, both online and in printed publications, such as university catalogs, course schedules/listings and the student handbook.

The Office of Recruitment and Admissions puts forth comprehensive information for all interested applicants both in print and online formats, including the necessary steps and forms for admittance, tuition and fees rates, applications for campus housing, financial aid forms and procedures, registration materials and the Health Service’s rules for medical compliance. The office makes students aware of any missing credentials throughout the application process. In addition, the Office of Academic Articulations and Partnerships works with CCSU’s Admissions office and regional Connecticut community colleges for seamless transfer equivalency. The Graduate Web page includes the same information for graduate student applicants and Graduate Admissions make applicants aware of missing credentials.

The availability of courses is published in print and online formats shortly before the beginning of the advising and registration periods. The web version uses a search system that brings up course information relevant for visitor-selected semesters and years. The catalog’s comprehensive listing of courses specifies the semester that a course is offered if the course is offered only once during the academic year or every other year (listed as “even” or “odd”). There is no public listing of personnel who are not available during a given year (e.g., no listing of faculty on sabbatical). An online degree evaluation, which displays a current history of degree requirements met and those requirements still needed for graduation is also available to students.


The graduate and undergraduate catalogs include a list of current, full-time, tenure-track faculty, indicating departmental affiliation, professorial rank, highest academic degree(s), institution granting degree(s), and year of hire at CCSU. The names and positions of administrative officers, as well as all full-time administrative staff, are included as well. The list is updated annually, and is posted on the University’s Web site.

Program affiliation is not included in this list, but is indicated elsewhere in the catalog (for example, directors and coordinators of interdisciplinary and international programs are listed with the descriptions of their programs of study) and often on individual program websites. Part-time faculty are not included in this list but are often listed on individual departmental websites. A list of the members of the Board of Trustees is also published in the graduate and undergraduate catalogs. Information on principal affiliations is not included.

Information pertaining to the size and characteristics of the student body, the campus setting, the availability of academic and other support services, the range of co-curricular and non-academic opportunities available to students; and those institutional learning and physical resources from which a student can reasonably be expected to benefit is captured in various places on the web.

CCSU produces a number of publications (also available online) that provide this information as well; the application packets, the view books, the university catalogs, as well as the course listing booklets. The University publishes updated information on the characteristics of the campus as well as the student and faculty populations in printed formats, including the student handbook. In addition, a brief history of CCSU is included in order to give proper perspective to the student. The University also discloses a current array of both academic and non-academic resources.

The University provides a number of resources available to the student, including tutoring, academic support and assistance to persons with disabilities. These resources are made known to the university community in print and online through the university catalogs, view book, Student Handbook, course offerings booklets, and all admissions application materials.

A website has been constructed for CCSU’s new Strategic Plan, which outlines institutional goals and the progress being made toward achieving them. Student success data is carried on the Office of Institutional Research and Assessment website, which includes retention and graduation rates, licensure passage rates, and a range of other measures.

All information concerning cost of attendance, financial aid and payment resources appear on the web pages published by the Bursar and Financial Aid offices on their respective CCSU web pages. All incoming financial aid recipients receive an entrance counseling interview wherein they are advised completely of their financial responsibilities and the available resources. Upon graduation or departure from CCSU, all financial aid recipients receive an exit interview wherein they are informed of their continuing responsibilities. As a condition of participating in the Voluntary System of Accountability (VSA), CCSU includes on its VSA web page a convenient method for prospective students to calculate the cost of attending the University.

Our marketing messages and other such claims are all based on solid evidence—Princeton Review, Hartford Advocate, Association of American Colleges & Universities, data from Institutional Research and Assessment. The Institutional Research and Assessment website has an entire category on “Assessment,” where the degree program assessment reports since 2000 are readily available. Within these reports is a summary of learning outcomes that will be posted on the web. This website also has




http://www.ccsu.edu/oira/data/factbook/Default.htm


http://www.ccsu.edu/neasc/selfstudy/contents/viewbook.htm

reports for enrollment, graduation, and incoming students. Placement data is available in the Office of Career Services, but this data is not readily available on the web.

Licensure pass rates are reported in the annual Accountability Report and posted on the Web site; comprehensive information about Praxis pass rates for teachers is reported online in CCSU’s Title II reports. Placement rates for graduates are published on the Web site as part of the annual CSUS Survey of Undergraduate Completers, and the Web site also provides links to an annual Connecticut Department of Labor study about salaries and employment of graduates from Connecticut’s public colleges.

CCSU has readily available valid documentation for statements regarding achievements of graduates or faculty. This information can be found on the Institutional Advancement/ Marketing and Communications website under “CCSU in the News” as well as on the CCSU home page and is well-documented. The OIRA Web page has an online fact book listing faculty characteristics.

A complete list of accreditations for the University and its academic programs is included in both the undergraduate and graduate catalogs (print and web versions). This list is updated for accuracy each year by Academic Affairs before the catalog is printed. In addition, accreditations are also noted within some program of study descriptions within the catalog as well as in student recruitment materials.

Appraisal

To measure Central Connecticut State University’s effectiveness in meeting the NEASC standards for public disclosure, we surveyed incoming first-year, transfer, continuing, and graduate students, as well as the parents of incoming students and university employees. In addition, we conducted a visual inspection of all web pages and university publications to ensure that they contained complete, accurate, accessible, and clear information to enable readers to make informed decisions about the institution. Any observed deficiencies were corrected during this exercise; some were corrected during spring and summer 2008 when the graduate catalog was being revised for publication. Web pages were also revised during this same period whenever possible.

Overall, the survey results suggest that the vast majority of the campus community perceives that CCSU discloses important information readily and accurately, but current employees appear slightly more critical of the University’s success in this area than do the current students. In general, responses were more positive among tour participants and incoming first-year students than among parents and incoming graduate students. Between 75% and 90% of survey respondents indicated that the information CCSU publishes is both helpful and reliable. Fewer than 8% of respondents in any group disagreed that the disseminated information was accurate and useful. The website received slightly higher ratings than the print materials. This may be due to the two-year cycle on which catalogs are printed (Exhibit 10.1).

In general, about 90% of current students strongly agreed or agreed that CCSU clearly and readily presented relevant information about educational outcomes, student fees and withdrawals, student conduct regulations, and academic information. There were no statistically meaningful differences in student responses in their levels of satisfaction among these various types of information. Satisfaction among current employees about these areas of public disclosure were slightly lower, with about 75-85% of current employees indicating they strongly agreed or agreed that CCSU presented relevant information about educational outcomes, student fees and withdrawals, student conduct regulations, and academic information.


http://www.ccsu.edu/oira/data/factbook/Default.htm

http://www.ccsu.edu/oira/assessment/surveys/CSUSurvey/default.htm

http://www.ccsu.edu/oira/assessment/surveys/CSUSurvey/default.htm


The visual inspection of all CCSU web pages and publications confirmed that there was no information on the website or in the catalog leading a visitor to information about the University’s audited financial statements, although information about the CCSU Foundation’s audited financial statement could be found on the Web site. This has since been corrected.

The graduate and undergraduate catalogs included a list of current, full-time, tenure-track faculty, indicating departmental affiliation, professorial rank, highest academic degree(s), institution granting degree(s), and year of hire at CCSU. The names and positions of administrative officers, as well as all full-time administrative staff, were included as well. The list is updated annually and is posted on the University’s Web site. However, program affiliation was not included in the list of current full-time faculty and administrative staff, and part-time faculty were not included in the list of faculty printed in the catalog. There was also no public listing of personnel who are not available during a given year (e.g., no listing of faculty on sabbatical). A list of the members of the Board of Trustees is published in the graduate and undergraduate catalogs, but information about their principal affiliations is not included.

In addition, the inspection revealed that information about our two education degree programs in Jamaica did not appear on the Web or in the catalog.

Projection

The University is currently engaged in an extensive project to redesign its website and implement a web content management system. The redesigned and reconfigured site will run on a content management system (CMS) that will ensure the easy deployment and redeployment of key public institutional information. This will ensure that public information is correct wherever it appears on the site. The ease of maintaining and revising the site will also work to assure the site conforms to NEASC standards for public disclosure in terms of accuracy and timeliness.

In addition, corrective action will be or was taken to correct deficits which were revealed during our visual inspection of the university catalog and Web site. As of the new printing of the graduate catalog for fall 2008 and the undergraduate catalog as of 2010, anyone wishing to obtain a copy of CCSU’s financial statements will be directed to contact the Vice Chancellor for Finance and Administration, Connecticut State University System, 39 Woodland Street, Hartford, CT 06105. The website has been updated to include this information as well, and appears on the Fiscal Affairs/Business Services website. Similarly, information about the CCSU Foundation’s audited financial statements will be included in next printing of the undergraduate and graduate catalogs as well as be posted on the website.

To update information on faculty not available during an academic year or a given semester, as part of the web redesign and content management system, information about faculty who are on sabbatical will be included in the faculty listing on the academic departments’ websites. Since currently only full-time faculty are listed in institutional catalogs, the web redesign and contentment management system will maintain separate departmental listings of part-time faculty as well as full time faculty, which will include highest academic degree, institution granting degree(s) and year of hire at CCSU, as modeled after the listing which appears on the Web page for the Department of English. Information on principal affiliations of Board of Trustees members will be added to the existing listing of Trustees at the Connecticut State University System’s Web site. Under discussion is whether information will also be included in the catalogs.


Corrective action for program deficits found during our visual inspection of the university catalog and Web site have already been deployed. Information about the two masters’ programs that are offered in Jamaica by the departments of Educational Leadership and Reading and Language Arts has been included in the printing of the graduate catalog (2008) and has also been noted at the graduate website and linked to the departments.

Third-Party CommentsCCSU will invite third-party comment from the public with notices of its upcoming reaccreditation visit published in The Recorder (campus newspaper), Central Focus (alumni magazine), and in the New Britain Herald and Hartford Courant (local newspapers).


The Office of Marketing and Communications is responsible for increasing public awareness and understanding of CCSU, its people, programs, and promise. This office produces a comprehensive range of strategic communications including admissions materials, catalogs, and guidebooks. This office is also responsible for administering the University Web site. The Office of Marketing and Communication has brought about marked improvement in all CCSU marketing communications, including print advertising, recruitment publications, financial publications and all other materials intended to portray the University’s image before the public and its constituencies. This office will continue to survey incoming first-year, incoming transfer students, parents of incoming first-year and transfer students, and continuing students annually to ascertain if the University, in presenting itself to these constituencies, provides information that is complete, accurate, accessible, clear, and sufficient for intended audiences to make informed decisions about the institution. Further, the University’s participation in the Voluntary System of Accountability will demonstrate its commitment to providing information that is accessible, understandable, and comparable.


Description

CCSU leaders understand their statutory and ethical responsibilities, and this understanding is reflected in CCSU’s Mission Statement, the CSU Ethics Statement, CCSU’s Affirmative Action policies, and its Faculty Handbook (Exhibit 11.1). Transparency of government and honesty encourage an atmosphere where issues of integrity can be openly considered. By providing for academic freedom and respect for First Amendment rights, the University demonstrates the importance of creating and maintaining a University accessible to all students in their pursuit of knowledge. CCSU’s historic support for freedom to pursue, teach and disseminate knowledge is reflected in its AAUP and SUOAF CBAs. Support is also found in CCSU’s “Policy on Academic Misconduct,” and again echoed in the system-wide “statement of civility” in CCSU’s student handbook: “The opportunity to live, study, and work in an institution which values diverse intellectual and cultural perspectives and encourages discussion and debate about competing ideas in an atmosphere of civility is a basic component of quality higher education.”

All of the University’s dealings with external constituencies are governed by contracts that include many of CCSU’s core principles such as nondiscrimination and respect for the privacy rights of students. All contracts entered into by CCSU are approved by Connecticut’s Office of the Attorney General and are subject to Connecticut’s open records laws. CCSU also abides by state law governing its relationship with the private foundation established for CCSU’s benefit. Furthermore, CCSU has promulgated policies and guidance regarding conflicts of interest rules or contractual work that could encourage the disclosure of confidential information. In its relations with internal groups, CCSU adheres to the same high standards. Its Policy on Academic Misconduct requires professors to impose academic sanctions for misconduct; in the case of repeat offenders or severe academic infractions, students are referred to CCSU’s Office of Student Conduct , which may impose additional sanctions. To ensure student privacy, CCSU has a privacy policy in its student handbook. CCSU’s “Policy for Development and Maintenance of the University Web Site,” requires that all posted material conform to copyright and other intellectual property laws, among others, and license agreements and contracts. In this regard, the governing CBA protects intellectual property rights (invention and copyright authorship protections) of faculty members by incorporating references to state statutory law. CCSU is committed to the pursuit of academic freedom for both faculty and students, as evidenced by several of its publications. The Faculty Senate, which was established to voice the will of the faculty, has decision-making authority over matters involving academic freedom. The Senate By-laws includes a special Committee on Academic Freedom to review and report to the Senate on “all matters of academic freedom within the University.”

Both the teaching and administrative faculty CBAs contain provisions on academic freedom. The AAUP CBA also establishes an Academic Freedom Panel that investigates and mediates complaints and issues findings. Examples of the University’s deep commitment to academic freedom can be seen in its decision to proceed with a controversial in-service teaching workshop on the Middle East and its establishment of a Task Force on Journalistic Integrity to examine the legal issues surrounding student speech in the campus newspaper (Exhibit 11.2).


http://www.ccsu.edu/mkcom/WPS.htm

As a public institution of higher education in Connecticut, CCSU is governed in its administration and operation by section 10a of the Connecticut General Statutes. These laws mandate accountability and transparency and provide a broad framework under which the Board must formulate its system-wide polices, within which CCSU must operate. As a State University, CCSU must also act in accordance with the Connecticut Freedom of Information Act, which provides for transparency in the conduct of public business; Connecticut’s Code of Ethics for public officials and state employees; and the federal Family Educational Rights and Privacy Act of 1974, which ensures student privacy. CCSU abides by Connecticut’s contract bidding laws, which dictate how and when competitive bids and proposals must be solicited. Recent changes to state ethics laws ensure accountability by all state employees.

The University’s teaching faculty CBA widely provides that no member be discriminated against on the basis of “age, race, religion, gender, sexual orientation, disability, or ethnic or cultural origin, nor with respect to any legal behavior not detrimental to the students or other members of the University community.” Search committees must employ affirmative action when selecting candidates. Also, the Office of Diversity and Equity’s mission includes coordinating the University’s promotion and development of a culturally diverse community, and guiding CCSU in achieving diversity through training and investigation of complaints. The Faculty Handbook provides that “it is…the policy of the leadership of Central Connecticut State University to advance social justice and equity by exercising affirmative action to remove all discriminatory barriers to equal employment opportunity and upward mobility…” This includes consistent review of personnel policies and procedures to target and eliminate practices that have a discriminatory impact. Lastly, the Faculty Senate Diversity Committee supports and designs programs and events that promote and incorporate diversity in all hiring and promotion decisions.

CCSU has enacted policies and procedures to ensure that programs, operations, and responsibilities are managed with honesty and integrity. These policies call for independent review, as well as appeals procedures to ensure the fair and consistent application of policies. An example of Faculty Senate- approved policies implemented through administrative departments are dismissal procedures, which ensure that students have a right to a dismissal hearing to petition for academic probation, and CCSU’s Appeals for Grade Changes policy, which offers students a process by which to contest their grades.

CCSU’s Academic Affairs division ensures that students are treated with honesty and integrity. This division requires that all research be conducted in an ethical manner. Financial aspects are managed through the Office of Grants Administration with procedures for proper expenditure and accounting. Any research involving human subjects must be approved by the Human Studies Council and adhere to federal guidelines. Any research involving animals must follow IACUC guidelines (Exhibit 11.3). Research involving university databases must also be approved by the Director of Institutional Research and Assessment and must adhere to the University Data Collection Policy.

The divisions of Administrative Affairs and Student Affairs together manage operations related to the health, welfare, and physical environment seamlessly. CCSU’s Police Department’s annual Clery Report provides comprehensive information about the safety of the campus. Responsibilities are managed with honesty and integrity in other ways such as the Athletics department policies following NCAA’s established recruiting guidelines or the Student-Athlete Code of Conduct with a drug-screening protocol that allows for a pre-sanction appeals process.

CCSU manages its interactions with prospective students to ensure they are treated with the same honesty and fairness as enrolled students. Through its Office of Recruitment and Admissions, CCSU


http://www.ccsu.edu/oira/about/DataCollection.htm

offers admissions advising to all undergraduate applicants, and the Office of Financial Aid observes the highest legal and ethical standards in its dealings with students.

CCSU sponsors many outreach activities that are open to students, particular groups, or the public. Events sponsored by academic departments are reviewed and approved through the academic deans’ offices and purchasing and accounting processes. Events sponsored through centers follow a similar process with their administrators. Conferences and speakers offered through grants are also reviewed in the grants approval process. CCSU also makes its facilities available to groups that are not affiliated with the University so long as they have a university sponsor. All such events are handled by CCSU’s Events Management department. Events Management ensures that all events run at the University are appropriate for the University’s educational mission. Increasingly academic departments are seeking assistance from Continuing Education to plan conferences and workshops.

The variety of events is extensive (Exhibit 11.4). The Vance Distinguished Lecture Series has hosted such speakers as Dan Rather, George H.W. Bush and Shimon Peres. CCSU hosts an annual conference sponsored by the Center for Africana Studies and a “Literacy Essentials” conference hosted by the Reading and Language Arts Department. Highlights of the past two years have included a Global Environmental Sustainability Conference, an International Academic Conference on the Israeli-Palestinian Conflict: Pathways to Peace, and the interdisciplinary “Language of Images” conference, which attracted several international participants. CCSU also hosts an annual Summer Music Institute for music teachers.

The University has a number of procedures to address grievances, disputes, and complaints from its community. In May of 2005, the University re-established its ombudsperson position to address matters of concern for the entire campus community. A neutral third party, the Ombudsperson investigates complaints, mediates solutions, expedites processes and advocates for specific action. CCSU also has established union contractual grievance procedures for most categories of employees. Through its Office of Diversity and Equity, CCSU has a formal internal complaint procedure to address complaints from employees and students of discrimination and harassment based on protected status (Exhibit 11.5). Through its Human Resources department, CCSU has an ADA-Reasonable Accommodation policy to address the concerns of disabled applicants and employees. For its students, CCSU has a system wide Code of Conduct and Guidelines for Student Rights and Responsibilities and Judicial Procedures.

CCSU has consistently demonstrated a commitment to conduct itself with integrity and honesty in all of its dealings with the NEASC Commission. Each year since the Commission’s site visit in 1998, CCSU has filed an annual report with the Commission to facilitate the Commission’s monitoring of its accreditation and to keep the Commission informed of any substantive changes within the reporting period. CCSU also filed its Fifth Year Report in 2003, responding to issues raised by the Commission in 1998. The following incident illustrates CCSU’s commitment to integrity and forthrightness in communicating with the Commission. While reviewing NEASC policies in preparation for the upcoming site visit, a CCSU administrator discovered that two academic programs should have been submitted separately for NEASC approval: the graduate programs delivered by CCSU faculty partially in Jamaica as an additional instructional site and the approved online MS in Data Mining. CCSU promptly notified the Commission of the oversight and filed both additional reports. To ensure compliance with the Commission’s standards, policies, and requirements of affiliation, representatives from CCSU also regularly attend the yearly NEASC conference.


Integrity is central to CCSU’s functioning as a University. CCSU complies with integrity requirements as found in the other Commission Standards within this self study. For example, the Chancellor and Presidential Assessments and the Board’s Resolution to make CSU more student-centered demonstrate integrity in planning and priority-making for the future (Standard Two). Standard Three calls for a system of governance that supports institutional integrity; our structure does just that through its statutory framework and clearly established and transparent policies under our open records laws. Similarly, Standard Four calls for the integrity of CCSU’s academic programs and the credits and degrees it awards which apply not only to on-ground courses and programs but also to online and to our programs offered in Jamaica. In the case of online courses, access requires that students have a CCSU pipeline account. Only students who are registered for the online course and have created a password have access to enter into the online format, which is necessary each time they enter the class. Ninety percent of the interaction in online courses takes place in the discussion thread. Specific online office hours and synchronous chat sessions are scheduled by faculty. In addition, the data mining graduate courses are writing-intensive and project-intensive. CCSU provides faculty the ability to have students add a picture of themselves and a short biography to their online course as a technique to build community and identify writing styles. Hiring processes, review and evaluation of faculty support integrity in relations with CCSU faculty/staff (Standard Five). Integrity is inherent in our policies/standards that apply to the remaining Commission Standards (Six through Ten) as well (See Exhibit 4.3: Student Teaching Handbook as example for Standard Six).

Appraisal

In the last few years, Connecticut has significantly revamped its ethics laws and administrative mechanisms to insure compliance. The University appointed an Ethics Compliance Officer whose role is to provide formal training for the university community in the ethics code and to monitor compliance. A review of the Compliance Officer’s log indicates that many employees are availing themselves of this resource.

In an effort to ascertain CCSU employees’ view of ethics on this campus, CCSU asked its employees in a recent Employee Satisfaction Survey to rate academic integrity and professional ethics within their department; employees rated them both high in importance and satisfaction.

In assessing CCSU’s commitment to the free pursuit and dissemination of knowledge, employees’ responses in the Employee Satisfaction Survey made it clear that academic freedom, in all of its dimensions, is firmly protected and embraced at CCSU. Three members of the Faculty Senate Committee on Academic Freedom confirmed that the Faculty Senate was well satisfied that there were no current concerns, problems, or issues concerning academic freedom.

In a 2007 campus controversy, the University demonstrated its fidelity to the protection of First Amendment rights. This controversy involved the right of CCSU’s student newspaper to publish a widely decried article and cartoon, both of which many on campus found to be highly offensive. The University’s position that such expression was protected by the First Amendment was later confirmed by Connecticut’s Attorney General.

In assessing whether CCSU adheres to non-discriminatory policies and practices and fosters an environment that respects diversity, we looked at data collected and analyzed by several different areas within the University.


CCSU has been consistently enrolling more first time, full-time minority students. For example, in fall 2006, 185 first-time, full-time students reported that they were from a minority group and this number increased by 24% to 236 in fall 2007. Over the last 4 years, the number of first-time, full-time African Americans or Blacks has increased by 37%, and the number of first-time, full-time Hispanic students has increased by 34%.

In an effort to measure how CCSU’s students view various aspects of campus life, the University has administered the SSI survey to its students every two years since 2004. Part of this survey has been directed to issues of fair treatment; data are available from the fall of 2004 and the fall of 2006. NSSE collects data specific to students’ perceptions on diversity.

In fall 2004, in response to the statement that faculty are fair and unbiased in their treatment of individual students, the mean average student satisfaction rate was 5.07/7.0. In 2006, the mean average student satisfaction rate was 5.13/7.0. In fall 2004, in response to the statement that there is a strong commitment to diversity on this campus, the mean average student satisfaction rate was 5.21. In 2006, the mean average student satisfaction rate was 5.22. When these data are broken down by race and ethnicity, the average satisfaction rate is lower for Black/African American students: 4.48 in 2004 and 4.42 in 2006. For Hispanic/Latino (and Puerto Rican) students, the average satisfaction rate was the same in 2004: 5.21, and lower in 2006: 5.09.

Although it appears from these data that in 2004 and 2006 most students were somewhat satisfied with their treatment by faculty and with CCSU’s commitment to diversity, several events on campus in the calendar year 2007 raised concerns about the campus climate at CCSU. In response to the Employee Satisfaction Survey administered in late 2007, employees rated the statement “[t]his institution strives to create a respectful work environment free of discrimination” very high in importance but much lower in satisfaction. A short climate survey was conducted by the Faculty Senate Diversity Committee in 2007. Although only 121 responded to the survey, an analysis revealed some statistical differences of feelings of prejudice and discrimination, especially among faculty and staff of color, in the areas of gender, sexual orientation, and ethnicity. A gender equity study sponsored by the same committee concluded that there were concerns resulting from the disproportionate number of negative promotion decisions against women in 2006 and from men receiving higher overall initial salaries than women. In response to these concerns, the President collected information and recommendations from many campus groups; he then compiled and published a list of 104 diversity initiatives, many of which are underway. In addition to working on these initiatives, the Faculty Senate Diversity Committee focused on training faculty to improve their ability to discuss difficult and sensitive issues with their students. Yet, as stated in the Report of the Blue Ribbon Commission on Diversity, “despite these efforts, there is a continued concern about the lack of a coordinated, systemic approach in addressing diversity throughout the University and about its long range success or impact.”

CCSU compiles an affirmative action plan each year. A review of CCSU’s goal achievement data reveals that, despite these good faith efforts, CCSU consistently fails to meet its hiring goals. An interview with Thomasina Carr, former Director of Affirmative Action, revealed that, in her opinion, CCSU’s difficulty in hiring minorities is a result of its failure to recruit a sufficient number of minority applicants.

In assessing whether the University manages its interactions with prospective students with honesty and integrity, the subcommittee looked at CCSU’s annual Integrated Post Secondary Education Data System (IPEDS) reports, which the University uses to monitor longitudinal performance on key performance indicators. Since CCSU’s IPEDS reports are published on its Web site, prospective students have access to demographic data at, both, the university and program levels, retention rates, graduation rates,




faculty to student ratios, average course loads, financial aid awards, and other data to allow them to make informed decisions about attending CCSU. Further, the Admissions department provides information about CCSU when it recruits students through college fairs, high school recruitment, local churches, and other means.

Projection

CCSU has more work to do in improving the climate on campus and creating a campus that fosters diversity among its faculty, staff and students. Recently, the Faculty Senate Diversity Committee held a CCSU Diversity Conference (Exhibit 11.6), inviting the campus to participate in conversations about diversity at CCSU. Among the issues discussed were: 1) a need for better communication between the various campus groups working on diversity initiatives, 2) the difficulty CCSU has recruiting and retaining employees of color, and 3) the need to infuse diversity into the curriculum. The University will continue to support these initiatives with funds from multiple sources, including the President’s office, Student Affairs, Academic Affairs, and the academic deans.

The Blue Ribbon Commission on Diversity, a group appointed by the President, interviewed many members of the campus community during the spring 2008 semester. In its report to the President the commission presented a number of recommendations for improving the campus climate that focus on leadership, planning, and community outreach.

In other efforts, CCSU recently upgraded its Chief Diversity Officer position and hired a new Diversity Officer. It is expected that he will play a significant role in coordinating the campus’s diversity efforts. Specific plans for the new Office of Diversity and Equity include developing a Strategic Plan for Diversity, creating a “Critical Incident Response Procedure” for incidents of racism and discrimination, and mandatory diversity and sexual harassment training. Additionally, in response to the concerns raised by the Faculty Senate Diversity Committee’s gender equity study, the University has funded the Center for Public Policy and Social Research to oversee a further, more narrowly focused study. Phase I of the study, initiated in July, 2008, is being conducted to discern whether there is an equity problem on campus and, if so, in what areas. Information is being collected from data available through the Human Resources Office. In addition, the next iteration of the College Employment Satisfaction Survey in fall 2008 will contain items that compare perceptions of satisfaction between women/ minorities and white males.

CCSU as a whole needs to continue to work on the diversity initiatives outlined by the President, adding those that came out of the Diversity Conference and the recommendations from the Blue Ribbon Commission and the new gender equity study. CCSU’s President and administrative staff will continue to lead the campus by demonstrating their commitment to diversity and multicultural competence. CCSU’s faculty will work hand-in-hand with the President and his staff to improve diversity on campus.


Institutional integrity encompasses all areas of the institution in terms of internal and external ethical principles. As noted above, CCSU improved employees’ compliance with ethical standards and has successfully educated its employees on the importance of ethics in all of their business dealings. CCSU has done an excellent job of protecting employees’ academic freedom and free speech rights and does a good job of managing its interactions with prospective students with honesty and integrity. All surveys it conducts and all data that are presented support standards for institutional integrity. Continued


assessment will occur in the area of campus climate, specifically to the diversity initiatives it has chosen to undertake, to determine our progress.


Jamaica: Sam Sharpe Teacher’s College, Montego BayMasters in Educational Leadership

Initiated in 1998 Masters in Reading and Language Arts

Initiated in 2004

Jamaica: MICO University Teacher’s College, KingstonMasters in Educational Leadership

Initiated in 2002 Masters in Reading and Language Arts

Initiated in 2004

Institutional OverviewBackground of Additional Sites in Jamaica

Central Connecticut State University’s (CCSU) partnership with our Jamaican colleagues has a strong history. The genesis for the CCSU-Jamaica partnership was the strong belief on the part of the then CCSU president, F. Don James, which increased global understanding, would lead to better lives for everyone. Since 1972 there have been a series of joint activities including receiving U.S. State Department funding to assist Sam Sharpe Teacher’s College to revise their curricula.

Because of CCSU’s long term relationship with Sam Sharpe, Cecile Walden, the principal of Sam Sharpe, requested in winter of 1997 that CCSU offer a combination of off-site (Sam Sharpe) and on-campus (CCSU) graduate courses to interested Jamaican faculty and other educational professionals needing to complete a Master’s degree. The request for such master programs came about as a result of an initiative to enhance the level and quality of education for the Jamaican population. A major thrust of the initiative is to upgrade all teacher preparation programs from three-year diploma-granting institutions to four-year, baccalaureate institutions. In order to achieve this goal, teacher college faculty members in Jamaica who are in possession of Bachelor degrees need to earn Masters Degrees. Therefore, the master degrees offered by CCSU are exclusively for teachers in Jamaica to enhance their professional development and provide greater skill sets for the educational roles they serve in Jamaica.

The Master of Science degree in Educational Leadership in Jamaica started in 1998 at Sam Sharpe, Montego Bay and became the lead partnership in offering Master’s degree programs. The Master of Science degree in Educational Leadership was first offered at MICO, Kingston in 2003, which operates under the partnership auspices of Sam Sharpe’s Teacher College. The Masters in Reading and Language Arts followed soon afterwards in 2004 at each of the sites. Thus, although there are two sites, Sam Sharpe oversees the coordination of both master programs.

The two programs both consist of 30 credit hours. Admitted students take 15 credits in Jamaica over winter and summer schedules. One class is offered on-line from the CCSU campus with the remaining 12 credits being taken at the CCSU campus during their last summer of enrollment.


During the academic year of 2006-2007, the two master degrees offered in Jamaica underwent an accreditation process through the University Council of Jamaica (UCJ). CCSU faculty and the Dean, School of Education and Professional Studies, traveled to Jamaica for the on- site visit. The accreditation process concluded with the Council team visiting CCSU in summer, 2007. CCSU has received the UCJ accreditation report and has responded to its recommendations. However, because the UCJ Board needed to be re-appointed, as of this writing, it has not met to rule on the accreditation. Informal reports from UCJ representatives indicate that CCSU’s programs will be approved.

Fulfillment of the Standards for Accreditation of Additional Instructional Sites

Description

Standard 1: Mission and Purposes

CCSU seeks to provide access to quality higher education. It emphasizes public service as the responsibility of all members of the CCSU community. CCSU’s mission consists of these elements: (1) focus on student-centered teaching; (2) dissemination and creation of knowledge as a public service; (3) research, scholarship, and creative activity which inform our teaching; (4) support from the state of Connecticut; (5) nationally accredited programs; (6) accessible, quality higher education; (7) extensive support for students; (8) numerous student organizations and clubs; (9) welcoming environment for a diverse community of learners; and (10) three Centers of Excellence, one of which includes the Center for International Education. The Center for International Education’s mission includes engaging faculty and students in the pursuit of global understanding and providing opportunities for people from different cultures to interact and exchange ideas. International Education was recently approved as one of four distinctive foci of CCSU.

CCSU has emphasized international connections since the early 1970s. Our Vision includes the statement that CCSU will “be global in its perspective and outreach.” The most recent strategic plan has a goal “to promote global awareness and respect for diversity.” This goal encourages us as an institution to form and maintain trans-national partnerships. This pervasive institutional commitment, as exemplified by the strong support by every president that has led CCSU since President James, has helped to strengthen our Jamaican partnerships.

Standard 2: Planning and Evaluation

As indicated above, the programs offered in Jamaica fit with one of the goals found within the University’s most recent strategic plan. In addition, each department has specific learning outcomes for degree programs that on an annual basis are included in the CCSU accountability report. Goals in the accountability report are linked to measures of student learning outcomes and progress made in enhancing student learning. Both departments have collected program data on their learning outcomes specifically through in-class assignments that are performance-based and graded by individual faculty teaching the course. However, the faculty acknowledge that the accountability report assessments of learning outcomes have not been separated out from those conducted of students who attend the program at the CCSU campus as opposed to those of the Jamaican students. As noted later in the projection section, this will take place with the next cohort of Jamaican students so that data may be used to evaluate the uniqueness of the programs at the Jamaican instructional sites and make necessary improvements.


http://www.ccsu.edu/neasc/Jamaica%20Report/accreditationreport.htm

http://www.ccsu.edu/neasc/Jamaica%20Report/accreditationreport.htm

Students also complete course evaluations that are used for feedback about the efficiency, relevance, quality of course content, pedagogy, assignments, and overall satisfaction. Faculty use the feedback to inform their instruction and make appropriate adjustments to meet students’ needs.

Moreover, faculty coordinators of the respective programs facilitate an open forum in summer when students are on campus to evaluate the overall quality of the program—efficiency and effectiveness, relevance of courses, quality of instruction, and satisfaction. At the respective department meetings, faculty coordinators share the information gained about the courses and the program with faculty members and discuss implications for future cohort. The faculty coordinators also hold regular meetings with our Jamaican partners at Sam Sharpe Teachers’ College and MICO University College to receive feedback and recommendations to improve the quality of program delivery. The information gained from these sources is used to modify and adjust content and instructional strategies to better serve the Jamaican students.

The Center for International Education (CIE) also conducts a formal program evaluation at the conclusion of the candidates’ programs with questions that range from the administrative processes, services provided, communication, and program quality.

However, other than surveys conducted by CIE and information gathered from meetings with the Jamaican partners and students, there have been few efforts to assess the unique features and conditions of offering the degree programs in a cultural setting different from the main campus of CCSU. While these sources of information are helpful to some extent, evaluations about the unique features will become more feasible as the faculty make changes to their course content and plan specific assessments for the program. The CIE survey also will be revised to include data that are unique to the Jamaican program. Additionally CCSU has received recommendations from the University Council of Jamaica accreditation team, which have been reviewed for possible changes. (See appraisal and projection section.)

There are sufficient resources allocated to support these programs, which primarily are supported through tuition generated surplus. Faculty get stipends for winter and summer course work so there is no impact on their teaching in fall and spring semesters. An analysis of costs and expenses is presented in Appendix 1.

Standard 3: Organization and Governance

The Provost/Vice President for Academic Affairs is the chief academic officer for the University, reporting directly to the President. The Provost meets bi-weekly with the Provost’s Council (previously known as the Council of Deans), all of whose members report directly to him. This council is composed of the Associate Vice President for Academic Affairs; the Associate Vice President for Academic Affairs and Dean, School of Graduate Studies; the Director, Center for International Education; the Director, Library; and the Deans of the four schools (Arts & Sciences, Business, Education and Professional Studies, and Engineering and Technology). The Director of Continuing Education, though not on the COD, also reports directly to the Provost.

Academic and administrative structures provide an institutional governance framework for these partnerships. In addition to faculty coordinators connected to the degree programs, appropriate Deans, the Director of Continuing Education and the Director of the Center for International Education play various roles in providing academic oversight, administration, and integration of policies, all of whom


report directly to the Provost/Vice President for Academic Affairs as indicated above. For example, the School of Graduate Studies is responsible for admitting and tracking master students’ progress until graduation as well as upholding all graduate policies; the Center for International Education is responsible for issuing immigration documents and implementing the logistics of the annual summer on-campus residency program; Continuing Education (working on behalf of the University’s Fiscal Affairs) is responsible for overseeing registration, invoicing, setting up fee structures, receiving payments, and following up on grade record-keeping. The CCSU faculty coordinators are responsible for academic program administration, advising, course planning and faculty assignments. In addition, the Dean of the School of Education and Professional Studies and the Principal at Sam Sharpe Teacher’s College are responsible for ensuring that academic activities match the quality standards in Connecticut and Jamaica. An on-site Program Coordinator in Jamaica is responsible for recruiting, supervising the transferring of hard copies of applications to appropriate CCSU offices, coordinating the logistics of on-site courses and on-ground travel arrangements for CCSU faculty.

These same representatives serve on an advisory board along with personnel from Jamaica who attend either in person, by phone or by electronic means. The advisory board discusses issues, assesses the program and entertains new initiatives or opportunities. Although the advisory board will remain, as indicated later in the projection section, the administration of the program is under review and will most likely be situated in one Administrative Office by the conclusion of the next academic year.

Two clerical assistants at CCSU, one in each of the departments, assist the Faculty Coordinators in processing all applications, files received from the Graduate admissions office, and class rosters between Sam Sharpe and CCSU. They also work with faculty to coordinate travel to and from Jamaica.

The University systematically and regularly schedules qualified personnel to visit Jamaica to oversee the quality of the academic program and services for students on site at that location. For example, twice a year, once in January and once in summer, the faculty coordinators meet with the Jamaican partners to discuss the quality of program delivery, as well as marketing, recruitment, advising, and scheduling of courses. In addition, the Jamaica onsite coordinator joins the cohort of students who come to CCSU during the summer to complete their program requirements. During this time, he and the faculty coordinators meet with CCSU administrators, such as the Dean, School of Education and Professional Studies; Dean, School of Graduate Studies; Provost and Vice President for Academic Affairs; Director of Continuing Education; and the Director of the Center for International Studies. In addition to these regularly scheduled meetings, Cecile Walden, Principal of Sam Sharpe Teachers’ College, has visited the campus four times in the last ten years to meet with the CCSU President and other top administration to review the status of the programs in Jamaica. The CCSU President, Provost/Vice President for Academic Affairs; Dean, School of Education and Professional Studies; Dean, School of Graduate Studies; Director of Continuing Education; and Interim Director of CIE have all visited Jamaica from 2000 through 2008, meeting with the partners as well as representatives of the Jamaican Ministry of Education to assure the integrity and quality of the Master programs.

Standard 4: The Academic Program

CCSU begins offering courses for the two degree programs in the two locations of Sam Sharpe and MICO only when there are sufficient numbers available to make up a cohort of students. The Masters in Educational Leadership had Sam Sharpe student cohorts starting their programs in 1999, 2000, 2002, 2003, 2005, 2006 and 2008. Educational Leadership cohorts at MICO began courses in 2003, 2004, and 2006. The Masters in Reading and Language Arts had Sam Sharpe cohorts starting in 2004, 2005, 2006


and 2008. Cohorts in Reading and Language Arts at MICO started in 2005 and 2007. To date, 292 Jamaican educational professionals have earned a Master’s degree in Educational Leadership; 156 Jamaican educational professionals have earned the Masters in Reading and Language Arts.

All courses offered in the programs have undergone curriculum approval processes beginning at the department level, to the School of Education and Professional Studies level, to the Dean, School of Graduate Studies, to the Graduate Studies Curriculum committee, to the University curriculum committee, and finally to the University Faculty Senate. These steps are consistent with the regular process of the institution.

Except for online courses, the Jamaican master degree programs are conducted only in winter and summer sessions. Courses are taught in the standard intensive time frames for winter and summer sessions and adhere to the policy regarding intensive course configuration. CCSU’s policy is that intensive courses must be offered for not less than one week than the number of credits offered. Thus, a 3-credit course must be offered for at least two weeks in duration. This is the length of all person-to-person courses offered in the Jamaica program.

In winter, students take one course in Jamaica that lasts two weeks; in summer students take three courses over the course of the summer (June, July, August), each lasting two weeks. However, if necessary, students are given an extension of time to complete and send to campus their course assignments/projects. Consequently, students are given additional time for completing and faculty are given time for reviewing course assignments and ultimately awarding grades.

Each one of the programs runs a regularly scheduled class online. In the Reading and Language Arts Program, the course is RDG 598: Seminar in Reading Research, taken in the 2nd Winter Session prior to coming to the CCSU campus. In the Educational Leadership Program, the course is EDL 513, also taken prior to coming to CCSU. Each one of these courses begins in winter but is extended into the spring semester. Once on the CCSU campus, students meet with the instructor and receive feedback on their work. These technologically mediated courses are consistent with the courses that are offered on campus in the following ways: both offerings have the same course objectives; the content focus, course requirements, and grading plan also are the same. Prior to the start of online courses, candidates attend an orientation session in which they are introduced to the online syllabus. The course syllabus is available online with active links to additional readings, websites, rubrics, sample research proposals and reports, electronic forms, and templates. Communication and feedback between students and course instructor is primarily via e-mail. Students who have difficulty accessing any of the assignments may contact the instructor and the materials are forwarded in PDF or Word documents. Students also receive support from the on-site coordinator and the media person at Sam Sharpe or MICO. The computer labs at Sam Sharpe Teachers’ College and MICO University College are accessible to the students for both of these courses. Because the digital environment is not as developed in Jamaica, the use of chat rooms and discussion boards are not currently possible.

The summer residential component of 12 credits is required for Jamaican students prior to graduation. These classes are conducted over a four week period, with two courses in the first two weeks and two courses in the second two weeks. Some students have expressed concern about the intensive time period during their residence at CCSU. This concern is addressed in the projection section.

If, in rare occasions, students are not able to maintain the sequence of courses with their cohort, CCSU takes steps to accommodate these students to help them successfully complete the program. In most


instances students wait to come to campus with another cohort. In the Reading and Language Arts Program four students out of 156 (3%) waited an additional year to complete the program. In the Educational Leadership Program ten students out of 292 (3%) have waited an additional year to complete the program. More rare is the denial of visas for students to come to the CCSU campus. In the Reading and Language Arts Program this has happened only one time and for Educational Leadership, only three students (1%) have been denied travel visas. In all four cases, students were able to complete their program through online learning and independent study.

Master of Science in Educational Leadership

Program StructureDuration: The masters is a 30 credit graduate program consisting of ten courses, 3 credits each. Jamaican students are required to take and pass the capstone of a comprehensive exam. To be eligible for the capstone, students must have a minimum grade point average of 3.00.

Program Mission and ObjectivesThe aim of the masters program is to prepare educational professionals who are capable of promoting student learning through organizational improvement and who will assume leadership positions in their schools, organizations, and professional organizations. The philosophy is that all professionals, teachers and administrators are leaders in the learning community. These professionals require the technical, conceptual, and executive skills necessary to facilitate the development, implementation, and on-going evaluation of a vision of learning that is shared by other professionals, students, and the community. Successful students might expect to obtain positions at all levels of the educational system, including lead teachers, master teachers, and resource specialists.

The program aims to develop aspiring leaders who know how to:1. Lead educational organizations in the 21st century as teachers and or specialists;2. Understand the power of collaborative action to enhance the learning of all students in

their schools;3. Evaluate and revise curriculum, instructional and assessment methods of any

organization to improve teaching and learning;4. Lead with moral and intellectual integrity;5. Understand professional research methods and apply action research approaches to

educational problems;6. Use motivational theory and supervisory methods to improve learning for students and

staff.

Masters in Reading and Language ArtsProgram StructureDuration: The masters is a 30 credit graduate program consisting of ten courses, 3 credits each. Jamaican students are required to take and pass the capstone of a comprehensive exam. To be eligible for the capstone, students must have a minimum grade point average of 3.00.

Program Mission and ObjectivesThe Department of Reading and Language Arts is committed to promoting and enhancing quality instruction in reading and language arts. Preparing literacy leaders for service in communities is the overarching mission of the Department of Reading and Language Arts; it is consistent with and closely aligned to the theme of Preparing leaders for service in our communities embraced by the School of


http://www.ccsu.edu/neasc/Jamaica%20Report/JamaicaAppendix4.htm

http://www.ccsu.edu/neasc/Jamaica%20Report/JamaicaAppendix3.htm

Education and Professional Studies.

The Mission, to provide literacy leadership within the region, is the same whether applied to the area surrounding the CCSU campus or when applied to areas within Jamaica. The objectives of the program are to:

1. Prepare classroom teachers to have a strong expertise in literacy and apply this effectively in classrooms and share their expertise collegially with their peers in a professional development capacity;

2. Prepare in-service teachers for service in promoting literacy and best practices in their schools, local community, region, the state, and the nation;

3. Create, synthesize, and disseminate literacy research that informs our own activities and that of practitioners in the various professions;

4. Serve members of the educational community and related professions within the region, and at the national level; and

5. Provide leadership and research for the purposes of influencing educational and social policies at the local, state, regional and national levels.

The underlying principles of the department’s mission are derived from the professional standards of the International Reading Association and National Council of Teachers of English, and by Connecticut State mandates such as the Blueprint for Reading Achievement and the Language Arts Framework. The underlying principles include:

Primacy of literacy and preparing teachers to teach for our literacy futures Developing knowledgeable literacy teachers Valuing diversity and diverse learners with literacy as a tool for empowerment Research based literacy instruction Ethical stance Professionalism/Collegiality/Leadership.

Quality Assurance of the Academic Program Program quality is monitored in multiple ways. The following refer to both Master Programs.

Admissions requirements: Applicants must meet admission requirements of the School of Graduate Studies. Master’s degree applicants must hold a bachelor’s degree from an accredited institution of higher education; the undergraduate record must demonstrate clear evidence of ability to undertake and successfully pursue studies in a graduate field with a minimum undergraduate GPA of 2.70 on a 4.00 point scale (where A is 4.00), or its equivalent. Good standing (3.00) in all post-baccalaureate course work is required. (School of Graduate Studies Catalog 2006-08, p.10). All students must be admitted prior to the initiation of any course work.

Maintenance of satisfactory grade point average: Students must maintain a 3.00 grade point average or better (on a four point scale) during their entire course of study throughout the program. Grades below “B” will count toward the cumulative grade point average but any grades earned of a C- or lower are required to be retaken.

The following Quality Assurance items differentiate the two Master Programs.

Educational LeadershipCompletion of comprehensive examination: Students are required to complete a comprehensive examination addressing the standards for educational leadership promulgated by the Educational Leadership Constituent Council (ELCC). Students must take, and pass, the department's comprehensive


examination prior to being cleared to come to CCSU for the second summer session. Consistent with department policy, students who fail any part of the examination may be given one retake opportunity. If a student fails any part after the second administration, they will not be permitted to travel to Central for that particular session of summer classes and will be advised about a remediation plan.

The Educational Leadership program recognizes that more needs to be done to tie program assessments to its established learning outcomes. In the proposed clinical experience (as described in the projection section) students will demonstrate specific performance outcomes based on the ELCC (Educational Leadership Constituency Council) standards relevant to the Jamaican context. In addition, rubrics will be developed for use in measuring the extent to which students meet the program learning outcomes.

Reading and Language ArtsAdmissions requirements: Applicants to the M.S. in Reading and Language Arts must meet all admission requirements as stated above but additionally are required to demonstrate graduate level writing proficiency based on an application essay; they also must have teaching experience.

Course portfolio: Students are required to develop a paper/electronic course portfolio throughout the program. The course portfolio is a reflection of student competencies from areas recommended by the International Reading Association (IRA)/National Council of Teachers of English (NCTE). The course instructor evaluates the portfolio using a rubric designed and approved by the department.

Program portfolio: Students are required to develop a paper/electronic program portfolio during the course work phase of their program. The program portfolio is a reflection of student competencies from areas recommended by the International Reading Association (IRA)/National Council of Teachers of English (NCTE). The program advisor evaluates the portfolio using a rubric designed and approved by the department.

On the recommendation of the UCJ, the department will strengthen the current portfolio to include a questionnaire from the student’s immediate supervisor. Another addition to the portfolio will be a student narrative that describes how all the documents in the portfolio demonstrate his or her growth towards becoming a reading professional and how this learning will be applied in Jamaican context. The program portfolio requirement and comprehensive examination will be used to document growth throughout the program. Rubrics have already been developed to measure the extent to which candidates have met the program learning outcomes.

Completion of comprehensive examination: Students are required to complete a comprehensive examination addressing the standards for reading professionals by the International Reading Association (IRA)/National Council of Teachers of English (NCTE). The comprehensive examination is taken in the summer when they are in residence at CCSU. It is also included in the students’ program portfolio, which is submitted as a requirement for the program.

Laboratory/Clinical/Field Experiences : All students have field or clinical experience requirements. Students are required to apply knowledge, pedagogy, research, and assessments in actual classroom and/or school/community context as part of these field or clinical experiences.


Standard 5: Faculty

Faculty members are highly qualified to teach in the master’s degree program. Prior to teaching a course in the Jamaican program, a faculty member receives an orientation about the program, curriculum, and students, as well as information about Jamaican culture. Other faculty members in the Jamaican program also make themselves available to assist in every way possible. See Appendix II for the complete list of faculty who have taught courses for these programs. All full-time faculty have a terminal degree with preparation and qualifications appropriate to the field; these 13 faculty have taught the majority of the courses and have repeatedly traveled to Jamaica to teach. This demonstrates their commitment to the success of the programs. As additional full time faculty are hired, they also may teach in the programs.

Part time faculty play a limited role in teaching and are only called upon when full time faculty are not available. However three of the six faculty also have terminal degrees who meet qualifications appropriate to the field. One part time faculty member in the Reading and Language Arts Program has a sixth year certificate (one degree above that of the masters) and has taught courses to three of five cohorts. In Educational Leadership, Drs. Richard and Robert Lindgren have been adjuncts with the department for 41 and 21 years respectively. Both hold terminal degrees (Ph.D.s) from the University of Connecticut and have had extensive international experience prior to working in Jamaica for the department. Dr. Neil Todd, who also has a terminal degree, has not taught in the program since 2005. Ms. Lisa Manley, an adjunct instructor in the Educational Technology program, has taught a course on educational computing. She holds a master’s degree from Central Connecticut State University and is a doctoral student at the present time. No graduate assistants ever teach or conduct classroom instruction in the programs.

Administrative Staff in JamaicaMrs. Cecile Walden, Principal of Sam Sharpe Teachers’ College has sponsored both the Sam Sharpe and MICO programs since their inception and has assisted in making the program content as relevant as possible for Jamaican educators. Claude Packer, Principal of MICO Teachers’ College handles some of the administration of the program along with Cecile Walden.

Dr. Asburn Pinnock is the on-site program coordinator. He reports to CCSU. He earned his master’s and doctoral degrees from Central Connecticut State University and has been on staff at Sam Sharpe Teachers’ College for 16 years. His wide connections with all of the teachers’ college institutions on the island and his relationships with key personnel at the Jamaican Ministry of Education as well as the Joint Board for Teacher Education has served CCSU well in disseminating information about our programs. However, his role focuses on recruitment and coordination with students around application materials, course schedules, and general problem-solving for students. The terms of CCSU’s contract with the On-site Program Contractor are outlined in a personal service agreement which reflects the understanding of his job expectations. He does not play any role in teaching the students in the program, the development of curriculum, nor grading of students. The CCSU faculty are responsible for this role. Although the current contract includes language regarding a clerical assistant to be housed in Jamaica to report to CCSU, no hiring of this assistant has been done. It is likely this clerical position will be deleted in the new contract.


Standard 6: Students

Dr. Asburn Pinnock who serves as the onsite program coordinator communicates information and provides support to the students, both when they are in Jamaica and when they are at CCSU.

At Central Connecticut State University, students have full access to the student services of the university, including counseling, medical, educational, recreational, and religious services. The Center for International Education (CIE) hires staff to assist with student services while the Jamaican students are in residence at CCSU.

From the time students apply to the program they avail themselves of services of the Graduate School, Graduate Admissions Office, and the Departments of Educational Leadership or Reading and Language Arts.

Once admitted to the program, Jamaican students are advised by either of the faculty coordinators: Dr. Anthony Rigazio-Digilio for Educational Leadership and Dr. Helen R. Abadiano for Reading and Language Arts. The faculty members of both departments make themselves available to the students for academic consultation.

Standard 7: Library and Information Resources

For courses being conducted at the off campus instructional sites, it was agreed in advance that furniture and equipment would be suitable for teaching. Thus, classes in Jamaica are scheduled in rooms with a chalkboard and overhead projector. CCSU faculty have office space including desks, file cabinets that lock, personal computers with a printer, and telephones. Copying, typing and other administrative support are provided to support the teaching and research activities.

The Jamaican instructional sites arrange library and Internet support, following the guidance of CCSU. While in Jamaica, students have access to the library facilities at Sam Sharpe Teachers’ College in Montego Bay and MICO Teachers’ University in Kingston. They also have full access to Central Connecticut State University’s digital library. The facilities at Sam Sharpe’s and MICO’s libraries are comparable to all other teacher preparation programs in Jamaica. The two departments of Educational Leadership and Reading and Language Arts have also donated professional books and journals appropriate to the discipline to add to the library holdings at Sam Sharpe Teachers’ College. These are made accessible to students at either site. Additional materials will be purchased to meet recommendations made by the University Council of Jamaica as noted in the projections section.

All students in the program are expected to have access to a computer. Sam Sharpe Teachers’ College and MICO Teachers’ University have fully equipped computer classrooms, and access to computers in their library, with adequate computers and printers to support course offerings. These facilities have Internet access and appropriate software for word processing, spreadsheet, graphics, and data analysis. Computer laboratories are staffed with technicians who can help students maximize their use of the technology. Adequate technological capability to receive a distance learning course is maintained at both of the off campus instructional sites.

During the summer months when students are on the Central Connecticut State University campus, they have full access to the CCSU university library facilities. This includes access to periodicals, serials,


interlibrary loans, and Internet services. The CCSU library also houses a robust curriculum resource center and reference section. In addition, the Reading and Language Arts department has a Literacy Center that includes a wealth of children’s books, anthologies, and instructional materials that are accessible to support student learning.

Classes at CCSU are held in smart rooms fully equipped with computers, computer laboratories, and wireless Internet access. Students have access to the Marcus White Computer Laboratory that provides them with computers that they can use for research and written assignments.

The Literacy Center of the Department of Reading and Language Arts is also fully equipped with computers that are installed with educational/literacy software. At the Center for Innovative Technology and Teaching, located in the School of Education and Professional Studies, students have access to a wide variety of multimedia tools. CCSU’s IT office hosts a Help Desk with a team of computer technicians available to assist students and faculty having difficulties with computer software.

Other Learning ResourcesAt Central Connecticut State University students have opportunities to visit communities, schools, colleges and universities; interact with graduate students in the Department of Reading and Language Arts and Educational Leadership; and make contact with teachers and administrators in local public schools K-12. They also have access to other off campus educational resource centers. The Jamaican students also travel to Boston and New York visiting cultural and educational sites to afford them a wider context of the American educational system through the assistance of the CIE.

Standard 9: Financial Resources

The program operates as a sub-budget of the University and, as such, is subject to financial oversight by the business office. The budget is audited in compliance with the State of Connecticut’s Rules and Procedures. Appendix 1 contains a snapshot for the most recent three year period showing income and expenses with a detailed breakdown for all cost centers involved. A more detailed analysis for each cost center is available by link as indicated on Appendix 1.

Per the agreed-upon Jamaican contract, each student pays $700 per 3-credit course. The University receives $600.00 per student per course. Sam Sharpe Teachers’ College receives $100.00 per student per course to be used for recruitment of local educational professionals for the CCSU’s Master’s programs. In addition the money is used to ensure adequate classroom space and temporary office space and equipment for all CCSU courses and faculty when they teach university courses in Jamaica.

In summer students pay for room and board expenses when at Central Connecticut State University. The entire 30-credit program, including fees, tuition, and other miscellaneous expenses, totals approximately $12,000. Fees are paid to a joint U.S. account set up by SSTC and CCSU where fees are paid directly to the account by the student. Receipts are brought to the on-site offices at either MICO or SSTC. The University sends an invoice and then funds are electronically transferred to the Bursar from Continuing Education at CCSU.

Standard 10: Public Disclosure

A program orientation for interested applicants is held annually in Jamaica. At this orientation Graduate Catalogs and other pertinent information, i.e., admissions requirements, application process, fees,


academic calendar, program of study, application forms, etc. are disseminated. Program offerings and schedules are posted in major newspapers in Jamaica. Alumni help in disseminating information regarding program offerings and schedule. At CCSU, the programs are noted on the graduate website and have been listed in the new graduate catalog, 2008-2010.

Standard 11: Integrity

The program is the same program of study offered by Central Connecticut State University at the home institution. The Educational Leadership and the Reading and Language Arts programs have been granted full accreditation by the National Council for Accreditation of Teacher Education (NCATE) and the Connecticut Department of Higher Education. The Connecticut Department of Higher Education (DHE) defines an off campus program as one in which more than 50% of the requirements for the degree are completed at an off campus site. The two master programs do not meet these criteria since 15 of the credits are completed in Jamaica and 15 are at CCSU. The Reading and Language Arts program also has been approved by the accrediting agency of the International Reading Association (IRA)/National Council of Teachers of English (NCTE). CCSU is still waiting for the formal announcement of accreditation by the University Council of Jamaica (UCJ).

Ensuring the integrity of student work and the credibility of the degreesThe code of academic misconduct is clearly articulated in the graduate catalog as well as in course syllabi. Students in these two master degree programs are expected to follow all graduate level and university procedures and policies, whether in Jamaica or in their last courses at the CCSU campus.

When any graduate student submits his/her application indicating completion of an advanced degree at the University, a full audit of the individual's academic program is conducted by the Assistant Dean, School of Graduate Studies. The student's graduate file is pulled, the approved planned program and all completed courses and grades are carefully checked. In addition to the planned program course audit, any non-course degree requirements (such as portfolio approvals, course time limits, etc.) are also checked for satisfactory completion. Further, the student's file and program are reviewed to ensure that any degree-related capstone requirements (in the case of the Jamaican students, the comprehensive examination) are accomplished. As students’ files are audited, the two faculty coordinators, as well as the Dean, School of Graduate Studies, are informed if any program discrepancies need to be addressed and rectified before a diploma can be awarded. Students who have problems are expected to work with their academic advisors or the faculty coordinators to resolve any issues prior to the issuance of a graduate degree. By the time the list of graduates is sent to the registrar for diploma printing, CCSU has ensured the integrity of student work and the credibility of the masters degree.

Contractual Relationships The current memorandum of agreement (MOA) or contract between CCSU and Sam Sharpe Teacher’s College was signed in September 2005, after having been reviewed by the State of Connecticut’s Office of Attorney General in April 2005 and ruled that it was legally sufficient. It substantively meets the requirements of the commission’s statement on “Good Practices in Contractual Arrangements Involving Courses and Programs.” Its language addresses the following components: Background; Purpose; Responsibilities of the Parties; Plans of Study; Cancellation of the Program; Student Recruitment and Admission; Instructional Sites; Personnel; Library Facilities; Schedule of Courses and Class Size; Financial Structure; Payment Arrangements; Applicable Law; Applicable Connecticut Executive Orders and Administrative Procedures; Insurance Requirements and Legal Force and Effect.


http://www.ccsu.edu/neasc/Jamaica%20Report/contract.htm

This MOA will expire on October 31, 2008. The new contract is being prepared during this summer so that it may be reviewed, have language adjusted as necessary, and receive signatures by Jack Miller, CCSU’s President, and Cecile Walden, Principal Sam Sharpe’s Teachers College. It will then be forwarded to Connecticut’s Attorney General's office for final approval.

Appraisal

The Center of International Education conducted surveys of Jamaican students from 2003, 2006, and 2007while they were in residence on the CCSU campus. A summary of results from three data sets indicate an overall positive response to both programs. Students either strongly agreed or agreed to items related to logistics of the program (for example: the orientation on campus, access to the library and computer lab on campus, etc.). They also strongly agreed or agreed to academic items (for example: achieving learning outcomes, being able to model high standards of professional behavior, and that the program set standards of excellence). However, some items were rated only as fair (for example: food options, access to the medical center on campus, and most critical communication issues). Some students mentioned the program schedule as being “tight” while on the CCSU campus in the open ended comments. These items will be used to project changes for the future.

Using the external resource of the University Council of Jamaican (UCJ) Accreditation Report, we are able to further appraise the programs. UCJ reported that the programs are “fulfilling a need in the Jamaican education system.” Overall they report that the strengths of the program include:

1. An effective partnership and governance structure between Central Connecticut State University and Sam Sharpe Teachers College;

2. A committed and dedicated Sam Sharpe and Central Connecticut team of staff members;3. The offering of programs are tailored to meet the needs of Jamaican educators;4. Strong project-based curricula which have energized students to perform at their optimum;5. The qualifications and accessibility of the faculty;6. Highly motivated and competent students who seemed highly satisfied.

The main areas needing attention or improvement include:1. A strategic mechanism needs to be established at CCSU to handle administrative issues relating

to the delivery of the programs in Jamaica; 2. The programs need urgent review to include a discrete administration component (sic: course)

to the Education Leadership program; a culminating activity such as an internship that requires comprehensive application of the curricula and an extension to 36 credits for each of the programs;

3. The program schedules need to be reviewed to reduce the intensity associated with the delivery of the courses;

4. The local library facilities and resources need improvement and a culture of research needs to be developed among the students.

The UCJ report described the curriculum vitae of faculty teaching in the program as impressive in the following ways:

1. Experience teaching at either the primary, elementary, or middle school level and the tertiary level.

2. Involved with research or other activities that involve minority students in the United States. This activity includes experiences in Nigeria, research in Jamaican schools, research of African


American students, and research on the development of cultural communities. The evaluation team felt that this was evidence of a dedication to and an enthusiasm for understanding other cultures. Such experiences helped to sensitize the lecturers to Jamaican schools and culture.

3. Memberships in national and international professional organizations along with the publications and professional presentations which demonstrate that the faculty are up-to-date in their fields.

They did recommend that faculty include local presenters who are teaching in Jamaican schools to enrich the courses even more.

The students described the faculty as hardworking, dedicated and enthusiastic. They reported that their commitment was demonstrated by many of them visiting Jamaican schools for observation as well as to conduct workshops or seminars at the request of students/graduates.

The three year review of income and expenses indicates that the University offers the master’s programs to Jamaica at a significant discount compared with Connecticut residents. This is based on the partnership agreement which exists between Sam Sharpe Teachers’ College and CCSU. The partnership was formed based on the Jamaican economy as that of a developing country.

Projection

The University understands that communication has been an issue. With the new administrative structure being planned, it believes that these communication issues will be greatly improved.

Also contained in the University Council of Jamaican Accreditation Report were specific recommendations for the various standards that were assessed. For each one of these the faculty wrote a response that now forms the projection section of this report. The first has to do with assessment and evaluation of the programs. As stated above, the faculty acknowledge that assessment of learning outcomes that are required on the CCSU campus have not distinguished the Jamaican student cohorts from those who attend the program at the CCSU campus. Starting with the next cohort of Jamaican students, faculty in each department will assess students in the Jamaican cohort separate from the CCSU students, with methods consistent with the standards that have been established to meet NEASC and other accreditations. A comparison will then be conducted to ensure that the Jamaican cohorts are performing as well as the CCSU students enrolled in the programs. These assessments also will be used to evaluate the impact of the programs in Jamaica. In addition two faculty (Dr. Sogunro, Professor of Educational Leadership, and Dr. Kurkjian, Professor of Reading and Language Arts) are planning to work with teams of faculty from both departments and the Sam Sharpe/MICO partners in designing research projects that focus specifically on the individual and collective impact of our programs in Jamaica.

The second has to do with recommending a more formal structure at CCSU to handle the administrative issues dealing with the delivery of the programs in Jamaica so that the academic staff can concentrate on course content and other academic issues. The Provost has convened a committee, chaired by the current director of the Continuing Education Office to review and make recommendations on the administration and all other activities that are part of this partnership and collaboration. Other members on this committee include the Dean, School of Education and Professional Studies, the Dean, School of Graduate Studies, representatives from the Center for International Education, and the program coordinators of Educational Leadership and Reading and Language Arts. Discussions have ensued about the responsibilities held by faculty and other administrative officers. Once all reviews have been


completed, recommendations will be made to the Provost concerning where administrative oversight should be housed, specifically who should assume the responsibility for coordination of the programs and the budgeting process. Final recommendations are expected by March 2009.

The third issue has to do with adding an administration course component to the Educational Leadership program, which has relevance to the Jamaican society. The Educational Leadership department sees the relevance of such a course based on their review of graduates from the program that have been promoted to positions demanding administrative and management skills. Since the program allows for electives, the faculty are preparing a course syllabus that focuses on areas of management and administration as well as the legal system governing education, with particular emphasis on Jamaica. The course will be offered under an existing catalog course that allows for specific topics of study. The department understands that collaboration will be necessary with personnel who have expertise in Jamaica on the administrative functions of school management. Collaboration also will be necessary since the faculty intend to require a field based/action research component to the course. The faculty believe that the addition of this course will serve to enhance the original intent of the program: that of strengthening instructional leadership skills for teacher educators and classroom teachers.

Another program component for the Masters in Educational Leadership recommended by UCJ is an internship. The Department is investigating the addition of fieldwork/internship not only for the program in Jamaica but also for the program offered at the CCSU campus. This addition will require a change in the program and the curriculum structure necessitating meeting all of the curriculum processes at CCSU.

For the Masters in Reading and Language Arts program, three curriculum requirements were recommended. One also was to include an internship under the mentorship of qualified in-school reading specialist. The other two were “to strengthen areas of diagnosing reading and language arts difficulties and of administering reading and literacy programs” and “using more Jamaican/regional material in children’s literature.” In order to meet the recommendation for the internship and strengthening course content in the areas of diagnoses and administration, changes must be submitted and approved through the proper curriculum channels. The recommendation to use more Jamaican/regional material is easier to meet since the required reading list of RDG 588-Teaching Children’s Literature can be revised to include children’s literature related to Jamaican and West Indian experiences. The faculty has started a master list of this literature that they will acquire for use in this course as well in other courses in the program. In RDG 588 candidates will also be required to create their own children’s book reflecting Jamaican cultural traditions and values.

When internships are approved as part of the programs, partnerships will need to be formed with schools located in the areas of Sam Sharpe and MICO to allow for supervision of the candidates in the program. Moreover, changes that increase the number of credits from 30 to 36 would need to be in effect for both the Jamaican cohort and the students at the CCSU campus. The faculty are considering this request in light of the additional program requirements and the financial ramifications to its students.

Both programs were asked to increase the level of research activity. Departments agree to modify their course syllabi in EDL 598, Research in Education, and RDG 598, Seminar in Reading Research, to include research activities aimed at honing Jamaican students’ empirical and theoretical knowledge base. Throughout the research process students will be engaged in regular electronic communication with faculty and their peers.


Both programs also were asked to review the schedule of summer classes and to reduce their intensity in order to allow more time for students to process the material studied. CCSU considered doing this during the 2007 summer schedule of campus classes. At that time the decision was made not to increase the number of weeks that students would be on campus because of the additional cost it would mean for the students. Nonetheless, this option is again being considered along with another strategy of an additional online course, which would reduce the Summer Program to three (3) rather than four (4) courses. The faculty understand that other issues need to be considered if they choose to develop another online course. A decision will be made by the time the next cohort arrives at CCSU in 2008.

UCJ asked that CCSU improve the library collection at both Jamaican institutions in the areas of Educational Leadership and Literacy. Both sites in Jamaica already have resources but the University will begin to enhance opportunities for Jamaican students to access digital libraries at CCSU and the library’s Consuls program which gives access to other CCSU library partners. Plans include updating computers linked to the Central Pipeline for students to easily access University services. We will continue to donate professional books, periodicals, and journals to maintain current materials at the centers.

A new contract between Sam Sharpe Teachers’ College and CCSU is being prepared this summer. The contract language will adjust the responsibilities of each party, payments arrangements, and the cost of tuition to reflect the increased cost to Connecticut residents as well as other costs. The new administrative structure will also be reflected in the new contract.

Appendix I

Snapshot of Three Year Income and Expenses

INCOMEIncome (Winter 2005 through Winter 2008)Winter 2005 Check for $102,400.00 from Sam Sharpe Teaches’ CollegeSummer 2005 Check for $508,210.00 from Sam Sharpe Teaches’ CollegeWinter 2006 Check for $76,000.00 from Sam Sharpe Teachers’ CollegeSummer 2006 Check for $328,300.00 from Sam Sharpe Teachers’ CollegeWinter 2007 Check for $73,800.00 from Sam Sharpe Teachers’ CollegeSummer 2007 Check for $290,700.00 from Sam Sharpe Teachers’ CollegeWinter 2008 (Invoiced for $63,600.00) to Same Sharpe Teachers’ College

Grand Total Income: $1,443,010.00

Deposits to:Course Fee Account $509,000.00 Center for International Education Account $549,785.00 Continuing Education Account $23,300.00School of Education and Professional Studies (SEPS) Jamaica Account $360,925.00

Grand Total Deposits: $1,443,010.00EXPENSES


http://www.ccsu.edu/neasc/Jamaica%20Report/educ31.htm

http://www.ccsu.edu/neasc/Jamaica%20Report/educ31.htm

http://www.ccsu.edu/neasc/Jamaica%20Report/cieprogramincomeexpenses.htm

http://www.ccsu.edu/neasc/Jamaica%20Report/contrarevenue.htm

Expenses covered by $1,443,010.00 (Winter 2005 through Winter 2008)

Course Fee Account $380,066.00Teaching salaries plus fringe

Center for International Education $549,785.00Three summer residency programs, Includes:

Room and BoardInsuranceTransportationStaff WagesOrientationBlue Chip AllowanceCultural ProgramsGraduationMiscellaneous

Continuing Education Account $23,300.00Processing of registrations, Payments and deposits

SEPS Jamaica Account* $385,766.00 Includes:

Non-TeachingTravelU.A.’sStudent helpFringeBooksNon-Professional ServicesTelephoneSuppliesPostage Professional Services

* This account is a rollover account and previous year’s revenue covers some of these expenses. The account includes some expenses for first five weeks of summer, 2008 faculty travel. A balance to cover expenses is maintained in this account.

Grand Total Expenses: $1,338,917.00

Revenue after expenses: $104,093.00

Revenue after expenses appears in the course fee account of the university where it is used for operating expenses in the same manner as all course fee revenue is used.


Appendix IIFaculty Who Have Taught in Programs with Jamaican Cohorts

Department of Educational Leadership

Full Time Faculty

Name, Present Post Date, Coming to CCSU Degree and Institution Courses TaughtAnthony Rigazio-DigilioProfessor & Chair1990

Ed.D. in Instructional LeadershipUniversity of Massachusetts at Amherst

Supervision and Curriculum Leadership

Helen R. AbadianoProfessor 1992

Ph.D. in Language, Literacy & CultureEarly & Middle Childhood EducationOhio State University

Literacy Instruction for Diverse Populations I

Gloria Caliendo Ph.D. in Bilingual / Bicultural Education and Educational Administration University of Connecticut

Motivation

Carol Carter-LoweryProfessor Emeritus

Ed.D. in Educational LeadershipUniversity of Massachusetts at Amherst

Leadership for Diverse Schools, Contemporary Issues

Ethan Heinen Ph.D. in Educational LeadershipUniversity of MissouriColumbia

Evaluation

Penelope LisiProfessor1993

Ph.D., in Educational Leadership University of WisconsinMadison

Motivation; Curriculum Development; and Evaluation

Jerry Neipp Ed.D. in Educational LeadershipNOVA Southeastern University

Curriculum Development

Segun SogunroAssociate Professor1998

Ph.D. in Educational LeadershipUniversity of Alberta

Research; Curriculum Development; Motivation; and Curriculum Leadership

Lynda ValerieAssistant Professor

Ph.D. in Curriculum and InstructionUniversity of Connecticut

Literacy Instruction for Diverse Populations I

Part Time FacultyName and Title Degree and Institution Courses TaughtRobert Lindgren Ph.D., in Educational Administration

University of ConnecticutCurriculum Leadership; Curriculum Development

Richard Lindgren Ph.D., in Educational AdministrationUniversity of Connecticut

Curriculum Leadership; Contemporary Issues

Lisa Manley M.S., Connecticut State University, 2003

Instructional Computing

Neil Todd Ed.D. in AdministrationUniversity of MassachusettsAmherst

Curriculum Development; Curriculum Leadership; Motivation; and Evaluation


Department of Reading and Language Arts

Full Time Faculty

Name, Present Post Date, Coming to CCSU Degree and Institution Courses TaughtHelen R. AbadianoProfessor & Chair1992

Ph.D. in Language, Literacy & CultureEarly & Middle Childhood EducationOhio State University

Seminar in Reading and Language Arts Research; Creative Language Arts;Developmental Reading PK12; Current Trends in Developmental Reading

Elene S. DemosProfessor 1991

Ph.D. in Reading EducationUniversity of Wisconsin-Madison

Developmental Reading PK12; Diagnosis of Reading and Language Arts Difficulties; Seminar in Reading and Language Arts Research

Catherine KurkjianProfessor1995

Ed.D. in Reading and Language ArtsEmergent LiteracyUniversity of Northern Colorado

Teaching Children’s Literature; Technology in Reading and Language Arts Instruction; Creative Language Arts

Cara MulcahyAssistant Professor2002


Content Area Reading;Creative Language Arts

Jesse TurnerAssociate Professor1999

Ph.D. in Language and CultureUniversity of Arizona

Literacy Instruction for Diverse Populations I; Teaching Writing in Elementary Schools

Lynda M. ValerieAssistant Professor2003


Teaching Writing in Elementary Schools;Diagnosis of Reading and Language Arts Difficulties

Part Time FacultyName and Title Degree and Institution Courses Taught

James H. Johnston 6th Year: Reading and Language ArtsCCSU; Holds State of Connecticut advanced certification in reading and language arts; served as CT district language arts coordinator; leadership positions in national, regional, state professional organizations; conference presentations at state, regional, national in reading and language arts.

Creative Language Arts; Developmental Reading PK12


New England Association of Schools and CollegesCommission on Institutions of Higher Education

209 Burlington Road ● Bedford, MA 01730phone: (781) 271-0022 ● fax: (781) 271-0950

http://www.neasc.org

CIHE DATA FORMS FOR PUBLIC INSTITUTIONS

GENERAL INFORMATION

Institution Name: Central Connecticut State University

? FICE Code: 1378

? Carnegie Classification: Master's L: Master's Colleges and Universities (larger programs)

Annual Audit

Certified: Qualified

? Financial Results for Year Ending:

Fiscal year ends: Yes/No Unqualified

Most Recent Year30-Jun-

07 Yes Unqualified

1 Year Prior Yes Unqualified

2 Years Prior Yes Unqualified

? Contact Person:

Name: Dr. Braden J. Hosch

Title: Director of Institutional Research & Assessment

Telephone Number: 860-832-1734


E-mail address: [email protected]


mailto:[email protected]


CIHE DATA FORM 1: STATEMENT OF REVENUES AND EXPENSES (000 OMITTED)

FISCAL YEAR ENDS month & day: (06/30)

3 YEARS PRIOR

(FY 2005)

2 YEARS PRIOR

(FY 2006)

1 YEAR PRIOR

(FY 2007)

MOST RECENTLY

COMPLETED FY (FY 2008)

CURRENT BUDGET (FY 2009)

2 OPERATING REVENUES

3 ? TUITION & FEES $61,637 $64,004 $70,533 $71,412 $81,405

4 ?AUXILIARY ENTERPRISES (Enter here and/or on line 9)

5 ? LESS: SCHOLARSHIP ALLOWANCE ($7,181) ($8,242) ($8,916) ($8,982) ($8,477)

6 NET STUDENT FEES $54,456 $55,762 $61,617 $62,430 $72,928

7 ? GOVERNMENT GRANTS & CONTRACTS $15,866 $18,227 $20,960 $22,334 $21,033

8 ? PRIVATE GIFTS, GRANTS & CONTRACTS $667 $811 $926 $913 $1,016

9 ? AUXILIARY ENTERPRISES (Enter here or on line 4) $16,763 $14,092 $16,246 $17,482 $18,428

10 ? OTHER $58,753 $14,728 $14,389 $17,144 $14,786

11 TOTAL OPERATING REVENUES $146,505 $103,620 $114,138 $120,303 $128,191

12 OPERATING EXPENSES

13 ? INSTRUCTION $47,330 $51,842 $53,820 $57,951 $61,355

14 ? RESEARCH $1,544 $1,571 $1,327 $1,196 $1,223

15 ? PUBLIC SERVICE $3,765 $4,823 $5,120 $7,147 $7,348

16 ? ACADEMIC SUPPORT $16,612 $17,355 $18,266 $19,235 $20,057

17 ? STUDENT SERVICES $15,485 $15,827 $17,477 $18,318 $19,236


CIHE DATA FORM 1: STATEMENT OF REVENUES AND EXPENSES (000 OMITTED)

18 ? INSTITUTIONAL SUPPORT $20,078 $21,784 $23,565 $25,761 $26,760

19 ? OPERATION, MAINTENANCE OF PLANT $23,148 $25,467 $25,802 $24,593 $24,939

20 ? SCHOLARSHIPS & FELLOWSHIPS $15,722 $17,844 $21,129 $22,572 $22,978

21 ? AUXILIARY ENTERPRISES $53,914 $7,622 $8,389 $8,914 $8,923

22 ? DEPRECIATION $12,042 $11,992 $11,293 $11,300 $11,300

23 OTHER

24 TOTAL OPERATING EXPENDITURES $209,640 $176,127 $186,188 $196,987 $204,119

25 OPERATING LOSS ($63,135) ($72,507) ($72,050) ($76,684) ($75,928)

26 NON OPERATING REVENUES

27 ? STATE APPROPRIATIONS (NET) $61,530 $67,580 $70,394 $73,821 $73,216

28 ? INVESTMENT INCOME

29 INTEREST INCOME $1,148 $2,549 $3,586 $2,656 $1,870

30 ? OTHER $43,003 $9,303 $1,790 $807 $395

31 NET NON OPERATING REVENUES $105,681 $79,432 $75,770 $77,284 $75,481

32 INCOME BEFORE OTHER REVENUES EXPENSES, GAINS OR LOSSES $42,546 $6,925 $3,720 $600 ($447)

33 ? CAPITAL APPROPRIATIONS $5,591 $3,336 $1,912 $4,248 $4,301

34 OTHER

35 TOTAL INCREASE/DECREASE IN NET ASSETS $48,137 $10,261 $5,632 $4,848 $3,854


CIHE DATA FORM 2: STATEMENT OF CHANGES IN NET ASSETS AND INDEBTEDNESS (000 OMITTED)


3 YEARS PRIOR

(FY 2005)

2 YEARS PRIOR

(FY 2006)

1 YEAR PRIOR

(FY 2007)

MOST RECENTLY



3 NET ASSETS

4 NET ASSETS BEGINNING OF YEAR $195,378 $243,515 $253,776 $259,408 $264,256

5 ?TOTAL INCREASE/DECREASE IN NET ASSETS $48,137 $10,261 $5,632 $4,848 $3,854

6 NET ASSETS END OF YEAR $243,515 $253,776 $259,408 $264,256 $268,110

8 INDEBTEDNESS

9 BEGINNING BALANCE $0.00 $0.00 $0.00 $0.00 $0.00

10 ADDITIONS $0.00 $0.00 $0.00 $0.00 $0.00

11 ? REDUCTIONS $0.00 $0.00 $0.00 $0.00 $0.00

12 ENDING BALANCE $0.00 $0.00 $0.00 $0.00 $0.00

13 INTEREST PAID DURING FISCAL YEAR

14 CURRENT PORTION

Note: Entries for this data form can be obtained from the institution's general-purpose financial statements (GPFS).


CIHE DATA FORM 3: STUDENT CHARGES


2 YEARS PRIOR

(FY 2006)

1 YEAR PRIOR

(FY 2007)

MOST RECENTLY



3 ? TUITION AND FEE CHARGES

4 FULL-TIME UNDERGRADUATE STUDENT

5 IN-STATE 6,162 6,442 6,734 7,042

6 OUT-OF-STATE 14,102 14,764 15,454 16,935

7 PART-TIME UNDERGRADUATE STUDENT

8 IN-STATE$290 per credit hour

$305 per credit hour



9 OUT-OF-STATE$290 per credit hour




10 FULL-TIME GRADUATE STUDENT

11 IN-STATE 6,842 7,159 7,491 7,839

12 OUT-OF-STATE 14,746 15,444 16,171 16,935

13 PART-TIME GRADUATE STUDENT

14 IN-STATE$362 per credit hour




15 OUT-OF-STATE$362 per credit hour




17 ? ROOM AND BOARD CHARGES

18 UNDERGRADUATE STUDENT 7,312 7,890 8,146 8,618

19 GRADUATE STUDENT 7,312 7,890 8,146 8,618


CIHE DATA FORM 4: STUDENT ADMISSIONS DATA (Fall Term)Credit Seeking Students Only, Including Continuing Education

FALL TERM (YEAR)

4 YEARS AGO

(FY 04-05)

3 YEARS AGO

(FY 05-06)

2 YEARS AGO

(FY 06-07)

1 YEAR AGO

(FY 07-08)

CURRENT YEAR

(FY 08-09)

2 ? FIRST-YEAR STUDENTS avail

9/25/08

3 ? COMPLETED APPLICATIONS 5198 5549 5346 5696

4 ? APPLICATIONS ACCEPTED 3160 3421 3196 3495

5 ? APPLICANTS ENROLLED 1297 1358 1292 1478

6

AVERAGE STATISTICAL INDICATOR OF APTITUDE OF ENROLLEES (describe below) 1032 1032 1027 1010

7 ? TRANSFERS-UNDERGRADUATE

8 COMPLETED APPLICATIONS 1788 1763 1709 1663

9 APPLICATIONS ACCEPTED 1366 1350 1319 1216

10 APPLICANTS ENROLLED 924 849 940 839

11 ? MASTER'S DEGREE STUDENTS




15 ? FIRST-PROFESSIONAL DEGREE STUDENTS

16 COMPLETED APPLICATIONS

17 APPLICATIONS ACCEPTED

18 APPLICANTS ENROLLED

19 ? DOCTORAL DEGREE STUDENTS




Description of statistical indicator of aptitude of first-year enrollees (average combined SAT, average rank in high school graduating class, etc.):

Average combined SAT


CIHE DATA FORM 5

4 YEARS AGO

(FY 04-05)

3 YEARS AGO

(FY 05-06)

2 YEARS AGO

(FY 06-07)

1 YEAR AGO

(FY 07-08)

CURRENT YEAR

(FY 08-09)

2 ? UNDERGRADUATE avail

9/25/083 ? FIRST YEAR: FULL-TIME HEADCOUNT 1848 1901 1857 2018 4 ? PART-TIME HEADCOUNT 524 475 450 452 5 TOTAL HEADCOUNT 2372 2376 2307 2470 6 ? TOTAL FTE 1906.5 1944.23 1893.73 2141.57 7 ? SECOND YEAR: FULL-TIME HEADCOUNT 1656 1654 1708 1676 8 PART-TIME HEADCOUNT 260 217 215 188 9 TOTAL HEADCOUNT 1916 1871 1923 1864 10 TOTAL FTE 1682.6 1676.7 1732.33 1691.7 11 ? THIRD YEAR: FULL-TIME HEADCOUNT 1883 1920 1864 1945 12 PART-TIME HEADCOUNT 514 467 482 392 13 TOTAL HEADCOUNT 2397 2387 2346 2337 14 TOTAL FTE 2006.17 2015.57 1970.13 2026.13 15 ? FOURTH YEAR: FULL-TIME HEADCOUNT 1858 1970 2034 2019 16 PART-TIME HEADCOUNT 1061 1074 1034 1014 17 TOTAL HEADCOUNT 2919 3044 3068 3033 18 TOTAL FTE 2166.73 2252.4 2308.63 2307.77 19 ? UNCLASSIFIED: FULL-TIME HEADCOUNT 20 PART-TIME HEADCOUNT 21 TOTAL HEADCOUNT 0 0 0 0 22 TOTAL FTE 23 TOTAL UNDERGRADUATE HEADCOUNT 9604 9678 9644 9704 24 TOTAL UNDERGRADUATE FTE 7762 7888.9 7904.82 8167.17 25 ? GRADUATE 26 ? FULL-TIME HEADCOUNT 533 531 536 520 27 ? PART-TIME HEADCOUNT 2183 2106 1964 1882 28 TOTAL GRADUATE HEADCOUNT 2716 2637 2500 2402 29 ? TOTAL GRADUATE FTE 1238.33 1211.58 1169.38 1120.7

31 GRAND TOTAL HEADCOUNT 12320 12315 12144 12106 32 GRAND TOTAL FTE 9000.33 9100.48 9074.2 9287.87

UNDERGRADUATE RETENTION AND GRADUATION RATES

34 1ST YEAR STUDENTS RETURNING FOR 2ND

YEAR 80% 76% 79%avail.

9/25/08 --

35 ? GRADUATION RATE 40% 40% 44%avail.

9/25/08 --

DEFINITION OF UNDERGRADUATE FTE Credit Hours divided by 15DEFINITION OF GRADUATE FTE Credit Hours divided by 12


CIHE DATA FORM 6: PROJECTED FINANCIAL, TUITION AND FEE, AND ENROLLMENT DATA FOR NEXT THREE YEARS

? Fiscal Years FY 2010 FY 2011 FY 2012

PROJECTED FINANCIAL DATA (000s omitted)

3 TOTAL OPERATING REVENUES $131,517 $137,411 $141,533

4 TOTAL OPERATING EXPENDITURES $213,750 $222,911 $229,598

5 TOTAL OPERATING LOSS ($82,233) ($85,500) ($88,065)

6 NET NON OPERATING REVENUE $81,524 $86,063 $88,645

7 CAPITAL APPROPRIATIONS AND OTHER

REVENUES $4,301 $4,301 $4,301

8 TOTAL INCREASE/DECREASE IN NET ASSETS $3,592 $4,864 $4,881

PROJECTED TUITION AND FEE CHARGE

11 FULL-TIME UNDERGRADUATE STUDENT

12 IN-STATE $7,387 $7,750 $8,130

13 OUT-OF-STATE $16,961 $17,782 $18,600

14 PART-TIME UNDERGRADUATE STUDENT

15 IN-STATE $350/credit $365/credit $380/credit

16 OUT-OF-STATE $350/credit $365/credit $380/credit

17 FULL-TIME GRADUATE STUDENT

18 IN-STATE $8,227 $8,635 $9,060

19 OUT-OF-STATE $17,758 $18,622 $19,500

20 PART-TIME GRADUATE STUDENT

21 IN-STATE $440/credit $460/credit $480/credit

22 OUT-OF-STATE $440/credit $460/credit $480/credit


CIHE DATA FORM 6: PROJECTED FINANCIAL, TUITION AND FEE, AND ENROLLMENT DATA FOR NEXT THREE YEARS


PROJECTED ENROLLMENT [SUBMISSION version 8/14/2008 bjh]

31 UNDERGRADUATE STUDENTS

32 FULL-TIME HEADCOUNT 7,843 7,866 7,867

33 PART-TIME HEADCOUNT 1,915 1,858 1,808

34 IN-STATE HEADCOUNT 9,182 9,150 9,104

35 OUT-OF-STATE HEADCOUNT 576 574 571

36 TOTAL HEADCOUNT 9,758 9,724 9,675

37 TOTAL FTE 8,271 8,277 8,272

38 GRADUATE STUDENTS

39 FULL-TIME HEADCOUNT 513 512 517

40 PART-TIME HEADCOUNT 1,822 1,800 1,778

41 IN-STATE HEADCOUNT 2,128 2,065 2,001

42 OUT-OF-STATE HEADCOUNT 190 188 186

43 TOTAL HEADCOUNT 2,335 2,312 2,295

44 TOTAL FTE 1,103 1,092 1,088

CIHE DATA FORM 7: FACULTY PROFILE


5 YEARS AGO (Fall 03)




1 YEAR AGO (Fall 07)

CURRENT YEAR (Fall 08)

FT PT FT PT FT PT FT PT FT PT FT PT

3 ? NUMBER OF FACULTY Avail 11/1/08

4 PROFESSOR 140 153 159 165 178

5 ASSOCIATE 138 126 129 126 115

6 ASSISTANT 95 109 114 105 121

7 INSTRUCTOR 22 21 14 21 18

8 OTHER 461 475 434 468 453

9 TOTAL 395 461 409 475 416 434 417 468 432 453 10 AGE (MINIMUM, MAXIMUM, MEDIAN)

11 PROFESSOR: MINIMUM 38 39 40 34 35

12 MAXIMUM 78 79 80 81 78

13 MEDIAN 55 57 56 56 55

14 ASSOCIATE: MINIMUM 31 32 32 33 32

15 MAXIMUM 73 74 75 76 76

16 MEDIAN 51 51 49 50 50

17 ASSISTANT: MINIMUM 26 27 27 28 27

18 MAXIMUM 72 73 74 75 77

19 MEDIAN 45 46 42 41 41

20 INSTRUCTOR: MINIMUM 27 25 26 27 25

21 MAXIMUM 68 67 68 63 75

22 MEDIAN 48 48 41 49 53

23 OTHER: MINIMUM 21 22 23 24 22

24 MAXIMUM 80 79 80 81 82

25 MEDIAN 52 52 54 54 55

Note: Include all full-time and part-time teaching faculty with unmodified titles currently on campus, including academic administrators with faculty titles. Do not include unpaid or token-paid faculty or non-teaching faculty with modified titles (e.g. research professor). Include teaching visiting faculty.

MALE/FEMALE

31 PROFESSOR: MALE 95 104 106 111 118

32 FEMALE 45 49 53 54 60

33 ASSOCIATE: MALE 81 72 74 71 63

34 FEMALE 57 54 55 55 52

35 ASSISTANT: MALE 57 61 64 54 69

36 FEMALE 38 48 50 51 52

37 INSTRUCTOR: MALE 9 10 7 9 7

38 FEMALE 13 11 7 12 11

39 OTHER: MALE 266 247 248 256 254

41 FEMALE 195 228 186 212 199

41 TOTAL MALE 242 266 247 247 251 248 245 256 257 254

42 TOTAL FEMALE 153 195 162 228 165 186 172 212 175 199




YEARS AT THIS INSTITUTION (MIMIMUM, MAXIMUM, MEDIAN)

44 PROFESSOR: MINIMUM 0.35 0.37 1.9 3.36 0.34

45 MAXIMUM 37.9 45.37 46.37 47.37 40.94

46 MEDIAN 18.35 15.36 15.37 16.37 16.15

47 ASSOCIATE: MINIMUM 0.35 0.37 0.37 0.35 0.34

48 MAXIMUM 38.36 40.95 41.95 42.95 42.36

49 MEDIAN 11.32 7.35 8.35 8.64 9.35

50 ASSISTANT: MINIMUM 0.35 0.37 0.37 0.35 0.34

51 MAXIMUM 26.36 27.36 28.36 29.36 26.38

52 MEDIAN 4.16 1.36 1.37 2.37 2.37

53 INSTRUCTOR: MINIMUM 0.35 0.37 0.37 0.35 0.34

54 MAXIMUM 24.97 25.98 26.98 27.98 28.98

55 MEDIAN 1.66 1.33 1.37 0.95 2.14

56 OTHER: MINIMUM 0.32 0.29 0.29 0.22 0.22

57 MAXIMUM 39.41 37.36 39.94 40.94 41.94

58 MEDIAN 4.88 4.36 4.97 5.32 5.32



60 ? HIGHEST DEGREE EARNED

61 DOCTORATE

62 PROFESSOR 123 133 139 145 156

63 ASSOCIATE 115 105 107 104 96

64 ASSISTANT 56 77 78 71 87

65 INSTRUCTOR 1 0 0 1 2

66 OTHER 16 23 20 27 22

67 TOTAL 295 16 315 23 324 20 321 27 341 22

MASTER'S

69 PROFESSOR 13 15 16 16 18

70 ASSOCIATE 18 17 19 19 16

71 ASSISTANT 34 31 34 30 29

72 INSTRUCTOR 18 19 12 19 16

73 OTHER 115 29 35 41 54

74 TOTAL 83 115 82 29 81 35 84 41 79 54



BACHELOR'S

76 PROFESSOR 0 0 1 1 1

77 ASSOCIATE 3 2 2 1 1

78 ASSISTANT 2 0 1 3 5


80 OTHER 45 30 22 16 15

81 TOTAL 5 45 2 30 6 22 6 16 7 15

PROFESSIONAL LICENSE

83 PROFESSOR

84 ASSOCIATE

85 ASSISTANT

86 INSTRUCTOR

87 OTHER

88 TOTAL 0 0 0 0 0 0 0 0 0 0



110 ? BASE SALARY FOR ACADEMIC YEAR (MINIMUM,MAXIMUM, MEDIAN)


112 MAXIMUM 88000 91000 94000 96000 118000

113 MEDIAN 77000 68000 80000 95000 88000


115 MAXIMUM 74000 77000 79000 81000 83000

116 MEDIAN 61000 65000 68000 69000 72000


118 MAXIMUM 60000 62000 64000 66000 67000

119 MEDIAN 50000 50000 53000 56000 57000


TEACHING LOAD

90 ?

FALL TERM ONLY FOR EACH YEAR (MINIMUM, MAXIMUM, MEDIAN IN CREDIT HOURS)

91 PROFESSOR: MINIMUM 0.5 0.66 1 0.5 0.22

92 MAXIMUM 15.99 15.46 15.99 16.75 20.39

93 MEDIAN 9.98 10 9.51 9 9

94 ASSOCIATE: MINIMUM 0.33 0.5 1 1.5 2.31

95 MAXIMUM 16 16.15 16.32 18.33 16.2

96 MEDIAN 9.8 9.72 9.9 10.32 10

97 ASSISTANT: MINIMUM 7.32 6 3 3 6

98 MAXIMUM 17.33 14.23 15.31 21 16.83

99 MEDIAN 11.19 12 12 12 12

100 INSTRUCTOR: MINIMUM 9 10 9 9 10.62

101 MAXIMUM 15.33 15 12.33 13.65 13.25

102 MEDIAN 11.31 12 12 12 12

103 OTHER: MINIMUM 0.05 0.5 0.33 0.33 0.5

104 MAXIMUM 8 9 12 10 8.44

105 MEDIAN 4.625 4.5 4.5 4.5 4

Explanation of teaching load (if not measured in credit hours):



121 MAXIMUM 53000 55000 56000 58000 59000

122 MEDIAN 45000 48000 46000 50000 50000

123 OTHER: MINIMUM

124 MAXIMUM

125 MEDIAN

126 ?

FRINGE BENEFITS (MINIMUM, MAXIMUM, MEDIAN)


128 MAXIMUM 407816 335182 344045 355468 466805

129 MEDIAN 356490 253195 294077 351835 351549


131 MAXIMUM 140875 93404 95778 93804 99311

132 MEDIAN 117610 80973 84684 81635 88073


134 MAXIMUM 53555 37743 38571 36580 46768



135 MEDIAN 46163 32932 34025 32836 41485


137 MAXIMUM 53290 25146 25607 27029 33182

138 MEDIAN 46894 23420 22985 24963 29984

139 OTHER: MINIMUM

140 MAXIMUM

141 MEDIAN



142 ? NUMBER OF FACULTY APPOINTED

143 PROFESSOR 1 1 0 0 1

144 ASSOCIATE 3 3 5 1 3

145 ASSISTANT 27 38 28 24 26


147 OTHER 29 42 51 57 71

148 TOTAL 36 29 52 42 37 51 34 57 33 71


149 ? NUMBER OF FACULTY IN TENURED POSITIONS

150 PROFESSOR 135 147 152 159 172

151 ASSOCIATE 107 103 101 100 90

152 ASSISTANT 7 7 7 7 7


154 OTHER 11 0 0 0 0

155 TOTAL 250 11 258 0 261 0 267 0 270 0

156 ? NUMBER OF FACULTY DEPARTING

157 PROFESSOR 3 2 5 2 0

158 ASSOCIATE 2 3 3 6 2

159 ASSISTANT 3 8 4 7 22


161 OTHER 15 0 31 0

162 TOTAL 8 15 15 0 13 31 16 0 36 0

163 ? NUMBER OF FACULTY RETIRING

164 PROFESSOR 3 1 2 1 2

165 ASSOCIATE 1 1 1 1 4

166 ASSISTANT 0 1 0 0 2


168 OTHER 4 3 2 0 3

169 TOTAL 4 4 3 3 3 2 2 0 10 3


170 ?NUMBER OF FACULTY BY DEPARTMENT OR COMPARABLE ACADEMIC UNIT(USE THE INSERT ROWS FUNCTION TO ADDITIONAL ROWS AS NEEDED)

171 NAME OF DEPARTMENT OR ACADEMIC UNIT

172 Accounting 10 8 10 8 9 6 9 7 11 7

173 Anthropology 6 4 6 3 6 2 6 2 6 3

174 Art 13 21 13 24 12 21 12 22 13 20

175 Biology 17 9 17 11 12 8 12 10 12 7

176 Biomolecular Sciences 7 1 8 1 9 3

177 Business/International

178 Chemistry 9 3 9 2 8 2 9 6 9 5

179 Communication 12 9 13 4 13 5 13 5 14 6

180 Computer Electronic & Graphics 6 4 7 2 6 4 7 4 7 7

181 Computer Science 10 8 10 8 9 8 9 6 9 9

182 Career Services

183 Counseling & Family Therapy 6 13 6 14 7 9 7 8 6 14

184 Criminology & Criminal Justice 9 11 9 1 10 12 10 13 10 15

185 Design (Graphic Information) 4 3 5 4 4 2 4 2 5

186 Economics 7 3 7 1 7 3 7 3 8 4

187 Educational Leadership 11 9 12 16 14 4 14 5 14 4

188 Engineering 10 2 9 2 10 3 10 7 11 4

189 English 32 44 33 46 34 42 33 51 36 46

190 Finance 8 9 9 7 9 8 10 8 10 5



191 Geography 9 8 9 7 10 8 10 7 10 8

192 History 15 23 16 20 17 25 17 22 18 20

193 Industrial Technology

194 Management & Organization 11 9 11 9 12 6 11 6 12 4

195 Management Information Systems 9 12 9 11 9 8 9 7 8 9

196 Manufact and Construct Mgt 9 10 9 18 10 12 10 16 10 13

197 Marketing 9 12 9 6 9 9 9 6 10 4

198 Mathematics 26 65 28 66 30 61 29 64 31 62

199 Modern Languages 13 11 13 13 13 14 15 15 15 15

200 Music 8 29 9 51 9 30 10 28 10 27

201 Nursing 5 4 2 2 2 3

202 Philosophy 8 7 9 6 10 5 8 8 8 11

203 Physical Education&Health Perf 12 9 13 17 14 14 15 19 16 17

204 Physics, Earth Science, Sci 12 12 13 8 12 11 12 12 11 17

205 Political Science 7 4 7 2 7 6 7 9 6 6

206 Psychology 20 19 21 17 20 25 21 25 21 22

207 Reading 8 4 6 10 8 6 8 5 8 11

208 Social Work 3 2 2 3 3 3

209 Sociology 11 10 12 5 9 5 9 5 10 5

210 Special Education 6 2 6 6 6 6 6 7 6 3

211 Teacher Education 14 7 15 22 14 21 15 25 15 28

212 Technology Education 5 2 5 7 5 6 5 1 5 1

213 Theater 6 7 1 7 1 7 1 6



214 Undeclared 2 46 3 20 3 13 15 8


CIHE DATA FORM 8

FALL TERM (YEAR)

4 YEARS AGO

(FY 04-05)

3 YEARS AGO

(FY 05-06)

2 YEARS AGO

(FY 06-07)

1 YEAR AGO

(FY 07-08)

CURRENT YEAR

(FY 08-09)

UNDERGRADUATE Avail

9/25/083 ? CERTIFICATE 8 TOTAL 0 0 0 0

10 ? ASSOCIATE 28 TOTAL 0 0 0 0

UNDERGRADUATE 30 ? BACCALAUREATE 31 Communication 331 328 343 333 32 Computer Science 194 145 141 121 Special Education 1 1 0 0

33 Elementary Education 729 833 803 754 34 Early Childhood Education 153 23 14 3 35 Art Education 118 137 122 125 36 Technology Education 91 79 77 69 37 Music Education 88 86 89 87 38 Physical Education 287 306 327 363 39 Electronics Technology 43 38 40 37 40 Mechanical Engineering 0 0 7 81 41 Civil Engineering Technology 78 78 85 106 42 Industrial Technology 210 206 203 186 43 Manufacturing Eng Technology 37 41 32 26 44 Mechanical Engineering Technology 185 181 199 151 45 Computer Engineering Technology 0 2 29 56 46 German 2 4 3 3 47 French 18 20 19 18 48 Italian 10 13 12 12 49 Spanish 70 67 56 64 50 English 285 307 313 346 51 Biology 246 182 201 199 Biochemistry 0 12 8 19 Biomolecular Sciences 0 87 99 98 Mathematics 152 167 169 184 International Studies 0 16 25 30 Special Studies 21 4 8 9 Philosophy 20 18 21 25 Chemistry 48 43 47 41 Earth Sciences 36 37 30 32 Physics 20 19 19 23 Interdisciplinary Science 15 11 12 12 Psychology 558 586 583 610 Social Work 144 144 168 155 Social Science 32 33 44 28 Anthropology 46 37 37 38 Criminology 495 544 522 542

Economics 20 21 21 19

CCSU: NEASC Self Study

CIHE DATA FORM 8

Geography 65 59 67 65 Political Science 72 79 71 85 Sociology 150 146 143 138 Construction Management 143 146 175 197 Graphic Information Design 243 213 173 154 Theatre 81 73 77 73 Art 124 115 130 110 Music 32 33 45 38 Medical Technology 0 0 0 0 Athletic Training 57 79 80 81 Nursing 69 58 40 35 Management 486 506 512 575 Accounting 394 401 456 482 Finance 239 261 282 293 International Business 114 136 126 130 Management Information Systems 169 149 113 102 Marketing 395 436 417 428 Hospitality & Tourism 36 47 51 63 History 324 342 343 335

52 Undeclared 1042 1009 886 772 Undeclared (Non-Matriculated) 586 534 529 543

53 TOTAL 9604 9678 9644 9704

55 ? TOTAL UNDERGRADUATE 9604 9678 9644 9704


CIHE DATA FORM 8

? GRADUATE PROGRAM57 ? MASTER'S 58 Computer Info Technology 83 70 68 60 59 Data Mining 13 16 20 23 60 Educational Leadership 102 95 105 96 61 Educational Technology 46 46 44 38 62 Educational Foundations 26 26 24 18 63 Special Education 114 105 106 111 64 Counseling 141 138 156 156 65 Elementary Education 83 84 74 61 66 Early Childhood Education 23 24 15 25 67 Art Education 37 38 25 22 Business Education 2 5 0 1

68 Technology Education 35 23 19 13 69 Music Education 19 16 17 19 70 Physical Education 45 35 32 33 71 Reading 130 143 112 97 TESOL 31 33 24 34 Engineering Technology 14 25 35 33 Modern Language 32 19 21 19 Spanish 3 6 6 2 English 22 25 42 33 Biological Sciences 35 26 27 20 Biomolocular Sciences 0 11 20 17 Cell & Molec Biology 0 0 1 0 Mathematics 75 78 68 88 International Studies 29 25 27 32 Natural Sciences 23 26 22 20

72 Psychology 43 44 46 41 Criminal Justice 41 32 36 40 Social Science 2 0 0 0 Geography 29 25 26 27 Information Design 5 6 3 5 Marriage & Family Therapy 109 107 118 118 Biological Sciences: Anesthesia 90 90 90 91 Technology Management 77 68 62 69 Communication 29 14 31 29 Internat'l Master of Bus Admin 94 74 60 25 Construction Management 6 History 28 23 23 24 Public History 8 11 15 16 Undeclared 0 0 0 1

73 TOTAL 1718 1632 1620 1563


CIHE DATA FORM 8

75 ? FIRST-PROFESSIONAL 82 TOTAL 0 0 0 0

GRADUATE PROGRAM85 ? DOCTORATE 86 Educational Leadership 46 54 42 53 95 TOTAL 46 54 42 53

97 ? OTHER GRADUATE PROGRAMS 98 Post Baccalaureate 317 314 281 237 99 Post Masters 165 152 149 183 OCP 12 13 10 17 Undeclared (Non-Matriculated) 458 485 398 349

100 TOTAL 952 951 838 786

102 ? TOTAL GRADUATE 2716 2637 2500 2402


CIHE DATA FORM 9: CREDIT HOURS GENERATED BY DEPARTMENT OR COMPARABLE ACADEMIC UNIT

4 YEARS AGO

(FY 04-05)3 YEARS AGO

(FY 05-06)2 YEARS AGO

(FY 06-07)1 YEAR AGO (FY 07-08)

CURRENT YEAR

(FY 08-09)

2 ?NAME OF DEPARTMENT OR COMPARABLE UNIT

3 ? UNDERGRADUATE

4 Accounting 6570 6483 6519 7221

5 Anthropology 4473 4411 4395 4100

6 Art 6287 7262 6381 6363

7 Biology 6537 5647 6065 5932

8 Biomolecular Sciences 3147 3560 3905 4062

9 Business/International 150 183 138 501

10 Chemistry 3103 2982 3113 3879

11 Communication 8321 7654 6702 7872

12 Computer Electronic & Graphics 2190 2190 2199 2350

13 Computer Science 4525 4073 3818 4009

14 Career Services 3674 1932 1747 1536

15 Counseling & Family Therapy 129 162 177 195

16 Criminology & Criminal Justice 5652 6975 6956 7338

17 Design (Graphic Information) 1512 1362 1269 1173

18 Economics 4335 4215 4965 5604

19 Educational Leadership 328 284 249 224

20 Engineering 3180 3330 3705 4059

21 English 21357 21197 21433 20923

22 Finance 5313 5853 5505 5688

23 Geography 7052 6656 6075 6969

24 History 12848 13122 13031 13493

25 Industrial Technology 1578 615 297

26 Management & Organization 6360 6291 6171 6234



27 Management Information Systems 4293 4140 4290 4545

28 Manufact and Construct Mgt 2751 3639 4263 4818

29 Marketing 6891 6642 6486 6003

30 Mathematics 25170 26728 26725 26870

31 Modern Languages 6171 6436 6696 7132

32 Music 4047 3953 4142 3630

33 Nursing 576 413 350 411

34 Philosophy 7481 7190 6779 7148

35 Physical Education&Health Perf 7419 7760 8032 8554

36 Physics, Earth Science, Sci 5819 6043 6053 6233

37 Political Science 3822 3658 4024 4336

38 Psychology 17939 18647 19571 19476

39 Reading 1329 1563 1602 1446

40 Social Work 996 1278

41 Sociology 7826 7767 6893 6617

42 Special Education 909 795 723 735

43 Teacher Education 8721 8666 8637 8025

44 Technology Education 1476 1229 1111 1153

45 Theater 3255 2922 2997 2398

46 Undeclared 1404 1733 2120 3082

47 TOTAL 235920 236363 237305 243615



50 NAME OF DEPARTMENT OR COMPARABLE UNIT

51 GRADUATE

52 Accounting 201 168 87 57

53 Art 339 258 228 160

54 Biology 2355 1831 1679 1762

55 Biomolecular Sciences 181 354 451 285

56 Business/International 114 75 108 42

57 Chemistry 9 6 3

58 Communication 315 264 411 441

59 Computer Electronic & Graphics 75 117 111 150

60 Computer Science 381 402 252 219

61 Counseling & Family Therapy 3186 3147 3465 3636

62 Criminology & Criminal Justice 428 464 533 597

63 Design (Graphic Information) 15 24 27 24

64 Educational Leadership 2737 3422 2965 3221

65 Engineering 99 129 258 198

66 English 498 414 618 600

67 Finance 177 138 12 15

68 Geography 264 234 243 254

69 History 351 366 339 375

70 Industrial Technology 624 312 27

71 Management & Organization 225 186 24 30

72 Management Information Systems 345 249 501 204

73 Manufact and Construct Mgt 96 297 609 654

74 Marketing 240 147 75 3

75 Mathematics 891 921 945 1008

76 Modern Languages 387 285 234 297

77 Music 121 87 22 59



78 Philosophy 126

79 Physical Education&Health Perf 330 210 225 249

80 Physics, Earth Science, Sci 240 189 171 174

81 Political Science 36 39 39

82 Psychology 963 831 966 801

83 Reading 2028 1776 1485 1695

84 Special Education 1662 1482 1509 1626

85 Teacher Education 1398 1301 1250 1159

86 Technology Education 213 129 57 66

Undeclared 72

87 TOTAL 21614 20251 19929 20172


CIHE Form Standard 10: Public Disclosure

Para-graph Information Web addresses Print Publications

10.2How can inquiries be made about the institution? Where can questions be addressed? http://www.ccsu.edu/HowDoI/Default.htm

Undergraduate and Graduate ViewbooksUndergraduate & Graduate Catalogs

10.2Notice of availability of publications and of audited financial statement or fair summary

http://www.finance.ccsu.edu/.Foundation: http://www.ccsu.edu/foundation/

Will be added to Undergraduate Catalog; See Graduate Catalog, page 6

10.3 Institutional catalog http://www.ccsu.edu/Catalogs/ Undergraduate & Graduate Catalogs

10.3 Obligations and responsibilities of students and the institution http://www.ccsu.edu/studentaffairs/Student%20Code%20of%20Conduct_Approved_.pdf Survival Guide

10.3 Information on admission and attendanceUndergraduate: http://www.ccsu.edu/admission/default.htmGraduate: http://www.ccsu.edu/grad/admissions.htm


10.5 Institutional mission and objectivesMission: http://www.ccsu.edu/mission.htmlhttp://www.ccsu.edu/StrategicPlan08/ Undergraduate and Graduate Catalogs

10.5

Expected educational outcomes http://www.ccsu.edu/catalogs — in upcoming editions

Published in Graduate Catalog 2008; being developed for publication in the next edition of the Undergraduate Catalog (2009)

10.5 Requirements, procedures and policies re: admissions

Undergraduate: http://www.ccsu.edu/admission/default.htmGraduate: http://www.ccsu.edu/grad/admissions.htm Undergraduate and Graduate Catalogs

10.5 Requirements, procedures and policies re: transfer credit http://www.ccsu.edu/catalogs/Undergraduate/Admission/Special.htm#TransferAdmissions Undergraduate and Graduate Catalogs

10.5 Student fees, charges and refund policies http://www.bursar.ccsu.edu/ Undergraduate and Graduate Catalogs

10.5 Rules and regulations for student conduct http://www.ccsu.edu/studentaffairs/Student%20Code%20of%20Conduct_Approved_.pdfSurvival Guide and Graduate Studies Handbook

10.5 Other information re: attending or withdrawing from the institution

Undergraduate: http://www.ccsu.edu/admission/default.htmGraduate: http://www.ccsu.edu/grad/admissions.htmhttp://www.ccsu.edu/registrar/Policies/Withdrawal.htm Undergraduate and Graduate Catalogs

10.5 Academic programshttp://www.ccsu.edu/Catalogs/Undergraduate/2007_2009/PDF/UGAcademicProgs07.pdfhttp://www.ccsu.edu/Catalogs/Graduate/2008_2010/default.htm Undergraduate and Graduate Catalogs

10.5Courses currently offered https://ssb.ccsu.edu/pls/ssb_cPROD/bwskfcls.P_TermSel

Undergraduate and Graduate CatalogsContinuing Education Registration Booklet

10.5 Other available educational opportunities http://www.ccsu.edu/Future.htm Undergraduate and Graduate Catalogs

10.5 Other academic policies and procedureshttp://www.ccsu.edu/Catalogs/Undergraduate/2007_2009/PDF/UGcatAcademicInfo07.pdfhttp://www.ccsu.edu/Catalogs/Graduate/2008_2010/TheUniversity08.pdf#page=12 Undergraduate and Graduate Catalogs

10.5 Requirements for degrees and other forms of academic recognition http://www.ccsu.edu/Catalogs/Undergraduate/2007_2009/PDF/UGcatAcademicInfo07.pdf Undergraduate and Graduate Catalogs


http://www.ccsu.edu/Catalogs/Undergraduate/2007_2009/PDF/UGcatAcademicInfo07.pdf

http://www.ccsu.edu/Future.htm

http://www.ccsu.edu/Catalogs/Undergraduate/2007_2009/PDF/UGAcademicProgs07.pdf


10.6

List of current faculty, indicating department or program affiliation, distinguishing between full- and part-time, showing degrees held and institutions granting them http://www.ccsu.edu/Catalogs/Undergraduate/2007_2009/PDF/UGcatFacAdminLib07.pdf Undergraduate and Graduate Catalogs

10.6 Names and positions of administrative officers http://www.ccsu.edu/Catalogs/Undergraduate/2007_2009/PDF/UGcatGeneralInfo07.pdf Undergraduate and Graduate Catalogs

10.6 Names and principal affiliations of members of the governing board http://www.ctstateu.edu/trustees/boardmembers.htm

Web address for the Connecticut State University System Office will be included in the Undergraduate and Graduate Catalogs

10.7

Locations and programs available at branch campuses, other instructional locations, and overseas operations at which students can enroll for a degree, along with a description of programs and services available at each location

Added to website www.ccsu/grad; linked to Departments of Educational Leadership and Reading & Language Arts websites Added to Graduate Catalog (2008)

10.8Programs, courses, services, and personnel not available in any given academic year.

http://www.ccsu.edu/oira/data/factbook/ProgInventory.htmIn addition, courses that are cancelled or closed are noted on the web: https://ssb.ccsu.edu/pls/ssb_cPROD/bwskfcls.P_TermSel. Information about faculty who are on sabbatical will be included in the faculty listing of departments' websites. Office hours are listed on websites of individual offices (e.g. the library, health services).

Courses that are cancelled or closed are noted in the Enrollment Center registration booklet

10.9 Size and characteristics of the student body http://www.ccsu.edu/OIRA/data/factbook/enrollment/Default.htmUndergraduate and Graduate ViewbooksUndergraduate & Graduate Catalogs

10.9 Description of the campus settinghttp://www.ccsu.edu/CcsuProfile.htm Undergraduate and Graduate Viewbooks

Undergraduate & Graduate Catalogs

10.9 Availability of academic and other support services http://www.ccsu.edu/learnctr/ Undergraduate and Graduate Catalogs

10.9 Range of co-curricular and non-academic opportunities available to students http://stdctr.ccsu.edu/salead/


10.9Institutional learning and physical resources from which a student can reasonably be expected to benefit

http://www.ccsu.edu/Catalogs/http://www.ccsu.edu/about.htmlhttp://www.ccsu.edu/academics.html Undergraduate and Graduate Catalogs

10.10Institutional goals for students' education

http://www.ccsu.edu/goals/ (goals 1, 2, 4 & 5)In addition, a strategic plan with specific goals related to student learning will be mounted in the summer 2008.

Learning outcomes added to Graduate Catalog 08; to be added to Undergraduate next revision


http://www.ccsu.edu/goals/%20(goals%201,%202,%204%20&%205)In%20addition,%20a%20strategic%20plan%20with%20specific%20goals%20related%20to%20student%20learning%20will%20be%20mounted%20in%20the%20summer%202008.



http://www.ccsu.edu/CcsuProfile.htm


10.11

Success of students in achieving institutional goals including rates of retention and graduation and other measure of student success appropriate to institutional mission. Passage rates for licensure exams, as appropriate

http://www.ccsu.edu/oira/assessment/accountability/Default.htmhttp://www.ccsu.edu/oira/data/factbook/gradrate/Default.htmhttp://www.ccsu.edu/oira/data/Right-To-Know/Default.htmhttp://www.education.ccsu.edu/Departments/SEPS/Reports.asp

Web address for the Office of Institutional Research and Assessment will be included in the Undergraduate and Graduate Catalogs

10.11Total cost of education, including availability of financial aid and typical length of study

Cost: http://www.bursar.ccsu.edu/FT_Fees.htmFinancial Aid: http://www.ccsu.edu/finaid/ Undergraduate and Graduate Catalogs

10.11 Expected amount of student debt upon graduation http://www.ccsu.edu/planning/IR/Statistics/Historical/FinAid.html Web only — no plans to publish

10.13 Statement about accreditation http://www.ccsu.edu/oira/accreditation/default.htm Undergraduate and Graduate Catalogs




Preliminary List of Documentation Room Exhibits

Standard One Exhibits – Mission and PurposesExhibit 1.1 University Catalogs Exhibit 1.2 Union Contracts/ Collective Bargaining AgreementsExhibit 1.3 Center and Institute Reports (Public Policy and Social Research, 2000-2005; Institute for the Study of

Crime and Justice, 2002-2007; Institute for Municipal and Regional Policy, 2002-2007)

Standard Two Exhibits – Planning and EvaluationExhibit 2.1 Strategic Plan Approved in 2004 Exhibit 2.2 President’s Letter of PriorityExhibit 2.3 Diversity and Equity PlansExhibit 2.4 e-Learning Leadership Team Report Exhibit 2.5 Sustainability: Climate CommitmentExhibit 2.6 University Annual Reports (1999 through 2007)Exhibit 2.7 Annual Accountability Reports (2000 through 2007)Exhibit 2.8 Annual Reports from the Provost’s CouncilExhibit 2.9 Sample, External Accreditation Report, COAMFTEExhibit 2.10 Table of External Advisory BoardsExhibit 2.11 Charge/ By-Laws of the Assessment Committee; Policy on Academic Assessment

Standard Three Exhibits – Organization and GovernanceExhibit 3.1 Board of Trustees: Bylaws, policies, resolutionsExhibit 3.2 Central Connecticut University System Policies Exhibit 3.3 Union Contracts/ Collective Bargaining AgreementsExhibit 3.4 Organizational Charts Exhibit 3.5 University Administrator Position Descriptions Exhibit 3.6 CSU Human Resources Policies and ProceduresExhibit 3.7 New Employee Orientation MaterialsExhibit 3.8 Board of Trustee Background Information Questionnaire Exhibit 3.9 Board of Trustee OathExhibit 3.10 President’s Executive Committee: Organizational ChartExhibit 3.11 Sample, Student Committee Minutes Exhibit 3.12 Faculty Handbook

Standard Four Exhibits – The Academic ProgramExhibit 4.1 Undergraduate and Graduate Catalogs Exhibit 4.2 Samples, Undergraduate Major Program SheetsExhibit 4.3 Samples, Clinical and Field Experience GuidelinesExhibit 4.4 Graduate Planned Program SheetsExhibit 4.5 Masters Thesis and Special Project HandbooksExhibit 4.6 Doctoral (Ed.D.) Cohort PacketsExhibit 4.7 Graduate Research and Creative Presentation (2008)Exhibit 4.8 School of Graduate Studies Policy HandbookExhibit 4.9 Doctoral Cohort Profile (2002 through 2007)Exhibit 4.10 Sample, 400 Level Course SyllabiExhibit 4.11 Independent Study Course Registration FormExhibit 4.12 Brochure for Official Certificate Graduate Programs


Exhibit 4.13 Articulation Agreements with Community Colleges Exhibit 4.14 CSU System Annual Assessment Conference MaterialsExhibit 4.15 Samples, Doctoral Student Dissemination MaterialsExhibit 4.16 Graduate Comprehensive Examination HandbookExhibit 4.17 Rubric for Assessing Graduate Masters Theses or Special ProjectsOther Exhibits Sample, Course Syllabi

Enrollment Data for Fall 2008

Standard Five Exhibits - FacultyExhibit 5.1 Sample, Department By-laws for Evaluating Part-time FacultyExhibit 5.2 Center for Teaching Excellence and Leadership Development MaterialsExhibit 5.3 Central Courier and CSUS Publications Exhibit 5.4 Sponsored Programs Office: Grants at a Glance

Standard Six Exhibits – StudentsExhibit 6.1 Sample, FYE Faculty Development SessionExhibit 6.2 Center for International Education MaterialsExhibit 6.3 Survival Guide Exhibit 6.4 Graduate Studies HandbookExhibit 6.5 Registration BookletExhibit 6.6 University View BooksExhibit 6.7 Continuing Education BulletinsExhibit 6.8 Council on the Advancement of Standards in Higher Education (CAS) Self Assessment Report

Standard Seven Exhibits – Library and Other Information ResourcesExhibit 7.1 Library Mission Statement and GoalsExhibit 7.2 Library Operating Budget ReportExhibit 7.3 Library StaffExhibit 7.4 Library Resources and Skills (LSC 150) CourseExhibit 7.5 Collection Development Policy StatementExhibit 7.6 Information on CCSU Interlibrary Loan; iConn, State’s collection of Electronic Resources; Hartford

Consortium for Higher Education Libraries; and CT Council of Academic Library Directors LibrariesExhibit 7.7 Newsletters: Best Library Research AwardExhibit 7.8 Refurbishment of the Library: Facility ReportExhibit 7.9 Proposed Information Governance CouncilExhibit 7.10 LibQual and Survey Assessment Tools for the Library

Standard Eight Exhibits – Physical and Technological ResourcesExhibit 8.1 CCSU Room Inventory and Campus Building DataExhibit 8.2 General Fund Master Projects Exhibit 8.3 Facilities Planning Committee Guidelines and RegulationsExhibit 8.4 Risk Solutions International (RSI) Study Exhibit 8.5 Security Matrix Document Exhibit 8.6 Student Satisfaction Inventory: Executive SummaryExhibit 8.7 Whelen Mass Notification Broadcast SystemExhibit 8.8 Sample, Sustainability InitiativesOther Exhibit Campus Map


http://www.ccsu.edu/Students/Survival/

Standard Nine Exhibits – Financial ResourcesExhibit 9.1 Spending Plans Submitted To and Approved by the Board of TrusteesExhibit 9.2 Appendix A: Summary of Unrestricted and Restricted Funds Operating Results for the Ten Year

Period Ending FY 2008Exhibit 9.3 Appendix B: Capital Expenditures by Year and by Funding SourceExhibit 9.4 NCAA Required Audited Financial Statements Exhibit 9.5 Appendix C: FY 2009 Board Approved Operating Budget and Comparative Forecast for FY 2010 and

FY 2011Other Exhibit: PricewaterhouseCoopers LLP Audit

Standard Ten Exhibits – Public DisclosureExhibit 10.1 Results of Public Disclosure Surveys

Standard Eleven Exhibits - IntegrityExhibit 11.1 Faculty Handbook Exhibit 11.2 Journalistic Integrity ReportExhibit 11.3 IACUC GuidelinesExhibit 11.4 Sample, CCSU Cultural EventsExhibit 11.5 Formal Internal Complaint ProceduresExhibit 11.6 CCSU Diversity Conference


Preliminary List of URL (Electronic) Exhibits

STANDARD ONE—URL Listings

CCSU Mission Statement, CSUS Governing Mission Statement, University Planning and Budget Committee Website, Institute of Technology and Business Development 2006 Annual Report, Center for Public Policy and Social Research 2006 Annual Report, Institute for the Study of Crime and Justice Fifth Year Report, Institute for Municipal and Regional Policy Fifth Year Report, Greater Hartford Service Learning Initiative Report, Central Courier, George Muirhead Center for International Education, 360 Degree Communication, Blue Ribbon Commission on Diversity 2008 Report

STANDARD TWO—URL Listings

University Planning and Budget Committee Website, CSUS 2020 Program, Office of Institutional Research and Assessment (OIRA) Website, Key Performance Indicators, Cooperative Institutional Research Program, Freshman Survey (CIRP), National Survey of Student Engagement (NSSE), Noel-Levitz Student Satisfaction Inventory (SSI), President Miller’s, Announcement of Strategic Initiatives, President’s Committee on Environmental Sustainability, CCSU Strategic Plan 2008, CCSU Annual Accountability Reports, Delaware Study of Faculty Costs and Productivity, CCSU Accrediting Agencies and Accredited Programs, CSU/AAUP Collective Bargaining Agreement, Voluntary System of Accountability Survey, University Survey Responses, College Employee Satisfaction Survey (CESS), One-Year Retention Rate Data, Six-Year Graduation Rate Data, Summer Curriculum Community Engagement Grants, Program Metrics, Report on Demographic Change Related to the College-Bound Population, Voluntary System of Accountability Survey (VSA)

STANDARD THREE—URL Listings

Connecticut General Statutes, Faculty Senate Resolutions, CSUS Board of Trustees Members, CCSU Table of Organization, Preambles from the CSU/AAUP and CSU/SUOAF Collective Bargaining Agreements, Faculty Senate Website, University Planning and Budget Committee Website, Connecticut General Statutes: Title 10a, Sec 10a-1 through 10a-55c, Chapter 185b, Sections 10a-87 through 10a-101, Sections 10a-88, Sections 10a-151(a-c) and 10a-154b, and Section 10a-149, Board of Trustees Members, Graduate Student Association (GSA), CSUS Ethics Statement, , CCSU Strategic Plan, CCSU Annual Reports, Board of Trustees By-Laws, Office of the President Organizational Chart, CCSU Strategic Plan, 360 Degree Communication, Faculty Senate Constitution, Office of the Provost and Academic Affairs Organizational Chart, Student Government Association, Board of Trustees Website, College Employee Satisfaction Survey (CESS), Faculty Senate Meeting Minutes November 26, 2008, Faculty Senate Meeting, Minutes January 28, 2008

STANDARD FOUR—URL Listings

Inventory of Academic Programs, University Planning and Budget Committee Website, Delaware Study of Faculty Cost and Productivity, “Steps for Processing a New Program”, University Curriculum Committee, Special Studies Majors, Undergraduate Catalog, Academic Program Objectives, General Education Programs, First-Year Experience (FYE), Learning in Communities Project (LinC), Honors Program, Graduate Tenets, Field-Based Training and Internship Information, CCSU Annual Reports, Accrediting Agencies and Accredited Programs, Report on the Establishment of Academic Programming Offered Through Distance Education, Graduate Student


Accomplishments, Transfer Credit Equivalency Webpage, CSUS Memorandum of Understanding, Graduate and Undergraduate Policies, Transfer Credit Information, Credit for Prior Experiential or Non-Collegiate Sponsored Learning, Graduate Degree Requirements, Learning Outcomes, CCSU Policy on Assessment, CSU System Assessment Grant Summaries, General Education Assessments, CCSU Annual Accountability Reports, Assessment Report (2007-8) Submission Guidelines, Academic Assessment Committee, Office of Institutional Research and Assessment Website, General Education Assessment Summary 2006-7, Noel-Levitz Student Satisfaction Inventory (SSI), Graduate Catalog, National Survey of Student Engagement (NSSE), Retention and Graduation Rates, CCSU Strategic Plan

STANDARD FIVE—URL Listings

CSU/AAUP Collective Bargaining Agreement (CBA), CBA Articles 1.6.1, 1.6.2, 3, 4, 4.2, 4.6, 4.8.1, 4.11.9, 4.11.9.2, 4.11.14, 5.3.1, 5.3.2, 5.3.3, 5.3.4, 9.10, 10.2, 10.3, 10.4, 10.6, 10.6.4, 10.6.5, 10.8.1, 10.8.2, 10.10, 12.10.1, 15, Employee Demographic Information, Hiring Procedures, AAUP Annual Report, “Promotion and Tenure Policy for Tenure-Track Teaching Faculty,” Dean’s Scholarly Excellence Grants, Office of Sponsored Programs, Code of Ethics for Public Officials and State Employees, Board of Trustees Ethics Statement, Student Handbook, Undergraduate and Graduate Catalogs, CCSU Strategic Plan, Academic Integrity Website, Academic Misconduct Policy, Report on Academic Integrity Procedures (Faculty Senate Meeting May 2008), Tables 1 and 2 (Data about Faculty Responsibilities), Tables 3, 4, 5, and 6 (Survey of Teaching Faculty), External Grants and Contracts, Tables 7, 8, and 9 (Survey of Academic Faculty), Turnitin.com

STANDARD SIX—URL Listings

STANDARD SIX—URL Listings (continued)

Enrollment Data, Admission Policy, Standards for Admissions, Educational Opportunity Program (EOP), ConnCAS, Table of Graduation Rates, Office of Student Disability Services Website, Academic Center for Student Athletes, Retention Statistics, One-Year Graduation Rates, Six-Year Graduation Rates, First-Year Experience Program (FYE), Academic Misconduct policies and Regulations, Office of Institutional Research and Assessment, Honors Programs, Enrollment Characteristics, High School Class Rank, Police Services, CCSU Safety and Security, Advising Center, Career Services, Cooperative Education Placements, Student Code of Conduct, Center for International Education, Diversity Executive Summary, Student Leadership Development, Campus Employment, Student Clubs, Societies and Organizations, Inter Residence Council, Student Government Association, Student Union Board of Governors, CSU/SUOAF Collective Bargaining Agreement, Financial Aid, Graduate and Undergraduate Catalogs, National Collegiate Athletic Association (NCAA) Website, Athletic Academic Support, CCSU Student Handbook, CCSU “Commitment to Civility,” State of Connecticut Board Policy, CSU Student Code of Conduct and Statement of Judicial Procedures, Key Performance Indicators, Noel-Levitz Student Satisfaction Inventory (SSI), Retention and Graduation Council, “Bridges Program,” Writing Center, Learning Center

STANDARD SEVEN—URL Listings

Library Homepage, Copyright Policy, Library Reference Department, CCSU CONSULS Webpage, New England Library Network (NELINET), Online Computer Library Center (OCLC), Information Technology Committee By-Laws, CCSU Strategic Plan, Information Technology Classroom Labs Data, Vista Usage Fall 2007, Information


Technology Committee Minutes November 2, 2007, Information Technology Organizational Chart, Tech4U Website, ITS Policies and Procedures, 2007 Employee Satisfaction Survey Report, Town Meeting Survey Notes, Information Technology Governance Committee (ITGC) Charter, National Survey of Student Engagement (NSSE), CSU 2020 Plan

STANDARD EIGHT—URL Listings

Campus Building Data, Facilities Planning Committee Mission Statement, Capital Projects Long Range Plan, Capital Projects Overview, Tech4U Website, General Fund Master Projects List, CCSU Auxiliary Fund Buildings, Multimedia Technology Classrooms, State Building Code, Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act), Federal Emergency Management Agency (FEMA), American Society of Industrial Security (ASIS), Final Sustainability Audit Report, CSUS Board Resolutions 06-10, Gramm-Leach-Bliley Act (GLBA), Family Educational Rights and Privacy Act (FERPA), College Employee Satisfaction Survey (CESS), CESS Research Findings, Campus Law Enforcement Agencies, Campus Law Enforcement Report 2004-2005, CSUS 2020 Plan, NetPro Auditing Software, Virtual Desktop Infrastructure (VDI), VMware Servers, ERP Banner System

STANDARD NINE—URL Listings

Independent Auditor’s Report on the Application of Agreed-Upon Procedures, Fiscal Policies

STANDARD TEN—URL Listings

CCSU’s Online “411” Page, Audited Financial Statement, Graduate and Undergraduate Catalogs, CCSU Mission Statement Webpage, Information for Future Students, Online Degree Evaluations Webpage, Graduate and Undergraduate View Books, Application Packets, Student Disability Services Website, CCSU Strategic Plan, Retention and Graduation Rates, Bursars Office Webpage, Financial Aid Webpage, Voluntary System of Accountability (VSA), Office of Institutional Research and Assessment’s “Assessment” Webpage, Career Services Website, CCSU Accountability Reports, CSUS Survey of Undergraduate Completers, “CCSU in the News,” Office of Institutional Research and Assessment’s Online Fact Book, Institutional Advancement Website, Fiscal Affairs/Business Services Website, Department of English Website, Office of Marketing and Communication Website

STANDARD ELEVEN—URL Listings

CCSU Mission Statement, CSUS Ethics Statement, Affirmative Action Policies, CSU/AAUP and CSU/SUOAF Collective Bargaining Agreements, Student Handbook, Policy on Academic Misconduct, Office of Student Conduct, CCSU’s “Policy for Development and Maintenance of the University Web Site,” Committee on Academic Freedom, Connecticut Freedom of Information Act, Connecticut’s Code of Ethics, Family Educational Rights and Privacy Act of 1974 (FERPA), Office of Diversity and Equity, Human Studies Council, University Data Collection Policy, Annual Clery Report, Student Athlete Code of Conduct, Office of the Ombudsperson, “Establishment of Academic Programming Offered Through Distance Education: MS in Data Mining” Report, Board of Trustees Resolution 06-50, CCSU Hiring Goals, National Survey of Student Engagement (NSSE), Noel-Levitz Student Satisfaction Inventory (SSI), Blue Ribbon Commission Final Report 2008


OFF CAMPUS PROGRAMMING:

Jamaica Addendum—URL Listings

2007 Accreditation Report for MS in Educational Leadership and MS in Reading and Language Arts, Course Listing for Educational Leadership Curriculum, Course Listing for Reading and Language Arts Curriculum, Contractual Agreement Between Sam Sharp Teachers’ College and Central Connecticut State University, Jamaica Contra Revenue, Center for International Education Account Data, Jamaica Project Banner Index


Documents

Self-Study for Reaccreditation - CCSUweb.ccsu.edu/neasc/selfstudy/Central Connecticut State University … · Web viewThe University has also invested heavily in information technology