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Concord University Board of Governors

April 19, 2011 12:30 p.m.

The Concord Room 201A Marsh Hall

Concord University

Board Members

Lane Bailey, Vice Chair Josh Lawson Frank Blackwell, Chair John Mendez Hugh Campbell Brace Mullett, Secretary Steven Collins Amy Pitzer Robert “Doc” Foglesong Susan Rogers Elliot Hicks Stephanie Stafford

Gregory F. Aloia, President Sharon Manzo, Recorder

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Agenda

Concord University Board of Governors April 19, 2011 - 12:30 p.m.

The Concord Room, 201A Marsh Hall Concord University

I. Call to Order and Determination of Quorum II. Approval of the February 15, 2011 Minutes

III. Committee Reports

A. Academic Affairs Committee – Mr. Bailey, Chair/Dr. Smith, Vice President and Academic Dean

Action Items

Approval of the Program Proposal for a Master of Social Work

Approval of the New Content Specialization for Special Education under the current M.Ed. Program

Approval of the Program Proposal for a Master of Arts in Health Promotion

Approval of the History Certificate for Prism-WV Professional Development Program

Approval of the Academic Program Review – Athletic Training

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

/Mr. Garrett, Athletic Director

C. External Affairs Committee – Mr. Mullett, Chair/Mr. Gamble, Director of Enrollment/Ms. Alicia

Besenyei, Interim Vice President of Advancement

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

and Finance

Action Items

Tuition and Fees/Housing and Dining

Capital Financing Plan for Student Center

EAST Bond Project

Architectural Contract for EAST Bond Project

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

Action Items

Approval of Revisions to Policy #28, Student Financial Aid Policy

Approval of Awarding an Honorary Degree to Secretary Kay Goodwin

Intent to Revise Policy #35, Policy on Hiring Classified Employees

Intent to Revise Policy #6, Policy on Awarding Honorary Degrees

Intent to Plan a Policy on Hiring Non-Classified Employees

Intent to Plan a Policy on Disciplinary Action

Intent to Plan a Policy on Equalization of Overtime and Required Overtime

IV. President’s Report

V. Executive Session VI. Adjournment

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Board of Governors April 19, 2011 Meeting

Itinerary

8:30 – 8:55 Hospitality President’s Complex

9:00 – 10:00 Board Training* Concord Room 10:15-11:15 Board Training* Concord Room 11:30 – 12:15 Lunch State Room Jerry L. Beasley Student Center 12:30 Full Board Concord Room Board members are invited to tour the President’s home at the conclusion of the meeting. *Kathy Butler, Vice Chancellor of State Colleges/Senior Director of Academic Affairs, will address issues of the accountability requirement for Boards of Governors and also related approval processes and what that means to the Board.

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Concord University Board of Governors Committees 2010-2011

Academic Affairs Lane Bailey, Chair Hugh Campbell Brace Mullett

Doc Foglesong Josh Lawson Susan Rogers

University Staff Bill O’Brien

John David Smith George Towers Kendra Boggess

Cheryl Trull

Student Affairs Elliot Hicks, Chair

Amy Pitzer Stephanie Stafford

Josh Lawson Steven Collins

Frank Blackwell University Staff John David Smith Marjie Flanigan

Rick Dillon Kevin Garrett

External Affairs

Brace Mullett, Chair Stephanie Stafford

Steven Collins John Mendez Susan Rogers

University Staff Kent Gamble

Alicia Besenyei

Finance and Facilities John Mendez, Chair

Lane Bailey Frank Blackwell

Amy Pitzer Hugh Campbell Doc Foglesong

Elliot Hicks University Staff Charles Becker

William O’Brien Rick Dillon

Executive Committee

Lane Bailey Frank Blackwell

John Mendez Brace Mullett Elliot Hicks

Gregory Aloia

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Concord University Board of Governors February 15, 2011

Teleconference 10:00 a.m.

The Concord Room Marsh Hall - 201A

Chairman Blackwell administered the Oath of Office to Mrs. Myra Susan Rogers, who was recently appointed to the Board. Members present: Mr. Lane Bailey, Vice Chairman; Mr. Frank Blackwell, Chairman; Dr. Hugh Campbell; Mr. Steven Collins; General Doc Foglesong; Mr. Elliot Hicks; Mr. Josh Lawson; Mr. John Mendez; Ms. Amy Pitzer; Mrs. Susan Rogers Members absent: Mr. Brace Mullett, Secretary; Ms. Stephanie Stafford Call to Order and Determination of Quorum - A quorum being present, Mr. Blackwell called the meeting to order. Minutes of the December 14, 2010 Meeting – Mr. Bailey moved the approval of the minutes of the December 14, 2010, meeting; Mr. Hicks seconded; motion passed. Reports from the following committees were presented: Academic Affairs Student Affairs External Affairs Finance and Facilities Action Item – Finance and Facilities Committee Chairman, Mr. John Mendez, moved the following - Resolved, that the Concord University Board of Governors approve the University’s modification of capital bonding projects in an amount not to exceed $4.5M for renovation of the Towers dormitory. Motion passed. At the conclusion of the President’s Report, and there being no further business, the meeting was adjourned at 11:20 a.m. ________________________________ ________________________________ Frank Blackwell, Chairman Brace Mullett, Secretary :sm

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Academic Affairs Report to the Board of Governors April 19, 2011

Registrar’s Office

• An official transcript request and payment is now available on the University web site. Mrs. Susie Lusk, the Associate Registrar and Mr. Jamie Boggs, University webmaster, designed the program. This will be a beneficial service to students and alumni.

• There are 4 co-valedictorians for the May Commencement Ceremony. Ms. Amy Leigh Brush, Mr. Andreas Maerki, Ms. April Waller and Ms. Kathleen Sickman all have attained a 4.00 grade point average at Concord.

• Carolyn Cox, Registrar, and Charles Becker, Vice President Business and Finance, presented at the spring retreat of the West Virginia Association of Academic Administrators in Canaan Valley. They were selected for their expertise and evaluations were excellent.

• Early course selection is underway for current students for the summer and fall 2011 semesters. Early registration for new incoming students will begin on April 8th.

Division of Business

• Dr. Kendra Boggess will attend the National Business Education Association National Conference in April 2011

• Mr. John Fazio is taking his Comprehensive Examination, April 11th, 2011, in Florida • Dr. HeBoong Kwon recently had 2 papers accepted for publication:

o Hong, P. and Kwon, H.B* (2011), Research in Procurement: Review and Prospect, International Journal of Procurement Management, accepted in February 2011. * Corresponding author

o Joo, S.J., Min, H., Kwon, I.H., Kwon, H.B. (2010), Comparative Efficiencies of Specialty Coffee Retailers from the Perspectives of Socially Responsible Global Sourcing. International Journal of Logistics Management, Vol. 21, No. 3.

• Drs. Susan Robinett and Boggess will attend the International Conference and Annual Meeting of AACSB in NYC in April 2011

• Dr. Andrey Zagorchev has had papers accepted for publication o A Global Approach to Current Economic Trends, Graduate Research Review 2010, Lehigh

University, Bethlehem, PA. o “The long-run relation among financial development, technology and GDP: a panel

cointegration study” by Andrey Zagorchev, Geraldo Vasconcellos, and Youngsoo Bae. Accepted in Applied Financial Economics, 2011.

o He attended the AACSB Effective Teaching Practices seminar during spring break in Tampa, FL

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Division of Fine Arts

• On April 4th, Jennifer Robinette defended her dissertation successfully. Congratulations to the new Dr. Robinette

Division of Languages & Literature

• Grants from the West Virginia Endowment for the Arts are supporting several programs in the Division of Languages and Literature this semester. The Spanish-language Film Festival, ran from March 14-17, and consisted of showings of four recent feature-length films from Spain, Mexico, and Argentina (to capacity crowds) and a lecture by Dr. Valeria Manzano, University of Chicago on Screening Coming-of-Age: Youth, Politics, and Culture in Contemporary Hispanic Film (which also drew an overflow crowd). On Monday, April 4, Dr. T.J. Anderson, of Hollins University, performed his poetry. Dr. Anderson was accompanied by the Concord Jazz Band and percussionists, under the direction of Professor Casey Cangelosi. West Virginia author Denise Giardina will read from her works on Wednesday, April 6. And noted South African novelist, Zakes Mda, will give a lecture as part of the Artist/Lecture series on April 29. In addition, all of these authors met or will with individual classes during their time on campus. Special recognition is due Dr. Mattew Edwards and Dr. Katherine Arnoldi of the Division of Languages and Literature who made these arrangements.

Division of Natural Sciences

• The Division of Natural Sciences hosted the annual Region I Math Field Day on 3/26/11 for grades 4-12, which included our 1st-annual science and technology open house. Students, parents, and teachers toured demonstrations of our Eigenweg and virtual reality systems, electron microprobe lab, and X-ray fluorescence lab, and experienced hands-on examples of dissection in biology, rock/mineral/fossil identification in geology, forensic investigation in chemistry, and participated in an astronomy exploratorium in the physics lab.

• Roxanne Smoker was awarded an undergraduate research grant from the American Society of Pharmacognosy for an original research project entitled "Bioactive compounds from extremophile cyanobacteria found in acid mine drainage". She will work under the direction of Dr. Darrell Crick in the CU chemistry program.

Division of Social Sciences

• Faculty from the Geography program hosted the West Virginia Geography Bowl for high school students on March 19th.

• On April 1, the annual West Virginia Geographic Bee was held at Concord University for the first time. Abel Abraham, an 8th grader from St. Francis Catholic School in Morgantown, won first place and will represent West Virginia in the national competition in Washington, D.C. May 24-25, 2011. A field of approximately 80 4th through 8th graders from across the state competed and were accompanied by parents and teachers. The Bee is organized by the National Geographic Society and sponsored by Google Inc. and Plum Creek.

• Faculty from the Geography & RTM programs will host local high school students at International Studies Day, funded by the WV Cyrus Vance grant on May 7th.

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• Faculty from the Sociology and Social Work programs met with faculty from Southern WV Community College to discuss the feasibility of 2+2 programs in those disciplines.

• Dr. Susan Williams (RTM) organized the 5th Annual Career Fair on March 17th. Approximately 300 students met with 26 organizations offering jobs and internships.

• The Geography program has completed a search to replace Mr. Jan Westerik, who is retiring after 20 years of teaching at Concord. Mr. Tom Saladyga, a doctoral candidate from WVU will join the Geography program for the fall semester.

• Faculty members from the Psychology program are organizing Undergraduate Research Day, scheduled for April 21st.

• Dr. Karen Griffee, from Psychology, will be attending the Association for Behavioral Analysis conference in Sante Fe, New Mexico in April.

• Dr. Sarah Whittaker, Dr. Joan Pendergast and Dr. Ellen Darden attended the Annual Bachelors of Social Work Directors conference.

• Dr. Roy Ramthun & Dr. Susan Williams from the RTM program will attend the Northeastern Recreation Research Symposium in New York in April. Two Concord students will be attending and presenting research on the Social Assessment Methods for Beckley WV’s Community Parks.

J. Frank Marsh Library

• Joseph Franklin Marsh, Jr. Presidential Papers received by Archive and cataloging is ongoing

• Marsh Family donation of painting of Joseph Farquharson (The Egyptian Market) restored by Wiebold Studio in Cincinnati, OH. Painting dedicated and placed on permanent display in the library main reading room at Concord Founding Day

• Library proxy server for remote user access brought on line with EXProxy communications software in February 2011

• Charles Evans’ Americana Collection (periodicals 1660-1801) brought online and made available to remote users

• University of Virginia Rotunda Collection (U.S. Constitution Founding Fathers Documents) brought online and made available to remote users

• American Chemical Society periodical database increases number of journals available

• Wilkes Carnival Glass Collection moved to University Point for permanent display

• Received and processed gifts of over 700 titles from four patrons of the Marsh Library

• Completed 24-hour operations for student use during final examination week, Fall 2010 term

• Cataloger completed professional training with the Mountain Library Network (provider of the library automation software system)

• Gate traffic on track to exceed AY 2009-2010 data

• Traditional material loans on track to exceed 2009-2010 data

• Online material use on track to exceed 2009-2010 data

• Budget expenditures on track to meet 2010-2011 balanced budget

• Grant proposal to the National Endowment for the Humanities (NEH) completed for $6000 Archive support in FY 2011-2012

• Grant proposal to the WV Humanities Commission for $10,000 animation project for the childrens’ literature of WV author James E. Martin

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Graduate Studies

• Concord University’s Graduate Studies is submitting the following programs for approval for the BOG April 19, 2011 meeting:

o Master of Arts in Health Promotion Program Proposal (spring 2012) o Master of Education in Special Education Content Specialization Proposal (fall 2011/spring

2012) o Master of Social Work Program Proposal (fall 2012) o History Certificate for the Prism-WV Professional Development Program (spring 2011)

• The Higher Learning Commission (HLC) New Program Approval Report for the Master of Arts in Teaching (MAT) Program was submitted in March 2011. The HLC will determine if this program will involve a roundtable discussion to approve the program or if the program will require an on-site visit. The decision to conduct an on-site visit or approve the program will be made by May/June 2011.

• Currently, a report is being written and will be submitted by April 15, 2011 to the Program Review Board (PRB) of the West Virginia Department of Education for the MAT Program for program certification and teacher licensure. Additionally, the Master of Education in Special Education Content Specialization report for certification and teacher licensure is also being written for approval for the Program Review Board (PRB) of the West Virginia Department of Education.

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Reduction of Graduation Credit Hours to 120 Academic Policies Committee: The Academic Policies Committee met to study the impact of changing Concord University’s credit hours required for graduation from 128 hours to 120 hours. Each Academic Division noted that they could adjust their programs to meet the new requirement without cost to their program’s content and quality. The Academic Policies Committee brought their report to the Faculty Senate for discussion and approval on March 28, 2011. Faculty Senate approval: The Senate approved the change from 128 to 120 hours. Dean’s Staff/AAEC approval In keeping with the HEPC and other state institution’s plans to reduce their graduation requirement from 128 to 120 credit hours, the Dean’s Staff unanimously approved the motion and recommended it be forwarded to the Board of Governors for approval.

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Concord University Board of Governors Meeting of April 19, 2011 ITEM: Program Proposal – Master of Social Work (MSW) RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approves the program proposal for a Master of Social Work (MSW)

STAFF MEMBER: Dr. John David Smith, Dr. Cheryl Trull-Barnes BACKGROUND: Concord University requests approval of the Master of

Social Work program to be offered beginning 2012. The

primary goal of the Master of Social Work program is to

prepare graduates for advanced generalist social work

practice in southern West Virginia.

The Master of Social Work (MSW) program will consist of

two different tracks; the Standard program and the

Advanced Standing program. The Standard program (both

full-time and part-time) will require the completion of 57

academic credit hours.

Full proposal may be viewed at concord.edu/administration. Hard copies available as requested.

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Concord University Board of Governors Meeting of April 19, 2011 ITEM: New Specialization in the M.Ed. Program – Master of Education

in Special Education Content Specialization RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approves the new content specialization for Special Education under the current M.Ed. Program.

STAFF MEMBER: Dr. John David Smith, Dr. Cheryl Trull-Barnes BACKGROUND: Concord University seeks to implement a Master of

Education in Special Education (M.Ed. in SPED) content specialization beginning fall 2011. This would constitute an addition to the current content specializations available for Concord’s existing M.Ed. Program that was approved by Concord University’s Board of Governors, the Commission on Institutions of Higher Education of the North Central Associate of Colleges and Universities (HCL), and the West Virginia Higher Education Policy Commission (WVHEPC) in 2002/03.

The M.Ed. in SPED is specifically designed to prepare practicing, content teachers as “highly qualified” special educators in specific content areas as indicated by the West Virginia Department of Education (WVDE) in Policy 5100 and as approved by the West Virginia Board of Education (WVBOE). Additionally, the program is designed to enhance instructional delivery in general education, content area classroom environments where students with special learning needs are included.


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Concord University Board of Governors Meeting of April 19, 2011 ITEM: Program Proposal – Master of Arts in Health Promotion RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approves the program proposal for a Master of Arts in Health Promotion

STAFF MEMBER: Dr. John David Smith, Dr. Cheryl Trull-Barnes BACKGROUND: Concord University seeks to implement a Master of Arts

(MA) in Health Promotion, beginning spring 2012. The 33 credit hour MA in Health Promotion combines 24 credit hours from the already approved M.Ed. in Health Promotion content specialization with the addition of nine (9) credit hours designed specifically for the new program. Approval to plan the MA in Health Promotion was granted by the Concord University’s Board of Governors (BOG) in September 2010 and by the West Virginia Higher Education Policy Commission in October 2010.

The MA in Health Promotion Program will prepare highly trained health educators to meet the health needs of our society in a variety of work settings. This progressive MA in Health Promotion Program, with a curricular emphasis on health topics salient to West Virginians, will focus on evaluation, program planning, and implementation of interventional strategies as a form of primary and secondary prevention processes.


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Concord University Board of Governors Meeting of April 19, 2011 ITEM: Post Baccalaureate History Certificate for Prism-WV

Professional Development Program RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approves the History Certificate for Prism-WV Professional Development Program

STAFF MEMBER: Dr. John David Smith, Dr. Cheryl Trull-Barnes BACKGROUND: Concord University seeks to implement a History Certificate

for Prism-WV Professional Development Program beginning spring 2011.

Concord University proposes to provide graduate level online instruction for middle and high school teachers responsible for teaching American History in the schools in a 9-county “Southern West Virginia Consortium for Study of the American Founding” for completion of a 15 credit-hour History Certificate. The certificate will enable students to complete coursework and receive appropriate credit as indicated in the Teaching American History (TAH) grant. The 15 credit hour certificate completion will appear on participants’ transcripts.

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History Certificate for Prism-WV Professional Development Program Proposal

I. Certificate Description

“Prism-WV and America’s Founders: Providing Perspective to a Legacy of Principle and Perseverance in the Traditional American History Classroom” is a five year program approved by the U.S. Department of Education under the Teaching American History (TAH) grant program. The Regional Education Service Agency (RESA I) in southern West Virginia will administer the grant and serve as fiscal agent. Partners in the grant include Concord University, the West Virginia Humanities Council, the Mountain Library Network, research libraries at Concord and Bluefield State College, the nine county libraries which comprise the Consortium, and area historical societies.

The TAH grant indicates that the Prism-WV professional development program will offer a History Certificate through Concord University. Therefore, Concord University proposes to provide graduate level online instruction for middle and high school teachers responsible for teaching American History in the schools in a 9-county “Southern West Virginia Consortium for Study of the American Founding” for completion of a 15 credit-hour History Certificate. The certificate will enable students to complete coursework and receive appropriate credit as indicated in the grant. The 15 credit hour certificate completion will appear on participants’ transcripts.

The proposed Prism-WV and America’s Founder project consists of 15 credits of graduate coursework. This History Certificate will not compete with any existing programs at the undergraduate or graduate level at Concord University.

According to the Higher Education Policy Commission (HEPC) Series 11 - §133-11-3. Submission Procedures, Section 3.3.4 certificates may be issued as follows:

Certificate Programs: A certificate program (as distinguished from the one-year Certificate Degree Program offered by the community and technical colleges) is a coherent, specialized curriculum designed for students in search of a specific body of knowledge for personal/career development or professional continuing education. The certificate program is not attached to a degree program, although credit hours earned in a certificate program may be applied to a degree if they are deemed appropriate by the institution. The awarding of a certificate upon completion of the program is not contingent upon completion of a degree program. The certificate will appear on the student’s transcript and an institution may issue an official certificate of completion. Normally, a minimum of six (6) and no more than nine (9) credit hours would constitute a certificate program at the associate level, and a minimum of twelve (12) and no more than twenty-one (21) would constitute a certificate program at the baccalaureate or graduate level

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II. Rationale for New Certificate

Prism-WV’s 5-year professional development program for the region’s American History teachers has two principal long-term goals: 1) to improve the content knowledge, understanding, and appreciation of the region’s American History teachers and selected student interns for the contributions of American’s Founders and the efforts of those who followed them to implement the nation’s 1st Principles; and 2) to improve the content-based instructional strategies and skills of these teachers so that student appreciation for rich and engaging American History content is improved.

Prism-WV will create regional teaching and research partnerships between teachers of American History in grades 4, 5, 10, and 11 [Policy 2520.4, “21st Century Social Studies Content Standards and Objectives for West Virginia Schools” (WV-CSOs), July 2008] and the American History faculty at Concord University, the region’s premier teacher education institution. It will provide corrective intervention, under the Competitive Preference Priority [CPP] included in this proposal, for all 19 schools [2 elementary, 11 middle, and 6 high schools] not making AYP in 2007-08 under NCLB in the 9 Consortium counties.

Prism-WV will serve 40 WV American History teachers in Year-1 and 50 more in Year-2 of a 5-year program. All program participants will be admitted during the first two years – the two groups will blend into a single cohort by the end of project Year-2. During that period they will (1) attend two 2-week residential Summer Academies on Concord’s campus, (2) reconvene each February and later each spring for 2-day Review/Assessment and Colloquium sessions, and (3) complete two online graduate classes in American History, -- Year-1 on the Founding and efforts to implement its 1st Principles in the nation’s early years, Year-2 on the challenges to the Founding’s 1st Principles posed by slavery and sectional debates over the nature of the union. During this initial 2-year period, Concord’s faculty liaison and mentor teachers will visit participant classrooms at least once each year and Competitive Preference Priority teachers at least twice each year to evaluate implementation of project content and teaching strategies – to include delivery of research-based modules that teachers will develop during each Summer Academy.

In Year-3 the program will begin a more focused assessment effort, designed to measure the effectiveness and impact of project instruction over a three-year period. Concord’s faculty liaison will continue regular on-site classroom visits, the Summer Academies will reduce in Years 3, 4, and 5 from 2-to 1-week residential sessions, during which guest scholars will address the content challenges of the coming year’s graduate class. Summer Academies will feature substantive instruction on I-TAP and related delivery technologies, significant mentored planning and research time, scholar insights related to the particular content modules under

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development, targeted seminars and workshops related to the call in application guidelines for “content-related teaching strategies,” and planned efforts to support cohort team-building.

February Review/Assessment sessions and late Spring Colloquia will focus on teacher reports to colleagues on data generated in their own classrooms, presentations by the faculty liaison on classroom visitations, assessment workshops by the external evaluator, pre-and-post testing, and participant survey analysis of content knowledge and instructional strategies. The Rural Schools Community Trust, external evaluator for the project, will attend the February sessions to inform participants about the assessment requirements of the program and oversee the construction and administration of content-based assessment instruments. Beginning in Year-3, the Rural Trust will begin to share with participants some of the more informative data collected. These reports will drive program change and planning corrections. The content-based assessment instruments, in compliance with GPRA requirements, will contain at least 50% questions from standardized [AP, NAEP, ACT, SAT] tests, the rest to include items designed specifically to measure the effectiveness of this project. The external evaluator will advise on instrument validity. Throughout the 5-year sequence, the project website will prove especially significant. It will post research sites and sources, lesson plans and participant modules, bibliographical information of particular significance to the program, relevant essays and narrative accounts linked to the project, and important assessment communication and information from project officials and from the external evaluator. Summer Academies will provide both pre-test and post-test opportunities for teachers and program evaluators. Summer-1 will pre-test participants on the Founding, Summer-2 will feature the post-test to measure what was learned in Year-1, as well as a pre-test opportunity for the Civil War unit to follow. This process will continue through the project period, with a final Summer Academy [Summer-6, 2015] to assess the total project and measure the effectiveness of the capstone class completed that previous spring.

III. Need and Demand

Nineteen schools out of 134 in the 9-county Consortium to be served by the Prism-WV professional development program were identified under No Child Left Behind (NCLB) as not meeting Annual Yearly Progress (AYP); one school was under corrective action, while another is under restricting. Therefore, the Prism-WV program will focus on the schools who did not achieve AYP under the Elementary and Secondary Schools Act of 1965, as amended by NCLB (2000), with the focus to address specific needs in traditional American History classrooms.

Additionally, Highly Qualified Teachers (HQT) in the state of West Virginia has serious limitations when measured against the objectives of the Prism-WV project. Rarely do we find history teachers in the region with in-field graduate education. Concord University has recruited history adjunct instructors in southern WV for decades; almost never do teachers with the

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minimum 15 in-field graduate hours surface. Prism-WV will solve this problem. American History teachers who complete this 5-year sequence will improve their content knowledge, understanding, and appreciation for the discipline in the classrooms. It is in this academic context that Prism-WV turns around the teaching and learning of traditional American History in southern West Virginia in very significant ways, as follows:

restores relevance of writing, reading, and applied research to “doing history” uses WV sources to connect students with their past in a believable and personal way

creates partnerships that strengthen the professionalism of classroom teachers

demonstrates through reflective and analytical writing the power of story in history

presents for reflection historical concepts that underlie questions that historians ask

restores human and civic outcomes long absent from American History classes

treats traditional American History as a core subject in the core of the core curriculum

IV. New Certificate Requirements:

Admission Requirements:

This segmented annual program responds to recommendations from participants in the 2002 TAH program. The 1-Day Fall Orientation in Years 1 and 2 demands early selection of teachers, permits inclusion of partners in the program from its inception, discourages early those unwilling to do the work required [See GEPA Section 427 Statement], and permits early creation of project research teams. The residential Summer Academy provides time for research, collaboration, and writing, as well as reflection and instructional planning and design. The Review/Assessment session each February and the annual spring Colloquium creates program continuity and cohort support, and highlights the premium placed on subject-matter knowledge and evaluation. The “work required” reference above deserves further mention here -- teachers urged to demand more from their students must model that message. Summer Academy projects for teachers and student-interns alike include submission of a document-based essay from a recent Advanced Placement [AP] US History test, and a short [1000-word, 5-page], module-specific research project -- both intended to model historical writing [interpretive, synthetic writing from the sources], each to be evaluated by Academy faculty. Prism-WV’s principal projects are research-based, content-rich teaching modules, developed by vertical teaching teams, each member to teach the module [appropriate to grade level] during the regular academic year. Each team will include a mix of elementary, middle, and high school American History teachers, a student

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intern, a mentor teacher, and a college faculty advisor. Teachers and interns alike will learn how to evaluate historical writing, design rubrics, and measure student learning and understanding from what students write [WV CSO’s]. A critical component for the 1st two Summer Academies, drawn from 2002 recommendations, is the on-site delivery of a teaching module to invited youngsters [“Energy Express”] in a true laboratory setting. “Master” teachers from the 2002 program will teach specially assembled summer groups of elementary, middle, and high school students the essentials of a source-based American History module for the benefit of their Academy colleagues.

Required Online Courses:

EDUC 550: HISTORY: “Rights, Revolution, & Nation-Building in Early America, 1607-1815” 3hrs

EDUC 550: HISTORY “Civil War in America – Individual Rights, Responsibilities, and the Nature of the Union, 1787-1900” 3hrs EDUC 550: HISTORY: “Civil Rights and Liberties in the United States – The Courts Assign Meaning to America’s Constitution” 3hrs.

EDUC 550: HISTORY: “America’s Emergence as a Global Power: Founding Principles Applied on a World Stage” 3hrs EDUC 550: HISTORY: “Leadership -- Character, Virtue, and Civic Responsibility in America” 3hrs

Total 15 hrs

Course Descriptions:

Prism-West Virginia Online Course Descriptions

EDUC 550: HISTORY: “Rights, Revolution, & Nation-Building in Early America, 1607-1815”

The subject-matter focus in Year-1 links historical context with the emergence of the ideas that informed America’s Founders. Guest scholars who will lead this unit include Dr. Robert M. Bliss, Dean of the Honors College, University of Missouri St. Louis and Dr. John Kaminski, Director of the Ratification of the U. S. Constitution Project, University of Wisconsin-Madison.

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From the rights of Englishmen in a new land to covenant theology’s contribution to popular government, from contradictions about slave and indentured labor in a world where neither seemed to fit to the rise of communities where property was plentiful and rights to it unalienable, from an imperial world where rules from home were unheard of to one where de Crevecoeur’s “new Americans” claimed home rule, from realities of imperial turmoil to rebel accounts of it as plots against human freedom, from events best viewed in both their imperial and revolutionary settings to Jefferson’s brilliant defense of rights “from nature and nature’s god,” from all of these was born the American Founding. Prism-WV will examine post-1776 constitution-making for evidences of the revolution’s self-evident truths, it will address the Federalist/Anti-Federalist controversy over the Constitution in light of the Founder’s 1st principles, it will consider the emergence of parties in the 1790’s from that same perspective, and it will examine debate over the nature of the union [Virginia/Kentucky Resolutions, Hartford Convention] and America’s role in the world [Washington’s Farewell and Jefferson’s Embargo] against these same Founding principles.

EDUC 550: HISTORY: “Civil War in America – Individual Rights, Responsibilities, and the Nature of the Union, 1787-1900”

Adoption of the Constitution in 1787 and putting the nation’s political infrastructure in place in the years following settled fundamental institutional questions, but left slavery in place, the path toward economic development in sectional turmoil, and questions related to the union and the rights of all Americans in limbo. Year-2’s program will address these questions as the nation moved toward civil war. It will examine both the economic and the human contradictions of a nation housing two incompatible labor systems, and a political system seemingly incapable of any resolution other than short-term compromise. The Court’s efforts, first in Dred Scott, then the 14th Amendment, to divine symmetry in a union that wasn’t quite united will be addressed, focusing especially on fundamental human rights and juridical changes in federal-state relations designed to protect them. The shift from state to federal protection of individual rights under the 14th Amendment will receive special attention, as will 1st principles in the Lincoln-Douglas Debates, Lincoln’s decision to honor morality and human rights in emancipation against the Constitution’s protection of property rights, and Reconstruction’s affect on the nature of the union. Guest scholars will be invited to participate in this unit.

EDUC 550: HISTORY: “Civil Rights and Liberties in the United States – The Courts Assign Meaning to America’s Constitution”

The 3rd Summer Academy and the graduate class to follow will address directly the issues of human rights and civil liberties in American jurisprudence. Primary sources will include Supreme Court decisions and historical essays and narratives that address these critical issues. A key distinction between human [natural] and civil rights will be explored, focusing especially on the nature of freedom in modern America and the degree to which key rights and liberties support a social, cultural, and economic dimension as well as a human one. This unit will consider carefully the idea of “Originalism” made so visible by Justice Antonin Scalia – is it possible to know for certain what the Founders intended when they wrote and spoke? To what extent is the idea of a “living Constitution” valid? How do these questions about 1st principles affect our understanding of the Founders? The Constitution? In today’s world, where

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youngsters are confronted constantly with behavior seemingly devoid of ethical or moral dimensions, where the idea of truths, of rights and wrongs, is under siege, these questions assume critical importance. Preparing our American History teachers to deal with them will drive the choice of materials and sources in Year-3 of the program. Guest scholar for this unit is Professor Stanley I. Kutler, Emeritus Professor of Law and E. Gordon Fox Professor of American Institutions, University of Wisconsin-Madison. EDUC 550: HISTORY: “America’s Emergence as a Global Power: Founding Principles

Applied on a World Stage”

Year-4 of the Prism-WV program traces the contours of American foreign policy from the colonial period to the present, from John Winthrop’s charge of mission to God’s chosen people through the ideas of the Founders blended over time into ideas of “American Exceptionalism.” In sources to be examined in Summer Academy # 4 and in the graduate class and assessment sessions to follow, participants will confront the principles used to validate and rationalize America’s expansion to the Pacific and beyond. From efforts to expand slavery to the human rights argument against it, from Indian removals west President Polk’s claims of Manifest Destiny against Mexico, from Clay’s American System and Monroe’s Doctrine to Seward’s Pacific empire and Wilson’s “war to end all wars,” from world wars against dictators to George Bush’s pre-emptive effort to thwart terrorism and secure democracies around the world, we continue to confront the precepts of the Founders. Prism-WV examines the impact of ideology, culture, race, economics, and power politics on the nation and its people, as well as on other nations and their peoples. Particular attention is paid to the impact and future promise of America’s founding principles and precepts.

EDUC 550: HISTORY: “Leadership -- Character, Virtue, and Civic Responsibility in America”

This course is the capstone subject-matter experience for program participants. It will begin and end with Summer Academy sessions on the Concord University campus. Guest scholars will address significant episodes and crisis situations in the American experience that have engendered leadership. Students consider leadership from alternative perspectives, address cultural variations in defining it, and key traits which seem inherent to those exhibiting it. This class will focus on key links between historical examples of leadership in American History and the ingredients of character, virtue, and civic responsibility so critical to the Founders. A key question asked of the Founders and American leaders who followed them addresses the degree to which America’s founding principles and the political context within which they have flourished is conducive to leadership. The capstone segment in this Prism-WV series, this unit will link people, historical context, the human qualities admired most by the Founders, and the degree to which the nature of the American experience itself seems responsible for these connections. Methodologically, this capstone experience will require the application of cognitive, analytical, and research skills included in NAEP’s domains for historical knowing and thinking. The final Summer Academy experience [Summer # 6] will provide opportunity for program administrators and the external evaluator to conduct a wrap-up assessment of the capstone initiative and the entire project experience.

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Note: EDUC 550 allows for special topic courses in which the course titles may change, but the CRN# remains the same.

V. Resources Required: Faculty, Library, Facilities including laboratories

Faculty:

Additional faculty resources are not needed for the certificate program. Faculty will be paid through the TAH grant by RESA in association with Concord’s Research and Development Corporation.

Library:

Consistent with Absolute Priority #1 in the TAH program, Prism-WV drives several long-overdue regional and statewide library, historical society, and museum partnerships that would not happen without the impetus from this project. With project support, all will network with Concord University’s library and the Innovative Technology Application Project [I-TAP] in its Rahall Technology Center to make digitally-transmitted primary source materials and 3-D interactive simulations, modeling, animation, and visualization technology available to participating classrooms. No additional funding will be necessary at this time for library materials; cost incurred by this program will be encumbered by grand funds.

Facilities:

Although grant participants may be utilizing Concord’s campus during the Summer Academies and possible “end of project” meetings throughout the 5-year timeframe, cost incurred by this program will be encumbered by grand funds.

Budget requirements

Faculty, library resources, facilities, and a budget are already in place and no additional resources will be necessary at this time.

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Concord University Program Review: AY 2010-2011 Reporting Format: West Virginia Higher Education Policy Commission Policy #10, October 2008 version Submitted to the Concord University Board of Governors: April 19, 2011 External Reviewers Utilized: Commission on the Accreditation of Athletic Training Education (CAATE) Program Reviewed: Bachelor of Science in Athletic Training A. Synopsis of Significant Findings

The Athletic Training Education Program (ATEP), within the Division of Education and Human Performance, was evaluated by Dr. Joe Beckett, program director, with input from all three faculty/staff in the program. Evaluative measures used by Dr. Beckett included mission, faculty, curriculum, resources, student learning outcomes, clinical learning outcomes, and program improvements. The ATEP is a professional degree program comprised of 60 hours in addition to general studies; this includes 1000 hours of embedded clinical practice. The major may be paired with coursework in other academic programs to enhance students’ desired employment opportunities.

The ATEP received initial accreditation by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) in 2004. In 2009, the ATEP received a 10-year award of continuing accreditation from the Commission on the Accreditation of Athletic Training Education (CAATE). Concord’s ATEP is the only accredited Athletic Training program in southern West Virginia and southwestern Virginia. In conjunction with Concord’s mission and goals, the ATEP mission is to educate students about the theoretical knowledge and clinical skills necessary to work effectively with the physiological, psychological and biomechanical aspects of injury, illness and performance regarding physically active individuals. ATEP graduates have obtained the educational competencies and clinical proficiencies, outlined in the twelve program goals and set forth in the CAATE Standards, necessary for successfully completing the Board of Certification (BOC) exam and for employment as an entry-level Certified Athletic Trainer. Additionally, the ATEP guides the student on the journey to become a lifelong learner through obligatory professional continuing education. The principal challenge faced by the ATEP involves addressing the responsibilities of AT faculty/staff, especially as they relate to continued outside accreditation. Specifically, there exists a need for a member of the AT faculty to serve as the Coordinator of Clinical Education (CEC). Additionally, an increase in the number of graduate assistant athletic trainers is needed in order to fulfill the needs of Concord’s athletic teams without overburdening the graduate assistants. This will expand our education model while providing more support to the athletic teams. B. Plans for Improvement and Timeline (plans addressing weaknesses cited in preceding paragraph) Planning has been underway in order to begin to address the above cited challenges. Anticipated is the assignment of one of the current faculty to serve as the CEC. Additionally, the ATEP anticipates an increase in the number of graduate assistant athletic trainers from two to four. This increase, along with an expectation of a 50% academic and 50% athletic responsibility, would allow the graduate assistants to spend an appropriate amount of time in academic studies as well as provide support to athletics. Moreover, an agreement was reached to have a medical director on site at little cost to the institution. C. Weaknesses from Previous Review and Improvements Implemented N/A D. Five-Year Enrollment Trend*

Year

AT Majors

Graduates

2008-09 11 5 2009-10 13 5 2010-11 19

* Data systematically collected beginning in 2008.

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E. Assessment Model and Feedback Loop As demonstrated by the "Concord University ATEP Comprehensive Assessment Plan", there are a variety of evaluation techniques consistently utilized to assess student learning outcomes in the ATEP. These include traditional methods such as written exams, but also reflective writings, clinical evaluations, and performance on clinical proficiencies. Furthermore, the ATEP uses capstone evaluations such as results of the BOC exams, senior exit interviews, and beginning in spring, 2011, a comprehensive exam for graduating seniors. Data from the assessment measures are used to demonstrate compliance with the CAATE accreditation standards. Importantly, results are also used to make timely, effective, and necessary changes to the ATEP. Results are reviewed by the ATEP director, faculty/staff, and clinical instructors on a regular basis to identify strengths and weaknesses within the program and make revisions as necessary.

F. Student Placement Data

The ATEP utilizes data obtained by the Office of Career Services. In concert with the ATEP, a survey is sent to graduates using multiple modalities. This is done every semester and collated once per year. Analysis of data is done by the Director of Career Services. The graduate information is then sent to the departments by Career Services. Analysis is done for the previous year due to the interval in obtaining data. Of the degrees conferred 2008-09/2007-08,students are employed or are in graduate school as follows: Public Health, Morgantown, WV; Employed Select Physical Therapy, Lake Buena Vista, FL.; Ohio State University, Athletic Training, Athens, OH; Concord University, Athens, WV; WVU, Physical Therapy, Morgantown, WV; WVU, Public Health, Morgantown, WV; University of Colorado, Sports Medicine and Women's Soccer Coach, Colorado Springs, CO; Medical Document Acquisitions Coordinator, James F. Humphreys Law Firm, Charleston, WV; Trainer and Fitness Evaluator, HIT Center, Huntington, WV. Two are employed and in graduate school simultaneously.

Final Recommendation of Concord University Board of Governors

_____1. Continue at current level of activity or without specific action _____2. Continue at reduced level of activity or other corrective action _____3. Program identified for further development _____4. Program to be developed in cooperation with another institution _____5. Discontinue program

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Student Affairs Committee Report for the Concord University Board of Governors

April 12, 2011

Jerry Beasley Student Center/Student Activities: The Bloodmobile was on campus on Tuesday, February 16 and CU had 65 donors. The CU Earth Day Celebration will take place on Monday, April 18, 2011. Many groups have registered for the event, which will feature campus and town beautification efforts. Student Activities on campus in February and March have entertained approximately 1,395 participants and included: new movie releases; Like the Back of My Hand game show; SAC Trip to see Aluminum at the CMC; two Gameroom All-Nighters; Ping Pong and Wii Tournaments; Free Date Night; Concord Idol; two Giveaway Days; Black History Month Movie Showings; two Open Mic Nights; Bingo Party; St. Patrick’s Day Celebration; and A Pair of Nuts Sketch Comedy Duo. Intramurals hosted Cornhole, Indoor Soccer and 5 on 5 Basketball with 252 participants. The Service Council has been very active, including sponsoring a week long Bookfair in March to raise money for the Child Care Center, collecting nearly $600 for supplies and books. The Service Council is sponsoring a Community Night Out Program to fundraise for the Athens Skate Park Project on Saturday, April 9 from 3pm-7pm at the Carter Center. The program is a carnival themed family program that will allow families from Athens to interact with Concord students through games, sporting activities and service. Wellness Initiatives: The Wellness Committee is continuing the Pound for Pound Challenge (P4P). Final weight measurement will take place on May 6, 2011. Special activities and speakers have been presented throughout the Challenge, including BOG member Steve Collins (realistic fitness goals); faculty members Dr. Karen Griffee (stress management) and Dr. Joe Beckett (stretching); Princeton Community Hospital (portion control and nutrition); Aramark (healthy food options). P4P will host an hour of walking, Wednesday’s at noon. Multicultural Affairs: The 2011 Black History Celebration focused on music of the Civil Rights Movement. The kick-off event was the University's annual Dr. Martin Luther King, Jr. Celebration. The calendar of events included guitarist Lea Morris who performed folk and blues music in the tradition of the Civil Rights Movement; The band Hardway Connection from Washington DC who conducted a dance workshop and provided music for a dance focusing on dances of the 1960's; Two movies, Hotel Rwanda and For Colored Girls. The month-long celebration concluded with a performance by Mike Wiley of "Dar He-The Story of Emmett Till" with more than 100 people in attendance. Multicultural Affairs co-sponsored the second annual Spanish Language Film Festival. The festival highlighted international films from Spain, Mexico, France, Chile and Argentina and feature guest speaker Dr. Valeria Manzano from the University of Chicago.

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The annual International Banquet which will be held on Sunday, April 17th. Last year nearly 400 guests enjoyed delicious foods prepared by our international students and were entertained by performances representing the students' cultures. Four international students participated in an International Student Leadership Conference held in March at James Madison University. The conference welcomed more than 250 participants from 65 countries and 23 institutions. Goals of the conference included developing leadership skills in international students, educating international students in areas such as cross-cultural communication, leadership styles and conflict management, providing opportunities for interaction between international students and U.S. students from across the region, and providing a space where international students are not a minority for one day. Twenty-eight students participated in a trip to Washington, D.C. to attend the Cherry Blossom Festival. Despite the cold weather, a good time was had by all. Bonner Scholars: Three community projects are on-going and should be completed by the end of the spring semester. These service learning initiatives are supported by a $15,000 grant from

West Virginia Campus Compact (WVCC). The faculty and students involved with the projects will share their progress at the WVC C statewide conference at Fairmont State University on April 20, 2011.

Upcoming Bonner events include: • Summers County 4-H Camp Adopt-a-Cabin Project, Saturday, April 2, 2011 • Annual Box City Event, Friday, April 8 and Saturday, April 9, 2011 • Homeless Challenge, with the National Coalition for the Homeless in Washington, DC,

April 15-17, 2011 • Campus Earth Day projects at the Bonner House, Monday, April 18, 2011 • WE CAN Toy Story Movie Marathon for mentors and children, Saturday, May 7, 2011

Upward Bound Program (UB): Two Saturday sessions were held, including an April 2nd trip to Charleston to visit the Clay Center museum (NASA/Art) and view The Wild Ocean (IMAX). Thirteen students and two staff members attended the WV TRiO Student Leadership Conference in Flatwoods. Jedediah Smith received the Anne Crum Student Leadership Award. Veterans: Upward Bound Director Pam McPeak spoke at the Vietnam Veterans Monthly Meeting in Princeton and spoke on the Veterans Programs and Admissions information (75 in attendance). Pam also addressed veterans and potential college students at the Reserve Center in Lewisburg on March 5th. With the assistance of William Meador of the CU Center for Academic Technology, Ms. McPeak conducted a Veterans History Recording with Ed Simmons and his wife at the recording studio in the CU Learning Resource Center. Mr. Simmons is a Vietnam Veteran who spent 26 years in the Air Force. A copy of the interview is in the archives for Concord University.

Housing: Reports attached

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Number of Students that applied to live off-campus 48Numer of Students that were approved to live off-campus 32Number of Students that were denied off-campus housing 16

Reasons Students were allowed to move off-campus

Senior Exception 27Medical Exception 3Residing with Relatives 1Permanent Exceptions 1Age and Experience 0Other 0

Senior ExceptionMedical ExceptionResiding with RelativesPermanent ExceptionsAge and ExperienceOther

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MARCH

FALL 2011 FALL 2010Men Women Men Women

Incoming students rec'd in Mar. 48 41 Incoming students rec'd in Mar. 55 72Previous total to Feb. 28 58 102 Previous total to Feb. 28 58 119Sub-Total 106 143 Sub-Total 113 191Cancellations 1 3 Cancellations 1 5Sub-Total 105 140 Sub-Total 112 186Currently enrolled rec'd in Mar. 0 0 Currently enrolled rec'd in Mar. 0 0Previous total to Feb. 28 0 0 Previous total to Feb. 28 0 0Sub-Total 0 0 Sub-Total 0 0Cancellations 0 0 Cancellations 0 0Sub-Total 0 0 Sub-Total 0 0TOTAL 105 140 TOTAL 112 186

TOTAL RESIDENTIAL STUDENTS: 245 TOTAL RESIDENTIAL STUDENTS: 298

FALL 2011 - INCOMING FALL 2010 - INCOMINGMen MenWest Virginia 62 West Virginia 68Out -of-State 44 Out -of-State 45Sub-Total 106 Sub-Total 113Cancellations 0 Cancellations 1Sub-Total 106 Sub-Total 112Can. Prior to Mar. 1 Can. Prior to Mar. 0TOTAL 105 TOTAL 112

Women WomenWest Virginia 93 West Virginia 142Out-of-State 50 Out-of-State 49Sub-Total 143 Sub-Total 191Cancellations 2 Cancellations 3Sub-Total 141 Sub-Total 188Can. Prior to Mar. 1 Can. Prior to Mar. 2TOTAL 140 TOTAL 186

TOTAL INCOMING STUDENTS: 245 TOTAL INCOMING STUDENTS: 298

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C O N C O R D U n i v e r s i t y

M o u n t a i n L i o n s

Athletic Department

Report and Highlights

The big news in Concord Athletics is Steve Cox’s decision to retire as Men’s Basketball head coach. Coach Cox leaves after 22 seasons as head coach and a school-record 334 wins. He also set Concord records for wins in a season – 28, in 1990-91 – and six 20-win seasons. Steve coached 17 All-WVIAC 1st Team players, five All-Atlantic Region players and two All-Americans, and 20 players named to the All-WVIAC Tournament team. Before becoming head coach in 1989, Cox spent 11 seasons as an assistant to Concord Hall of Famer Don Christie. Steve also serves as Concord’s NCAA Director of Compliance. This season, the Mountain Lions finished 11-18. Junior guard Javaughn Acree-Manuel earned 2nd Team all-conference recognition after finishing 6th in the league in scoring. Kent McBride – a Concord alumnus – will be named the new Men’s Basketball head coach on Thursday, April 7. McBride was a four-year starter at point guard for Coach Cox and ended his career with the fourth-most assists in Mountain Lions’ history. After graduating from CU in 2006, McBride went on to become an assistant at West Virginia Wesleyan for two seasons. He then spent a year coaching at Wyoming East High School, helping the Warriors finish as Class AA state runners-up. McBride was an assistant at Glenville State for two seasons before returning to Concord. Concord’s Women’s Basketball team ended its season by reaching the semi-finals of the WVIAC Tournament for the first time since 2007.

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The Lady Lions blew out West Virginia State in the Carter Center in the first round of the tournament, qualifying for the quarterfinals in Charleston for the first time since 2008. In the quarterfinals, Concord came from behind to upset West Liberty, 65-61, before falling to eventual conference champion Glenville State in the semi-finals. Jolysa Brown and Sidney Lindsey were named to the All-Tournament Team. Brown posted the highest tournament scoring average, at 24.3 points per game. Brown and Camisha Alexander earned spots on the All-WVIAC 2nd Team, while Lindsey was an Honorable Mention. The Lady Lions battled through injuries to finish the season with a record of 17-12. In Women’s Track and Field, sophomore Shawnee Carnett earned All-America honors for the second time in her short career by finishing third in the 800 meter run at the NCAA Indoor National Championship meet in Albuquerque, New Mexico on March 12. It’s believed to be the highest-ever finish at nationals by a Concord athlete. Carnett set a Concord record in the 800 meters -- with a time of two minutes, nine-point-one-four seconds -- at the Virginia Tech Challenge in on February 18th. It stands as the best time in Division II this season. Carnett was an All-American in the 800 meters in last year’s outdoor season. Also, Carnett has been named the WVIAC’s Athlete of the Week four times so far this year. In Men’s Track and Field, R.J. Anderson qualified for the indoor national meet in the 60-meter sprint, but had to withdraw due to a hamstring injury. It’s been an historic season for Concord Track. The men’s and women’s teams have combined to set 11 school records, so far, in the indoor and outdoor seasons. Concord’s Baseball team currently has a record of 11-16, 4-7 in the WVIAC. Junior Jacob Mays and freshman Bret Blevins each have a batting average of .402, which ties them for the team lead and the 10th-best mark in the WVIAC. Mays and Blevins are also tied for second in the conference in hits, with 35. Mays and Josh Wenger are tied for the league lead in triples, with three each. Junior Keith Morrisroe – the team captain – leads the conference in runs scored, with 28.

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New head coach Andrew Wright has put a lot of emphasis on the running game, and Concord leads the conference with 71 stolen bases. Sophomore Randy Beard is tied for the league lead with 14 stolen bases, while Morrisroe is in third place with 12. Morrisroe was named the WVIAC Player of the Week on March 2nd. Concord’s Softball team has a record of 12-16, 2-8 in the WVIAC. Lately, the team’s biggest opponent has been the weather. Just recently, non-conference games against St. Andrew’s Presbyterian College and Salem International had to be canceled because of rain and snow. Also, a doubleheader against Charleston that was supposed to be played on Tuesday was rained out and rescheduled for April 25th. Concord’s team batting average of .313 is third-best in the WVIAC. The Lady Lions have stolen 43 bases, second-most in the conference. Junior outfielder Casey Ord is among the conference leaders in several offensive categories. Her .453 batting average is fourth-best in the league. She has 12 stolen bases, tied for second-best in the conference. She tied for third in hits, with 34, and in runs scored, with 25. Ord was named the WVIAC’s Player of the Week on March 14th. Concord’s Football team is going through its spring practice schedule. The Mountain Lions will participate in 15 practices – as allowed by the NCAA – ending with the annual spring game on Thursday, April 21st at Callaghan Stadium. The spring game will begin at 7:30 pm. Admission is free. The Concord community lost one of its own last month, with the passing of Buford Early on March 22nd. Buford was the long-time public address announcer for Concord Baseball, and also handled PA duties for Mountain Lions football and basketball. Buford graduated from Concord in 1975, and was hardly ever seen without his signature white ‘bucket hat.’ He was also known around our area as the PA announcer and radio voice of the Bluefield Orioles professional baseball team.

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Advancement Office April 19, 2011

New Hires

• Kerri Zaferatos has been hired as the Executive Director of the Concord University Foundation. She begins her employment on April 19, 2011.

• Sarah Turner has been hired as the Alumni Director. She begins her employment on May 2, 2011.

Fundraising

• BB&T committed $25,000 to Project ROAR – a fundraising campaign to help renovate the residence halls.

Marketing

• A draft of a comprehensive marketing plan for fiscal year 2012 has been developed will be presented to cabinet for comment.

• Print pieces for the Princeton Times, Bluefield Daily Telegraph, Beckley Register Herald, WV Daily News (Lewisburg), WV Executive and the State Journal. Ads also appear in the Greater Bluefield Chamber of Commerce Directory, Princeton-Mercer County Chamber of Commerce and the Beckley-Raleigh County Chamber of Commerce.

• Television commercials are in development and due to air on local channels as well as cable channels beginning in late April.

• Sponsor of the West Virginia Blazers (American Basketball Association Professional Sports League) through 2012.

• Sponsor of the Beckley-Raleigh County Chamber of Commerce Annual Business Show (May 4-5); approximately 800 attendees.

• Efforts to clean and update the database continue.

University Point

• The carnival glass collection donated by Betty Wilkes and Joan Wilkes is now on display at University Point.

• Donor recognition plaques have been designed and ordered for University Point. • Preparations are underway for the Grand Opening and Dedication Ceremony of

University Point on May 13, 2011.

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Board of Governors Report – April 19, 2011 Meeting Office of Admissions and Financial Aid Admissions Spring recruitment travel to college fairs and programs in the Mid Atlantic states is continuing through April and May. The admissions staff is looking forward to spring travel to college fairs and programs and revisits to local high schools in West Virginia and Virginia. Weekday campus visits continue to increase. We look forward to a busy time this spring. We will continue to review and offer institutional scholarships to eligible students for the fall 2011. The scholarship application deadline is April 15. Below is the listing of accepted student receptions for the spring 2011 with the number of students that attended. Accepted Student Receptions Attendees Sunday, March 13 Bridgeport Conference Center Bridgeport 4 Monday, March 14 Carnegie Hall Lewisburg 6 Tuesday, March 15 Holiday Inn Martinsburg 5 Wednesday, March 16 Double Tree Hotel Roanoke, Virginia 13 Thursday, March 17 Fincastle Country Club Bluefield, Virginia 9 Sunday, March 20 Tamarack Conference Center Beckley 26 Monday, March 21 Twin Falls State Park Mullens 12 Tuesday, March 22 Parkersburg Country Club Parkersburg 2 Wednesday, March 23 Chuck Mathena Center Princeton 24 Thursday, March 24 Embassy Suites Charleston 15 The last Discover Days for the spring semester will be held:

• Friday, April 15

• Friday, April 29 The annual Concord University Book Award Program (by invitation only for high school juniors) will be Friday, May 6th. The Office of Admissions will be traveling to several high schools in the region for annual high school award assemblies this May and June. The Admissions staff and current Concord University students present scholarships on behalf of the University.

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As of April 4, 2011 we have the following data for a weekly Banner report for the fall 2010 regarding applications and accepts.

Applications - Accepts

Fall 11 2195 – 1126

Fall 10 2049 – 1112

Fall 09 1941 – 1049

Fall 08 1929 – 1251

Fall 07 1748 – 1081 # States for applied students as of Monday, April 4. Fall 2011 45 Fall 2010 40 Fall 2009 37 Fall 2008 35 Fall 2007 30 The University will be offering again Early Advising for all new students (fall 2011 for first time freshmen, transfers, and readmits) this spring 2011. The dates will be:

• Friday and Saturday, April 8 & 9



• Friday and Saturday, May 6 & 7

Financial Aid The Financial Aid Office is in full swing processing applicant’s information for the 2011-12 academic year and summer school 2011. The staff is busy with process of preparing financial aid for the Fall 2011 for incoming and returning Concord University students. The Financial Aid staff continues to update the student Banner files and download the FAFSA information for new and returning Concord University students. The staff has worked with the IT department to better communicate, develop and maintain the automated process and eliminate student and/or parent issue, problems and concerns with processing student aid. This fall the

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financial aid staff eliminated the student data form. This form elimination will allow the financial aid staff to complete the process easier for student and/or parents. The Financial aid staff has also worked with its customer service approach. The phone company has installed another phone in the front office for student assistant to assist with phone calls during high call volume time. Also, we implemented a telephone roll where if the main line is busy then the call will roll to another line. The financial aid office will be extending its office hours the last week of April and first week of May to assist current and incoming students and/or parents. Kent Gamble Director of Enrollment Concord University .

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Concord University

Board of Governors

Finance & Facilities Report

Date 04/19/11

Business & Finance: Revenue results through February, 2011 are in line with budgeted forecasts. For all fund groups, in FY2011 we have collected 85.05% of budgeted revenue compared with 84.11% in FY 2010. In the E&G funds, we have collected 90.89% of budgeted revenue compared with 89.49% in FY 2010. Total actual expenses are at 66.86% of budget through the eight months ending February 28, 2011. E&G actual expenses through February are 75.82% of budget versus a target of 76.10% of budget. Our cash position is adequate and in line with fiscal 2010.

Facilities: Plans are being finalized for the Towers renovation project. A feasibility study is underway to support the planned capital expenditures for the Towers and Student Center. A capital financing plan will be presented at the 04/19/11 meeting of the Board. Selection of the architect for the Marsh Library and Fine Arts Building is also on the Agenda for the April 19th meeting.

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FY 2011 FY 2010 DifferenceEducation & General Funds 3,282,107$ 2,022,204$ 1,259,903$

Dedicated Funds 1,819,627 1,727,075 92,552

Auxiliary Enterprise Funds 2,430,243 2,532,986 (102,743)

Capital Repairs & Improvement Funds 796,111 1,430,558 (634,447) 8,328,088 7,712,823 615,265

Gifts, Grants & Contracts 918,058 908,596 9,462 Marsh Endowment Funds 2,352,477 - 2,352,477

Total Available Cash 11,598,623$ 8,621,419$ 2,977,204$

2 Accounts Receivable Balance @ 02/28/10 1,661,759$ Revenue Budget for FY 2011 25,666,420 Percentage outstanding as of February 28, 2011 6.47%

CONCORD UNIVERSITYSCHEDULE OF CASH ACCOUNTS

AS OF FEBRUARY 28:

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State Appropriated FY 2011 FY 2010 Change

Revenue Budget 9,977,766 9,977,766 - Revenue Collected to Date *** 6,980,683 6,355,333 625,350

2,997,083 3,622,433 (625,350)

% of Budget Collected 69.96% 63.69% 6.27%Target Percentage 64.77% 65.97% 100.00%

Expense Budget 9,977,766 9,977,766 - Expenses Paid to Date 5,978,326 5,205,484 772,842

3,999,440 4,772,282 772,842

% of Budget Spent 59.92% 52.17% 7.75%Target Percentage 54.85% 56.86%

Education & General Funds FY 2011 FY 2010 Change

Revenue Budget 11,404,638 11,291,794 112,844 Revenue Collected to Date 10,366,002 10,104,948 261,054

1,038,636 1,186,846 (148,210)

% of Budget Collected 90.89% 89.49% 1.40%Target Percentage 89.01% 78.16%

Expense Budget 10,917,757 11,139,665 (221,908) Expenses Paid to Date *** 8,278,184 9,175,169 (896,985)

2,639,573 1,964,496 675,077

% of Budget Spent 75.82% 82.36% -6.54%Target Percentage 76.10% 69.46%

Dedicated Funds FY 2011 FY 2010 Change

Revenue Budget 1,826,527 1,862,433 (35,906) Revenue Collected to Date 1,592,289 1,520,583 71,706

234,238 341,850 (107,612)


Expense Budget 2,156,643 2,048,821 107,822 Expenses Paid to Date 1,057,258 1,161,628 (104,370)

1,099,385 887,193 212,192


Auxiliary Enterprise Funds FY 2011 FY 2010 Change

Revenue Budget 10,211,000 10,184,558 26,442 Revenue Collected to Date 9,315,166 9,154,174 160,992

***The actual expenses in FY 2010 included payments for capital projects not yet reimbursed.

CONCORD UNIVERSITYBUDGET ACTIVITY REPORT

AS OF FEBRUARY 28:

***Includes State Stablization payment of $832,916 for FY 2011.

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AS OF FEBRUARY 28:

895,834 1,030,384 (134,550)


Expense Budget 10,721,624 10,821,794 (100,170) Expenses Paid to Date 6,973,584 7,054,226 (80,642)

3,748,040 3,767,568 (19,528)


Capital Repair & Improvement Funds FY 2011 FY 2010 Change

Revenue Budget 1,382,383 1,409,444 (27,061) Revenue Collected to Date 1,347,897 1,549,466 (201,569)

34,486 (140,022) 174,508

% of Budget Collected 97.51% 109.93% -12.43%Target Percentage 75.72% 92.66%

Expense Budget 1,672,854 1,963,224 (290,370) Expenses Paid to Date 912,262 873,218 39,044

760,592 1,090,006 (329,414)

% of Budget Spent 54.53% 44.48% 10.05%Target Percentage 43.63% 73.95%

Gifts, Grants & Contracts FY 2011 FY 2010 Change

Revenue Budget 6,953,463 5,597,533 1,355,930 Revenue Collected to Date 5,911,974 5,232,540 679,434

1,041,489 364,993 676,496

% of Budget Collected 85.02% 93.48% -8.46%Target Percentage 75.55% 75.88%

Expense Budget 7,422,916 6,921,998 500,918 Expenses Paid to Date 5,464,954 5,436,665 28,289

1,957,962 1,485,333 472,629


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AS OF FEBRUARY 28:

Combined Fund Groups FY 2011 FY 2010 Change

Revenue Budget 41,755,777 40,323,528 1,432,249 Revenue Collected to Date 35,514,011 33,917,044 1,596,967

6,241,766 6,406,484 (164,718)

% of Budget Collected 85.05% 84.11% 0.94%

Expense Budget 42,869,560 42,873,268 (3,708) Expenses Paid to Date 28,664,568 28,906,390 (241,822)

14,204,992 13,966,878 238,114

% of Budget Spent 66.86% 67.42% -0.56%

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Concord University Board of Governors April 19, 2011

ITEM: Concord University Tuition & Fees for FY 2012 RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approve the changes to Tuition & Fees/Housing and Dining as recommended by the Finance & Facilities Committee

STAFF MEMBER: Dr. Charles Becker

Vice President for Finance & Business BACKGROUND: While operating expenses continue to increase, the University has

continued to identify and implement cost efficiencies. Despite these efforts, Concord will need more than a 9.5% increase in tuition and fees in order to meet anticipated expense increases. During these trying economic times placing such a burden on our students is difficult option. However, the Administration has taken steps to mitigate the adverse effect of an increase in tuition and fees on students. In addition, rising costs in auxiliary operations plus anticipated debt service costs will require a 4% increase in these fees in order to breakeven. A resolution will be forwarded to Board members after the Finance & Facilities Committee meeting on April 12, 2011

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Concord University 2012 Tuition and Fee Options

BOG Meeting April 19, 2011

Tuition and Fee Priorities to be addressed: • Adverse impact on students • Continuing to fund Mercer Scale increases for classified staff • Faculty promotions in the academic divisions • Essential operations and fiscal needs of the University • Enrollment management trends for the University • Improving the quality of student life by renovating the Student Center & Towers • Selective infrastructure needs campus-wide by increasing deferred maintenance funding • Providing a permanent pay increase for faculty and staff • Provide sufficient funding to advance the institution Student Support To minimize the impact of the proposed increases, we have identified those students who will likely incur additional financial needs. Our first priority will be to use monies from the proposed increases to assist impacted students. The basic strategies include: • There are four options presented for increasing tuition revenue for fiscal year 2012. Each option results

in annual instate tuition charges that are less than the maximum annual Pell Grant award of $5,550. • For those instate students with an Expected Family Contribution (EFC) of $300 or less who receives the

total Pell Grant award, the tuition revenue increase is less than the total annual amount received from Pell. These students include a total 729 students, or 41.47%, of the current total instate enrollment. The Pell Grant award will cover the cost of the increased instate tuition for the year.

• Instate students with an EFC between $401 and $5,273 account for 412 students, or 23.44%, of current total instatement enrollment. These students are predicted to need financial assistance in the amount of the increase under each of the four options. The total funding shortfall for these students is estimated to total $166,000. The current budget proposal provides an additional $150,000 in financial assistance to these students and, when combined with current scholarship funding should meet the financial need for this group of instate students.

• Students with an EFC of $10,000 or more are likely to absorb the proposed increases. • Financial advisement will be available for ALL students who are experiencing financial difficulties. • The financial managers have worked diligently to assist students in maintaining their payment schedules

for the Perkins Loan Program. This effort has resulted in an additional $400,000 in collections that will become available for loans in the fall of 2011. The University Administration plans to use these funds as a reinvestment in our students for the FY 2012 year by providing additional financial resources.

Tuition and Fee Options

Despite the inability to raise tuition and fees for FY 2011, the University is expected to end the year in the black due to efficiencies that have been instituted over the last two years and that have enabled the University to survive the shortfalls in State funding. The restoration of depleted reserves much needed deferred maintenance costs, salary increases and debt retirement for major renovations in the Student Center and the Towers residence halls account for the majority of the tuition fee increase in each of the four options.

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Four proposed tuition and fee options for FY 2012 are outlined below. They are calculated on the total projected tuition and fee revenue for FY 2011 ($13,580,200) and adjusted for a HEPI inflation factor 2.3%. Please see Table A for the revenue calculations of the four options. Summary of the Four Options

Option 1: A 7% tuition and fee increase will result in a projected FY 2012 revenue loss of ($378,906).

Option 2: An 8% tuition and fee increase will result in projected FY 2012 revenue loss of ($243,104).

Option 3: An 8.50% tuition and fee increase will result in projected FY 2012 revenue loss of ($175,203).

Option 4: A 9.50% tuition and fee increase will allow the institution to respond to inflationary cost increases

and a potential State budget reduction.

Option 1 Option 2 Option 3 Option 4Tuition Rate Increases 7.00% 8.00% 8.48% 9.50%

FY 2012 Tution Revenue Base 13,580,200$ 13,580,200$ 13,580,200$ 13,580,200$ Projected Total Revenue Generated 950,614 1,086,416 1,151,601 1,290,119

Anticipated Expense Increases:Debt Retirement (228,274) (228,274) (228,274) (228,274) Pay Increases (325,570) (325,570) (325,570) (325,570) Deferred Maintenance (300,000) (300,000) (300,000) (300,000) Financial Aid (150,000) (150,000) (150,000) (150,000) Other Cost Increases (325,676) (325,676) (325,676) (325,676) Total Anticipated Expense Increases (1,329,520) (1,329,520) (1,329,520) (1,329,520)

Net Change in Revenue (378,906)$ (243,104)$ (177,919)$ (39,401)$

Cost per Student:Per Academic Year 348.18$ 397.92$ 421.80$ 472.53$ Per Week 10.88$ 12.44$ 13.18$ 14.77$

Table ACalculation of Projected Net Change in Revenue and Expense - FY 2012

Enrollment Assumptions: The current economic situation and its adverse impact on students may result in an enrollment decline of varying degrees. CU assumes given the current economic situation a loss of 25 students at each class level and a corresponding decline in tuition revenue. A loss of 100 FTE will result in a revenue decline of $500,192. Concord University has implemented several strategies to address the potential adverse impact and increase our student demographic diversity.

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Room and Board

Room and Board has been adjusted for FY 2012 to reflect the HEPI rate of 2.3%. Students residing in North & South Towers will pay an additional $206 per year for housing charges to support the debt retirement related to planned renovations to the units during FY 2012.

Option 1 Option 2 Option 3 Option 4Housing Rate Increases 2.00% 3.30% 4.00% 5.00%

FY 2012 Housing Revenue Base 3,634,825$ 3,634,825$ 3,634,825$ 3,634,825$ Projected Revenue Generated 72,697 119,949 145,393 181,741 Projected Revenue Generated (Towers Only) 121,605 121,605 121,605 121,605

Projected Revenue Increase 194,302 241,554 266,998 303,346 Anticipated Expense Increases:

Debt Retirement (121,605) (121,605) (121,605) (121,605) Pay Increases (55,124) (55,124) (55,124) (55,124) Utilties (65,618) (65,618) (65,618) (65,618) HEPC increase @ 2.3% (24,524) (24,524) (24,524) (24,524) Total Anticipated Expense Increases (266,871) (266,871) (266,871) (266,871)

Net Change in Revenue (72,570)$ (25,317)$ 127$ 36,475$

Cost per Student:Per Academic Year 71.00$ 117.00$ 172.00$ 177.00$ Per Week 2.22 3.66 5.38 5.53

Per Academic Year - Towers Residents Only 277.00 323.00 378.00 383.00 Per Week 8.66 10.09 11.81 11.97

Table B - HousingCalculation of Projected Net Change in Revenue and Expense - FY 2012

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Option 1 Option 2 Option 3 Option 4Dining Rate Increases 2.00% 3.30% 4.00% 5.00%

FY 2012 Dining Revenue Base 3,324,650$ 3,324,650$ 3,324,650$ 3,324,650$ Projected Total Revenue Generated 66,493 109,713 132,986 166,233

Anticipated Expense Increases:Aramark @ 2.5% (50,899) (50,899) (50,899) (50,899) Utilties (51,602) (51,602) (51,602) (51,602) HEPI Increase @ 2.3% (28,785) (28,785) (28,785) (28,785) Total Anticipated Expense Increases (131,286) (131,286) (131,286) (131,286)

Net Change in Revenue (64,793)$ (21,573)$ 1,700$ 34,947$

Cost per Student:Per Academic Year 68.00$ 113.00$ 137.00$ 171.00$ Per Week 2.13 3.53 4.28 5.34

Table C - DiningCalculation of Projected Net Change in Revenue and Expense - FY 2012

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Concord University Board of Governors April 19, 2011 ITEM: Approval of Capital Financing Plan For Renovation of the Student Center RECOMMENDATION: Resolved, that the Concord University Board of

Governors approve the University’s capital bonding project in an amount not to exceed $8.0M for renovation of the Student Center.

STAFF MEMBER: Charles Becker Vice President for Business and Finance BACKGROUND: As with dormitories, the student center is an integral part of the university experience. Concord's Student Center was constructed in 1961 and has not been updated since that time. Infrastructure needs are such that deferring these costs is no longer an option. A portion of the tuition and fees are to be set aside to provide a revenue stream to fund the debt.

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Phase I Phase II Total

1 Amount Borrowed 3,000,000$ 5,000,000$ 8,000,000$ 2 Interest Rate 6.00% 6.00% 6.00%3 Total Number of Payments (30 Yrs) 360 360 3604 Monthly Payment 17,987 29,978 47,9645 Total Annual Payments 215,838 359,730 575,5686 Total All Payments 6,475,140 10,791,911 17,267,0517 Undergraduate FTE -2,576 2,576 2,576 2,5768 Annual Cost Increase per FTE 84 140 2239 Per Semester Cost per FTE 42 70 11210 Current Cost per FTE per Semester (Operations Only) 44 86 4411 Total Cost per Semester for Student Center Fees 86 156 156

Percentage of increase In Student Center Fee 95.21% 158.69% 253.90%Percentage of increase In In-State Tuition & Fee Charges 3.37% 5.62% 8.98%Total estimated cost of all phases is $8,000,000

Phase I Phase II Total1 Amount Borrowed 2,000,000$ 2,500,000$ 2,000,000$ 2 Interest Rate 4.50% 4.50% 4.50%3 Total Number of Payment 360 360 3604 Monthly Payment 10,134 12,667 22,801 5 Total Annual Payments 121,605 152,006 273,611 6 Total All Payments 3,648,150 4,560,167 8,208,317 7 Average Housing FTE in Towers Units only 590 590 590 8 Annual Cost per FTE 206 258 464 9 Per Semester Cost per FTE 103 129 232 10 Current Cost per FTE per Semester (Average) 1,773 1,876 1,773 11 Total Cost per Semester for Towers 1,876 2,005 2,005

Percentage of increase 5.81% 6.87% 13.08%Total estimated cost of all phases is $4,500,000

1 Amount Borrowed 100,000$ 2 Interest Rate 4.50%3 Total Number of Payment 1204 Monthly Payment 1,036 5 Total Annual Payments 12,435 6 Total All Payments 124,350 7 Average FTE 2,576 8 Annual Cost per FTE 5 9 Per Semester Cost per FTE 2.41

10 Current Cost per FTE per Semester (Average) - 11 Total Cost per Semester for Student Center Fees 2.41

Percentage of increase 100.00%

Day Care Center

Student Center

North & South Towers

CONCORD UNIVERSITYSCHEDULE OF PROPOSED LOAN TERMS - STUDENT CENTER RENOVATIONS

AS OF MARCH 10, 2011

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ITEM: Concord University Expenditure of EAST Bond Proceeds RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approve the expenditure of the EAST Bond proceeds as recommended by the Finance & Facilities Committee


Vice President for Finance & Business BACKGROUND: Concord University has received approval to proceed with

renovation projects to be financed by revenue bonds secured by the HEPC. Concord will receive $6 million on a cost reimbursement basis to renovate the Marsh Library and the Fine Arts building. Some funds from the proceeds may be used on a matching basis to replace the roof on the Marsh Administration Building. Architect and General Contractor fees will exceed the $250,000 capital expenditure limit requiring Board of Governors approval. These contracts will be brought to the Board for final approval. The Committee recommends the expenditure of the EAST Bond proceeds as outlined in the background information

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ITEM: Concord University EAST Bond Architect RECOMMENDATION: RESOLVED, that the Concord University Board of Governors

approve the selection of Silling Associates, Inc. for the Marsh Library and Fine Arts building renovation project as recommended by the Finance & Facilities Committee


Vice President for Finance & Business BACKGROUND: Concord University has received approval to proceed with

renovation projects to be financed by revenue bonds secured by the HEPC. Concord will receive $6 million on a cost reimbursement basis to renovate the Marsh Library and the Fine Arts building. Some funds from the proceeds may be used on a matching basis to replace the roof on the Marsh Administration Building. In accordance with HEPC purchasing guidelines and West Virginia Code, Concord University selected Silling Associates, Inc. as the Architect for the above project. This contract will exceed the $250,000 capital expenditure limit requiring Board of Governors approval. The Silling fee will be approximately $445,000 (final fee to be established after design development).

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Policy Section:

Language Commented On:

Comment:

Committee’s Decision and Reasoning on Comment:

Overall Comment

The proposed Policy is too detailed throughout and reads more like a detailed procedure than a policy.

The proposed policy is too specific and detailed and requires Board approval to amend it if the federal or state authorities change any financial aid programs or requirements. This is too cumbersome and reduces our operating flexibility. We should not include anything specific about programs or policies that lie outside our control.

The Policy 11 Review Committee agrees and recommends that the proposed policy be sent back to the drafting committee for an overall re-draft to correct these issues and present a revised proposed policy by the September 2011 BOG meeting. Additionally, the drafting committee should review and consider all the comments made during the 30 day comment period as part of the re-drafting process. In the meantime, the committee recommends that the current Policy No. 28 be amended in Section 5.2 to allow for tuition reduction for transfer students so that Concord can better recruit transfer students for the fall of 2011. Section 5.2 should be amended to read: “Applicants for these [tuition reduction] options must apply for admission, be accepted as a full-time student, be a first time freshman or transfer student, agree to live on campus, and complete the application for tuition reductions.” Finally, the current policy No. 28 should be amended to remove reference to the VP for Admissions and Financial Aid and the Associate VP for Development.

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Policy No. 28

Student Financial Aid Policies

Section 1. GENERAL

1.1 Scope: This policy establishes general guidelines for Student Financial Aid policies

and procedures for Concord University W.Va. Code 18B-2A-4

1.2 Effective date: May 8, 2006

Section 2. PURPOSE

2.1 To establish clear procedures for the awarding of financial aid to students qualified for

such financial assistance.

2.2 To ensure accurate and reasonable awards that enhance recipient students’ ability to

pursue an education at Concord University, maximizing the full utilization of available

resources to respond to each student’s need as funding levels permit.

Section 3 STEPS IN APPLYING FOR FINANCIAL AID

3.1 Students seeking financial aid at Concord University must have applied for admission,

been accepted as either a full or part-time student, and have successfully completed the

FAFSA for the US Department of Education.

3.2 Applicants for financial aid may be asked to submit additional, relevant and

appropriate documentation prior to the processing of the application for aid being

processed completely. Failure of students to provide the Concord University Office of

Financial Aid such requested documentation may jeopardize, reduce or cancel the

requested aid.

3.3 Requests for additional documentation must be made in writing and sent to the

student by regular mail by the Office of Financial Aid and sent to the student’s

permanent address and/or campus address. If such written request for documentation

fails to generate the requested documentation, a second written request shall be sent,

by certified mail, to the student by the Office of Financial Aid including language

clarifying that failure to comply with this request for additional documentation may

jeopardize the student’s ability to receive financial aid. Failure to produce the requested

additional documentation after the second notification letter has been received may be

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grounds for the discontinuation of the student’s process for obtaining financial aid at

Concord University.

3.4 Once all requested documentation has been received by the Office of Financial Aid,

the Director of Financial Aid will review the student’s aid report form (SAR) which is

generated by the FAFSA.

3.5 The Director of Financial Aid shall calculate the Total Cost of Attendance, less the

Expected Family Contribution, less expected summer earnings, and less any awarded

institutional, foundational or sundry scholarships, to calculate the student’s total unmet

need.

3.6 The Director of Financial Aid shall apply those sources of aid for which the student

qualifies in order to minimize the unmet need total. Concord University does not

guarantee to be able to match full unmet need with other sources of aid. It shall be the

professional judgment of the Director of Financial Aid to distribute available funds in a

manner which best meets the needs of the students and the University. All such

distributions shall be in keeping with the relevant state and federal regulations and laws

relevant to such activities.

3.7 Any entitlement award for which a student qualifies shall be awarded in full to the

student regardless of other awards for which they may qualify. In the event that an

accepted and awarded student qualifies late in the award cycle for such an entitlement

award (such as the Pell Grant), the Director of Financial Aid may in some instances

combine awards in a student’s package which modestly exceed the cost of attendance

if, in the Director’s professional judgment, extenuating circumstances justify the over-

award.

3.8 It shall be the general intent of this policy to award each qualifying student the best aid

package possible without over-awarding students beyond the total cost of attendance.

The awards should maximize the funding from outside, third party sources and thus

minimize the use of institutional and foundation sources as much as possible. However,

students receiving third party aid should first have their loan totals reduced, their work

study hours reduced, before the outside aid is levied against their institutional

scholarships or grants.

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Section 4 CHANGED AND/OR RESCINDED AID.

4.1 The loss of financial aid or adjustments to a student’s aid award shall be made only in

writing within 10 working days of the change to the award. Students may elect to accept

changes or reject the award by responding to the award acceptance form sent to each

student with the award letter. Refusal to generate the response sheet from the students

shall jeopardize the student’s financial aid award. In these instances, the contact

process for notification shall follow as outlined in 3.3 above.

4.2 It shall be the responsibility of the Director of Financial Aid to monitor the compliance

of each awarded student with the funding sources and regulations relative to the aid that

student is receiving. The Director shall notify the student in writing whenever the student

fails to meet the requirements for the continuation of the particular award. Students

failing to meet the minimal criteria for aid may be either placed on probation for their aid

and given time to regroup in compliance with their aid criteria, or they may be

suspended from the aid process altogether. Generally, any student placed on financial

aid probation for more than two consecutive semesters will be in grave danger of

suspension.

4.3 Any student having an aid package reduced, probated or suspended, may appeal this

decision in writing within 5 working days to the Director of Financial Aid. The student

appealing may wish to provide the Director with additional information that the student

deems relevant to his/her failure to comply with the award’s criteria for continuation. The

Director may reverse or uphold the suspension of financial aid in light of the appeal. If

the Director affirms the probation or suspension of financial aid after the appeal is

reviewed, the student shall be notified in writing by certified mail within five days of the

decision.

4.4 Denied appellants may elect to appeal the decision to the Vice President for

Admissions and Financial Aid Director of Enrollment. Such appeals must be made in

writing to the VP and received within five working days of the Director’s appeal decision.

Failure to appeal to the VP for Admissions and Financial Aid within the five day window

of opportunity shall render the Director’s decision final. Appeals to the VP must be

responded to in writing by the VP for Admissions and Financial Aid within five working

days of the receipt of the final appeal letter. The VP’s decision shall be final.

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4.5 In the event that tuition and fee increases are implemented by the university, it shall be

the responsibility of the Director of Financial Aid to adjust the Total Cost of Attendance

figure used in the calculations for awarding financial aid. The total cost shall be

increased proportionally to the rise in the cost of those portions of the students’ costs

adversely effected by the increase. In this manner, adjustments to awarded financial aid

packages will better keep pace with the tuition changes as long as state and federal

appropriations are maintained at an equal pace. In the event that federal and/or state

financial resources fail to keep pace with the cost increases, Concord University will

endeavor to generate other forms of assistance but it does not guarantee that every

student’s full need will be met.

4.6 The Vice President for Admissions and Financial Aid Director of Enrollment shall be

responsible for managing a healthy balance between the need-based aid awarded and

the merit-based aid awarded. Both types of awards are important but the balance of the

two should lean toward more generous offerings of need-based awards than of merit

awards. Maintaining at least a 12:1 ratio of need-based awards offered versus merit

based awards offered will keep the awarding balance in order. However, all such

awarding ratios and policies are subject to the limitations of funding and the contingent

amounts available for student aid.

4.7 The Vice President for Admissions and Financial Aid Director of Enrollment shall be

responsible for ensuring an optimal balance of loans versus scholarships within the

student body as a whole. It shall be the policy of the university to keep the average total

loan accrual of our graduates beneath the national average of loan accrual for

graduates from similar 4 year institutions.

Section 5 TUITION REDUCTION OPTIONS FOR NON-WEST VIRGINIANS

5.1 Out of state students may elect to take advantage of three tuition reduction options at

Concord University: the TOPS Program, the Border Counties Program and the Children

of Educators Program. Details of all three options shall be posted in the Admissions

Office and made readily available to recruits.

5.2 Applicants for these options must apply for admissions, be accepted as a full-time

student, be a first time freshman or transfer student, agree to live on campus, and

complete the application for tuition reductions.

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5.3 Any student accepted into this program will have demonstrated evidence that he/she

qualifies for the particular option for which they are applying. Proof of residence,

declared major, proof of employment of a parent in a public or private primary,

secondary or county school board office may serve as sufficient documentation for the

student to participate. Once enrolled in one of the reduction plans, no student shall be

permitted to switch to another option.

5.4 If an enrolled participant in the program suddenly fails to qualify for the option they

selected upon their first acceptance, they shall not be permitted to continue to study at

the reduced rates of tuition. A student switching majors from an approved TOPS major

to a non-TOPS major shall lose the benefit of the reduction. It shall be the responsibility

of the Director of Financial Aid to review annually each student’s compliance with this

program. The tuition reduction options shall be open only to incoming freshmen and

renewable for up to eight consecutive semesters, if the student maintains a minimum

GPA of 2.0, lives on campus, and is a full time student.

5.5 Students graduating from high schools located in counties which geographically touch

the border of West Virginia shall have the opportunity to apply for the tuition reduction

option. The Border Counties Program students will receive the same level of tuition

relief as the TOPS counterparts. Renewal criteria will be the same as it is for the TOPS

program.

5.6 Students who are the Children of Educators may also apply for the reduced tuition

program. Renewal criteria for this program will be consistent with the other two options

as stated above.

5.7 Once a tuition reduction program option is taken away from a student, they will not be

eligible to reapply for the reduced tuition plans. They will be charged the regular rates of

tuition and fees for normal out of state students. In this event, the student’s financial aid

package will be adjusted upward to reflect the increase in the total cost of attendance. It

will be the responsibility of the Director of Financial Aid to notify each student of such

changes of status relative to this tuition reduction option.

Section 6 NONDISCRIMINATION

6.1 The Vice President for Admissions and Financial Aid Director of Enrollment, The

Director of Financial Aid, The Director of Enrollment, and the Associate Vice President

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Executive Director for the Concord University Foundation, and the Athletic Coaches or

Divisional Chairs awarding aid and scholarships, shall follow all federal, state and

institutional rules, regulations, and statutes concerning the non-discrimination and equal

and fair treatment of all students seeking assistance in the financial aid process

regardless of race, religion, gender, or sexual orientation of any applicant or recipient of

aid.

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CONCORD UNIVERSITY BOG POLICY 28

STUDENT FINANCIAL AID

1. General 1.1. Scope - This policy establishes the guidelines for student financial assistance at Concord University. 1.2. Authority – Higher Education Policy Commission Series 2, Section 4.4 1.3. Effective Date – 1.4. Approved by:

2. Application for Financial Assistance 2.1. Concord University utilizes a needs analysis form approved by the U.S. Department of Education, Free

Application for Federal Student Aid (FAFSA), to determine student eligibility for federal financial aid. There is no separate institutional financial aid application.

2.2. Students are encouraged to apply online at FAFSA.GOV. They must use Concord University’s Department of Education CODE NUMBER (003810) to complete the process.

2.3. The student will receive a Student Aid Report once the FAFSA has been processed. Concord University will receive the information electronically if listed on the FAFSA.

2.4. All students are encouraged to apply by March 1 for priority processing. 3. Eligibility Considerations

3.1. Factors involved in determining eligibility include income, size of family, number of family members in college, assets, other allowable expenses and indebtedness and the student’s dependency status, student’s need, date FAFSA was completed, and available funding.

3.2. It is the student’s responsibility to contact the Concord University Financial Aid Office if there are special circumstances that may warrant additional consideration for financial aid.

3.3. Concord University follows the dependency status definition of a student as set forth by the U.S. Department of Education. However, if there are very unusual circumstances, exceptions may be made.

3.4. Outside resources can affect the student’s eligibility. 3.5. In some instances, students who have completed the Free Application for Federal Student Aid may be

required to have all information verified and to submit income documentation to the University. 3.6. All students must be fully admitted to Concord University before any aid can be disbursed. 3.7. Summer school financial aid is treated as a part of the immediately preceding academic year.

3.7A The student must have remaining eligibility for the Direct Loan. 3.7B The student must have a completed FAFSA for the previous school year. 3.7C The student must submit an institutional summer school financial aid application to be considered. 3.7D The HEAPs, SEOG, Pell Grants and Work Study are also available resources for summer financial aid. 3.7E Along with student eligibility, Perkins Loans may also be an available resource for summer financial aid dependent upon funding availability.

3.8. The Financial Aid Office reserves the right to review, adjust or cancel an award at any time due to changes in the recipient’s financial, academic or residency status. Awards may also be changed based on the availability of funds and/or changes in regulations and/or procedures mandated by University, state or federal authorities or computer error.

4. Award and Distribution Procedures 4.1. Award letters are mailed or an email is sent to financial aid applicants who have completed a Free

Application for Federal Student Aid (FAFSA) and submitted all requested documents to the Financial Aid Office. 4.1A The student is offered federal aid based on residency, expected family contribution as reported on the FAFSA, date application was received at the processing center, the student’s desire for work and/or loans as marked on the FAFSA depending upon availability of funds. 4.1B Awards are made assuming full-time enrollment. Students who enroll at less than full-time level may have their awards pro-rated upon request. 4.1C Students may be considered for aid for study abroad programs. 4.1D The financial aid budget may be increased for documented educational expenses.

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4.2. Funds will be disbursed to a student’s account on or after the first day of classes of a term provided all eligibility requirements are met. Generally those requirements are a processed award letter and any necessary promissory notes, entrance counseling for Direct Loans and/or Perkins Loans, enrollment in classes, full admission in a degree-seeking program, evidence of satisfactory academic progress, and the return of a signed billing invoice to the Cashier’s Office.

4.2A If there is a credit balance after funds have been paid to the student’s account, then the balance check will be available the following business day at the Cashier’s Office with proper identification. Checks can be mailed to the student’s permanent address as listed in the school’s computer system upon written request.

4.3. The Financial Aid Office is notified of student withdrawals as part of the withdrawal process. 4.3A Students who receive financial aid while attending Concord University will not receive any cash refunds upon withdrawal from school until after all financial aid amounts which were disbursed for that enrollment period are repaid. 4.3B Students may be required to reimburse funds received through federal, state, private and/or institutional funding. 4.3C Title IV funds recipients are subject to the “Return of Title IV Funds” policy which is based on the percentage of the enrollment period completed and the amount of Title IV aid disbursed. This is a separate calculation from the institution’s tuition and fees refund policy.

• The percentage of time completed in the enrollment period is calculated by dividing the number of days completed by the total number of days in the enrollment period. After 60 percent of the semester is completed, there is no return of Title IV funds.

• The withdrawal date is determined by the Academic Success Center in conjunction with the Registrar.

• The amount of earned aid is calculated by multiplying the amount of disbursed Title IV funds by the percentage of time completed.

• The amount to be returned to the Department of Education is determined by taking the total amount of disbursed aid and subtracting from it the amount of earned aid.

• The institution’s share of the amount to be returned is calculated by multiplying institutional charges by the percentage of time not enrolled. The student’s share is calculated by subtracting the amount the school must return from the total amount to be returned.

• Loans are repaid by the student according to the terms and conditions of the promissory note. • Any Federal Pell grant amount owed by the student is divided in half and must be repaid to the

school within 45 days of notification of the repayment or will be turned over to the Department of Education for collection, and the student becomes ineligible for further federal financial aid.

• The student will be billed for any amount the school must return due to the student’s withdrawal that is not covered by the institutional refund policy.

4.3D Institutional and state funds are returned based on the percentage of unearned aid; which is equivalent to the refund period based on the date of withdrawal. 4.3E Tuition waivers and awards issued on a dollar-for-dollar basis for tuition will be returned on a dollar-for-dollar basis for the amount of tuition refunded.

4.4. All recipients of federally guaranteed loans (Federal Direct, PLUS, Perkins) are required to complete exit counseling upon leaving Concord University, graduation or termination of enrollment. Failure to do so will cause a “hold” to be placed on the student’s records. It is the student’s responsibility to ensure completion of the exit counseling process.

5. Types of Financial Assistance

5.1. Grants - a type of financial aid that does not require repayment. Concord University participates in four major grant programs.

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5.1A Federal Pell Grant Program - The Federal Pell Grant Program provides federal grants to undergraduate students on the basis of financial need. Eligibility for the Federal Pell Grant is established by completing the Free Application for Federal Student Aid (FAFSA).

5.1B Federal Supplemental Educational Opportunity Grant (SEOG) - A limited amount of this grant is awarded annually to students with exceptional financial need.

5.1C West Virginia Higher Education Grant - The West Virginia Higher Education Grant is administered by the West Virginia Higher Education Policy Commission. This grant pays up to 75 percent of tuition and fees for a West Virginia resident but may vary yearly. First year students must also apply online at www.cfwv.com. The FAFSA must be received by the processors before the state deadline to be considered for this grant. Renewal requirements and award term limits apply.

5.1D West Virginia Higher Education Adult Part-Time Student Grant (HEAPS) - The HEAPS Grant Program encourages and enables needy West Virginia students to continue their higher education on a part-time basis (3-11 credits). Recipients will be selected from applications received and are based on the applicant’s eligibility and the availability of funds. HEAPS grants are available for renewal consideration. Requirements for a HEAPS grant include a completed Free Application for Federal Student Aid (FAFSA), West Virginia residential status for the past twelve months, enrollment or acceptance for enrollment in an associate or bachelor’s degree program, and maintaining satisfactory progress.

5.2. Loans – a type of financial aid which must be repaid, usually after the student leaves school. 5.2A Concord University participates in the William D. Ford Federal Direct Loan Program for Students

and Parents – Concord University cooperates directly with the U.S. Department of Education in securing these loans. The student borrower will begin repayment six months after graduation or withdrawal from Concord. The student must complete the FAFSA and have an award letter processed. The interest is variable and the amount of loan can vary depending on the student’s grade level and other aid awarded. First time borrowers must complete entrance counseling and sign a promissory note which can be done online at www.studentloans.gov.

5.2B Concord University participates in the Federal Perkins Loan Program for students. The student borrower will begin repayment nine months after graduation or withdrawal from Concord. The student must complete the FAFSA and have an award letter processed. The interest rate is a fixed 5% and the amount of the loan can vary depending on other aid awarded. Borrowers must complete entrance counseling and sign a promissory note annually which can be done online at www.ecsi.net/prom91.

5.3. Work Opportunities 5.3A Many campus job opportunities are available for students.

• These jobs usually pay minimum wage and require that students are making Financial Aid Satisfactory Academic Progress.

• Students may not work in excess of twenty hours per week during periods of enrollment. • Students may not work in excess of the value of funds awarded during an academic term. • Upon employment, students must submit a copy of their social security card and complete

a W-4 form. • Students are paid in accordance with State of WV and HEPC policies.

5.3B Types of Student Work Opportunities • Federal Work Study Program - Student work study employment positions are available

each year through various areas on campus. A FAFSA is required. The acceptance of work study is not a guarantee of employment.

• Student Employment Program - The student employment program is funded by the University and students do not have to demonstrate financial need to qualify for a position.

5.4. Scholarships 5.4A Application for Scholarships

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• New students are considered for scholarships based on their application for admission, transcripts, and ACT and/or SAT scores.

• Currently enrolled students may be considered for a scholarship award by completing a scholarship application form based on the availability of funds.

• Students already receiving scholarships will be reevaluated for eligibility at the end of each academic year for four years or until graduation requirements are met, whichever is earlier, if they meet the criteria established by the University.

5.4B Types of Scholarships • Academic Tuition Assistance - Each academic year, Concord University awards tuition

assistance to students who have demonstrated academic excellence. These awards are available to in-state and out-of-state students and are renewable.

• Other Tuition Assistance - Each academic year, Concord University awards tuition assistance to students who have demonstrated excellence in academics, talent (Fine Arts) or athletics. These awards are available to in-state and out-of-state students. Students must apply directly to the appropriate departments and/or divisions.

• CU Scholarships including academic, performing arts, athletic, community service, student activities, and participation scholarships.

• Foundation Scholarships - There are a variety of scholarships, worth various amounts, available each academic year to in-state or out-of-state students. Most of these are renewable if the criteria is met.

5.5. West Virginia Promise Scholarship

• The PROMISE Scholarship is a merit-based financial aid program. Students must reach certain academic goals (minimum high school grade point average (GPS) and minimum ACT/SAT scores) to be eligible to receive funds to help pay for college. Students must complete the PROMISE Scholarship Application and the FAFSA. Go to www.cfwv.com for details. Award amounts are based on available funding.

• The PROMISE Scholarship is renewable if the student has maintained a minimum GPA and

obtained a minimum of 30 credit hours in a year of enrollment. Go to www.cfwv.com for details.

6.0 Tuition Reduction Options for Non-West Virginians

6.1 Out of State students who are United States residents may qualify for a tuition reduction program that is determined on a yearly basis from admissions recruitment data for the upcoming recruitment year. Each year’s program will be developed with approval of the President and notice will be provided to the Concord University Board of Governors at their next subsequent meeting. Information on the tuition reduction program will be posted in the Office of Admissions and Financial Aid. The tuition reduction program shall be open to qualified incoming freshmen, transfer, and re-admitted students, and is renewable, if the student maintains a minimum GPA of 2.0, lives on campus, and is a full-time student.

7.0 NONDISCRIMINATION

7.1 All Concord University employees awarding financial aid and scholarships, shall follow all federal, state and institutional rules, regulations, and statutes concerning the non-discrimination and equal and fair treatment of all students seeking assistance in the financial aid process regardless of race, religion, gender, or sexual orientation of any applicant or recipient of aid.

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Concord University Board of Governors January 26, 2010

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

upon the recommendation of the Honorary Degree Committee, and upon approval by the Faculty Senate, approves the conferring of an Honorary Degree to Mrs. Kay Goodwin, Cabinet Secretary for the Department of Education and the Arts.

COMMITTEE: Executive

STAFF MEMBER: Gregory F. Aloia, President BACKGROUND: Secretary Goodwin serves on the West Virginia Higher Education

Policy Commission, the West Virginia Humanities Council, the Prepaid Tuition Fund Board of Trustees, and the Professional Staff Development Advisory Council. She is co-chairman of the Center for Professional Development Board, is chairman of the West Virginia Sesquicentennial of the American Civil War Commission, is co-chairman of the West Virginia Council on Civics Literacy and is the Governor’s designated chairman of the Educational Broadcasting Authority. She is a member of The Workforce Planning Council, is a lifetime member of the Governor’s Honors Schools Advisory Council, and a member of the Science and Research Council.

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Item: Intent to Revise Policy No. 35 regarding the Procedures for Hiring of Classified Employees Recommendation: The Concord University Board of Governors should be advised of the intent to

revise policy No. 35 requiring the hiring of classified employees. Proposed by: Marshall S. Campbell, Director of Human Resources Background: Language in Board Policy No. 35 needs to be amended. The Policy was passed in

December of 2006. Since that time, issues have occurred surrounding certain vague, ambiguous, awkward, or confusing language in the policy. For example, Section 3.4 of the Policy states: “Supervisors may wish to interview all internal candidates regardless of qualifications, but, only qualified internal and external candidates should be interviewed.” This language should be revised since it fails to give clear direction as to whether supervisors are allowed to interview internal candidates regardless of qualifications. This confusion is created by the inclusion of the word “wish” in the first clause and the inclusion of internal candidates in the second clause of the sentence.

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Item: Intent to Plan a policy on the Hiring of Non-Classified Employees Recommendation: The Concord University Board of Governors should be advised of the intent to

plan a policy on the hiring of non-classified employees. Proposed by: Marshall S. Campbell, Director of Human Resources Background: Concord University has a policy regarding the manner and method for hiring

classified employees. The Office of Human Resources suggests that a companion policy be drafted and presented to the Board for consideration and approval related to the hiring of non-classified employees.

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Item: Intent to Plan a policy on Disciplinary Action Recommendation: The Concord University Board of Governors should be advised of the intent to

plan a policy on disciplinary action. Proposed by: Marshall S. Campbell, Director of Human Resources Background: The Concord University Classified Staff Council and the Office of Human

Resources have been working to draft a Classified Employees Handbook. The handbook will include a section that establishes a policy and procedure for disciplinary action. It is the opinion of the Classified Staff Council and the Office of Human Resources that a policy regarding disciplinary action should be presented to and approved by the Board of Governors before it is included in the Handbook.

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Item: Intent to Plan a policy on Equalization of Overtime and Requirement of Overtime Recommendation: The Concord University Board of Governors should be advised of the intent to

plan a policy on equalization and requirement of overtime. Proposed by: Marshall S. Campbell, Director of Human Resources Background: The Concord University Classified Staff Council and the Office of Human

Resources have been working to draft a Classified Employees Handbook. The handbook will include a section that establishes a policy and procedure for equalization and requirement of overtime. It is the opinion of the Classified Staff Council and the Office of Human Resources that a policy regarding overtime should be presented to and approved by the Board of Governors before it is included in the Handbook.

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22001111--22001122 MMeeeettiinngg DDaatteess Committee Meetings

Board Meetings Agenda Item Deadlines

(Noon, 2 weeks prior)

Tuesday September 6, 2011

Teleconference Times TBA

Tuesday, September 13, 2011

On Campus 10:00 a.m.

The Concord Room

Tuesday

August 30, 2011

Tuesday November 1, 2011


Tuesday, November 8, 2011


The Concord Room

Tuesday

October 25, 2011

Tuesday December 6, 2011


Tuesday, December 13, 2011

On campus Constituent Meetings

beginning at 8:45 a.m.

1:30 p.m. Full Board The Concord Room

Tuesday

November 29, 2011

Tuesday February 7, 2012 Teleconference

Times TBA

Tuesday, February 14, 2012


The Concord Room

Tuesday

January 31, 2012

Tuesday April 10, 2012 Teleconference

Times TBA

Tuesday, April 17, 2012


The Concord Room

Tuesday

April 3, 2012

Tuesday June 12, 2012


Tuesday, June 19, 2012


The Concord Room

Tuesday

June 5, 2012

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