Substantive Change Prospectus for Programs. To Be Offered at Collin Higher Education Center. Texas Woman s University

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3 Substantive Change Prospectus for Programs To Be Offered at Collin Higher Education Center Texas Woman s University Prepared by Carol A. Kominski ckominski@twu.edu

4 2 1. ABSTRACT Describe the proposed change; list the street address, if the change involves the initiation of an offcampus site; initial date of implementation; projected number of students, if applicable; description of primary target audience; projected life of the program (single cohort or ongoing); and instructional delivery methods. Collin County Community College District has created the Collin Higher Education Center, a multiinstitutional teaching center. The site is located at 3452 Spur 399 in McKinney, TX Texas Woman s University proposes to offer on an ongoing basis five of its current academic degree programs for which students will be able to complete 50% or more of degree requirements. First classes will be offered starting January 19, Primary target audience will be residents of Collin County for whom commuting to a more distant campus is either prohibitively expensive or impossible. Specific degrees to be offered, the target audience, and projected number of students are noted below. Degree Target Audience Delivery Mode Projected No. of Students BS, Child Development Community College Transfers with interest in child care careers Primarily traditional classroom/lecture 10 students in spring 2010; 22 students by spring BS, Mathematics with Teacher Certification RN to BS, Nursing MEd, Administration (Teaching) MEd, Special Education Community College Transfers with interest in teaching K-12 mathematics Nurses who earned certification at a community college and would like to complete a bachelor s degree Teachers wishing to advance into administration or improve their salaries as teachers by earning a master s credential Certified teachers who seek additional skills working with individuals with disabilities Primarily traditional classroom/lecture Online classes with online advising and occasional faceto-face classes Primarily traditional classroom/lecture Primarily traditional classroom/lecture students in spring 2010; 14 students by spring students in spring 2010: 20 students by spring students in spring 2010; 30 students by spring students in spring 2010; 30 by spring 2012.

5 3 2. BACKGROUND INFORMATION Provide a clear statement of the nature and purpose of the change in the context of the institution s mission and goals; evidence of the legal authority for the change (if authorization is required by the governing board or the state); and whether the proposed degree program or similar program is offered on the main campus or at other off-campus sites. Texas Woman s University s mission statement is dedicated to excellence through academic achievement, research and creativity, innovation and collaboration and committed to fiscal accountability. Offering five existing programs in collaboration with five other Texas institutions makes creative use of existing resources and demonstrates accountability by serving Texas residents who are currently underserved. The university also will receive increased formulafunded state appropriations and increased tuition revenues by educating students currently unwilling or unable to travel to its main campus in Denton. All programs are currently offered on the Denton campus or online. The THECB and SACS have previously approved the offering of complete degree programs at two off-campus sites in Dallas, one site in Houston, and online. The Texas Higher Education Coordinating Board (THECB) requires prior approval to offer degree programs at any new off-campus site. On August 1 all six institutions submitted a joint proposal for THECB approval to offer these programs at the Collin Higher Education Center (Appendix A). The Strategic Planning Committee of THECB gave preliminary and unanimous approval on September 23, The THECB is expected to give final approval at its regularly scheduled meeting on October 29, The agreement between Texas Woman s University and Collin County Community College District is scheduled for signing on November 9, The agreement is attached as Appendix B. 3. ASSESSMENT OF NEED AND PROGRAM PLANNING/APPROVAL Discuss the rationale for the change, including an assessment of need; evidence of inclusion of the change in the institution s ongoing planning and evaluation process; and documentation that faculty and other groups were involved in the review and approval of the new site or program. The population of Collin County now exceeds 760,000. Recent Collin College community surveys show that 55% of the population is interested in pursuing either a baccalaureate or graduate degree. The three Collin County municipalities of Celina, Frisco, and McKinney each have as a goal the attraction of a four year university to the community. Although four year institutions exist in neighboring counties, increasingly congested highways have made travel more difficult. Capitalizing on the resources of multiple institutions by establishing a multi-institutional teaching center is a cost-effective solution to meet increasing demand for higher education. Expansion of educational opportunities to underserved Texas residents is consistent with the university s ongoing planning and evaluation processes. The university s current strategic plan has an enrollment goal to attain 14,000 students by the year A second goal is the creation of partnerships with other

6 4 institutions to maximize use of university resources. The programs that the university plans to offer were developed by faculty after consideration of community needs, projected labor force demands, and existing strengths, experiences, and desires of faculty. 4. DESCRIPTION OF THE CHANGE Provide a description of the proposed change, including specific outcomes and learning objectives of the program, a schedule of proposed course offerings for the first year, and a copy of course syllabi. In the case of a change involving the initiation of a branch campus or an off-site program, indicate the educational program to be offered. Describe any differences in admission, curriculum, or graduation requirements for students enrolled at the new site(s), or any special arrangements for grading, transcripts, or transfer policies. Describe administrative oversight to ensure the quality of the program or services to be offered. Each program will be one in which all courses can be completed either at Collin Higher Education Center or online. Three major learning outcomes for each program are the same as those offered on other approved locations and are listed in the table below. Program Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 BS, Child Development Demonstrate competency in child development domains (cognitive, social, emotional, behavioral, and physical) as they relate to guiding young children. Provide evidence of a worldview and cultural understanding of the different experiences and contexts that influence children s lives. Demonstrate growth in professional development as evidence by completion of a semester-long project and creation of a professional portfolio. BS, Mathematics with Teacher Certification RN to BS, Nursing MA/MEd, Administration MA/MEd, Special Education Demonstrate mastery of basic mathematical skills in algebra, trigonometry, calculus, and geometry. Demonstrate a positive change in critical thinking ability. Demonstrate improved overall scores for the TExES (the state principal certification examination). Demonstrate knowledge of the effectiveness of learning strategies designed to support students with disabilities and their non-disabled peers. Demonstrate understanding of Calculus III, matrix and linear algebra, and probability and statistics. Demonstrate a positive change in written communication. Demonstrate an enriched integration of theory and practice. Demonstrate knowledge of the effectiveness of how to use curriculumbased assessment measures to make effective instructional decisions. Demonstrate proficiency in the skills of reading and writing a mathematical proof. Demonstrate increased competency in conceptual understanding of communities and populations. Demonstrate an understanding of integrating research and practice. Develop writing and research skills required to successfully write and defend a thesis or professional paper.

7 5 There will be no differences in admission, curriculum, or graduation requirements for students enrolled at the Collin Higher Education Center, nor deviations from current procedures and policies for grading, transcripts, or transfer. Each Collin Higher Education Center program will be coordinated by a key faculty member qualified to teach courses in the respective program. The Faculty Rosters included in the Faculty section note these key faculty. Three year course rotations for the four programs (BS, Child Development; BS, Mathematics with Teacher Certification, M.Ed., Administration; M.Ed., Special Education) with lecture classes at the Collin site are included in Appendix B. Currently, the RN to BS in Nursing is offered only in an online format. One RN to BS course (NURS 3643) is specifically designed for the Collin Higher Education Center and will offer four face-to-face sessions at the Collin site in spring In the near future (probably starting in summer 2010) the nursing faculty expect to offer a second nursing course (NURS 3614) with four face-to-face sessions at the Collin site. The coordinator of the RN to BS program also plans to spend the equivalent of eight hours per week at the Collin site to advise students. Representative syllabi for Collin High Education Center courses to be offered in each proposed program are included in Appendix C. 5. FACULTY Provide a complete roster (using the Faculty Roster form at of those faculty employed to teach in the program(s), including a description of those faculty member s academic qualifications and other experiences relevant to the courses taught, and course load in the new program as well as course work taught in other programs currently offered; evidence that faculty members are adequate to support the program; and the impact of the new initiative on faculty workload. Faculty Rosters for each of the four programs that TWU plans to offer in traditional format at Collin Higher Education Center are attached as appendix D. The rosters document that all faculty have earned degrees appropriate to the courses they are assigned. TWU has ensured that faculty are adequate in number to support the program. Each program will start with a small number of students and expand gradually as demand increases. The university will provide increasing instructional support as enrollment grows. Each faculty member, regardless of campus, is expected to teach a semester course load of nine to twelve credit hours. No overload is expected for any faculty member. 6. LIBRARY AND LEARNING RESOURCES Describe library and information resources- general as well as specific to the program- and staffing and services that are in place to support the initiative. If reliant upon other libraries, describe those collections and their relevance to the proposed program(s) and include a copy of formal agreements in the appendix. Relative to electronic resources, describe how students and faculty will access information, training for faculty and students in the use of online resources, and staffing and services available to students and faculty. For doctoral programs, document discipline-specific refereed journals and primary source materials.

8 6 The TWU Libraries will welcome and support the teaching, learning and research needs of Texas Woman s University students and faculty on the Collin Higher Education Center (CHEC) campus. TWU students and faculty have access to library resources through the Blagg-Huey Library, located on the Denton campus and at smaller libraries located on the Parkland and Presbyterian campuses in Dallas. Library staff will teach research skills and provide instruction over the phone; via the internet using web based consultation services such as Ask A Librarian ; and through faculty scheduled classes and workshops. Faculty and students enrolled on any TWU campus are granted portal accounts for access to extensive fulltext electronic library resources, including electronic databases, electronic course reserves, electronic books, electronic journals, and governmental documents. The Libraries online catalog and web pages offer access to all available TWU resources. The library decides which databases and electronic journals to support based on input from the academic components (via a library liaison). The library s allocation formula ensures that graduate programs are funded at a higher level than other components. Students and faculty can access RefWorks, a citation manager and for personalized service they can directly contact by phone or either the TWU Distance Education Librarian or one of the other reference librarians. Support is available through interlibrary loan and self paced online tutorials accessible through links on the Libraries web pages. Faculty members are provided specific library services to assist them in teaching and research endeavors, such as the following: Interlibrary Loan is available without charge for items not found in the TWU collection. The Faculty Information Research Support Team (FIRST) assigns a reference librarian who provides individualized research, preparation of bibliographies, or guidance in any area of academic research. The Table of Contents service allows faculty members to view the article titles in journals of interest via the Internet and to order those from the reference library via . A copy of the article usually arrives in the faculty's mailbox within 24 to 48 hours. Reference Librarian Individual Assistance is available if a faculty member encounters difficulty locating materials. Turnitin, a web-based plagiarism detection service, is available worldwide to faculty members who are currently teaching at TWU. The Library Blog is another way librarians convey and share library and research information with faculty members. 7. PHYSICAL RESOURCES Provide a description of physical facilities and equipment to support this initiative. Assess the impact that the proposed change will have on existing programs and services.

9 7 The CHEC will house Collin College upper-level administration as well as space dedicated to university partners. The shared facility will reduce operational costs for all partners. All essential operational staff will support both Collin College administrative offices as well as the needs of the higher education center. Technical support staff, information desk/phone operator, custodial services, and security will serve all building users. The cost of facility operations is the responsibility of Collin College, but will be off-set by the building usage fee paid by each university partner. The CHEC facilities will provide a comfortable, convenient, and supportive teaching and learning environment for university students. Students will have access to a student services center, a quiet learning and resource center, and a student lounge. The teaching facilities will be scheduled on a flex-time system to accommodate varied instructional styles and modalities. General purpose classrooms, computer labs, seminar rooms, and two-way interactive video classrooms will all be furnished by Collin College as part of the initial construction cost and available to universities for use. In addition, each university partner will have one dedicated office plus flex-time office space for professors, and university staff to use for preparation time, office hours or scheduled meetings with students. Collin College assumes the fiscal and operational responsibility for the CHEC, therefore will employ two fulltime and two part-time staff to support operations of the facility and the student services center. The aforementioned full-time administrator will manage the CHEC with the assistance of a part-time site coordinator. Additionally, a full-time transfer coordinator and a part-time student development assistant will provide student support services such as general advising, academic planning, and connecting students with home campus resources and services. 8. FINANCIAL SUPPORT Provide a business plan that includes the following: (a) a description of financial resources to support the change, including a budget for the first year (a three-year budget is requested for a new branch campus); (b) projected revenues and expenditures and cash flow; (c) the amount of resources going to institutions or organizations for contractual or support services; and (d) the operational, management, and physical resources available for the change. Provide contingency plans if required resources do not materialize. For consolidations/mergers, and for institutions currently on sanction with the Commission for financial reasons, provide a copy of the most recent audit (audits from all institutions involved in consolidations/mergers). A three year budget to support TWU s role in the Collin Higher Education Center is displayed in the following table. Since formula funding for any given year in Texas is based upon previous enrollment history, TWU does not initially expect to receive formula funding for any additional enrollment attributable to the Collin Higher Education Center. Therefore, during the first two fiscal years of operation, university reserves will support a small net loss to the university from these programs. However, once formula funding becomes available in FY 2012, net annual revenues are expected to exceed expenditures by more than $200,000.

10 8 Estimated Budget for Programs Offered at Collin Higher Education Center FY 2010 FY 2011 FY 2012 Student Headcount Student FTE Annual Semester Credit Hours Faculty FTE Staff FTE Revenues Tuition & Fees $89,760 $282,103 $443,304 Formula Funding $0 $0 $228,038 Expenses Total Resources $89,760 $282,103 $671,342 Faculty Salaries $52,726 $130,125 $149,049 Staff Salaries $55,456 $122,404 $134,865 Fringe Benefits $25,423 $59,344 $66,720 Maintenance & Operations $5,000 $10,000 $15,000 Equipment $0 $0 $0 Rental fees based upon type of instruction and classroom usage $20,000 $28,000 $34,300 Total Expenses $158,605 $349,873 $399,933 Operating Margin -$68,845 -$67,770 $271,409

11 9 9. EVALUATION AND ASSESSMENT Describe how the institution assesses the overall institutional effectiveness as well as the means used to monitor and ensure the quality of the degree program(s), off-campus site(s), or other changes. Summarize procedures for systematic evaluations of instructional results, including the process for monitoring and evaluating programs at the new site, as well as using the results of evaluation to improve institutional programs, services, and operations. For distance learning instruction or compressed time frames, describe the methodology for determining that levels of knowledge and competencies comparable to those required in traditional formats have been achieved. All academic degree programs participate in the university s three year Academic Institutional Effectiveness System. This system requires identification of a minimum of three program learning outcomes, assessment of each of these by at least one direct measure, and at least one additional measure which may be direct or indirect. Every three years the program faculty prepares a report analyzing strengths and weaknesses in student learning, and develops an action plan to address identified weaknesses. The action plan must be directly tied to learning outcomes. Results of implementation of the previous cycle s action plan are tracked and reported at the end of each institutional effectiveness cycle. All programs, on campus as well as off-campus, must fulfill identical requirements. Comparisons of student performance for programs at different campuses are incorporated into the analysis of strengths and weaknesses so that any disparities that occur can be eliminated. 10. APPENDICES Appendices may include items such as (1) vitae of key faculty, (2) selected letters of support, and (3) copies of library and other cooperative agreements, etc.

12 A-1 Appendix A Request for THECB Approval Collin Higher Education Center A Multi-institutional Teaching Center Request for Texas Higher Education Coordinating Board Approval August 1, 2009 Collin County Community College District Dallas Baptist University Texas A&M Commerce Texas Woman s University The University of Texas at Dallas University of North Texas

13 A-2 Collin Higher Education Center Request for Texas Higher Education Coordinating Board Approval In accordance with Chapter 5, Subchapter D of the Texas Higher Education Coordinating Board Rules, seven Texas institutions of higher education respectfully submit this joint proposal requesting approval for the Collin Higher Education Center, a multi-institutional teaching center (MITC) to be located at 3452 Spur 399 in McKinney, TX Overview Collin County Community College District, Dallas Baptist University, Texas A&M Commerce, Texas Woman s University, The University of Texas at Dallas, and University of North Texas will partner to bring baccalaureate and graduate degree programs to residents of Collin County. The proposed Collin Higher Education Center (CHEC) is a multi-institutional teaching center (MITC) designed to provide convenient access to junior and senior level courses for baccalaureate completion, which compliment the associate degrees offered by Collin College. In addition, university partners will offer graduate programs that meet the needs of the community. Collin College is currently constructing an administration building at the intersection of State Highway 121 and 75 Central Expressway in McKinney, Texas. The Collin College Board of Trustees has approved 70,000 square feet of this 125,000 square foot building to the operation of The Collin Higher Education Center where university partners will have access to office and classroom space to deliver degree programs. Elements of successful higher education centers across the country include; shared physical space, affordable and cost-effective delivery, and degree program exclusivity. This proposal will outline how the CHEC is positioned to meet and exceed these success elements through a higher education collaborative. Need for the Collin Higher Education Center There are numerous higher education options in North Texas, but affordability and commuting to university campuses are obstacles for busy, working adults. According to the U.S. Census bureau, the population of Collin County now exceeds 760,000 and recent community surveys conducted by Collin College have demonstrated that 55 percent of the population is interested in pursuing a baccalaureate or graduate degree. As the Collin County population grows, demographics change, and highways become more congested, access to university degrees will decline. Accordingly, a goal to attract a four-year university to the community has become a focus in the strategic plans of three Collin County municipalities, Celina, Frisco, and McKinney. Establishing a MITC in Collin County and capitalizing on the resources of multiple institutions of higher education is a cost-effective solution to meet the increasing demand for higher education opportunities within the community. Student Demand Collin College has observed tremendous enrollment growth and is expected to be among the fastest growing community college in Texas until Since 2000, Collin College enrollment has increased nearly 65 percent, serving over 21,000 credit students in spring The lower tuition cost of community college is attractive to students and families that may not be able to afford four years of university tuition or housing costs. However, a community college alone cannot meet the higher education demands of Collin County residents. Collin College

14 A-3 conducted an extensive community needs assessment, surveying current students, reviewing census demographics, as well as engaging a national consulting firm to identify the community s higher education needs. Based on U.S. census data, 91 percent of Collin County residents, or approximately 412,000 people, have earned a high school diploma. Collin College is able to meet the immediate post-secondary education demands of the high school graduates, but the residents of Collin County express a need for more than associate degrees and workforce training. A community survey found that 55 percent of survey participants were interested in pursing a degree (Community Survey 2008). More specifically, 35 percent were interested in baccalaureate degrees and 65 percent in master s degrees (Community Survey 2008). These statistics demonstrate that there is room for higher education to expand through the establishment of the Collin Higher Education Center. Travel time and distance to local universities are obstacles for working adults, who are the most likely student to attend the CHEC (Community Survey 2008). The CHEC location is easily accessible by Highway 75 Central and Highway 121, which are primary roadways serving the dense population found in south Collin County. However, the population in north Collin County as well as Grayson County will find travel to the CHEC convenient on Highway 75. In addition, the CHEC will be accessible to residents in east Collin County and southeast Denton County via Highway 121. Parking will be free and close to the building for additional convenience. Workforce Need The Collin Higher Education Center is located approximately 30 miles north of downtown Dallas. The accessibility by major highway makes the area a prime location for business growth and expansion. Employers in the surrounding Dallas/Fort Worth Metroplex, as well as in Collin County, seeking qualified candidates look to degreed graduates of quality academic programs. For example, the North Central Texas Interlink s Labor Market Survey, as outlined in the Targeted Occupations Identified by Employers for Long Term Potential Growth report, lists the following occupations among the region s projected growth industries to 2014: management of companies and enterprises; educational services; technology and engineering; health care and social assistance; and arts, entertainment, and recreation. These are the areas of programmatic focus for the CHEC. Collin County s reported unemployment rate for March 2009 is 6.7%, employing 375,759 (Bureau of Labor Statistics 2009). Collin County residents with college degrees can take advantage of the employment opportunities in technology, retail, healthcare, and education within the county. Additionally, 25 fortune 500 corporate headquarters located in the Dallas-Ft. Worth Metroplex provide high paying jobs for experienced and credentialed job seekers. From a national perspective, the U.S. Bureau of Labor Statistics reports in their Economic News Release (Table 9) from there will be an increase in employment and total job openings overall in the U.S. that require bachelor s (16.5% increase) and master s (18.9% increase) degrees. The education opportunities available through the CHEC will help ensure that appropriately credentialed college graduates are available to meet the current needs of local employers as well as fill future jobs in expected growth areas within the workforce. Meeting the Need In light of the escalating costs, increasing demand, and local need for higher education, the Collin College elected Board of Trustees voted to incorporate space for a MITC into the plans for a new Collin College administration building. Construction on the $34 million CHEC

15 A-4 and administration building is underway with funding from Collin College, a $1.8 million land donation from the McKinney Economic Development Corporation, and $2 million from the City of McKinney for a parking structure. With the collaboration of six institutions of higher education, the CHEC will improve access to higher education by delivering high quality programs in a high-demand region of North Texas. This initiative supports the Texas Higher Education Coordinating Board s Closing the Gaps goals to increase participation and success without a request for additional state budgetary allocations. Student participation at the CHEC is estimated to reach over 1500 students within three years. Furthermore, the ease of transfer from community college to university and the proposed student support systems will certainly facilitate an increase in degree completion. Considering the current financial climate, a MITC in Collin County is a prudent and practical means of meeting local demand for more higher education opportunities. Administrative Structure As owner and operator of the CHEC, Collin College will employ a full-time administrator, with a minimum of a master s degree, to manage and oversee facility operations. The administrator will coordinate facility scheduling as well as the services provided by Collin College including custodial services, utilities, security, maintenance, media services, academic computer services, duplication, telephone, and internet. The administrator will also maintain terms of a memo of understanding between Collin College and each partner university through the assistance of a CHEC advisory committee. The administrator will facilitate collaborative participation and oversight of CHEC operations through a CHEC advisory committee, consisting of appointed representatives from each CHEC partner institution. The advisory committee structure will establish a process of communication and decision-making by simple majority on matters relating to the operation of the CHEC, including procedures, evaluation, accountability, conflict resolution, program and course offerings, and additional partners. Advisory committee decisions will be made by majority vote and align with CHEC guiding principles agreed upon by all partners. Academic Oversight Universities delivering the degree programs at the CHEC are solely responsible for academic oversight and meeting standards of accreditation. With the support of CHEC staff, universities will maintain admissions criteria, degree requirements, faculty qualifications, standards of instruction, learning resources, learning outcomes, instructional materials and support, evaluation of courses, and other accreditation requirements at the same level of quality as those on the main university campus. Participating Institutions and Programs Offered A subcommittee of the Collin College Board of Trustees (Board subcommittee) extended invitations to participate in the CHEC to its ten pre-admission partner universities, which included Austin College, Baylor University, Dallas Baptist University, Southern Methodist University, Texas A&M, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas. Baylor University, Dallas Baptist University, Texas A&M Commerce, Texas Tech University, Texas Woman s University, The University of Texas at Dallas, and University of North Texas responded to the invitation with a proposed list of programs for the CHEC. The Board subcommittee evaluated all proposed programs and recommended a non-duplicative selection of CHEC degree programs. Representatives from each partner institution attended regular meetings

16 A-5 since January 2009 to discuss revisions to program offerings, collaborative efforts, future opportunities, and additional programs for expansion. The table below lists the universities participating in the CHEC and the degree programs each plans to bring to the CHEC when it opens in January However, it is the university s responsibility to acquire approvals from and comply with the THECB, the Southern Association of Colleges and Schools, and other accrediting agencies prior to program implementation at the CHEC. University Partner Dallas Baptist University Texas A&M University Commerce Texas Woman s University The University of Texas at Dallas University of North Texas Baccalaureate Degrees BAS Communication BS Psychology BA Interdisciplinary Studies (Elementary Ed) BA Spanish BS Child Development BS Math w/ Teacher Certification RN to BS Nursing BS Business Administration BS Accounting and Information Management BS Computer Science BS Criminology Bachelor of Applied Arts and Sciences Master s Degrees MA Management w/ Human Resource concentration MA Professional Development in Leadership Studies MA Teaching MS/MEd Counseling MEd Curriculum and Instruction MEd Education Administration MEd Special Education Masters of Business Administration MS Accounting and Information Management MEd Higher Education MS Engineering Systems Doctoral Degrees PhD/EdD Higher Education EdD Educational Administration Program Need There is a demonstrated need for the degree programs proposed for the CHEC. Each university participating in the MITC provides the following rationale and data to support the programs planned for implementation. Dallas Baptist University Collin College offers two-year associate degree plans and core curriculum courses that are easily transferred to Dallas Baptist University (DBU) through a current articulation agreement between the two institutions. DBU will be offering all of the courses in the degrees that Collin College does not provide. This will allow students to seamlessly transition from a two-year undergraduate environment into a four-year degree program and possibly beyond into a graduate degree program. As part of the partnership with the Collin College, DBU has agreed to

17 A-6 offer courses at the Collin Higher Education Center for degree completion in the following programs: Bachelor of Arts and Sciences in Communication Master of Arts in Management (Human Resource Management concentration) Master of Arts in Professional Development (Leadership Studies concentration) Master of Arts in Teaching (Elementary and Secondary Specializations) Student Demand and Workforce Need Each proposed degree program addresses a student and workforce need. Surveys conducted by Collin College identify the proposed degree programs as areas of interest among current students and community members (Collin College 2008). Furthermore, The North Central Texas Interlink s Labor Market Survey for the North Central Texas region lists elementary and secondary teachers as well as general and operations managers as long-term growth careers for North Texas (2009). The Bureau of Labor Statistics identified training and development specialists as a fastest growing occupation (2009). These identified growth areas and results of needs assessments align well with DBU s offerings in the areas of human resource management, leadership studies, teaching, and communication. Texas A&M University Commerce Bachelor of Science, Psychology In the survey of current Collin College students, May 2008, psychology was rated 12th most likely major out of 21. Psychology was indicated as one of the areas of interest in the Collin County Higher Education Scan completed in January, The undergraduate degree in psychology has consistently been one of the most popular majors at Texas A&M University- Commerce. In FY08, 35 BS Psychology degrees were awarded, 34 in FY07, 44 in FY06, 39 in FY05, and 39 in FY04. Regional workforce needs are projected to be strong, especially in the public education sector. Bachelor of Arts, Interdisciplinary Studies (Elementary Ed) This degree is the most popular undergraduate major at A&M-Commerce. In the survey of current Collin College students, May 2008, this was rated the 7th most likely major out of 21. Elementary Education was listed as one of the areas of most interest in the Collin County Higher Education Scan completed in Texas Workforce Development projections for Dallas County show a growth rate of 42.5%, and the projections for the North Central Texas area (which includes Collin County) show a 32.8% growth rate. Bachelor of Arts, Spanish While not specifically listed in Workforce Development data, this major is one with perhaps the greatest potential for growth. The rapid and sustained rise in the number of Hispanics in Texas, many of whom still speak Spanish, will feed the need for this degree. In the Collin County Higher Education Scan, foreign language was listed as an area of interest. Graduates with this degree can also pursue certification in secondary education to fill the extreme need for Spanish teachers in regional schools. Master of Education, Counseling This degree was listed as an area of interest for graduate students in the Collin County Higher Education Scan in This degree has been an extremely popular Master s level

18 A-7 degree at A&M-Commerce, with 72 degrees awarded in FY08, 50 in FY07, 50 in FY06, 73 in FY05, and 55 in FY07. A majority of graduates with this degree go to work in the education sector, and the Dallas County Workforce projections show a 36.2% growth rate in this sector, while the North Central Texas Area shows a projected growth rate of 31.4% for this sector. Master of Education, Curriculum and Instruction This degree area was also listed as an area of interest for graduate students in the Collin County Higher Education Scan in This has also been an extremely strong program at A&M-Commerce, and the Workforce shown above indicate continued growth in the need for graduate of this degree in the education sector. In , 107 degrees were awarded with the elementary emphasis and 59 degrees were awarded with the secondary emphasis. Texas Woman s University Bachelor of Science, Child Development Student Demand Students majoring in child development at Collin College and Texas Woman s University have shown a keen interest in attending classes in Collin County. Physical space is at a premium at TWU and additional classrooms in Collin County would be of great benefit to current TWU students as well as ascending Collin students. Surveys of student interest and preference indicate that students currently traveling from the North East Texas region will eagerly attend classes in McKinney, Texas. Workforce Need Students pursuing a child development bachelor s degree in the North Texas region, the state of Texas, and across the nation seek careers that shape the cognitive, emotional, social, and physical domains of children and adolescents, either directly or indirectly. A primary focus on the family and its role within culture and society is at the core of this degree. The United States Bureau of Labor and Statistics identifies child care workers as one of the 30 highest growth occupations in the nation, with an anticipated growth of 23.5% over the next ten years ( Careers in childcare administration, preschool/infant/toddler teaching, observation and assessment, child welfare, child protective services, court appointed advocacy, training and curriculum, early childhood intervention, food and nutrition/obesity prevention, child psychology, and school guidance and counseling are but a few opportunities for child development majors, with the undergraduate degree serving as a catalyst for some careers that require a graduate degree. Region: In the North Texas region, a May 2008 survey of current Collin students found a moderate preference for course work toward the child development degree. During the past five years, TWU has experienced a robust enrollment of approximately 250 undergraduate child development majors, giving credence and validation to the results of the poll. In addition, the North Central Texas Resource InterLink targeted high skill/high wage occupations ( ) and identified social services workers (35%) as much needed in the workforce. Child development related jobs often provide social services through jobs such as directors of shelters, case managers, outreach supervisors, and many more. State & Nation: Careers that require a bachelor s degree in child development are plentiful across the state and nation, especially in agency, school, social service, and military base settings (nationally and internationally). Jobs such as intervention specialists, training and

19 A-8 curriculum specialists, and jobs in child life are available to our students who are willing to relocate or return to their area of origin. Master of Education, Education Administration Student Demand Response to current offerings of the M.Ed. for Educational Administration program in Lewisville and Dallas using a hybrid approach has been very positive. Coursework is being provided using a blend of on site (in the local area) and on-line media. Travel from Collin County school districts adds close to an hour each way for the Education Administration students who are all working professionals in the school districts. As working professionals, the graduate students are very receptive to the time savings and flexibility of onsite and online coursework. Thus, students respond positively to the partnered program designed to provide a high quality preparation program that limits the traditional barriers of time and travel. This approach holds great promise for creating a sustainable supply of school administrators to meet the demands of the rising population in the Collin County region. Workforce Need The demand for trained, certified school administrators has skyrocketed in the Collin County area due to the rapidly increasing student population. In addition to typical needs based on attrition, the school districts in Collin County have built new schools and added positions at an extraordinary rate. For example, the Frisco ISD is one of the fastest growing in the nation. In 1998, the Texas Education Agency reported the Frisco ISD had a student population of 3715 and in 2008 that population had grown to 27,256 over 700%. The McKinney ISD grew from 8702 students to 22, 276 nearly tripled in size. Allen ISD nearly doubled as did some of the other smaller districts. The Plano ISD only grew by approximately 20% - adding over 10,000 students. Each of these districts has added schools and, consequently, administrative positions to serve the increasing population. Indeed, projections of future supply and demand suggest that this demand will continue to increase over the next five years. And, there will be a sustained need for educational administrators in the Collin County area. Bachelor of Science, Mathematics with Grades 4-8 or 6-12 Teacher Certification Student Demand In evaluating barriers that might artificially limit the supply of qualified teachers, it has been noted that some university based teacher preparation programs are unduly time-consuming and expensive. Undergraduate teacher preparation programs at TWU have successfully restructured and reduced required SCH in a way that ensures rigorous and effective teaching skills. While completing requirements for a B.S. in mathematics, students are able to complete a minor in Professional Studies, and be eligible for graduation with teacher certification in 4 years. The number of students certified in TWU s secondary math (grades 4-8 and 6-12) has increased six fold since Strong and effective articulation agreements with Collin College will facilitate this process and ensure ease of transfer from one institution to the next. A survey of Collin College students indicates high interest in math and computer science fields. A partnered, undergraduate teacher preparation program that is designed to remove barriers of time, travel and expense holds great promise for creating sustainable solutions to critical teacher shortages in the Collin County region.

20 A-9 Workforce Need Policymakers and educators increasingly recognize the fundamental importance of math literacy to educational and economic opportunity in the 21st Century. As greater percentages of new and existing jobs require workers to have solid mathematical skills, Texas schools continue to face a critical shortage of the certified teachers required to train that workforce. Recent reports indicate that the gap between the number of new math and science teachers that districts need and the number coming into our schools has widened dramatically since The state is currently able to recruit only half as many math teachers as it needs. A survey of school districts in the north Texas, Collin County region, indicates that the need persists. Indeed, projections of future supply and demand suggest that the shortage will continue to increase over the next five years. The shortage will intensify as Texas high schools implement 4-by-4 graduation requirements for core courses, including an extra year of math and science ( Registered Nurse to Bachelor of Science, Nursing Student Demand Students majoring in nursing at Collin College and Texas Woman s University have shown significant interest in advancing their education in Collin County. In addition to individual student interest, hospitals in the North Texas Region, especially those seeking Magnet status, are increasingly asking RN employees to expand their education and are seeking relationships with area institutions of higher education to promote RN learning opportunities. Many students that travel from the North East Texas region would happily attend classes in McKinney, Texas, and would seek advising and mentoring at the Collin College location. TWU students have indicated an interest in attending classes in McKinney, and area hospitals are pursing partnerships with colleges and universities. TWU beginning baccalaureate nursing courses will be offered in lecture and hybrid venues on the Collin College campus in McKinney, as per the needs assessment from Collin College. One hundred per cent online courses currently exist at TWU in nursing, extending the course offerings for those who prefer online classes. We believe combining lecture, hybrid and online offerings along with onsite advising/ mentoring will meet the needs of all students attending Collin College and Texas Woman s University. Workforce Need Students pursuing a nursing bachelor s degree in the North Texas region and across the nation seek careers that are fulfilling and stable in a shifting economy. The U.S. Bureau of Labor Statistics reports that by 2016 more than a million additional nurses will be needed in this country. This leads the nation in projected job growth ( The increase in nurses reaching retirement age coupled with the increasing demand for nurses and nursing education faculty increases the demand for RNs with a minimum of a baccalaureate degree. The American Association of Colleges of Nursing reports that 30,000 additional nurses annually are needed. Achievement of this goal would constitute an increase of 30% over the current graduate rate. Master of Education, Special Education Student Demand There were 55 applicants seeking a Masters in Special Education on the Denton campus during 2008, with 42 applicants accepted into the program. Applicants who enter the Masters program in special education are typically certified teachers who seek additional skills working with individuals with disabilities. During the Masters program accepted students have the

21 A-10 option to take nine credit hours designed to lead to passing a certification exam as an educational diagnostician. Graduates from the Masters program have a high pass rate on the certification exams (about 95%) and a high rate of employment. Workforce Need Students seeking additional certification as a special education teacher have, according to the Bureau of Labor Statistics ( excellent job prospects. Continued increases in the number of students with disabilities needing services will result in an increase in the need for special education teachers. With an increase of 15 percent from 2006 to 2016, demand of special education teachers has shown a faster growth than the average for other occupations. The need for additional educational diagnosticians, who are certified special education teachers with specialized skills in instruction and assessment, is also on the increase. As the population of students with disabilities increases in the schools, the number of educators skilled in assessment for identification will also increase. There is a state-wide recognized need for educators who are skilled in working with students with disabilities. A large number of students with disabilities are receiving services in the general education classroom. Some school districts in the area are moving toward a coteaching format for delivery of instruction. Co-teaching typically refers to a general education teacher and a special education teacher sharing one classroom and delivering instruction to all students in the classroom. In addition, TWU has a strong background in assessment, including connecting assessment and instruction for teachers. Current legislation requires additional accountability and monitoring student progress in order to address the needs of all students. The Educational Diagnostician Program, which is housed in the Special Education Masters degree as one option, provides a strong background to educators in the assessment process. The University of Texas at Dallas Bachelor of Science, Computer Science Student Demand The Engineering and Computer Science Office of Undergraduate Advising (OUGA) prepared a questionnaire, which was sent out by to all computer science undergraduate students shortly before the Spring Break. Of the students who replied, twenty percent are from the McKinney/Allen area and ten percent live at other locations close to the intersection of SH 121 and US 75. All (except one) students in the Allen/McKinney area stated that they would prefer to take the entire BS CS program if it were to be offered at the Collin Higher Education Center. They also prefer to take courses there if only part of the program were to be offered. Sixty-six percent of the students who live close to SH 121 and US 75 said yes to both questions. Workforce Need Data from the US Bureau of Labor Statistics and the National Science Foundation indicate the annual production of Math/Computer Science degrees in the United States in 2004 to be approximately 50 percent of the average number of job openings in Computer Science related fields in The difference equates to a need for 70,000 more students graduating with math/computer Science degrees due to new job creation in the information technology (IT) industry for years to come. As North Dallas is a high tech concentration area, there will be many IT job openings in the area once the economy rebounds from the current recession. As in recent