Peer Institution Working Group Report February 7, 2012

Transcription

1 Peer Institution Working Group Report February 7, 2012 Charge: The Planning Document directs that a working group of faculty and administrators determine a reasonable list of peer institutions to be used as the primary group for benchmarking activities across the various units of the university. Criteria for selection should begin with the faculty s reflections at the fall retreat. These institutions will serve as the starting point for work at the university that requires comparisons to external standards (e.g., accreditation, assessment, program review, planning, finance, etc.). The institutions selected should be peers for the University of Redlands as a whole in order to insure that benchmarking for different purposes references similarly situated universities. Where the core list is not appropriate for particular programs, units, or purposes, the list may be supplemented or replaced; for example, the relevant peer group for tuition comparisons for the College and Schools is likely to be regional competitors rather than national institutional peers. Finally, the adoption of this peer institution list does not preclude programs and units from engaging or continuing other relevant benchmarking activities. Membership: Kimberly Cass, SB; Pauline Reynolds, SE; Tony Suter, Music; Lori Osborn, CDIS; Steve Morics, MATH; Priya Jha, ENGL; Phil Doolittle, COO; Neil Macready, VP University Relations; Ed Wingenbach, IAVPAA; Wendy McEwen, Institutional Research Process: The working group began with the results of the 2011 faculty retreat (included at the end of this report), using the conceptual framework articulated at the retreat to guide the selection process. Based on the criteria suggested by the faculty, both descriptive and normative, the working group employed the following filter to narrow the range of institutions to be considered: a. Limit candidates to institutions with similar structures, of similar size, with similar resources, and enrolling similar student bodies; in practice this means private, non-profit, masters comprehensive institutions with less than 10,000 students, similar endowment, and a mix of professional schools. b. Peer institution candidates need not be institutions with whom we compete for students, since those institutions are often quite different from us. c. Once a reasonable list of similar institutions is identified, the primary consideration for narrowing the candidate pool should be similarity in mission and values, since most of the non-quantitative characteristics identified by the faculty may be gathered under this category (for example, commitment to interdisciplinarity, student engagement, individualized attention, applied learning, ethical development, global concerns, innovative teaching, etc.). 1

2 d. Identify institutions that share our commitment to transformative learning, understood in part as our success in moving students from promise to accomplishment; one good initial proxy is the US News & World Report A+ Schools for B Students list, referenced by a number of faculty at the retreat. 2

3 Selection: Using these factors, the working group was able to narrow the pool of potential candidates over a series of meetings using the following method: a. The working group began with the 327 private, non-profit, Masters comprehensive institutions with less than 10,000 students. b. Once institutions with obviously incompatible missions (primarily religious, technical/engineering emphasis, vocational focus, etc.) or obviously divergent student populations (primarily commuter, historically black colleges and universities, single gender campuses, etc.) were removed, 225 institutions remained. c. The working group then identified from that group all institutions named to the A+ Schools for B Students list (institutions that admit a high proportion of non-a students, ranked in the top half of their category, with retention rates over 75%) and all institutions that are members of the New American Colleges and Universities consortium, which emphasizes the combination of liberal arts and professional training; Redlands is on both lists. That left 71 institutions. d. Each member of the committee was assigned 7-8 of these institutions to research, focusing on the mission, structure (what professional schools do they have, do they have specialized programs like ours, etc.), and commitment to the liberal arts across all divisions. The group discussed each of the 71 in order to identify promising candidates and exclude poor matches. That meeting narrowed the pool to 27 finalists. After a review of the institutions previously excluded in step c, this group of 27 was supplemented by 5 more institutions not on the original list which had strong support from various members of the working group. e. The working group was divided into groups of two, with each group assigned 6-7 institutions to research in much greater depth, using a set of common questions derived from the faculty retreat priorities. This research emphasized mission, values, governance, and the content of academic programs. Concurrently, McEwen gathered available statistical data on the 32 finalists to complement the qualitative research of the working group. f. The working group used the qualitative research and comparative data on the 32 finalists to determine the 12 preliminary peer institutions. The primary concerns of the working group as they narrowed the list included ensuring that the finalists shared a similar vision and mission, and that the final group offered sufficient programs similar to Redlands (including some with NASM accredited music programs, some with Ed.D degrees, some with specialty programs like Communicative Disorders or GIS, and some with programs analogous to the School of Continuing Studies). g. Finally, the working group developed detailed descriptions of each institution to make sure the 12 peers matched Redlands well across the full range of criteria, and McEwen generated a detailed comparative report using data from the National Center for Education Statistics (referred to as IPEDS data). In both cases the working group felt the congruence between Redlands and the 12 institutions was strong, and that these would serve well as a basis for comparisons across the university. 3

4 h. Representatives of the working group met with: School of Business Assembly School of Education Assembly School of Music faculty Cabinet College Chairs and Directors College Assembly Feedback from all but the College Assembly was positive. The Music Faculty and College Chairs and Directors both asked that the Educational Assessment Committee clarify how the list would be used for academic program review, which EAC has done. The Cabinet, School of Business, and College Assembly all expressed concerns about Drury University; the working group decided to remove Drury from the list of peers. Members of the College Assembly also expressed concerns about the methodology used, the appropriateness of the list, its adequacy for academic benchmarking, and the absence of familiar and/or regional institutions. i. The revised list was proposed to the Faculty Assembly for endorsement. At this meeting the Educational Assessment Committee clarified how the list would be used for academic program review. The working group reviewed the substantive character of the selection process and addressed some specific concerns about particular institutions. The working group also committed to including in the final report a recommendation that the peer institution list be reviewed every two years to insure its adequacy. The Faculty Assembly endorsed the list by a vote of 17 yes, 11 no, and 9 abstain. j. On January 25, 2012 the report was submitted to President Appleton for his consideration, and will hopefully be conveyed to the Board of Trustees.. 4

5 Proposed Peer Institutions: The eleven institutions described below are those the working group believes are the best peer institutions for the University of Redlands to use as a basis for benchmarking and comparisons. Baldwin-Wallace College (OH): The mission statement of the college is comparable to Redlands in that it emphasizes the liberal arts and sciences, lifelong learning, academic rigor and excellence in teaching. BW offers more than 50 majors, programs in business and education for the adult student, undergraduate degrees in a conservatory style of music education, and continuing education programs. BW offers five 3/2 dual degree programs - three MBA programs within the college and two in conjunction with Case Western Reserve University. Within their education program, they offer five master's degrees. The business program offers nine MBA degrees through an evening and weekend based program at the main campus and their one regional campus. Butler University (IN): Butler shares a number of characteristics with U of R, including: a commitment to the liberal arts integrated with professional education; a global focus; involvement in campus and community sustainability initiatives; a global focus in undergraduate and graduate programs (particularly business); and, investment in community service and service learning. Butler offers graduate programs in business, education and music, one doctoral degree (although this is in pharmacy and not education), and an undergraduate core curriculum focused on developing an awareness of cultural diversity so graduates are prepared for involvement in their local and global communities. Butler demonstrates a commitment to interdisciplinary education, as typified by an annual interdisciplinary project (this year s is The Earth Project ) as well as a variety of interdisciplinary programs and majors. They have a communicative disorders program. Drake University (IA): Drake s mission is quite similar to Redlands, with an emphasis on personalized education, responsible and global citizenship, and the liberal arts with some professional preparation. Their academic structure includes a College of Arts & Sciences, a College of Business and Public Administration, and a School of Education; however, Drake also has a School of Law, a School of Journalism, and a College of Pharmacy and Health Sciences. They offer several undergraduate degrees in the Department of Music including music performance and music education, as well as emphases in jazz and piano studies. In terms of interdisciplinary study, they have 7 majors and 6 concentrations. They have engaged citizen and world languages and cultures curriculum requirements, a first-year experience, and an honor s track that allows for individualizing a graduation plan. Hamline University (MN): Hamline University has a traditional liberal arts undergraduate program as well as Schools of Business, Education, Law, and Continuing Studies. The professional programs share a commitment to incorporating liberal arts into specialized training. Hamline is committed to the tradition of a liberal arts education as well as service learning, internships, collaborative research, and study abroad. Their students have earned 40 Fulbright Scholarships and 5 Rhodes Scholarships. The Music Department offers degrees in performance and musical arts. 5

6 Loyola Marymount University (CA): Loyola Marymount University emphasizes liberal arts across all of its divisions, including an undergraduate focused liberal arts college, a College of Business Administration, and a School of Education. LMU encourages learning with an emphasis on critical thinking, imagination, and artistic expression, and claims to offer a transformative educational experience motivated by the values of respect for our diverse global community. They offer an Ed.D in Educational Leadership for Social Justice as well as a full range of Masters Degrees in education and a credential program. While LMU only offers an MBA at the graduate level in business, the School of Business has several centers focusing on ethics and entrepreneurship. Monmouth University (NJ): Monmouth emphasizes applied learning, leadership, and personalized attention. The undergraduate college includes most of the majors and programs Redlands offers. The Center of Distinction for the Arts brings together theater, art, music, and creative writing to support and promote arts education and performances. The School of Business offers an MBA, accelerated programs, a 5 year BSB/MBA, and experiential learning. The School of Education offers a range of Masters Degrees and certificates, including counseling, special education, and curriculum. Their Polling Institute is similar in structure and function to the Redlands Institute, with an external focus and emphasis on applied research. The Institute for Global Understanding supports faculty scholarship, fundraising, curricular innovations, and collaborations with outside agencies to promote global understanding. Saint Joseph s University (PA): Saint Joseph s emphasizes liberal arts and transformative education across its schools, consistent with the Jesuit heritage of the university. The undergraduate college offers a full range of majors and minors, including honors programs, study abroad, and service learning. Offerings in education include certification, multiple Masters Degrees, and an Interdisciplinary Doctor of Education Program for Educational Leaders. The graduate programs in business include multiple specialized Masters Degrees, an MBA, and special executive degrees. Saint Joseph s has made excellent strides in developing distance learning programs consistent with their mission and regional needs, and has a very well established continuing studies programs that offers both degree completion and certificates. University of San Diego (CA): University of San Diego s undergraduate college emphasizes liberal arts education and the centrality of the humanities, including in applied programs like architecture. The School of Business emphasizes developing socially responsible business leaders with a global outlook and a passion for innovation. The MBA program is ranked 26 th nationally by Business Week for part time programs. They also offer a range of specialized masters programs. The School of Education has a range of Masters Degrees as well as a doctoral program in leadership studies. University of Scranton (PA): Scranton s mission emphasizes leadership and responsible citizenship and their academic programs sustain a commitment to the liberal arts across traditional and professional programs. The School of Management offers a range of specialized MBA s, offered both on-campus and online, as well as an integrated undergraduate/mba business degree. Scranton offers Masters Degrees in educational administration and curriculum and instruction, as well as teaching certification. The undergraduate programs include many interdisciplinary majors and minors, as well as a number of specialty programs cognate to Communicative Disorders or GIS. The university is committed to widely 6

7 shared governance, with faculty, staff, and student senates all having representation in the central governance council. Scranton focuses on global education and is a recognized producer of Fulbright recipients with 6 awards in 2011 and 134 since University of the Pacific (CA): Pacific emphasizes experiential learning, individualized education, faculty/student interaction and small classes; the mission statement describes the university as "integrating liberal arts and professional education. Pacific s Conservatory of Music employs 20 full-time faculty and educates performers, composers, teachers, and leaders. They offer both Bachelors of Arts and Bachelors of Music degrees. The School of Business confers a range of specialized MBA s. In addition to credentials, the School of Education offers Masters Degrees in most of the same areas as Redlands and a number of Ed.D s, including one focused on educational leadership. Westminster College (UT): Westminster stresses its commitment to combining the liberal arts and professional education. They offer graduate programs in business and education similar to those found at Redlands. They express a commitment to integrative learning across disciplines, both inside and outside the classroom. The learning goals and mission of Westminster emphasize citizenship, engagement, and combining theory with practice. Their calendar includes a Mayterm. Westminster is home to the Great Salt Lake Institute, which has a function and structure similar to the Redlands Institute, and an environmental center that fosters community engagement and sustainability. 7

8 Comparisons: Comparative Elements University of Redlands Baldwin-Wallace College Butler University Drake University Hamline University Loyola Marymount University Monmouth University St. Joseph s University University of San Diego University of Scranton University of the Pacific Westminster College Averages School of Business School of Education * * * * * * * * * * * * * * * * * * * * * * * * Music * * * * * * * * Ed.D * * * * * * NAC&U * * * * * Liberal Arts Emphasis in Professional Programs * * * * * * * * * * * * "A+ School for B Students" * * * * * * * * * * 6 Year Graduation Rate Retention Rate % Graduate Students Endowment / Student ($1,000'S) Student / Faculty Ratio (IPEDS) Enrolled Students

9 Key to Peer Institution Comparison Chart School of Business School of Education Music Ed.D NAC&U Liberal Arts Emphasis in Professional Programs The institution offers degree programs similar to the School of Business; these may or may not be offered in a separate unit from the college. The institution offers degree programs similar to the School of Education; these may or may not be offered in a separate unit from the college. The institution offers music degrees accredited by the National Association of Schools of Music (NASM). The institution offers a doctoral degree in education with some similarity to our Ed.D offering. Member of the New American Colleges and Universities consortium. There is evidence in the mission, curriculum, or public commitments that the institution emphasizes the liberal arts in all programs, including professional degrees. "A+ School for B Students" The institution is placed in this category for regional universities by US News and World Report. Institutions in this category are 1) ranked in the top half of their category, 2) have first year retention rates above 75%, and 3) admit a significant portion of "non-a" students, as determined by test scores and class rank. 6 Year Graduation Rate Percentage of entering students that graduate from the institution within 6 years. Retention Rate Percentage of full-time, first-time students that remain enrolled in the third semester. % Graduate Students Percentage of all enrolled students enrolled in graduate programs. Endowment / Student ($1,000'S) Total endowment divided by total full-time enrollment. Student / Faculty Ratio (IPEDS) Enrolled Students Full-time student enrollment + 33% of part-time student enrollment, divided by total instructional staff reported to IPEDS. Total number of students enrolled full-time. 9

10 Criteria to Consider When Selecting Peer Institutions, Generated by Faculty Retreat The number represents the total times mentioned, out of 14 table responses Capacity/Resources/Stability (endowment, aid, tuition dependency, etc.) 8 Individualized Attention/Personal Education 6 Diverse Student Body 6 Mixture of Professional/College 6 Commitment to Liberal Arts 4 A+ School for B Students 4 Pedagogical Theory and Practice 3 Teaching Driven 3 Experiential/Applied Learning 3 Distinctive Curriculum 3 Regional Mission/Expertise 3 Similarity of Mission/Values 3 Student Success (grad rates, placement) 3 Student Characteristics Generally 2 Global/International 2 Community Engagement 2 Admissions Selectivity 2 Student Costs 2 Ethical Development of Students 1 Responsible Doers 1 Salary/Benefits 1 Faculty Characteristics 1 Learning Communities 1 Interdisciplinarity 1 Aspirational Institutions 1 Student Engagement 1 Faculty Governance 1 Diversity of Majors 1 10