Graduate Programs. Tier III. College Student Development

Transcription

1 Graduate Programs Tier III College Student Development 1. Centrality to University Mission The Master of Arts in College Student Development (CSD) program in the Department of Human Development and Psychological Counseling (HPC) was started in 1972 to train graduate students to work on college campuses in areas such as Residence Life, Career Development, Leadership, Student Programs and Academic Advising. Throughout our 41- year history we have been evolving and changing with the increasing demands on Student Affairs in institutions of Higher Education. Following is our mission statement: The graduate program of College Student Development at Appalachian State University sets as its primary mission the development of knowledgeable and skilled professionals for positions of responsibility as practitioners in student affairs or in a related area in the helping professions. An emphasis is placed on mastering the concepts of human development and examining the implications of this knowledge base for the design of educationally appropriate programs and support services for college students. Graduate students are engaged in active learning which emphasizes academic work and theory that is solidly supplemented by practical work experience within a college and /or university setting. Proceeding from a theoretical construct, classroom instruction integrates experiential learning into a practice which promotes imaginative and creative ways of thinking. Students benefit from the close educational partnerships between the program faculty and practicing colleagues in the areas of student development and general administration. The applied aspects of the program are aimed at the holistic development of graduate student learners as well as development of leadership, human relations and management competencies as defined by industry standards of the profession. Finally, graduate students are encouraged and assisted in adopting for themselves a set of personal values and a sense of educational purposefulness which will enable them to lead their institutions with intention and in accordance with the building of humane and inclusive communities. Our program and our students serve an important role in student development here at Appalachian State University. Our faculty often serves as

2 consultants to various Student Development offices, provides training and works closely with the Office of Student Conduct and other offices on campus. Our graduate students work as Graduate Assistants (GA s) in Student Development and Academic offices on campus. Examples include work in Residence Life, Career Development, Peer Career, the Center for Student Involvement and leadership, Student Programs, Student Union, ACT/Service Learning, Disability Services, Student Conduct, Outdoor Programs, Learning Assistance Program, Orientation, Athletics, and other offices on campus. With an average of 36 students, providing a minimum of 20 hours of work a week in various offices, our students provide the frontline support for undergraduate students at Appalachian State University. Our Student Development colleagues have often remarked that the good work of our graduate students enables their respective department to better serve the needs of ASU students, provide more creative activities, and to do more with less with a very lean staffing pattern. Many of our students assume roles typically occupied by full-time student development staff at sister institutions. 2. Demand The CSD graduate preparation program is a 48 credit hour program. Students matriculate as a cohort and usually finish this intensive and demanding curriculum in a 2-year time frame. We enroll between st year students per year and have graduated 100 students in the past 5 years. Below is enrollment data from the past 5 years.

3 completed applications Average GRE V 457 Q 507 W 4.02 Average GPA 3.23 Enrollment completed applications Average GRE V 486 Q 527 W 4.18 Average GPA 3.24 Enrollment completed applications Average GRE V 437 Q 537 W 4.0 Average GPA 3.26 Enrollment completed applications Average GRE V 400 Q 454 W 3.8 Average GPA 3.23 Enrollment completed applications Average GRE V 434/152 Q 574/148 W 4.13 GPA 3.27 Enrollment 22 Applications/Enrollments/Average Scores The number of completed applications has risen in the past five years. Our GPA and GRE scores have remained fairly constant. Our enrollment is shifting in respect to the number of open GA positions each year. In 2011, Residence Life shifted some GA positions to full-time positions; therefore, we lost GA positions. Currently we have more openings in GA positions in the even years. Of the 103 students we enrolled, all but two graduated in 2 years. Since1996 only three students have not graduated from the program. Full time students have always finished in 2 years. Our part-time students, which make up less than 1% of our students, finish in 4 years. Of the three students who did not graduate, one student transferred, one failed a class and one was not advanced

4 to candidacy due to unsatisfactory performance in the classroom and in the assistantship. Our recruitment efforts entail ing alumni, campus visits by the Department of Residence Life, university web page and Facebook page, and distributing materials at state, regional, and national conferences. The job prospects for our graduates are very strong. Usually all our students are employed by July, after graduating in May. Attached to this document is the placement of our recent graduates. 3. Quality of the Program CSD faculty embraces the notion that learning is a multidimensional and complex process. As noted in the 9 Principles of Good Practice for Assessing Student Learning (1991), learning entails not only what students know but what they can do with what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom. (para. 2) Inherent in this is the need to offer students curricular and co-curricular opportunities to maximize learning. There is no formal accrediting body for our discipline. Instead, there are competencies and standards that institutions look to as best practice industry benchmarks. The CSD curriculum and concentration areas have been modified in the last 6-8 years to respond to best practices as defined by the Council for the Advancement of Standards in Higher Education (CAS), the American College Personnel Association (ACPA), and the National Association for Student Personnel Administrators (NASPA) Professional Competency Areas for Student Affairs Practitioners. Quality is assured by adhering to these standards and competencies. A formative assessment takes place with each student throughout matriculation to ensure that students maximize their learning potential and are provided with the necessary practical experiences to complement classroom content. Students participate in a candidacy meeting during the second semester of their 1 st year. During this candidacy meeting, the 3 CSD faculties meet together with each student to discuss their overall performance, plans for practicum and internship experiences, and gather feedback from the student on their impressions of the program, the cohort experience, and their experiences in their GA position. Students must make satisfactory progress in all classes. If students are deficient in any area, they are not advanced to candidacy. Students participate in a Comprehensive Product of Learning (CPL) project throughout the two years as a means of assessing what students know and what they can do. The CPL is a portfolio that students create, and it is organized by categories as described by ACPA and NASPA Professional Competency Areas for

5 Student Affairs Practitioners. An oral defense of the CPL takes place in the spring semester of their 2 nd year before the 3 CSD faculties and a staff member from the Division of Student Development. A pass on a CPL defense denotes that both the oral defense and the document (CPL) are acceptable and meet the basic criteria. This type of academic exercise is common in this discipline and is an effective means to demonstrate mastery and the synthesis of subject matter. Student performance is also evaluated during graduate assistantships, practicum and internship experiences. Students are evaluated by site supervisors and faculty supervisors monitor their performance by reading biweekly reports and discussing individual experiences in a structured classroom setting and individual advising meetings. CSD faculties routinely meet with Student Development colleagues on campus to discuss student progress. 4. Faculty Involved 1. 3 full- time, tenure track faculty The CSD faculty has extensive teaching experience coupled with a collective of 49 years of service to the profession as practitioners prior to teaching. Our students often remark that they appreciate the relevant examples we provide in the classroom. CSD faculties are also actively engaged in and accomplished in the profession at both the regional and national level. We occasionally team teach with our colleagues in Student Development and have also co-taught with a doctoral intern. 2. The average teaching load is 3 classes a semester and a class release time for research. We are a graduate preparation program within a graduate department (HPC), and teach graduate students exclusively. We have several cross listed courses and, on a rare occasion an undergraduate will take one of these classes. 3. We are in the process of eliminating our Thesis Track. In the past 17 years, only 5 students have completed a thesis. As noted, our curriculum emphasizes professional training (the training of practitioners). Completing a thesis is difficult with the demands of the curriculum and practical experiences. Students who choose the thesis option are often forced to delay graduation by a semester. The two course research/assessment requirement amply prepares students for the cultivation of scholarship and the demands for accountability in the profession. 4. If the program grew by 10%-20%, we could barely manage with the faculty on hand. Any larger enrollment would require an additional full-time faculty member. The additional faculty member would provide advising and it would be helpful to have a faculty member with specialized knowledge to guide our concentration(s) - (i.e. - an Outdoor Education background to guide our College Outdoor Program Administration program). The more compelling challenge to our growth is that we require

6 our students to hold GA positions on campus in either Student Development offices or offices which have high student contact (i.e., Disability Services). Our enrollment numbers are limited by the number of GA positions 5. Facilities and Equipment Our current facilities meet our needs. 6. Costs 1. Our students receive funding through the Division of Student Development and the Academic Affairs for graduate assistantships. 2. Our faculty has received extramural funding by securing small university grants. These grants have enabled us to offer our UK initiative and to use new technologies (ipads) to enhance the experience. None of our students are funded through these grants. 3. We have no revenue from gifts and donations, but we are interested in expanding in this area. 4. The average debt for students is $25, 834 at the end of the program. 7. Duplication In North Carolina there are three ALPA LISTED programs related to the field of college student development. They are the College Student Personnel M.Ed degree at Western Carolina University; the M.Ed. degree in Higher Education, with a specialization in Student Affairs in Higher Education at NC State University; and the M.A. degree in College Student Development at Appalachian State University. Enrollment data: We currently enroll 38 full time students. WCU enrolls 28 students and NCSU enrolls 38. The Master of Arts in College Student Development at Appalachian State University prepares students to work in a variety of Student Affairs functional areas at colleges and universities throughout the nation. Recent graduates have secured employment in Career Development, First Year Student Programs, Orientation, Residence Life, Service Learning, Student Activities, Leadership Development, Learning Assistance Programs, Academic Advising and many other areas of Student Affairs (CSD, 2013).

7 The degree program represents two cohorts across a two-year degree requirement involving 48 hours of classroom credit and includes a required Graduate Assistantship in an area of professional practice related to the student affairs profession. Two distinct tracks of academic experience are offered: a traditional student affairs practice track, and a unique concentration in College Outdoor Programs Administration (COPA). The program also offers an optional and novel study abroad course and travel in the United Kingdom. (CSD, 2013) Three full-time faculties teach all required core courses in the program and supervise a required 6-hour internship and a strongly encouraged summer professional practice. This faculty load is compared with 5 full-time faculty in the NC State program and 7 faculty in the Western Carolina program, both of which carry the same enrollment responsibilities as Appalachian State University s 3 faculty. (CSD, NC State, Western Carolina, 2013). The Appalachian program is distinct in North Carolina for several reasons: Exceptional theory to practice integration, offering 13 courses providing over 500 hours of classroom instruction (13 3 hrs per week for 13 weeks),and over 1,700 hrs of professional experience 20 hrs for 30 weeks/per year; summer experience of 200 hrs; internship of hrs). Students are thus exceedingly well prepared for immediate movement into a professional career in student affairs work at the conclusion of their program. Indeed, on average, every student is employed in an area of professional practice within 60 days of receiving his or her degree. Employers have provided anecdotal comments in which they have indicated that they like our graduates because they can hit the ground running. Students select one of two concentrations: Student Affairs Practice or College Outdoor Program Administration. The College Outdoor Program Administration is the only program in the country that prepares graduate students in College Student Development (CSD) to work within an outdoor programs unit in a college/university setting. COPA is a unique intersection of the fields of student development with outdoor education. Of special note are the following curriculum and program initiatives that make the ASU s CSD program unique. 1. Three course requirement in college student development and environmental theory 2. International short term study abroad elective course 3. COPA- College Outdoor Program Administration concentration 4. Year-long research component

8 International short term study abroad elective course In 2006, CSD faculty created a short term study abroad course as an elective in the curriculum. HPC College Student Development in the United Kingdom is composed of a semester-long didactic component that outlines the historical and emerging models of student support services in the UK, culminating with a two-week study abroad visit to the UK in which students visit campuses and experience the culture found within villages and cities in England, Scotland and Wales. The goals of the course are to: (1) enhance students knowledge of the higher education systems in the UK; (2) provide students with specific knowledge concerning the delivery of student support services in higher education in the UK; (3) explore the historical, economic, social, geographical and political influences impacting US and UK program style, design, and delivery; (4) increase student s ability to navigate a different culture; (5) compare and contrast UK and US systems of student services and gain specific insights which integrate the pros and cons of each; and (6) formulate an appreciation for diversity of thought that informs practice. Two of the CSD faculty co-teach the course and participate in the travel abroad experience. They make use of several direct indicators to assess student learning. First, students enrolled in the course take a pre-test aimed at assessing student expectations of the course/travel and individual experience with international travel. As of spring 2013, 93 students have enrolled in the course. This reflects 70% of the total population of students enrolled in the CSD program from The mean age of students participating in the course over the years is 24 years. This is an interesting statistic given the fact that 31% of students enrolled in this course report that this is their first time for travel outside of the United States. This statistic is encouraging based on the fact that only 1% of all US students enrolled in higher education participate in a study abroad experience (Open Doors, 2011). Upon return from travel to the UK, students are given a post-test to capture learning outcomes. Course-embedded papers, journals, photography, projects, and oral presentations are also helpful in capturing the learning outcomes. COPA- College Outdoor Program Administration concentration The CSD program has viewed the unique, rural mountain environment as a distinctive opportunity. Students anecdotally report that the mountains and the outdoors attract them to ASU. Over the years, the CSD faculty has observed great interest from CSD students in outdoor programming and experiential education. In 1998, faculty partnered with student development staff and created an elective that was held as a summer institute titled Student Affairs and the Great Outdoors. This institute has been well attended over the years. From this, faculty observed a high interest in outdoor programs as a functional unit in student development. Therefore, in 2007, the CSD faculty formed a working committee to investigate the feasibility of creating a special concentration in college outdoor program administration (COPA). This program is a

9 distinct intersection of outdoor experiential learning and student development theory. This is the only concentration of its kind in the United States. The first COPA cohort was accepted in 2008, and graduated in A summary of job placements are attached. Courses within the COPA concentration use direct and indirect evidence of student learning. The collection of data occurs at multiple points in time and in various situations using a mixed methods approach (qualitative and quantitative evaluation methods). Indirect measures such as focus groups and interviews of employers, internship supervisors and students have provided necessary self-reported information on student needs, competencies and satisfaction. Direct indicators such as skills based testing in the field and course-embedded data (exams, reports, papers) are also utilized to gain timely feedback. Although systematic assessment efforts could be improved, the fact that COPA students are landing director level jobs in college/university outdoor program units is extremely affirmative. Throughout the curriculum active and experiential learning is emphasized and students learn to apply theory to practice. Students must hold an assistantship (20 hours/week). They can also elect to take a practicum and accumulate additional hours. The last semester of the 2nd year is reserved for an internship in which they earn hours. Emphasis on Theory The College Student Development program has a unique emphasis on theory. Students are required to take three theories courses which explore psycho-social, cognitive, identity and environmental theory. In addition to understanding the theory, students actively put the theory into practice in the GA positions. Emphasis on Research Students are required to complete a two course educational research and assessment sequence. Students are involved in action oriented research that informs Student Development practice at Appalachian State University. Students are paired with staff from Student Development offices and are expected to conduct an assessment project in a student development unit. Staff relies on our students to provide them with data to improve current programming efforts and to better meet the needs of the undergraduate students at Appalachian State University. Additionally, our graduate students are expected to publish their findings by presenting them at state, regional and national conferences and/or submitting them for publication. 8. Future Directions To increase enrollment substantially, at least one additional faculty member would be required to maintain an appropriate faculty-student ratio. More importantly, North Carolina s out of state student tuition differential challenges our ability to adequately recruit and maintain a diverse and first rank student body. Provision of additional tuition waivers for out of state students as part of a more competitive award package of graduate assistantship compensations, in line with the

10 Division of Student Development GA enhancements is critical to increasing enrollment, diversity and improving the quality of students in the program. Additionally, these out of state tuition waivers need to span the student s academic career. Currently, we are able to award one out of state tuition waiver for one year. If the student is unable to obtain in-state residency for their second year, they are faced with a financial burden. Additionally, we receive a significant number of applications for out of state students. In particular, students are attracted to the College Outdoor Program Administration track. Finally, our program has a strong national reputation. The inability to award students with competitive financial packages hurts our ability to recruit and retain the best and the brightest. The program, because of the faculty s experience in building the unique COPA concentration, is well poised to institute a cognate area in the form of a concentration or certificate program for every enrolled student, pending sufficient financial and faculty development as outlined above. This would provide a substantial boost to career development for enrolled students, providing an area of distinct expertise in practice in addition to the general competence now provided. Examples if this would be certificate programs in Student Conduct and International Studies. Potential New Program Certificates Certificate Program in Student Conduct, Behavior And Expectations In recent years, increasing numbers of students have expressed interest in the still-developing field of student conduct, which includes concerns for appropriately encouraging student behavior that more closely responds to institutional and student development expectations. A certificate for CSD students would include the following coursework and experiences: HPC 5110 Multicultural Counseling (3 s.h.) HPC 5900 Practicum in College Student Development with an emphasis on Student Conduct (3 s.h.) HPC 5460 Professional Practice in College Student Development with an emphasis on Student Conduct (3 s.h.) Participation and/or attendance at the Gehring Institute on Ethics or the Annual meeting of the Association for Student Conduct Administration

11 Certificate Program in International Programs Over the years, we have had a number of students express interest in International Programs as an interest area. In fact, we have a 2011 alum who is now employed in the Office of International Education and Development. The successful UK initiative, now in its 8 th year, makes the creation of such concentration as a natural next step. A certificate for CSD students would include the following course work. HPC 5110 Multicultural Counseling (3.s.h.) HPC 5900 Practicum in College Student Development with an emphasis on International Programs (3.s.h.) HPC 5441 (3.s.h.) Historical Perspectives on College Student Support Services HPC 5460 Professional Practice in College Student Development with an emphasis on International Programs (3.s.h.) Certificate Program in Support Services for Student Athletes In recent years, we have seen an increase in the number of students interested in working with student athletes. A certificate program in this area would provide students with the skills necessary to work in this field. Suggested coursework would include: HPC 5110 Multicultural Counseling (3 s.h.) HPC 5900 Practicum in College Student Development with an emphasis on student athletes (3 s.h.) HPC 5210 Life and Career Planning (3 s.h.) HPC 5460 Professional Practice in College Student Development with an emphasis on student athletes (3 s.h.) In order to provide appropriate support for the move to new concentrations, we are recommending the addition of a new faculty member to the program. The new faculty member would be available to teach core courses, certificate course as well as provide release time for the faculty member charged with coordinating these certificates. The initial set up for these certificates will require the establishment of quality internship, practicum, and professional practices sites for our students. For the International Programs certificate, it is recommended that a faculty member be given a semester release time to travel and work at setting these up. The maintenance of these international sites, particularly in International Programs, could be facilitated by adding a third faculty member to the study abroad trip, (HPC 5441).

12 9. Critical Mass Given an on-going enrollment in this program of 38 students each year, loss of the program would immediately and substantially decrease the FTE of the College of Education and of the University s graduate program. Moreover, the 38 graduate students in this program annually contribute over 22,000 hours of program and administrative labor to the University s overall student population. University departments are dependent upon this work force to provide their numerous programs and services at a greatly enhanced quantity and quality level. The cost of replacing this labor force with full-time employees or of reducing programs and services to students would be substantial. Conversely, growth of the program would improve overall FTE and, presuming adequate graduate assistant packages as described earlier, could generate substantial additional program and administrative support, enhancing existing programs and providing a well-trained and energetic pool of graduate employees. The CSD faculty has plans to undertake a self-study (using CAS Standards) of our program in the fall Our department chair has verbally committed the funding of a CAS Review by external consultants in spring Data and information gathered during this review will help us to make any necessary changes to improve all aspects of the CSD student experience. 10. Summary Given documented student and employer demand, what could the program be like in 5 years? By 2020? As noted, we are restricted by GA positions available on campus, and the cycle (i.e. - If we accept 22 students in a cohort one year, the students are likely to stay in their GA position. We have several positions that are staggered, but in an opposing year, we can only take the number of students who can be accommodated. This is usually 12-15). We are also limited by the lack of out-of-state tuition waivers and the overall package. We currently have 1 out of state tuition waiver to offer through the Graduate School each year. These waivers are only good for one year, so if our students do not qualify for in-state residency in their second year, they face a significant financial challenge. When we are recruiting students, we typically lose students to programs that guarantee them a full tuition waiver for their graduate career. Although the Division of Student Development generously increased the assistantship package this year (in state tuition waiver, $300 professional development and a parking pass), there is an inequity with packages offered through Academic Affairs. One could argue that the package is still lagging some packages offered by peer institutions and competitor programs.

13 References ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners (2010). American College Personnel Association. Student Personnel Point of View (1937). American College Personnel Association. Student Personnel Point of View (1949). American College Personnel Association & National Association of Student Personnel Administrators. (2004). Learning reconsidered. Washington, D.C.: authors. Council for the Advancement of Standards in Higher Education. (2012). CAS professional standards for higher education (8th ed.). Washington, DC: Author. Keeling, R. P. (Ed.). (2006) Learning Reconsidered: A practical guide to implementing a campus-wide focus on the student experience. Washington, CD: ACPA, ACUHO-I, ACUI, NACA, NACADA, NASPA, and NIRSA. 9 Principles of Good Practice for Assessing Student Learning. Open Doors Report on International Educational Exchange (2011). Releases/2011/ Open-Doors-Study-Abroad