From: Jodie Rindt, Student Affairs Administration Graduate Program Director Student Affairs Administration Core Graduate Faculty

Transcription

1 1 February 7, 2011 To: Becky Le Docq, Faculty Senate Chair Members of the Faculty Senate Executive Committee From: Jodie Rindt, Student Affairs Administration Graduate Program Director Student Affairs Administration Core Graduate Faculty Re: Department of Student Affairs Administration The Student Affairs Administration Core Graduate Faculty would like to establish an academic department of Student Affairs Administration. This request has the support of Vice Chancellor/Provost Enz Finken, Associate Vice Chancellor Vijendra (VJ) Agarwal, Dean Ruthann Benson, and our colleagues in the Psychology department. On behalf of the Student Affairs Administration faculty, I am asking you and the Faculty Senate Executive Committee to support this proposal for departmental status. The enclosed supporting documentation clearly articulates the advantages of establishing such a department. It also provides some background for understanding student affairs as an academic discipline nation-wide and provides an understanding of the Student Affairs Administration program and faculty here at UW-L. As you can see from the enclosed documentation, the Student Affairs Administration graduate program has operated much like an independent department for many years and would benefit in many ways from departmental status. Thank you for considering this request. The Student Affairs Administration faculty and I look forward to working closely with you and others as we establish this exciting new department at UW-L. Enc.

2 2 Student Affairs Administration (SAA) Graduate Program Academic Department Proposal Spring 2011 For Consideration by the Faculty Senate Executive Committee Overview This proposal seeks support for creating an academic department for the Student Affairs Administration (SAA) graduate program to be housed in the College of Liberal Studies at UW-L. The proposal introduces student affairs as an academic field of study nation-wide and then goes on to describe the Student Affairs Administration program here at UW-La Crosse. The national reputation of the SAA program at UW-L has increased in the last 5 years as a result of the program s strong academic curriculum, scholar-practitioner model, online program offering, and extensive alumni base. As a result, the program is uniquely positioned to capitalize on its success and build an even stronger national reputation for excellence. Departmental status is being requested in order to provide the program with increased visibility, stability, and an organizational structure that meets the needs of the program, faculty, and students. Student Affairs as an Academic Discipline Student Affairs in higher education has long been recognized as an academic discipline. There are156 Student Affairs graduate programs nationwide that prepare student affairs professionals ( The degree is offered at the Masters and Doctoral levels; there are no Bachelor degree preparation programs. All of the student affairs academic programs are housed in academic departments or colleges. Most of these programs are housed in Educational Administration or Leadership departments; some are in Counseling or Counseling Psychology departments and some are in Student Affairs departments. A few are stand alone programs with no departmental affiliation. The vast majority of these programs adhere to the Council for the Advancement of Standards in Higher Education (CAS). Most of the faculty who teach in these programs hold the doctorate degree in a student affairs or higher education administration area. There are two major student affairs professional organizations: the American College Personnel Association (ACPA) and the National Association of Student Personnel Administrators (NASPA). Both have peer-reviewed journals (see and In addition, there are numerous area-specific student affairs professional organizations that also promote scholarship in the field and produce peer-reviewed journals (for example, see Student Affairs as an Academic Discipline at UW-L The Student Affairs Administration (SAA) graduate program at UW-L has been in existence 44 years. The program currently has 90 students and 10 core graduate faculty members Two faculty members are full-time; the rest are student affairs scholar-practitioners at UW-L who teach and support the program on an overload basis. All of the core faculty are involved in curriculum and program policy development, assessment, advising, and supervision of graduate student thesis and research projects. The combination of full-time and scholar-practitioner faculty is a very effective model which students consistently note as a strength of the program. In 2010, the program hired its first full-time tenure track faculty member funded through program revenue.

3 3 The program, which until 2006 had been a stand alone graduate program with no departmental affiliation, is now housed in the Psychology department. The program director and the tenuretrack member are the only SAA faculty members who have voting rights within the Psychology department on departmental business. SAA business is conducted by SAA faculty and advanced through the Psychology department when needed (e.g., curriculum). In 2007, the SAA program received Higher Learning Commission (HLC) approval to offer the SAA degree online, thus becoming the first online graduate program offered by UW-L with no partner institution collaboration. The online program was developed with a $25,000 grant from the UW-L Foundation and with financial support from the Office of Continuing Education and Extension. The online program was designed for people already working in student affairs in higher education and was designed to be self-supporting. The online program has been so successful that it now also supports the on-campus program and covers all program instructional and administrative costs, including the tenure-track position. Current Status of the Student Affairs Graduate Program at UW-L The SAA program has a clearly articulated mission statement and program competencies that describe learning outcomes expected of our graduates who are entering the student affairs profession (below). These program competencies provide the foundation for SAA program planning and assessment. Student learning outcomes are also identified for each course. Quick View Established: 1967 Degree Offered: M.S. Credits Required: 43 Program Delivery Options: On-Campus at UWL Online Enrollment : On-campus 36 (2 cohorts) Online 54 (3 cohorts) Minority students: 13 (14%) States represented: 17 Graduate Assistants across campus: 32 Faculty: Core Faculty: 10 Doctorate degrees: 9 Tenure-track: 1 HCL Accreditation: 2007 Tag Line: Like College? Do It For Life. Mission: Using a theory to practitioner model, the mission of the Student Affairs Administration in Higher Education master s degree program is to prepare student affairs professionals with the competencies to work effectively within the complex political, economic, cultural, and social contexts of higher education. Program Competencies: Applied Research Critical Analysis & Problem Solving Effective Communication Ethics & Professional Responsibility Global Connection & Human Diversity Higher Education Knowledge Student Characteristics & Effect of College on Students

4 4 Curriculum With the establishment of the online program option in 2007, the SAA program made significant changes to its curriculum. These changes included development of sound assessment practices that were essential for accreditation approval by the Higher Learning Commission in In Fall 2010, the SAA program implemented a slightly revised curriculum to meet new 2009 CAS for masters-level student affairs preparation programs. To meet the 43 credit graduation requirement, SAA students complete coursework in student affairs and higher education core content areas, research, internships, and special topics. Students complete either a thesis or an applied research project in addition to an electronic portfolio. The special topics offerings reflect current trends within the profession. Assessment of Student Learning The program competencies provide the basis for SAA program planning and assessment. Student learning outcomes identified in each course are linked to specific competencies. Assessment measures include an electronic portfolio and a terminal project that includes a thesis or applied research project. Feedback from graduate assistant and internship supervisors are also included in student assessment processes. Each academic year, the SAA faculty select one or two competency areas that receive increased assessment emphasis. For , the focus will be on Critical Thinking & Problem Solving and Communication skills. The Program will participate in study that involves UniLOA (University Learning Outcomes) assessment measures of SAA student growth, learning, and development. The results of this research will enhance the SAA faculty understanding of how well students are meeting critical learning outcomes. Program Review The SAA program participates in the UW-L Academic Program Review process. As a current program within the Psychology Department, it is scheduled for the next review within the next 2-3 years. The most recent formal review of the SAA program was done by an external accrediting agency, the Higher Learning Commission (HCL) which approved the online program in June, At that time, the HCL report noted that the SAA online program had great potential because it has a targeted audience and an applied curriculum. The report highlighted the extraordinary commitment of the faculty but also commented that workload issues will need to be addressed for the continued success and growth of the program. The need for broader campus discussions related to graduate education with particular attention to organizational structure, institutional resources, and market research were also noted in the HLC report. Indicators of Program Success The SAA program has more than tripled its enrollment within the past three years due in part to the addition of the online program option. The online enrollment has grown from 16 with its first cohort in 2007 to a current enrollment of 54 online students in three cohorts. The on campus enrollment has been stable for many years. The past two years have seen a record number of

5 5 applicants to the program for both program options. In 2010, there were 125 applicants for 30 program slots. Because the quality of the applicant pool was so high, the SAA faculty sought and obtained approval to admit an additional 17 students for the online cohort that started fall, In addition to enrollment growth as an indicator of success, the SAA program has had nearly 100% graduation and job placement rates for over a decade. The current economic climate in the country has had an impact on recent graduates by forcing students to extend their boundaries and patience in the search process. But, once again, 100% of the May 2010 SAA graduates were hired into student affairs positions across the country. Survey results indicate that the reputation of the program is the number one reason students apply to the program. Although many applicants learn about the program via an internet search, the majority of the applicants are aware of the program s reputation through word of mouth from student affairs colleagues and SAA alumni across the country. Similarly, a recent alumni survey also identified the SAA faculty, curriculum, practical experience and post-graduation impact as strengths of the program. SAA SWOT Analysis Process During annual summer retreats, SAA faculty typically engage in a SWOT (strengths, weaknesses, opportunities, threats) analysis process to continually monitor and enhance the quality of the program. In 2010, identified strengths of the program included a curriculum that adheres to CAS, the scholar-practitioner expertise of the faculty, the combination of applied and theoretical coursework that make up the program curriculum, the innovation of the online option and special topics courses, and the national reputation of the program. Identified weaknesses included a lack of faculty time to move forward on opportunities available to the program and to devote to individual research agendas. Weaknesses also included the limited unattractive physical space currently assigned to the program and the limited visibility of the program in its current location, both physically and organizationally. A major threat that was identified was the lack of 102 funding for the program. Currently, the on campus program is being funded by revenue from the on-line program. Another major threat that was identified was the lack of SAA faculty governance rights in the department where the program is currently housed. Only 2 of the 10 SAA faculty are actually members of the Psychology department; the rest are not. A number of opportunities were identified through the SWOT analysis. With the development of the online program delivery option, there are increased international opportunities for expansion in degree and professional certificate program development. The program currently has international opportunities available in Japan, Germany, and China. The program also has opportunities to expand the online program regionally and has already piloted this as the partner program where an online student is partnered with a university in the student s home or selected area. The university partner employs the student in a student affairs area within the university for a period of two years while the student completes the SAA online degree.

6 6 Personnel Since its establishment, the SAA faculty has consisted of student affairs practitioners who teach in the program in addition to having full-time administrative appointments. This fall, the program hired its first tenure-track faculty member. To create a balance of tenure-track and practitioner-based faculty, the program is hoping to hire two more tenure-track positions in the upcoming years. To be identified as a SAA Core Faculty member, an individual must meet the following criteria: (a) be currently employed or hold emeritus status at UW-La Crosse; and (b) teach SAA courses on a regular basis. In addition, he/she is expected to be engaged in a majority of the following programmatic responsibilities: (1) serve on thesis/applied project committees; (2) advise/mentor students; (3) participate in the business of the program faculty meetings, assessment, admissions, policy-making; (4) supervise internship and graduate assistantship experiences; (5) pursue scholarship opportunities; (6) participate in special projects as determined by the program director; and (7) support other program needs to enhance the program. SAA Core Faculty Name Education SAA Courses Taught Chris Bakkum, Ph.D. History of Higher Education Ph.D., University of Wisconsin-Madison, 1999; M.S, University of Wisconsin-La Crosse, 1984; B.S., University of Wisconsin-La Crosse, 1976 Jon Hageseth, Ph.D Ph.D., Ohio State University, 1977; M.A., Ohio State University, 1975; B.A., Augsburg College, 1970 Jeannie Hanley, Ed.D. Ed.D., St. Mary s University of Minnesota, 2004; M.S., Winona State University, 1994; B.S., University of Wisconsin-River Falls, 1989 Professional Practice Academic Advising Retention/Enrollment Management Capstone Seminar Thesis Prep Seminar Applied Research Career Development Theory Interpersonal Leadership Student Development Theory Interpersonal Leadership Applied Research Advising & Helping Skills Applied Research Project Leadership in HE Organizational Theory Crisis Management Paula Knudson, Ph.D. Ph.D., University of Minnesota, 2003; MPA, University of Hartford, 1989; B.A., University of Iowa, 1987 Nick Nicklaus, Ed.D. Ed.D., Ball State University, 1991; M.E., Bowling Green State University, 1973; B.A., Bowling Green State Univ., 1972 Jodie Rindt, Ph.D. Ph.D., University of Wisconsin-Madison, 1996; M.S., University of Wisconsin- Madison, 1986; B.S., University of Wisconsin-La Crosse, 1980 Interpersonal Leadership Organizational Theory Diversity in Higher Education Student Development Theory Capstone Seminar Tribal Colleges Legal Issues in Student Affairs Applied Research Project Diversity in Higher Education Student Affairs & Technology Organizational Theory

7 7 Larry Ringgenberg, Ph.D. Barbara Stewart, M.S. Mary Beth Vahala, Ed.D. Jorg Vianden. Ed.D. Ph.D., University of Northern Colorado, 1986; M.A., University of Iowa, 1977; B.A., University of Wisconsin-Eau Claire, 1976 M.S., Iowa State University, 1986; B.S., Iowa State University, 1984 Ed.D., University of Georgia, 1990; M.A., Western Michigan, 1984; B.S., Ball State University, 1976 Ed.D., Indiana University, 2006; M.A. University of Iowa, 1999; B.A., Luther College, 1996 History of Higher Education Advising & Helping Relationships Counseling Skills Organizational Theory Student Development Theory Ethics History of Student Personnel Work Research & Evaluation Historically Black Colleges & Universities Tribal Colleges Multicultural Issues in Higher Education Administration in Higher Education Multicultural Issues in Higher Education Capstone Seminar Applied Research Legal Issues in Higher Education History of Higher Education Diversity in Higher Education Applied Research Project Program Support The SAA program is currently housed in Wittich Hall and is expected to move to a new location in Fall The program is supported by a half-time university services associate, Marie Rieber. Adjunct teaching staff are hired as needed to support the teaching load. SAA faculty have applied for and received grants for professional development. The 2009 study tour to the United Kingdom was created as a result of an international development fund grant. Budget As indicated below, the SAA program relies heavily on its online program to support nearly all aspects of its cost: In , the SAA program is expected to generate approximately $650,000 in annual tuition revenue Of the total revenue, $408,500 will be generated from the online program. Of the total revenue, $241,500 will be generated from the on-campus program The SAA program s non-102 budget is $419,274 (includes an 8.5% administrative fee in the amount of $34,723 which is used to support other units and resource needs across campus.) The SAA program s 102 budget is $4,800 The online program was developed as a special pricing program and currently covers 99% of the expenses of the entire program (both online and on campus expenses). The remaining 1% of the program budget is the 102 stated amount of $4,800 to help cover the costs of supplies, equipment, and professional development.

8 8 In addition, the online program is expected to generate $64,500 this year from the $75 per credit technology fee that supports CATL. With carryover funds, the program expects to end the fiscal year with a $48,308 balance. Future Plans The Department of Student Affairs Administration The SAA graduate program has demonstrated its ability to excel under difficult circumstances over long periods of time with limited resources. The program has exceptional professional placement rates for SAA graduates over time and has excelled in attracting large, well qualified application pools for the limited spaces available in the program. The program has operated much like an independent department for many years without the benefits that accrue to academic departments in terms of faculty governance, 102 funding support, visibility, and recognition of faculty commitment. We believe it is time for UW-L to recognize this strong academic program with departmental status. Although the SAA program is currently housed in the Psychology department, it is not a subdiscipline of Psychology and it does not have an undergraduate counterpart. The SAA program has not benefited financially by being housed in the Psychology department. In fact, the SAA program receives no funding from the Psychology department but does provide the department with a graduate assistant who advises undergraduate Psychology students. The best structure for SAA is to be a free-standing department rather than being tied to a larger department with whom the connection is limited and not of any particular benefit to either party. The SAA does share some commonalities with other established departments at UW-L. Its faculty make-up is similar to the Health Professions department whose faculty consists of both scholar-practitioners and clinicians within all six of its accredited programs. The SAA proposed department will start with a small number of tenure-track faculty and grow (similar to how the Department of Women s, Gender, and Sexuality Studies started). With a current enrollment of 90 students, the SAA program is the third largest graduate program at UW-L and has a higher enrollment than nine undergraduate departments. Creating a Department of Student Affairs will provide the opportunity for the SAA faculty to develop bylaws designed specifically for this academic program and will provide appropriate governance rights for SAA faculty. Departmental status will substantially increase the visibility and desirability of the SAA program internationally, nationally, and locally. The SAA program is already self-supporting, has its own offices and university services associate (USA), and covers all of its instructional costs and operating costs through online program revenue and the current small 102 budget. The Challenges We recognize that the proposal to create a department of Student Affairs Administration is not without some unique issues that we will need to work through with the help and support of the Faculty Senate. As the new department matures, these issues will decrease.

9 9 The SAA faculty will develop appropriate department bylaws to govern the department once the new department is approved. As you can see from the section of the Faculty Senate Bylaws governing Responsibilities of Departments, Department Members and Department Chairpersons (attached in the supporting documents to this request), the SAA program already meets almost all of the departmental responsibilities listed. We believe only minor and temporary exceptions would need to be made to the existing Faculty Senate bylaws to accommodate this unique department. We look forward to working with the Faculty Senate to create an academic department for the SAA program, faculty and students. Thank you for your careful consideration of this request. Supporting Documentation A. SAA Program Overview Student affairs programs across the country Comparison of SAA program to closest competition History of SAA program B. CAS Standards June 2009 C. The Higher Learning Commission (HCL) accreditation report June 2007 D. Current SAA Program Information SAA program competencies SAA curriculum SAA assessment report UniLOA (University Learning Outcomes Assessment) measures E. SAA SWOT Analysis July 2010 F. SAA Program Data SAA enrollment, graduation, and job placement rates Where applicants heard about the SAA program Why applicants selected the SAA program SAA alumni survey G. FY2011 SAA Online (131) Budget Review Snapshot H. Senate By-Laws for Departments & Chairs Responsibilities