COLLEGE/UNIT: THE TSENG COLLEGE I. Demonstrating Student Success (Through advising, retention, graduation rates, student involvement in faculty research, and assessment) Within the Tseng College, on-time graduation rates for degree programs are 70% and above for baccalaureate degree completion programs, and 80% and above for master s degree programs. Some master s programs regularly achieve over 90%, and occasional cohorts achieve 100%. The Tseng College s approach to program development, working with partner colleges/departments and their faculty, fosters high graduation rates, as does the emphasis on offering programs in a cohort format and providing high levels of student support. Over the next three years, the Tseng College plans for significant growth in the range of programs offered. It is expected that a greater percentage of these will be online. Maintaining and increasing retention and on-time graduation rates for online programs requires new and comprehensive approaches. It starts by working with faculty to design online programs that enhance student engagement through choices of instructional strategies, assignment design and use of a fuller range of digital teaching and learning. To increase its capacity to move CSUN to new levels of student engagement and instructional excellence in online learning, the Tseng College recently hired a new director of distance learning with strong credentials and experience. The Tseng College also will add individuals to its staff with specific areas of expertise in online instructional excellence and course and assignment design. The focus will be on models of engagement in digital learning that support faculty working on fully online CSUN degree and credit certificate programs. The College also invests in staff training and conference attendance to ensure CSUN is linked closely to forefront thinking and models. It also is important to ensure that program coordinators/managers and academic leads for each program understand the distinctive strategies needed for online programs. For CSUN selfsupport programs, an administrative program manager/coordinator works with students in a cohort, from application through graduation. This provides a consistent and supportive point of contact for accessing services, solving problems, encouragement, etc. The approach to providing support and developing an engaged learning community for online courses is different than with face-to-face cohorts. In that light, the College put together a team of administrative managers/coordinators to learn from best practices nationally and grow beyond them to develop an excellent and distinctive approach to administrative management/coordination of online programs. This creates and sustains online learning communities and well supported and encouraged CSUN online learners. Administrative managers/coordinators also support the faculty once they are teaching, in close partnership with the College s distance learning instructional design, production and technical support team. 1
The College will focus in the next year or two on preparing and supporting faculty assigned by partner colleges/departments to play the role of the academic lead for the program in question. For some faculty, assuming the role of coordinating and overseeing the work of faculty colleagues teaching in a self-support degree program is challenging, even when the program is in a more familiar face-to-face mode. The ability to offer colleagues constructive feedback or to work collaboratively to strengthen a course is not one that gets a lot of practice in many academic contexts. Providing this kind of academic oversight and support for online programs adds to the challenge. The Tseng College will invest over the next year or two in developing models and best practices for this important role a role unique to CSUN self-support programs. However, it is an important role to ensure a clear and strong link between a given program and the larger department/college, and ensure consistent and continuous academic oversight. Working to make this role successful for online programs and contributing to faculty and student achievement in the program are priorities for the year ahead. II. Supporting New Faculty The Tseng College is not the primary academic home for any new CSUN faculty members. However, many faculty members are new to developing and/or teaching in CSUN self-support programs each year. Participating in faculty teams to develop or redesign CSUN self-support programs is focused first at the program level (overall learning goals and instructional strategy of a comprehensive curriculum), and is collaborative. These working modes often are new to faculty, who many not have opportunities to develop new curricula or work collaboratively with colleagues to craft a program as a whole. Work at the course development level also is done in close collaboration for each course, as a linked and integrated part of the whole. The Tseng College developed and will expand approaches to this kind of program development, giving faculty new to these working modes support and guidance, when needed. The College also will provide the faculty team working on a program with an opportunity to develop new self-support programs and take advantage of options and possibilities to create excellent and distinctive programs. The Tseng College will refine the skills of senior program development staff to work with faculty in groups and individually on a growing number of program development projects. Over the next two years, the Tseng College also will invest in developing short self-paced modules on topics such as instructional design, learning theory, assignment design, etc. that faculty can access. Teaching midcareer adults, teaching in a fully online or hybrid program, and teaching collaboratively with practitioners are all a part of CSUN self-support programs. Not all faculty members have the opportunity to consider and refine instructional strategies for this wider range of instructional contexts. The Tseng College also plans to enhance its support of faculty seeking to explore new instructional strategies. The Tseng College does this now with individual coaching and conversations. The section about Student Success above outlines the College s 2
expanded efforts with online programs. The Tseng College also will develop a set of modules and models that provide examples of instructional strategies from faculty best practices leaders at CSUN and nationwide, to be available when a given faculty member wants to consider options. The Tseng College will also look for ways to introduce new faculty to CSUN s self-support world early in their time with CSUN. III. Sustainably Utilizing Facilities to Support Mission During the next two years, the Tseng College will plan and begin to build a new facility (designed from the start to be sustainable). This new facility will allow the Tseng College to expand CSUN s presence in graduate, international and midcareer education, as well as expand CSUN s presence in applied research and research relationships with regional, national and international employers. The space will be versatile and reconfigurable for instruction and administration, as the models and modes of research, teaching and learning change over the decades ahead. The Tseng College is expanding online and hybrid programs that put fewer demands on campus facilities and lead to fewer driving trips for students (and for faculty and staff driving to off-site, face-to-face programs). IV. Demonstrating Actions to Meet IT Vision@2015 With its expansion of online programs and hybrid programs, the Tseng College will work directly on the following IT Vision 2015 goals: Expanding online programs and support for assessment and quality rubrics Piloting emerging technologies (tablets, gaming, simulations); expanding use of e-texts and e-materials and lecture capture Developing technology standards for learning spaces of the future (video streaming, mobile device integration) Expanding the use of digital media, digital asset management and copyright services Improving student success by piloting learner analytics All these strategies are a part of current thinking about moving digital learning forward, particularly in self-support, fully online and hybrid programs. In addition, as these strategies are developed and enhanced in different programs, they also lead to faculty taking those strategies back to their state-funded courses, and the Tseng College introducing them as components of predominately face-to-face programs. Further, the Tseng College has been consistently improving its level and cost-effectiveness of services by engaging capabilities of available 3
technologies for administrative functions. In the next two years, the Tseng College will invest in new administrative technology options that will allow CSUN to offer self-support second baccalaureate degrees across the disciplines, a self-support Early Entry Program, and distinctive programs such as a new BFA in dance in collaboration with the Joffrey Ballet. The Tseng College also hopes to push ahead with the development and use of PeopleSoft AAWS application systems, working in partnership with CSUN IT and other CSU campuses. The Tseng College configured its technical talent into a cross-unit innovative team that works together to solve problems in administrative technology use, digital marketing, online/digital learning and more. This team also works in close collaboration with CSUN IT to ensure seamlessness and effectiveness in the strategies used as they affect the larger CSUN IT world. They are working on technology strategies that support streamlined administration, digital access to information of importance to students, and digital tools that support external relations and positioning the university. Some vacant positions in technology recently were filled, and in the year ahead it is expected that this will allow the College to keep a forward pace in the use of technology, keeping with the IT Vision for the future. V. Increasing Revenue Generation That is a part of what we do. We plan to keep doing it, although our success seems to create its own set of problems (giving partner colleges too much money in the bank). We plan to press on, anyway. (For more details, see Attachment A for financial projections and Attachment B for new program growth outline). VI. Increasing Applied Research and Sponsored Programs Within the last year, the Tseng College has taken on the task of marketing CSUN as a significant provider of graduate education and applied research. That effort will continue and expand in the year ahead. Since CSUN has little or no broader reputation for applied research, few consider CSUN when seeking contracted research partnerships. The Tseng College is combining a marketing and information campaign called Elevate -- www.csun.edu/elevate. To this digital and print piece, the Tseng College is adding a series of research breakfasts to which regional corporate leaders will be invited, various print and digital ads, and an expanded CSUN presence at regional business organizations. We also added to the Tseng College staff two part-time positions in employer relations and sales -- one focused on the private sector and one on the public sector -- but both can work with either area as the contacts made in various venues warrant. An effort to change CSUN s image and relationships for contracted applied research and educational relationships requires a direct presence and consistent follow up to build contacts and cultivate relationships. These new parttime positions are charged with that responsibility. As they build relationships, they then reach out, through the dean of the Tseng College, to the appropriate CSUN senior academic leadership 4
to link those relationships to the University and/or the appropriate academic college/department. We will test the effectiveness of this effort over the next year and expand it if success warrants. Early indications are very promising. (We startle some people with what CSUN does and can do in applied research and contracted education). We started this effort in July 2012, and already it led to a strong possibility of collaborations between CSUN and the LA CleanTech Incubator, and CSUN and the Metropolitan Transit Authority, for contracted advanced professional education (degree and nondegree). We hope to see continued growth of this effort and significant tangible results in the year ahead. 5
The Tseng College - Financial Plan Attachment A FY 2010-11 Actual FY 2011-12 Actual FY 2012-13 Budget FY 2013-14 Fcst FY 2014-15 Fcst Revenue - regular ExL 18,520,484 20,746,731 21,612,152 23,650,519 26,173,112 Summer Self-Support 8,186,797 10,793,304 10,815,883 10,815,883 10,815,883 Total Revenue 26,707,280 31,540,034 32,428,035 34,466,402 36,988,995 Payroll Summer Faculty & Benefits 2,968,388 2,865,598 2,865,598 2,865,598 2,865,598 Exl Faculty /program develop 3,710,123 4,329,693 4,694,846 5,714,715 6,956,133 Staff & SA 3,370,159 3,429,736 4,099,692 4,462,105 4,825,313 Benefits 1,366,044 1,427,284 1,867,568 2,161,103 2,501,854 Total Payroll 11,414,715 12,052,310 13,527,704 15,203,521 17,148,898 Operating Expenses Summer Transfers 3,548,876 6,334,623 5,754,473 5,787,109 5,787,109 Rent,Leases & mortage pymt 620,419 595,659 643,262 707,589 778,348 Furnishing for building 500,000 Repayment to partner colleges State Pro Rata Charges 413,747 440,717 774,735 972,841 1,033,992 Operating Expenses 1,723,723 1,862,276 2,234,576 2,837,482 3,427,092 Transfers to campus & partner colleges/dep 1,575,335 1,859,383 3,256,361 2,578,468 2,840,563 Total Operating Expenses 7,882,101 11,092,658 12,663,408 12,883,488 14,367,104 Total Expenses 19,296,815 23,144,968 26,191,112 28,087,009 31,516,001 Contributions 7,410,465 8,395,066 6,236,923 6,379,393 5,472,994 Construction Project 5,000,000 7,000,000 5,000,000 5,000,000 4,000,000 Net Contribution 2,410,465 1,395,066 1,236,923 1,379,393 1,472,994 FUND Balance FY 2010-11 Actual FY 2011-12 Actual FY 2012-13 Budget FY 2013-14 Fcst FY 2014-15 Fcst Beg Operating fund 4,036,716 5,431,782 6,668,705 8,048,099 Fund Change 1,395,066 1,236,923 1,379,393 1,472,994 EXL Operating Fund 4,036,716 5,431,782 6,668,705 8,048,099 9,521,093 Building Fund Beg balance 5,267,373 12,267,373 17,267,373 22,267,373 Addition - Tseng 7,000,000 5,000,000 5,000,000 4,000,000 Ending Balance - Tseng 5,329,234 12,267,373 17,267,373 22,267,373 26,267,373 Loan from Academic Affair 3,000,000 3,000,000 3,000,000 Total Building Fund 5,329,234 12,267,373 20,267,373 25,267,373 29,267,373 Exl - Fund Balance 9,365,950 17,699,155 26,936,078 33,315,471 38,788,465 Program Reinvest 444 ( Partner Colleges) 5,153,288 6,637,960 4,887,960 5,000,000 5,000,000 Total Fund Balance on ExL book 14,519,238 24,337,115 31,824,038 38,315,471 43,788,465
The Tseng College: Three-Year Program List Attachment B Based on The Tseng College Three Year Plan that covers 2012-2015, below is a comprehensive list of programs that are currently being offered with future program offerings. 2012-2013 2013-2014 2014-2015 Baccalaureate Degree Completion in Public 1 Sector Management (off-site) 2 CertAPD in Assistive Technology Applications 3 CertAPD in Computed Tomography 4 CertAPD in Magnetic Resonance Imaging 5 CertAPD in Mediation and Conflict Resolution CertAPD for Speech-Language Pathology 6 Assistant Fieldwork Experience Communication Disorders and Sciences 7 Prerequisite Program 8 Early Start 9 GradCert in Business Administration GradCert in Essentials of Public Administration for 10 Public Sector Professionals (MPA Core) GradCert in Geographic Information Science and 11 Technology (linked to MPA) GradCert in Nonprofit Sector Management (linked 12 to MPA) GradCert in Performance Management & 13 Productivity (linked to MPA) GradCert in Urban Studies and Planning (linked to 14 MPA) 15 Intensive English Program Master's Degree in Assistive Technology 16 Engineering (hybrid) Master's in Assistive Technology Studies and 17 Human Services (online) Master's in Communication Disorders & Sciences: Speech Language Pathology (online) 18 Master's in Educational Leadership & Policy 19 Studies - K-12 (online) 20 Master's in Humanities 21 Master's in Music Industry Administration 22 Master's in Public Administration (on campus) Master's in Public Administration (off campus 23 cohorts) 24 Master's in Public Administration (online) 25 Master's in Public Policy (online) Master's in Psychology - Behavioral Clinical 26 Psychology Master's in Social Work (off campus sites and 27 online) 28 Master's in Taxation 29 Noncredit course: Developmental Math 30 Noncredit course: Graduate Experience 31 Open University - Fall and Spring 32 Reading Institute 33 Semester at CSUN Short-Term and Custom Programs for 34 International Groups 35 Summer Session U.S. Constitution Examination-Prep Course and 36 Exam 37 Winter Term 38 Workshops in Educational Psychology Workshop for Human Resources Management 39 Overview and PHR/SPHR Exam Preparation Workshops for Professional Update in 40 Communication Disorders and Sciences 41 Writing Project Baccalaureate Degree Completion in Liberal 42 Studies (online) Baccalaureate Degree Completion in Public 43 Sector Management (online) 44 CSU Reconnect Program 45 Early Entry Program Executive Master's in Business Administration 46 for group from China 47 GradCert in Celtic Studies GradCert in Criminal Justice (linked to MPA) 48 GradCert in Health Administration (linked to 49 MPA) GradCert in Health Informatics: Management 50 Systems GradCert in Health Informatics: Data Systems 51 and Analysis GradCert in Human Resources Management 52 (linked to MPA) Master's in Education (multiple options/certificates: STEM Curriculum and Instruction, TESL, Program Evaluation & Assessment, Instructional Games, and 53 Neurological Science) Master's in Engineering Management 54 (option/certificate in Manufacturing) Master's in Engineering (option/certificate in 55 CivilEng and Mechatronics) 56 Master's in Knowledge Management Master's in Public Policy (option/certificate in International Development in collaboration with RMIT University, Melbourne, Australia - online) 57 Baccalaureate Degree Completion in Public 58 Sector Management (online) Master's in Tourism, Hospitality, and 59 Recreation Management (online) 60 Second Baccalaureate Program 3+1+1 Master's in Musical Performance with 61 Shanghai Normal University 62 BFA in Dance Computer Science Career Redirect Program 63 (online - 10 prerequisites) Construction Management Certificate (linked to 64 Master's in Engineering) GradCert in Health Policy Management (linked to 65 MPP) 66 Master's in Arts Management Master's in Educational Leadership & Policy 67 Studies: Higher Education (online) 68 Master's in Information Technology Master's in Nursing w/gradcert elective tracks in 69 Nurse Educator 70 Master's in Urban Planning 71 MFA in Screenwriting * CertAPD = Certificate of Advanced Professional Development ** GradCert = Graduate Certificate (credit)