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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.
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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
(http://www.myacpa.org/car/car_gradprog.cfm). 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 http://www.myacpa.org/pub/pub_jcsd.cfm and
http://journals.naspa.org/). 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 http://www.nacada.ksu.edu/Journal/index.htm).
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.
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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 2010-11:
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
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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 2007. 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 2010-11, 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 23 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, 2007. 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
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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, 2010.
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.
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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.
Ph.D., University of Wisconsin-Madison,
1999; M.S, University of Wisconsin-La
Crosse, 1984; B.S., University of
Wisconsin-La Crosse, 1976
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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
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History of Higher Education
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
Ed.D., Ball State University, 1991; M.E.,
Bowling Green State University, 1973;
B.A., Bowling Green State Univ., 1972
Ph.D., University of Wisconsin-Madison,
1996; M.S., University of WisconsinMadison, 1986; B.S., University of
Wisconsin-La Crosse, 1980
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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
Nick Nicklaus, Ed.D.
Jodie Rindt, Ph.D.
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Larry Ringgenberg,
Ph.D.
Ph.D., University of Northern Colorado,
1986; M.A., University of Iowa, 1977;
B.A., University of Wisconsin-Eau
Claire, 1976
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Barbara Stewart, M.S.
Mary Beth Vahala,
Ed.D.
Jorg Vianden. Ed.D.
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
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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 2013. 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:
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In 2010-11, 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.
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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 2010-11 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.
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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