Cameron University
Solid Foundation. Quality Choices.
Excellence for the Second Century.
North Central Association - Higher Learning Commission
November 8 - 10, 2010
Acknowledgements
It often happens in the course of a project that the unintended
benefits are in many ways the most rewarding. We began this
self-study process with four goals in mind: 1) to complete
an honest and thorough evaluation of the state of Cameron
University; 2) to establish that Cameron University meets the
NCA-HLC accrediting criteria for an outstanding institution of
higher education; 3) to demonstrate that Cameron University has
addressed the findings from previous NCA-HLC visits; and 4)
to include all Cameron University stakeholders in the self-study
process and to inform them honestly and openly of all self-study
findings. We certainly believe that we have fulfilled those goals, yet
what we have come to recognize above all else is the commitment,
teamwork, and genuine good will of a hard-working campus
community that rose to the challenge of honestly and openly
evaluating and assessing their own work and that of others in order
to make this not only a thorough self-study process, but one that
would be sufficiently meaningful to carry the institution forward
into its second century. For the past two years, faculty, staff, and
students have asked and answered questions (sometimes more
than once), provided documentation, gathered and organized
material, written and read, and rewritten and reread, in order to
be sure that this document captures the essence of who we are
as an institution, and that it frankly and accurately describes our
institutional strengths and weaknesses, the challenges we face, and
the opportunities that we must be ready to embrace.
At the heart of this enterprise has been a steering committee
whose primary charges were to provide guidance and direction
for the self-study and to keep the many individuals involved
on task and on schedule. They, along with the various teams
working under their leadership, are listed below in recognition
of the substantial time and effort they have dedicated to the
successful completion of this project. Thanks also go to those
who participated in Spring 2009 unit meetings, those who
completed various campus surveys, and those who provided
input, through committees and focus meetings, on various stages
of the self-study draft. Those individuals are too numerous to list
here, but their contributions have been invaluable.
Committee Memberships
Steering Committee: Marge Kingsley, Self-Study Coordinator
(English and Foreign Languages); Aubree Helvey, Administrative
Support Coordinator (Business and Assistant Vice President,
Academic Affairs); Syed Ahmed (Business); Gary Buckley
(Physical Sciences); Susan Camp (Director, CU-Duncan); Mike
Dunn (Biological Sciences); Courtney Glazer (Education);
Reza Kamali (Dean, School of Science and Technology); John
McArthur (Vice President, Academic Affairs); Zeak Naifeh
(Student Services); Buddy Odom (Dean, School of Business);
Karla Oty (Mathematical Sciences and Director of Institutional
Reasearch, Assessment, and Accountability); Tom Sutherlin
(Institutional Research and Assessment); Von Underwood
(Dean, School of Liberal Arts); Ronna Vanderslice (Dean,
School of Education and Behavioral Science); Benson Warren
(Art); Sherry Young (Director, Library)
Criterion One (Co-Chairs: Gary Buckley, Sherry Young): Dennis
Frisby (Biology, Honors Program), Russell Graves (History and
Government), Jan Logan (Music), Ken Masters (Business)
Criterion Two (Co-Chairs: Reza Kamali, Benson Warren):
Steve Adams (Communications), Roxanne Gooch (Business),
Debbie Goode (Information Technology Services), John Morris
(English and Foreign Languages), Mary Penick (Computing
and Technology)
Criterion Three (Co-Chairs: Mike Dunn, Ronna Vanderslice):
Tia Blansett (Student), Susan Camp (CU-Duncan), Mary
Dzindolet (Psychology and Human Ecology), Lorie Garrison
(Adult and Continuing Education), Carla Guthridge (Biological
Sciences), Karen Hardin (Multimedia Design), Whitney Harstad
(Student), Danny McGuire (Physical Sciences), Edna McMillan
(Art), Barbara Pickthorn (Library), Jennifer Pruchnicki (Student
Development), Neal Washington, (Mathematical Sciences,
Student Support Services)
Criterion Four (Co-Chairs: Buddy Odom, Karla Oty): Don
Aguilar (Multimedia Design), Sylvia Burgess (Associate Vice
President, Academic Affairs), Ramona Hall (Education), Chris
Keller (Communications), Rhonda Killian (Student), Levi
Pettijohn (Student), Tom Russell (Computing and Technology),
Laquita Shaw (Admissions), Janet Williams (Public Affairs),
Jennifer Williamson (VISTA), Anton Wohlers (History and
Government, Faculty Development and Research)
Criterion Five (Co-Chairs: Courtney Glazer, Von Underwood):
Tony Allison (Communications), Debbie Crossland (Adult
and Continuing Education), Jennifer Luckenbill (VISTA),
Zeak Naifeh (Student Services), Arun Tilak (CETES), Janet
Williams (Public Affairs), Kim Vinson (Athletics)
DataTeam (Co-Chairs: Syed Ahmed, Tom Sutherlin):
Mary Dzindolet (Psychology and Human Ecology), Hong
Li (Mathematical Sciences), Dawne Massey (Information
Technology Services), Anton Wohlers (History and Government,
Faculty Development and Research)
Layout and Design Josh Lehman (Public Affairs), Ann Morris
(Public Affairs)
Photography Melanie Barfield (Public Affairs), Jeff Dixon
(Lawton Constitution), Christopher Heath (Public Affairs),
Jim Horinek (Student), David McNeese (McNeese Fitzgerald
Associates), Ann Morris (Public Affairs), Marjorie Morris
(Community Member), Janet Williams (Public Affairs)
Accreditation Awareness Committee (Co-Chairs: Aubrey
Helvey, Marge Kingsley): Jim Horinek (Student), Chris Keller
(Communications), Ann Morris, (Public Affairs), Zeak Naifeh
(Student Services), Karla Oty (Mathematical Sciences), Janet
Williams (Public Affairs)
Special Thanks to President Cindy Ross; Vice President for
Business and Finance, Glen Pinkston; Vice President for
University Advancement, Albert Johnson, Jr.; Vice President for
Student Services, Jennifer Holland; and Associate Vice President
for Enrollment Management, Jamie Glover.
Table of Contents
Acknowledgements
6 - INTRODUCTION
History.......................................................................... 6
Distinctiveness............................................................... 8
Accreditation History.................................................. 10
Self-Study Goals......................................................... 10
Self-Study Process....................................................... 11
Organization of the Report......................................... 12
Changes Since Last Self-Study................................... 12
Students................................................................. 12
Faculty.................................................................... 16
State Economic Retrenchment.............................. 17
Curriculum............................................................. 18
Organizational Changes......................................... 21
Administrative Changes......................................... 22
Physical Facilities................................................... 23
Technology............................................................. 25
Off-Campus Learning Sites................................... 26
Partnerships........................................................... 27
Responses to 2001 NCA Team Findings.................... 28
Strategic Planning.................................................. 28
Faculty Evaluation.................................................. 29
Assessment of Student Learning........................... 30
Affirmative Action Plan......................................... 31
Other Suggestions for Institutional
Improvement.......................................................... 32
37 - CHAPTER ONE: MISSION AND INTEGRITY
Core Component I.A.................................................. 39
OSRHE Function Statement................................ 39
Cameron University Mission Statement................ 40
Cameron University Core Values........................... 40
Plan 2008 and Plan 2013....................................... 40
Publication of Mission Documents........................ 41
Core Component I.B.................................................. 41
Core Component I.C.................................................. 43
Unit Missions......................................................... 44
Strategic Planning.................................................. 46
Budgeting............................................................... 46
Mission-Driven Operations................................... 47
Core Component I.D.................................................. 48
Campus Governance Structures............................. 48
Campus Communication....................................... 51
Core Component I.E.................................................. 52
Policies and Procedures.......................................... 53
Internal and External Review................................. 54
Public Accountability............................................. 55
Summary..................................................................... 55
4
Cameron University Accreditation Self-Study
57 - CHAPTER TWO: PREPARING FOR THE FUTURE
Core Component II.A................................................. 58
University Strategic Plans 2008 and 2013.............. 59
Institutional Academic Plan................................... 60
Enrollment Management Planning
(“The Reasor Report”)............................................ 60
Campus Master Plan............................................. 61
Three-Year Capital Plan......................................... 62
Campus Master Plan of Capital Projects............... 63
Affirmative Action Plan......................................... 63
Technology Plan.................................................... 63
Physical Facilities Plan........................................... 64
Core Component II.B................................................. 64
Budget Overview................................................... 64
Human Resources.................................................. 66
Academic Programs............................................... 69
Learning Support Services..................................... 69
Recruitment and Retention.................................... 71
Campus Life.......................................................... 71
Physical Facilities................................................... 72
Core Component II.C................................................. 73
Responsibility for Coordination of
Evaluation and Assessment.................................... 74
Reporting and Accountability................................ 75
Results of the Continuous Improvement Cycle..... 78
Improvements in Data Reporting.......................... 80
Financial Support for Evaluation
and Assessment...................................................... 80
Core Component II.D................................................ 80
Summary..................................................................... 81
83 - CHAPTER THREE: STUDENT LEARNING AND
EFFECTIVE TEACHING
Core Component III.A............................................... 85
Assessment of Student Learning........................... 85
Reporting on Student Learning Outcomes........... 88
Improvements in Student Learning....................... 92
Core Component III.B............................................... 94
Faculty Recruitment and Retention....................... 95
Faculty Evaluation.................................................. 95
Recognition of Excellence in Teaching.................. 97
Faculty Development Resources............................ 98
Core Component III.C............................................... 99
Incoming Freshmen............................................... 99
Academic Support Services.................................. 100
Student Services................................................... 102
Student Wellness.................................................. 104
Career Services..................................................... 106
table of contents
Diversity Programming........................................ 108
Campus Life........................................................ 109
Off-Campus Learning Sites................................. 111
Online Services.................................................... 111
Core Component III.D............................................. 112
University Library Resources............................... 112
Laboratory Facilities............................................ 114
Performance and Studio Facilities........................ 114
Academic Computing Labs................................. 114
Other Technology Resources............................... 115
Summary................................................................... 115
Language Training for Soldiers............................ 161
Cameron Stadium Complex................................ 161
Volunteer Income Tax Assistance......................... 162
Other Programs................................................... 162
Core Component V.D............................................... 166
Economic Impact................................................. 166
Awards and Recognitions..................................... 166
Success of Recent Campaigns.............................. 167
Summary................................................................... 167
117 - CHAPTER FOUR: ACQUISITION, DISCOVERY
AND APPLICATION OF KNOWLEDGE
177 - APPENDICES
Core Component IV.A.............................................. 118
Policies and Procedures........................................ 118
Support for Professional Development,
Research and Creative/Scholarly Activities......... 120
Faculty, Student Research and Scholarship.......... 123
Core Component IV.B.............................................. 126
General Education............................................... 127
Graduate Programs.............................................. 128
Practical Experience Related to the Discipline.... 128
Core Component IV.C.............................................. 132
Globalization........................................................ 133
Diversity............................................................... 134
Technology........................................................... 136
Social Responsibility............................................ 138
Core Component IV.D............................................. 139
Ethical Conduct and Academic Integrity............ 139
Policies Governing Responsible Scholarship........ 141
Summary................................................................... 142
143 - CHAPTER FIVE: ENGAGEMENT AND SERVICE
Core Component V.A............................................... 144
External Advisory Boards.................................... 144
Governing Board Memberships........................... 147
Partnerships......................................................... 147
Core Component V.B................................................ 150
Units Focused on Community Involvement........ 151
Internships........................................................... 157
Service Learning.................................................. 158
Faculty and Staff Service...................................... 158
Volunteerism........................................................ 159
Core Component V.C............................................... 160
Lawton Philharmonic Orchestra......................... 160
Martin Luther King, Jr. “Day of Service”.............. 161
Concurrent Enrollment........................................ 161
169 - CONCLUSION
Appendix A............................................................... 178
Credits, Program Length and Tuition.................. 178
Institutional Compliance with the Higher
Education Reauthorization Act
(Title IV Information)......................................... 178
Campus Safety and Security................................ 179
Transfer Policies................................................... 179
Verification of Student Identity in
Distance Education.............................................. 180
Public Disclosure: Advertising and
Recruiting Materials............................................ 180
Professional Accreditations.................................. 180
Requirements of Institutions Holding
Dual Institutional Accreditation.......................... 181
Student Complaints............................................. 181
Third-Party Comment......................................... 184
Appendix B............................................................... 185
University Summary..............................................185
Southwest Oklahoma High School Graduates
(2001-2009)
By High School.............................................. 186
By Year........................................................... 188
Data on Remediation
Entering Freshman ACT Scores.................... 188
Changes in Math and English Placement
Cut Scores...................................................... 189
Annual Organizational Charts............................. 190
University Reports Listing................................... 208
Assessment Expenditures for 2008-2009............. 209
Appendix C............................................................... 210
www.cameron.edu/selfstudy
5
Introduction
Located at the foot of the Wichita Mountains in southwest Oklahoma, Cameron
University is a public, regional university which has as its assigned function the
granting of associate, baccalaureate and master’s degrees. From its base in Lawton-Fort
Sill, a city of approximately 110,000, the university is committed to serving a diverse
population of learners in a landscape that ranges from densely urban to deeply rural.
With 12 learning sites in addition to the main Lawton campus providing quality higher
education access to populations throughout the region, the university is well positioned
to fulfill its promise to offer an education that will help every student attain personal
and professional goals.
The university’s mission to “provide a diverse and dynamic student body access to
quality educational opportunities; foster a student-centered academic environment that
combines innovative classroom teaching with experiential learning; prepare students
for professional success, responsible citizenship, life-long learning and meaningful
contributions to a rapidly changing world; and be a driving force in the cultural life
and economic development of the region” lies at the very heart of its ability to serve the
population of a region where the median per capita income sits at 80% of the national
median and 16.8% of the population holds a baccalaureate degree.1 In a globally
competitive world that increasingly makes higher education indispensable, Cameron’s
commitment to accessibility, affordability and a quality experience for all of its students,
whatever their educational goals, helps students to achieve their dreams and provides
leadership for a region that must actively train and retain a well-educated populace in
order to meet the challenges of the 21st century and provide quality of life for all of its
residents.
HISTORY
1. U.S. Census Bureau State and
County Quick Facts, 2010
(Evaluation)
6
The history of Cameron University is inextricably interwoven with that of the region it
serves, and the spirit of the institution has been shaped and formed by the determination,
pride and dedication to cooperation that characterizes the people of southwest
Oklahoma. From its very inception, Cameron and the citizens of southwest Oklahoma
have worked together to overcome economic obstacles and to ensure that local students
were afforded the same opportunities and education as their more urban counterparts
in Oklahoma City and Tulsa. On May 20, 1908, the State Legislature of Oklahoma
created six district agricultural schools for instruction in agriculture and mechanics with
Cameron University Accreditation Self-Study
allied branches in each Supreme Court Judicial District. Realizing the need for such
a school in southwest Oklahoma, a group of Lawton businessmen, working with the
Chamber of Commerce, purchased a site two miles west of the city and presented it to
the state to encourage the location of a school at Lawton. The new school was named
in honor of the Rev. E.D. Cameron, a minister who served as Superintendent of Public
Instruction for Oklahoma Territory from 1894-1897 and later as Oklahoma’s first State
Superintendent of Schools from 1907-1910. Cameron State School of Agriculture, as it
was then called, opened in November 1909 with six faculty members and 108 students.2
Initially, the school served high school students, providing educated workers for a local
economy heavily dependent upon production agriculture. In 1927, Cameron added
junior college course work after school and state officials determined that the demand
for higher education exceeded its availability for students in the southwest part of the
state. The change in curriculum also led to a name change, and the school became known
as Cameron State Agricultural College. By April 1930, Cameron was the largest junior
college in Oklahoma. In 1940, all high school work at Cameron was discontinued,
and Cameron assumed the status of a regular two-year junior college. A year later, the
college began to operate under the Oklahoma State System of Higher Education.3
In the aftermath of World War II, changes to the local community wrought by returning
military personnel and a diversifying economy offered new opportunities for Cameron,
and in 1966, the functions of the institution were again expanded by the Oklahoma
State Regents for Higher Education (OSRHE) to include the offering of baccalaureate
degree programs, both as a response to the changing demographics and economy of
southwest Oklahoma and in recognition of the needs of the soldiers stationed at Fort
Sill. The institution changed its name to Cameron College, and the first juniors were
accepted in 1968. Cameron’s first baccalaureate class graduated in May 1970. In 1974,
Cameron College underwent another name change and became Cameron University.4
Twenty years later, the evolving economy of the City of Lawton had become increasingly
urban and technology-driven and significantly less dependent on agriculture than it
once had been, leading to the recognition of a need for post-baccalaureate education
in southwest Oklahoma and to the establishment of master’s degree programs at
Cameron in 1986. Cameron’s changing emphases and expanding curriculum were
later acknowledged by the OSRHE when, in May 1992, governance of Cameron was
transferred from the Board of Regents for Oklahoma Agricultural and Mechanical
Colleges to the University of Oklahoma Board of Regents, currently known as the
Board of Regents for the University of Oklahoma, Cameron University and Rogers
State University (OU, CU and RSU Board of Regents). Over
the intervening years, the academic offerings of the university
have continued to expand, and in Fall 2009 Cameron offered
six masters degree programs, 42 baccalaureate programs and
11 associate degree programs.
2. Cameron Magazine, Fall 2007
(University Publications)
3. Cameron Magazine, Spring 2008
(University Publications)
4. Cameron Magazine, Fall 2008
(University Publications)
In academic year (AY) 2008-2009, Cameron celebrated its
first hundred years of bringing educational opportunities
to the people of southwest Oklahoma. The university’s
“Changing Lives” campaign, conducted in conjunction
with the centennial, once again asked alumni and the local
community to partner with the institution to augment
Cameron’s service to individual students and to the region,
and the result was the single most successful three-year
campaign ever conducted by any regional university in the
state of Oklahoma. When the “Changing Lives” campaign
www.cameron.edu/selfstudy
7
introduction
concluded on June 30, 2008, more than $12.5 million had
been raised, providing money for the construction of the
McMahon Centennial Complex and the Bentley Gardens,
as well as money for student scholarships and endowed
faculty positions.5
Today, Cameron continues to grow and change. Student
demographics have shifted significantly over the last few
years, in part as a result of U.S. military action abroad, with
a declining military population and an increased emphasis
on the recruitment of more traditional-aged students.6 The
physical campus is once again in a state of transformation,
with a new business building, a new student union and the
recently-completed Bentley Gardens altering the feel of the
very heart of campus. Cameron’s online offerings continue
to grow, particularly with Cameron’s participation in the
state’s Reach Higher program for returning adult students, and the university attracts
an increasing number of international students, with students from 45 foreign countries
currently enrolled.7 Nevertheless, the institution’s underlying pioneer spirit, its dedication
to tenacity and hard work, and its recognition that cooperation with the community in
which it has grown and flourished is vital to the future of both the school and the region
have not changed, and those principles underlie the university’s core values, its planning
and its partnerships as it looks ahead into the twenty-first century.
DISTINCTIVENESS
5. Cameron Magazine, Spring 2009
(University Publications)
6. Budget Highlights, 2009 (Budget)
7. Cameron University Fast Facts, 2009
(University Publications)
8. US News & World Report “Best
Colleges,” 2009 (Evaluation)
9. Class Schedule, Fall 2010 (University
Publications)
10. Undergraduate Catalog, 2009-2011
(Institutional Policies and
Governance)
8
The interconnectedness of Cameron’s history with that of the region it serves has, over
time, shaped the institution to reflect the particular needs of southwest Oklahoma. As
one of only five institutions in the state of Oklahoma authorized to offer associate,
baccalaureate and master’s level programs, Cameron makes quality educational
opportunities accessible to the people in its primary service region. Providing remediation
for approximately 60% of its incoming freshmen, Cameron also offers the second most
affordable education in the state of Oklahoma, and the 2010 U.S. News & World
Report “Best Colleges” publication indicated that Cameron graduates carry the second
lowest debt load among their peers from 572 participating master’s-level institutions, a
distinction that is the university’s direct response to the socio-economic diversity of the
student population; the same publication listed Cameron’s socio-economic diversity as
one of the highest in the region.8
Located next to Fort Sill, the nation’s largest artillery training base, the university also has
a number of programs designed to make higher education as accessible and affordable
for U.S. military personnel as it is for the permanent residents of southwest Oklahoma.
Since the late 1960s, the university has offered classes in an 8-week nighttime format
that integrates smoothly into the duty rotations and training schedules of Fort Sill
soldiers. The university also offers daytime and evening classes at the Truman Education
Center on Fort Sill.9 In addition, Cameron’s online general education courses combined
with the Military Occupational Specialty (MOS), as approved in Servicemembers
Opportunity College (SOC) agreements, allow soldiers to complete Associate of
Applied Science degrees with a specialization in any of 11 MOSs. Cameron offers
several additional degrees tailored to the needs of Fort Sill soldiers: the Associate of
Science in Interdisciplinary Studies, the Associate of Applied Science in Applied
Technology and the Bachelor of Science in Interdisciplinary Studies.10 The university
maintains admissions personnel at Fort Sill for the convenience of military personnel,
as well as an on-campus Office of Veteran’s Affairs and Department of Veteran Affairs
Vocational Rehabilitation and Employment Service. Cameron partners with the U.S.
Cameron University Accreditation Self-Study
Department of Veteran Affairs to participate in the Yellow Ribbon program, which
provides support to veterans eligible for Post 9/11 GI Bill benefits and has committed
to provide each of 50 qualifying students up to $2484 during AY 2009-2010 to help
offset their educational costs. Cameron also participates in the Military Spouse Career
Advancement Financial Assistance Program, through which spouses of active duty
military personnel may receive up to $6000 in assistance to pursue their college degrees,
and the university has recently introduced the “Freedom to Learn” initiative, making
online education more easily accessible for military personnel.11
In maintaining accessibility and affordability, the university does not neglect academic
quality, and the institution’s core values list student learning as its top priority. Cameron’s
ROTC program is ranked in the top 15% of the 273 ROTC programs nationwide and
is the highest ranked ROTC program in Oklahoma. Since the program’s
inception, it has produced over 600 commissioned officers, 16 of whom have
gone on to attain the rank of General Officer. In 2010, CU’s Comanche
Battalion received the General Douglas MacArthur Award as the best
battalion in OK, AR, TX, WY, UT, CO, NM and AR, the third time the
program has received a MacArthur Award since 1992.
The university’s communication programs also rank highly regionally and
nationally. The Cameron Speech and Debate Team has finished in the top
15 at the Pi Kappa Delta national tournament each of the last 15 years, and
in 2005 Cameron students won the national championship in the Varsity
Debate division. The school newspaper, The Collegian, has received the Award
of Excellence from the Oklahoma Collegiate Press Association (OCPA) six
times in the last decade, and in that time the paper has also received first
place awards from OCPA for feature writing, editorial writing and display
advertising design. Film production students have garnered more than 15
awards at regional and national film festivals since 2006.
Other academic programs have also gained recognition at the state and
national levels. Cameron’s languages faculty offer courses in nearly 50 world
languages, the most of any institution in the State of Oklahoma. Course
offerings include several languages designated as critical languages by the
U.S. State Department: Arabic, Chinese, Farsi, Korean and Urdu. In addition, the Reach
Higher program, which Cameron shares with several other Oklahoma institutions,
received the Association of Continuing Higher Education’s Distinguished Program
Award for Credit Programs in 2009. Always looking forward, the university’s most
recent strategic plan, Plan 2013: Choices for the Second Century, additionally identifies
two other academic disciplines (Computing and Technology and Criminal Justice) for
targeted growth and development of academic distinction, in part as a response to the
current workforce needs of southwest Oklahoma.12
In addition to its commitment to academic excellence, Cameron also takes pride in its
ranking as one of the safest campuses in the nation, and although it already employs a
staff of Council on Law Enforcement Training (CLEET) certified safety officers, the
university continues to invest in the infrastructure necessary to maintain its safety ranking,
including emergency call boxes, video surveillance and an emergency communication
system which provides e-mail, text messaging and telephone notification of weather
and safety concerns to students, faculty and staff.13
As its mission also suggests, Cameron University is unique in the state of Oklahoma in
the form of the economic leadership it provides for the region it serves. The university
houses and operates the Center for Emerging Technology and Entrepreneurial Studies
11. Freedom to Learn Brochure, 2009
(Partnerships)
12. Plan 2013: Choices for the Second
Century, 2008 (Planning)
13. Office of Public Safety Website,
2010 (University Publications)
www.cameron.edu/selfstudy
9
introduction
(CETES), a consolidated economic development venture that promotes the creation
and growth of technology-based companies, creates skilled employment opportunities,
and prepares individuals to be effective contributors to the 21st century economy of
southwest Oklahoma. Established in part in response to the Economic Development
Generating Excellence (EDGE) Study, CETES is a multipurpose, multidisciplinary
center that provides facilities, programs and support services both to client companies
and to an existing regional cluster of software, multimedia and simulation companies.
CETES provides the expertise and experience of its staff along with the resources of the
university to develop solutions to economic and workforce challenges. The center offers
strategic consulting services to businesses in southwest Oklahoma, and both CETES staff
and university faculty/experts are available to facilitate strategic planning sessions, lead
companies through the strategic planning process, guide companies in the identification
of new market opportunities, conduct marketing research and facilitate key meetings.14
By offering an accessible and affordable quality educational experience in a safe
environment, and providing economic leadership for southwest Oklahoma, Cameron
University is able to serve its constituents well and create opportunities for growth and
development within its primary service region.
ACCREDITATION HISTORY
Cameron State Agricultural College achieved its first accreditation by the North Central
Association (NCA) as a junior college in 1962. After expanding to offer baccalaureate
degrees, the institution was unsuccessful in its initial attempts to gain accreditation
by NCA as a four-year institution and so asked to be temporarily accorded candidate
status. Accreditation as a four-year institution was granted in 1973 and reaffirmed
following subsequent visits in 1978, 1983, 1991 and 2001. Changes in affiliation status
were approved following requested site visits in 1988, 1994 and 1999. The first of these
changes enabled Cameron to begin offering graduate programs at the master’s degree
level, the second gave approval for the university to deliver the MEd in Early Childhood
Education to military personnel and employees of the Department of Defense at
Rhein-Main Air Force Base in Germany, and the third authorized the university to
expand its overseas offerings to include the MBA degree program at various military
installations in Europe and to deliver degree programs by means of telecommunications
at all OneNet receive sites in Oklahoma. An additional change in affiliation status was
granted following the submission of a request and a best practices report in Spring
2003; that change gave Cameron authorization to offer distance education programs,
including online programs, contingent upon approval by the OSRHE.15
14. Edge Website, 2010
(Partnerships); CETES Website,
2010 (University Publications)
15. Statement of Affiliation Status,
2003 (External Accreditation)
16. Monitoring Report on Assessment
of Student Academic Achievement,
2004 (External Accreditation)
17. Off-Campus Site Report, 2007
(External Accreditation)
10
In the wake of its last accreditation visit, Cameron was required to submit a midterm
monitoring report regarding its assessment program; that report was submitted and
accepted with no further conditions in Summer 2004.16 In addition, North Central
Association-Higher Learning Commission (NCA-HLC) conducted an offsite review
visit in Fall 2006. All areas reviewed were deemed adequate, and no further review or
monitoring of the university’s off-campus learning sites was judged necessary.17
SELF-STUDY GOALS
The goals of Cameron University’s self-study process are fourfold:
• To complete an honest and thorough evaluation of the state of Cameron
University as it strives to meet its mission, purposes and strategic plan for the
State of Oklahoma by celebrating and communicating institutional strengths
and identifying challenges and areas for institutional improvement, developing
appropriate and timely plans and strategies, and allocating the resources
necessary to achieve them.
Cameron University Accreditation Self-Study
• To establish that Cameron University meets the North Central Association
- Higher Learning Commission (NCA-HLC) accrediting criteria for an
outstanding institution of higher education.
• To demonstrate that Cameron University has addressed the findings from
previous NCA-HLC visits.
• To include all Cameron University stakeholders in the self-study process and to inform them honestly and openly of all self-study findings.
SELF-STUDY PROCESS
In order to effectively achieve the goals of the Cameron University Self-Study, the
self-study process was organized to maximize campus involvement and generate
meaningful information regarding the current state of the university. A faculty
self-study coordinator was appointed by the university’s President in Summer 2008;
at that same time, an Assistant Vice President for Academic Affairs was appointed
Administrative Support Coordinator for the project. In consultation with those two
individuals, a 12-member self-study steering committee was selected in October 2008.
The committee included six faculty members, the deans of the four academic schools,
the director of the library, and the director of institutional research and assessment.
Committee members were divided into six pairs (one for each criterion and one
for data collection and processing); each pair was comprised of one faculty member
and one administrator in order to ensure adequate staff resources and administrative
support. Once the steering committee had begun to function, each set of co-chairs
recommended to the Vice President for Academic Affairs a working team comprised of
appropriate faculty and staff, and student members for each team were recommended by
the Student Government Association. Those teams were appointed in early November
2008 and began work following an orientation meeting held in late November 2008.
Throughout the Spring 2009 semester, the teams worked to gather information for the
preliminary writing of the self-study. Each team generated a set of questions relevant
to the core components of its assigned criterion, and individual team members were
assigned information-gathering responsibilities. In addition, steering committee
members held preliminary meetings with each administrative and academic unit on
campus to provide basic orientation to the self-study process and to collect preliminary
information regarding focused topics relevant to the five criteria; transcripts of those
meetings were made available to all team members. An informational survey was also
sent to each department chair and unit head, requesting specific information about all
campus units. Copies of those transcripts, surveys and survey results are available in the
Resource Room.18 Following these initial information gathering activities, preliminary
drafts of chapters corresponding to each of the five criteria were produced by the teams
during Summer 2009.
Using these early chapter drafts, the self-study coordinator worked during Fall 2009 to
create a single coherent first draft. During that time, the steering committee also worked
to identify information missing from that first draft, including any information needed
that was not currently documented through regular data collection procedures. As a
result of this work, a series of surveys were designed and sent to students, faculty, staff
and alumni; their purpose was twofold: to provide analyzable data on issues identified
in the Spring unit meetings, and to gather any necessary information that was not
previously documented. The results of that survey were included in the first draft of the
self-study, completed in February 2010.
18. Self-Study Unit Meeting
Transcripts, 2009 (Evaluation); Unit
Surveys, 2009 (Evaluation)
www.cameron.edu/selfstudy
11
introduction
The first completed draft was made available to the Cameron community via hard
copy. All university constituents were invited to submit comments, corrections and
suggestions for additional material; comments were also solicited via a series of focus
groups held in April 2010. Revisions were made to the draft in late Spring 2010 and
the completed self-study was submitted to the university President and the University
of Oklahoma, Cameron University and Rogers State University Board of Regents (OU,
CU and RSU Board of Regents) in September 2010.
ORGANIZATION OF THE REPORT
Structurally, the self-study uses the five accreditation criteria and related core components
as organizing principles; each chapter focuses on one of the five criteria and concludes
with a summary of the university’s identified strengths, challenges and opportunities
relevant to that criterion. The introductory chapter follows the prescribed NCA-HLC
format. The concluding chapter summarizes the self-study, restating the major findings
of each chapter and presenting the university’s plan for addressing identified areas for
improvement. An appendix contains data on major operational indicators.
Although the self-study does not explicitly organize itself around the four cross-cutting
themes, each chapter does consciously address the future-oriented, learning-centered,
connected and distinctive nature of the institution, and the self-study as a whole makes
it clear that Cameron University plans carefully and structures itself so as to effectively
and efficiently serve the particular needs of its students and the southwest Oklahoma
community.
CHANGES SINCE LAST SELF-STUDY
Students
Since Fall 2001, total headcount enrollment has increased approximately 20% from
4,923 to 6,127. FTE has also increased over that period, from 3,751 in AY 2000-2001 to
4,373 in AY 2008-2009. In Fall 2009, the university saw its largest full-time enrollment
ever, due in part no doubt to a faltering economy and in part to the university’s revamped
and intensified recruitment efforts. A chart showing the university’s historic enrollment
over that period is shown on the right.19
19. CRIM032 - Profile by Sex, Class,
and Major, Fall 2009 (Operational
Indicators)
12
Cameron University Accreditation Self-Study
Cameron University Historic Headcount and FTE Enrollment for Fall Semesters
7,000
6,000
5,000
4,000
3,000
2,000
1,000
0
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Headcount
5,174
5,401
5,658
5,632
5,931
5,880
5,737
5,471
5,453
6,131
FTE
3,600
3,751
3,988
3,931
4,184
4,147
4,061
3,914
3,878
4,391
Percent FTE of Headcount
69.6%
69.5%
70.5%
69.8%
70.5%
70.5%
70.8%
71.5%
71.1%
71.6%
www.cameron.edu/selfstudy
13
introduction
More striking, however, than the change in total numbers, and more central to the
university’s planning efforts, is the significant shift in student demographics that is
masked to some extent by the institution’s moderate growth and historic ups and downs
in enrollment numbers.
Perhaps the two most significant changes in student demographics since 2001 are the
decreasing military population and the increase in the percentage of full-time, traditional
aged students enrolled. Military deployments coming on the heels of September 11,
2001 have resulted in a significant loss of enrollment of the active duty soldiers, military
dependents and members of the national guard who have traditionally made up a
significant percentage of the student population; since 2001, active duty enrollment is
down 63%, military dependent enrollment is down 53% and national guard enrollment
is down almost 80%. As indicated below, the estimated revenue lost because of military
enrollment losses since 2001 amounts to more than $11 million.
Percent of Undergraduate
Students
Fall 2000
Fall 2009
56.2%
61.3%
43.8%
38.7%
34.5%
30.9%
65.5%
69.1%
65.5%
78.9%
16.4%
6.3%
13.9%
6.1%
2.1%
4.2%
2.2%
4.5%
12.6%
14.2%
Demographic Category
Age:
Traditional Age
Nontraditional Age
Status:
Part-Time Students
Full-Time Students
Residence:
Resident
Active Duty Military
Military Family Members
Out-of-State
International
Students Receiving Veterans Benefits
Percent of Graduate
Students
Fall 2000
Fall 2009
19.1%
41.2%
80.9%
58.8%
73.7%
53.7%
26.3%
46.3%
63.8%
85.5%
7.2%
5.8%
11.4%
5.1%
0.8%
5.5%
16.8%
3.6%
6.2%
8.7%
Cameron University
Tuition and Mandatory Fee Loss Due to Military Student Enrollment Loss
40,000
$14,000,000
34,913
35,000
$12,000,000
31,679
Military Student Credit Hour Production
30,000
27,235
$10,000,000
25,913
25,000
$8,517,258
20,244
20,000
$8,000,000
18,852
$5,756,848
15,000
13,705
14,169
$6,000,000
$4,000,000
$3,823,373
10,000
$2,148,400
$1,164,400
5,000
$2,000,000
$375,633
0$60,102
2002
$0
2003
2004
2005
2006
2007
2008
2009
Fiscal Year
Military Student Credit Hour Production
14
Cameron University Accreditation Self-Study
Cumulative Loss of Tuition and Mandatory Fees
Cumulative Loss of Tuition and Mandatory Fees
$11,474,266
Over the same span, however, the university
has made a concerted and successful effort
to recruit more traditional aged students to
campus, in part because of the shrinking
military population and in part because of
changes in regional demographics. Prior to
2001, Cameron engaged in very little active
recruitment of high school students, local or
otherwise. At that time, the number of local
high school graduates attending Cameron
was sufficient to maintain a stable student
population, and a significant percentage of
the student body was comprised of nontraditional and military students to whom
high school recruitment was irrelevant, thus
not justifying the expense of actively and
strategically recruiting local students. Shortly
after the institution’s last accreditation
review, however, environmental scanning
began to register trends radically affecting
that thinking, as a ten-year projection of
the southwest Oklahoma High School
Graduate Headcount began to indicate a
long-term decline in the number of regional
high school graduates, due in part to the
declining population in the southwest part of the state.
Between 2001 and 2006 the number of regional high
school graduates did in fact drop from 3,808 to 3,470.
Despite a brief recovery in 2008 and 2009, those numbers
are expected to continue to decline (see Appendix B).
Thus the reduction in the military student population has
made the university more dependent on traditional-aged
students at the same time that the available numbers of
those students are declining. As a result, the university
has consciously invested in the recruitment and retention
of traditional-aged students in order to 1) enroll a higher
percentage of the local high school graduates planning to
seek higher education, 2) encourage a larger percentage of
local high school graduates to pursue higher education,
and 3) retain and graduate a larger percentage of the
traditional-aged students enrolled as freshmen at the
university. One response on the part of the university to these changing environmental
factors has been the creation of the Office of Enrollment Management, a unit that has
centralized recruiting efforts and made possible more data driven decisions regarding
recruitment and retention. The recruitment of more traditional aged students has lowered
the average undergraduate student age from 27 to 26 and increased the percentage of
full-time enrollments from 61 to 64.20
The conscious decision to recruit more traditional-aged students has also had a
noticeable effect on university strategic planning, building and allocation of resources
over the last ten years and is arguably the most far-reaching change to the institution
since the university’s last accreditation visit. The prioritization of building projects
including Cameron Village and the McMahon Centennial Complex has been a focused
effort to increase the appeal of the Cameron campus for traditional aged students, and
20. Cameron University Fast Facts,
2009 (University Publications)
www.cameron.edu/selfstudy
15
introduction
provide these students a complete college experience. In addition, the university has
increased the resources it devotes to student activities and the development of school
spirit, sponsoring activities including a beginning-of-year Aggie Escape and “Rolling
with the Aggies,” a program that allows students to travel in support of the university
athletic teams, providing a cheering section for away games and tournaments.
As it has sought to attract more traditional aged students, moreover, the university
has deliberately expanded its recruitment efforts beyond its traditional service area.
Although approximately 75% of the student body still calls southwest Oklahoma home,
the university has begun to draw more students from the Oklahoma City area and has
begun recruiting in north Texas and the Dallas-Fort Worth metro area. In addition,
the university has developed its international recruiting, with particular success in the
Caribbean, Nepal and Nigeria, and with the result that 4% of the student body is now
comprised of international students from 45 foreign countries.21
With the increase in traditional aged, full-time students and the loss of military
personnel has come a slight drop in the overall diversity of the student body.
Another significant shift in student demographics has been an increase in the number of
students requiring remediation, as might be expected given the national trend towards
underpreparedness. Since 2001, average ACT scores have remained steady at 19, but the
percentage of incoming freshmen enrolled in at least one remedial course has increased
from 41% to approximately 60%. Those changes have required the university to devote
more resources to developmental education and student support services in an effort to
increase retention and success rates for the university’s most at-risk students, as it strives
to stay true to its commitment to accessibility.
Faculty
21. Cameron University Fast Facts,
2009 (University Publications)
22. Cameron University Fact Book,
2010 (University Publications)
Teaching is the first priority of Cameron’s faculty, and the university is dedicated to
providing quality faculty and small class sizes to optimize the learning experience for
all of Cameron’s students. Freshman classes are frequently taught by full professors, and
full-time faculty typically carry a 12 hour semester load, making teaching by far the
most important component of faculty positions.
Recognizing that the development of a quality faculty is one of the most important
keys to enhancing student learning, the university has strengthened its faculty
recruiting practices since 2001, with the result that
the percentage of full-time Cameron faculty with
terminal degrees has increased from 62% to 67%.
At the same time, however, budgetary constraints
have forced the university to focus and trim its
faculty resources, so that the number of full-time
faculty has decreased slightly from 187 to 183 in
spite of the 20% increase in enrollment. In order
to maintain its small class sizes, the university has
hired a correspondingly higher number of adjunct
faculty, although the overall percentage of course
sections taught by adjunct faculty remains at a
relatively low 23%.22
Since 2004, Cameron has followed an aggressive
Affirmative Action hiring plan designed to attract a
faculty reflective of the diversity of the student body,
and although efforts to recruit minority faculty have
16
Cameron University Accreditation Self-Study
been hampered at least in part by geographical and salary constraints, the university has
made significant progress towards its diversity goals, significantly increasing the number
of faculty members in every ethnicity category except for white. Cameron has also been
successful in recruiting an internationally diverse faculty, currently employing faculty
members from many different countries, including Somalia, Nigeria, South Africa,
India, China and Colombia.
The following charts break down faculty demographics by gender, ethnicity, age and rank.
Gender Distribution
Academic Rank
Professor
Associate Professor
Assistant Professor
Instructor
Undesignated
Total
Male
Female
41
28
42
13
7
14
19
19
4
63
124
Gender Distribution
Academic Rank
Professor
Associate Professor
Assistant Professor
Instructor
Undesignated
Total
Male
Female
28
31
37
23
10
9
25
20
119
64
Male
July 2000
Fall 2009
Full-time Instructional Staff Demographics - July 2000
Ethnicity Distribution
American
White
Black
Hispanic
Asian/PI
Indian
46
1
1
38
3
1
54
2
3
29
2
1
4
171
3
3
7
1
Full-time Instructional Staff Demographics - Fall 2009
Ethnicity Distribution
American
White
Black
Hispanic
Asian/PI
Indian
32
1
5
31
3
3
2
1
52
3
2
4
1
35
3
2
2
1
150
Female
42
73
30
73
10
7
13
3
Part-time Instructional Staff Demographics
Asian/Pacific
Black
Hispanic
Islander
1
1
2
11
4
6
Age Range Distribution
20-34
35-49
50-64
65-over
41
26
22
10
1
13
9
6
16
26
12
22
60
99
2
1
Age Range Distribution
20-34
35-49
50-64
65-over
6
12
8
15
28
17
23
21
21
14
7
4
7
18
68
79
18
Native
American
2
3
White
66
122
State Economic Retrenchment
One of the greatest challenges that Cameron has faced over the last ten years has been
limited state appropriations in the face of significant mandatory cost increases. In FY02,
Cameron’s state funding was $20,194,885; by FY04, those appropriations had decreased
to $17,986,604. Although those numbers recovered somewhat, to $22,134,416 for
FY10, the FY10 appropriations nevertheless represent a 4.14% decrease from the
previous year’s allocations, and when these numbers are adjusted for inflation, it is
clear that the university has actually lost purchasing power over the last ten years; the
institution would have needed an additional $1,595,400 in FY09 just to maintain the
purchasing power it had in FY02, as figured according to the South Urban CPI. In
addition, state budget shortfalls have led to repeated cuts in allocations throughout
FY10; appropriations were cut an additional 4.2% for FY10.23
In order to make up the resulting shortfalls, Cameron has become increasingly dependent
upon student tuition monies and private funds; in FY02, tuition and fees made up slightly
more than a quarter of Cameron’s total budget; in FY10, it made up approximately one
half of the operating budget. In the ten years since Cameron’s last accreditation visit,
the university has been forced to raise tuition six times, and tuition over that period
23. Cameron University E&G and
Auxiliary Budgets, FY 2001-2010
(Budget)
www.cameron.edu/selfstudy
17
introduction
has more than doubled. In the current economic climate, however, and because of the
limited financial resources of many of our students, the university recognizes that tuition
increases are not a viable long-term solution to limited state allocations, and thus it has
also significantly increased its private fundraising over the last eight years.
Because Cameron remains committed to affordability, it has attempted to offset
necessary tuition increases by increasing the amount of scholarship money available to
qualified students. In AY 2001-2002, the university devoted $756,000 (or 1.5% of its
total budget) to resident tuition waiver and Education and General (E&G) scholarship
funding; in FY10, that number was $1.7 million (or 3% of the total budget), a 125%
increase. In Summer 2009, the university unveiled a new program, “CU $upports You,”
designed to help defray student educational costs, and in FY10 the university earmarked
$5.7 million for student scholarships, a 3% increase over the previous year.24
This combination of decreasing appropriations, commitment to affordability and
increased outlay of tuition monies has created a very real strain on the institution’s
human and financial resources. Some retiring faculty and staff have not been replaced,
and some projects have been delayed, and although the university has thus far been
spared serious inconvenience thanks in part to the generosity and support of the
surrounding community, planning is currently underway to help the institution weather
potentially more serious cutbacks over the next few years.
Curriculum
The university regularly reviews its curriculum to ensure the pruning of unproductive
programs, the creation of new programs in response to constituent demand, and the
appropriate curricular alignment of all academic programs. Since the last comprehensive
visit, the university has made the following adjustments to ensure that its academic
programs continue to effectively meet the needs of all of its constituents. All changes
may be tracked in the university catalogs available in the Resource Room.25
• In Spring 2001, responding to changing technologies and career opportunities
in the visual arts, the university added a Graphic Design concentration to the
Bachelor of Fine Arts in Studio Arts degree. That concentration combines
courses in the history of graphic design and current graphic design technologies
to prepare students for careers in business and industry.
24. Cameron University E&G and
Auxiliary Budgets, 2002-2010
(Budget)
25. Undergraduate Catalogs,
2001-2010; Graduate Catalogs,
2001-2010 (Institutional Policies
and Governance)
18
• In Fall 2003, the university added a Master of Science in Educational
Leadership, a program designed for experienced teachers who wish to become
school administrators. The course of study provides opportunities for students
to develop leadership in fostering a collegial relationship, problem solving
and effective communication with various constituents at the school, district,
state and federal levels; an understanding of, adherence to and promotion of
the legal requirements, ethical standards and professional obligations at the
school, district, state and federal levels; leadership strategies for dealing with
geographically, ethnically and economically diverse populations; effective and
best practice techniques for the assessment and supervision of personnel;
effective and industry standard techniques for the assessment and supervision
of programs; an understanding of and proficiency in financial management;
and an understanding of and proficiency in resource management. The
program leads to school principal certification.
• In Spring 2004, the university deleted the Early Childhood concentration
from the Bachelor of Science in Human Ecology because it duplicated a
similar program in the Department of Education. That deletion allowed the
Cameron University Accreditation Self-Study
Human Ecology program to focus on its two strongest concentrations: Family
Science and Human Ecology, and allowed the university to concentrate its
early childhood resources in the Department of Education.
• In Spring 2005, the university added a Master of Science in Entrepreneurial
Studies as a trial venture in response to a perceived regional need. Intended
to prepare students for global, general and technological entrepreneurship
ventures, the program was administered by the School of Business and operated
in conjunction with the CETES. At that same time, the OSRHE approved
a related Certificate in Entrepreneurship, also administered by the School of
Business. During its first four years, program enrollment was considerably
lower than projected, and the program has been slated for elimination in 2010.
• In Fall 2005, the university deleted the horticulture option of the Bachelor
of Science in Agriculture because of low productivity and a desire to
concentrate program resources in the areas of natural resource management
and environmental science.
• In Fall 2005, courses in Management Information Systems were transferred from
the School of Business to the Department of Technology in the School of Science
and Technology. At the same time, the Department of Technology assumed
responsibility for the Computer Science major, which had previously been housed
in the Department of Mathematical Sciences. Computer Science classes and
faculty having been thus consolidated within a single academic department, the
resulting unit was renamed the Department of Computing and Technology.
• In Summer 2006, the Bachelor of Arts in Romance Languages was changed to a
Bachelor of Arts in International Languages, in order to increase the relevance
of Cameron’s language programs and provide additional opportunities
for soldiers at Fort Sill. The change expanded the language major to allow
students to take courses in Arabic, Chinese, Farsi, Russian, Swahili, German
and Italian, in addition to the options already offered in French, Latin and
Spanish, directly addressing the critical language needs of both the military
and the country as a whole.
• In Summer 2006, the Associate in Applied Science degree in Early Childhood
Education and Care was modified to facilitate cooperative efforts between
Cameron and Western Oklahoma State College. The modification allowed
the two institutions to more easily share classes in that degree program and
facilitated articulation with other universities in the state of Oklahoma.
Unfortunately, the program has not attracted the number of students
anticipated, and the university is currently in the process of dropping the AAS
in Early Childhood because of low graduation rates.
• In Spring 2007, the university indefinitely suspended the Master of Arts in
Teaching, a program that had been designed to allow students to major in the
academic area of their choosing and do their teacher preparation at the graduate
level. The MAT was replaced at that same time by eight new undergraduate
education programs: the Bachelor of Science in Physical Education, the
Bachelor of Arts in Social Studies Education, the Bachelor of Science in Early
Childhood Education, the Bachelor of Arts in Mathematics Education, the
Bachelor of Arts in Romance Languages Education, the Bachelor of Science
in Biology Education, the Bachelor of Science in Chemistry Education and
the Bachelor of Arts in English Education. The change was designed to allow
www.cameron.edu/selfstudy
19
introduction
non-traditional students to pursue a teaching degree while working and permit
traditional aged students to complete a teaching degree at the undergraduate
level, opportunities that did not exist with the MAT program.
• In Spring 2007, the university added a Bachelor of Science in Organizational
Leadership as part of the OSRHE Reach Higher program, a collaborative
statewide curriculum designed for students who are at least 21 years of age and
who have already completed 72 college credit hours, including all of their general
education requirements. Students in the program select a home institution,
but may complete the core and focus courses from any of eight participating
institutions. The program was designed to meet both the workforce needs of
businesses and the educational needs of working adults interested in completing
a college degree. Cameron’s option in organizational leadership prepares
students for careers in government, non-profit organizations and business and
industry through study of organizational behavior, ethics, interpersonal skills,
management, finance and communication skills. The core courses are offered
in eight-week formats, primarily via online delivery, to meet the demands of
working adults.
• In Spring 2007, the university added a Teaching and Learning option to the
Master of Education. That option is intended to provide advanced training
in pedagogy for the growing number of Oklahoma teachers who have
received alternative certification and need to complete formal coursework
in pedagogical skills to fulfill the requirements for full certification. Course
work includes advanced foundations and methods of secondary education and
student teaching internships.
• In Summer 2007, the university added a Master of Education in Reading.
That program specifically prepares students for certification as K-12 reading
specialists. It is designed for education professionals with initial licensure
who wish to gain competence in teaching literacy and training other teachers.
Course work includes training in literacy theory and teaching methods, as well
as field practicum experience.
• In Spring 2009, the university added an Associate in Applied Science in
Information Technology and Bachelor of Science in Information Technology
in response to expanding regional technology career opportunities. These
programs are designed to prepare students for both technical and management
career paths in the computer information systems industry through study of
computer networks and the computer networking infrastructure; computer
and network security and the concepts of information assurance; computer
information systems; computer center management, advanced systems and
programming; and business management.
In addition to updating university major programs in response to local, regional and
national shifts in demographics and employer demand, the university has adjusted its
entry-level placement for students requiring remediation in math and English in an
effort to respond to the needs of an increasingly underprepared student population
and improve retention of the university’s developmental students (see Appendix B). In
Spring 2010, the university likewise began requiring a supplemental one-hour tutoring
course for all students enrolled in a developmental course which they had previously unsuccessfully attempted two or more times. The belief is that these changes will ultimately
improve student success in developmental courses and, given the number of students
requiring remediation, ultimately improve overall retention and graduation rates.
20
Cameron University Accreditation Self-Study
In addition to regularly reviewing its curriculum and its placement and remediation
policies, the institution has significantly expanded its online offerings since 2001. At
the time of the 2001 site visit, Cameron delivered distance education primarily via ITV,
which provided two-way communication for synchronous learning at multiple sites.
Although the university continues to use ITV to provide connection to its off-campus
learning sites, its primary mode of distance education is now online delivery supported
by Blackboard. In Fall 2009, the university offered a total of 91 class sections online.26
It is now possible for students to complete general eductation requirements online, and
the university provides several degree programs online, including the MBA, the BS in
Organizational Leadership and the Associate of Science in Interdisciplinary Studies.
Several additional degree programs, including the BAs in Communication, Criminal
Justice, Sociology and Political Science, are currently under development as online
programs as the university seeks to further expand its online offerings.
Organizational Changes
The university has made multiple administrative changes over the last ten years in order
to reduce administrative overhead and increase efficiency in the pursuit of strategic
planning goals. While it would be impossible in the scope of this report to list all of the
changes made since the last visit, the following list represents key adjustments that have
been part of that effort. Organizational charts for each year since 2003 are available in
the Resource Room.27
• In 2003, the university moved the Office of Institutional Assessment and
Planning from under the umbrella of Educational Outreach and made the
Director of Assessment and Planning a direct report to the Vice President for
Academic Affairs (VPAA) (at that time, the Provost). In 2004, that office also
assumed responsibilities for institutional research, and although the unit was
briefly recombined with Educational Outreach for administrative purposes,
the Director has remained a direct report to the VPAA and a member of
the Deans’ Council. In 2008, that office was again split from Educational
Outreach and became the Office of Institutional Research and Assessment, in
order to allow the director to concentrate more exclusively on data collection
and reporting. In summer 2010, the responsibilities of the unit were expanded
to include institutional accountability, resulting in the current Office of
Institutional Research, Assessment, and Accountability. That office now
reports directly to the President of the university.
• In 2003, the Duncan Higher Education Center became CU-Duncan when
the Oklahoma State Legislature declared it a branch campus under state law.
At that time, the position of Director of the Duncan Campus was created
to allow Cameron to directly supervise that facility. Initially the Director
functioned as part of the Educational Outreach division; as student population
at that site continued to grow, the Director became, in 2004, a direct report to
the VPAA, independent of Educational Outreach. That director currently has
a staff of four that bears primary responsibility for admissions, advising and
student support services for the Duncan learning site. Two full-time faculty
were added at the Duncan site in Fall 2010.
• In 2004, the university created the Office of Enrollment Management in order
to centralize recruitment and retention efforts. That office was headed by the
Senior Associate Vice President for Enrollment Management, who reported
directly to the President. That title has since been changed to Associate
Vice President for Enrollment Management, although that individual still
26. Cameron University Class
Schedule, Fall 2009 (University
Publications)
27. Organizational Charts, 2003-2010
(Institutional Policies and
Governance)
www.cameron.edu/selfstudy
21
introduction
reports to the President of the university. The responsibilities of that office
include identifying opportunities for continued growth through recruitment,
enrollment and retention initiatives, in addition to oversight of admissions,
testing, prospective student services and public affairs.
• In 2004, the Center of Excellence in Advanced Computing Systems
Technologies and the Fire Support Models and Simulations Institute were
eliminated after it was determined that those units had limited potential to
contribute significantly to the university.
• In 2004, the Center for Emerging Technology and Entrepreneurial Studies
was created and a director appointed. Originally, the Director reported to the
President of the university; since AY 2005-2006, the Director has reported to
the VPUA in recognition of the economic development mission of CETES.
• In 2006, the Office of Faculty Development was eliminated and those
responsibilities were assumed by the Assistant Vice President for Academic
Affairs Support Services. In 2009, responsibility for faculty development and
research support was reassigned to a half-time director in order to provide
focused resources for those functions.
• In 2008, the Office of Graduate Studies was eliminated and administration of
the graduate programs was returned to the appropriate academic departments,
specifically Business, Psychology and Education. Graduate admissions
functions are now coordinated through the Admissions Office.
• In Fall 2009, the Payroll and Personnel divisions were combined into a single
Human Resources Department under the management of a Human Resources
Director. These changes enabled that department to make more efficient use
of the university’s data management software, while expanding the employee
training and development responsibilities of the unit.
In addition to these other organizational changes, the Office of University Advancement
and the Office of Public Affairs have both gradually been expanded over the last ten years
to reflect the increased importance of fundraising in a time of economic retrenchment
and of institutional transparency and communications in an era of public accountability.
By funneling additional resources to those offices, the university has been able to
successfully raise private monies to help offset the decrease in state appropriations and
improve its communication with the southwest Oklahoma community.
Administrative Changes
In the last ten years, Cameron University has had two Presidents, five Vice Presidents
for Academic Affairs, two Vice Presidents for Business and Finance, four Vice
Presidents for University Advancement and four heads of Student Affairs. This period
of relatively rapid change comes at the end of an arguably overly long era of stability
and was perhaps inevitable given the graying administration that was in place at the
time of the last comprehensive visit. Although rapid transitions at the Vice President
for Academic Affairs position, in particular, have occasionally slowed progress on some
academic initiatives, the university has at present reestablished stability in its upper
administration, with the following individuals now in place (date of hire in position in
parentheses):
22
•
•
Cameron University Accreditation Self-Study
President Cindy Ross (2002)
Vice President for Academic Affairs John McArthur (2006)
•
•
•
•
Vice President for Business and Finance Glen Pinkston (2003)
Vice President for University Advancement Albert Johnson, Jr. (2007)
Vice President for Student Services Jennifer Holland (2006)
Associate Vice President for Enrollment Management Jamie Glover (2008)
Physical Facilities
Cameron University’s home campus in Lawton, Oklahoma encompasses 21 classroom
and administrative buildings housing lecture and laboratory facilities, computer
laboratories and faculty and staff offices. The university also maintains a 46,000
square-foot library that provides access to print, electronic and archival collections. A
new 39,400 square-foot student union, opened in Spring 2010, offers commercial eating
facilities and student activities space, with a second-floor ballroom that is the largest such
facility in Lawton. The university’s two dormitory facilities have a combined housing
capacity of approximately 550 students in slightly more than 200,000 square feet of
residential space. Athletic facilities include a university field house, a football stadium,
baseball and softball fields and tennis courts, as well as a 50,000 square-foot fitness center
open free of charge to all faculty and full-time students, containing basketball courts,
racquetball courts, weight machines, an
aerobics floor and a swimming pool. In
addition, the university operates KCCU,
a public radio station, and maintains
transmitting equipment to sustain that
operation.28
Given that the majority of its facilities
date from the 1960s and 1970s, the
university has undertaken numerous
renovation and building projects over
the last few years in order to improve
the student learning environment,
attract more traditional aged students,
and better fulfill its mission as a leader
in economic development in southwest
Oklahoma, all key items in Cameron’s
Plan 2008: Preparing for Cameron
University’s Second Century and Plan
2013: Choices for the Second Century.
Dorms/Cameron Village/McMahon Center
In 2002, Shepler Center, Cameron’s existing dormitory facility, was severely underutilized.
Constructed in 1969 as a high rise facility with one-room double-occupancy units and
communal bathrooms, Shepler had never been filled to capacity, and its floor plan
was outdated and unattractive to contemporary students. In 2004-2005, Cameron
constructed new apartment-style dormitory facilities on then vacant land; the resulting
units, Cameron Village, contained private bedrooms linked by a communal living room/
kitchen area. In addition, the donation of private funds enabled the construction of the
McMahon Center, a living/learning facility clustered with the new dormitory buildings.
After only two years, the new dormitories were filled to capacity; moreover, the spillover
from the waiting list for the new facilities filled the Shepler Center to capacity in 2009.
Given the popularity of the apartment-style facilities in the new dorms, the university
renovated a floor in Shepler Center to create suites. The university has recently been
granted approval to begin the process of contracting for the construction of additional
apartment-style facilities, although it does not plan to act on that approval until 2011
at the earliest.
28. Physical Facilities List, 2010
(Operational Indicators)
www.cameron.edu/selfstudy
23
Introduction
Center for Emerging Technology and Entrepreneurial Studies (CETES)
In 1996, the opening of a new Sciences Complex left the old university science
building vacant; the decision was later made to renovate the existing facility to
house the university’s Multimedia Design Department and CETES. The first part
of the project, including office suites and classroom space, was completed in 2005;
the small business incubator is currently home to seven companies, including OSU
University Multispectral Laboratories, Charles F. Day & Associates, LLC and OK
Family Publishing, start-ups that range from providing defense contracting services
to publishing a regional family magazine. A local bond issue and the procurement of
federal monies allowed for an expansion of that facility completed in Spring 2009, and
the CETES Conference Center is now available both for campus events and for use by
local community constituents.29
Business Building
Cameron’s original Business Building was built as a dormitory in 1964, then converted
to classroom space with the opening of the Shepler Center in 1970. Several years ago,
it was determined that the cost of renovating the building to bring it into necessary
compliance was prohibitive and that it would be more cost effective to build a new
building. The new construction was enabled by monies from a state bond issue,
and the new Business Building opened in Fall 2009. That facility houses a 114-seat
auditorium, 12 smaller classrooms, computer and accounting labs and two floors of
faculty offices in slightly more than 31,000 square feet. It also features interaction areas
where students can collaborate with other students and with faculty, a career center
with an interview practice area and a simulated live trading floor. The building is home
to the university’s MBA program as well as its undergraduate programs in accounting,
business management, economics and marketing.
Student Union
The building that served as Cameron’s student union prior to Spring 2010 was
constructed in 1962; it was a single-story building with a limited footprint, and housed
the university bookstore, a food concession area, Faculty Senate offices and Greek offices,
all of which competed for much-needed space. The university determined as early as the
late 1990s that more space was necessary to adequately serve the student population,
but found both renovation and construction costs prohibitive. In 2005, the “Changing
Lives” campaign established as one of its main goals the raising of private funds for
the construction of a new student union, and community support was overwhelming.
The McMahon Centennial Complex opened in Spring 2010; the facility contains food
concessions, student government and student activities offices and a ballroom that
accommodates 400 individuals for campus and community activities.
Renovations to Athletic Facilities
29. CETES Website, 2010 (University
Publications)
24
Over the last ten years, the university has undertaken significant upgrades to many of
its athletic facilities, including a Fitness Center which is open to all Cameron students,
faculty and staff. The largest project was a $1 million renovation of the Aggie Gym.
Additional work has been done to the baseball and softball fields; new locker rooms
and public restrooms have been constructed at the baseball field, along with a new
outfield fence, and a new scoreboard and public address system have been installed.
Irrigation systems have been upgraded at both the baseball and softball fields. In the
Fitness Center, the university has installed new lockers, purchased new weight and
aerobic equipment, replastered the swimming pool and installed new carpeting. The
university has also partnered with the Lawton Public Schools to renovate the football
stadium, installing a new roof on the fieldhouse, laying new artificial turf and replacing
the concrete apron between the turf and the stands.
Cameron University Accreditation Self-Study
Campus Beautification
Cameron’s strategic plans have consistently recognized that a pleasant learning
environment is important to student recruitment and retention, and the university has
made a concerted effort to improve the campus environment by creating additional
green space in what was essentially an urban, commuter campus. To that end, the
“Changing Lives” campaign set as one of its goals the raising of $500,000 to remove
an existing parking lot in the middle of campus and replace it with a garden space
including plantings and water features. In the course of the campaign, the necessary
funds were raised, in part through a major private donation by former OU Regent
Stephen Bentley, and that construction was completed in Fall 2009. In addition, OU
Regent Jon Stuart donated monies for the planting of trees along the campus boundaries
and major arteries. Those funds have enabled the university to literally ring the campus
with trees, providing a park-like environment for the enjoyment of both students and
community members. The added purchase of land east of the Louise D. McMahon Fine
Arts Complex has created another green zone in an area traditionally void of aesthetic
appeal and contributed to the overall enhancement of the campus.
Technology
In addition to making significant, targeted changes to its physical facilities over the last
ten years, the university has continued to grow its instructional technology, including
“smart” classrooms, computer labs, distance learning infrastructure and instructional
software. At present the university has 87 smart classrooms with internet connectivity,
computer stations and projection and audio capability; many are also equipped with
document cameras.30 The university’s 30 computer labs provide students with a total
of 617 work stations, an expense necessitated by the low average socio-economic status
of the student body which makes it difficult for many to own their own computers.
Many of the stations in discipline-specific labs are fitted with specialized educational
and statistical software. The university also maintains five ITV classrooms, used to
send classes to CU-Duncan, Western Oklahoma State University, the University of
Central Oklahoma, Rogers State University and other remote sites. A wireless network
is available to students, faculty, staff and community members from many locations on
campus.
The university’s online and hybrid courses use Blackboard for a platform; many faculty
members also offer “Blackboard enhanced” courses. The university enrolls students in
and provides support for turnitin.com, a plagarism tool, and has experimented with
purchasing space in SecondLife for an online tutoring lab. In addition, the university
library has implemented several new technologies since 2001, including a “third
generation” library management system that integrates the acquisitions, cataloging,
circulation and reserve software systems; the interlibrary loan system, ILIAD, which
enables the electronic delivery of materials directly to patrons; checkpoint radio
frequency circulation technology; and 24-hour access to tutor.com’s “Ask a Librarian”
service.31
Much as it has continually updated its instructional technology resources, the university
has also taken advantage of improved administrative technologies. Cameron has recently
converted its records systems to Banner, an upgraded, web-based, data administration
software that integrates processes from major institutional functional areas, including
admissions, student records, financial aid, human resources, university advancement and
the business office. Because it is an integrated system, Banner allows for a single point of
entry for all university data, resolving problems that the institution has had in the past
with conflicting data resulting from multiple points of entry.
30. ITS Inventory List, 2010
(Operational Indicators)
31. Library Webpage, 2010 (University
Publications)
www.cameron.edu/selfstudy
25
Introduction
As part of the implementation of the new Banner system, the university has also
adopted a new intranet portal from Luminis. AggieAccess, as the portal is known
on campus, provides a one-stop collection of the most commonly used links, forms,
reports and software for faculty members, staff and students. The portal is divided into
separate tabs for different university roles, including students, faculty, classified staff and
administrators, each of which allows integrated access to various university systems.
Via the Faculty tab, faculty members can advise and register students, enter grades and
access instructional software such as Blackboard and Chalk and Wire. Students will have
quick links to the same instructional resources, but will also be able to access transcripts,
course schedules, financial aid information, and track the latest campus events and
news. AggieAccess also provides links into various Banner processes, including user
ability to update personal information, acquire payroll and benefit information, submit
leave requests and submit time sheets.
As one of its more significant benefits, AggieAccess also offers the opportunity to
provide more efficient and effective communication for students, faculty and staff.
University forms, policies and procedures are consolidated into one easily accessible
channel. In addition, recurring announcements normally distributed through e-mail
can be distributed from AggieAccess; distinct channels have been established for
sports news, campus events announcements and campus news announcements to help
alleviate the volume of communications received through campus e-mail, and assist
students and employees to sift quickly through incoming communications and focus on
pertinent information. Faculty and staff can also more easily communicate with select
groups of students by sending a targeted announcement to defined users. The targeted
announcements will reach students through both e-mail and the AggieAccess portal.
AggieAccess also includes a GroupStudio feature that will provide new functionality
for student, faculty and staff working groups and committees. Through GroupStudio,
committee members can share and store working documents, minutes and links, and
can communicate with other group members. An Ask the Counselor link will provide
students with immediate access to wellness counseling. Over time this new technology
should help to improve the efficiency and accuracy of campus communication, as well
as providing benefits for student services and student learning.32
Off-Campus Learning Sites
In addition to its Lawton campus, Cameron University maintains learning sites at
12 locations around the state, including Cameron University-Duncan, Redlands
Community College, Rogers State University, the Truman Education Center at Fort
Sill, Oklahoma State University, Oklahoma City, The University Center at Ponca
City, Western Oklahoma State College and the University of Central Oklahoma. The
university also has three additional course locations: Comanche Nation College, Geo
prison and Great Plains Technology Center.33
Unduplicated Headcout
Student Credit Hours
Number of Sections
32. Aggie Access Screenshots, 2010
(University Publications)
33. Annual Institutional Data Update,
2009 (External Accreditation)
26
Duncan Learning Site Productivity
AY 2003-04 AY 2004-05 AY 2005-06 AY 2006-07 AY 2007-08 AY 2008-09
571
655
747
723
768
857
4,727
6,095
6,450
6,446
7,222
7,908
143
168
181
213
241
249
The Duncan learning site has enjoyed steady growth over the past decade resulting in
the doubling of both course offerings and credit hour production. Student services have
been increased proportionately and facility improvements are notable. Approximately 650
students study in a facility with wireless internet, multi-media equipped classrooms, tutorial
and testing services and a variety of activities for students of all ages. Additional staff has
been added to serve students in the areas of admissions, technology, tutoring and testing.
Cameron University Accreditation Self-Study
Duncan Learning Site Student Credit Hours
8,000
7,000
6,000
5,000
4,000
3,000
2,000
1,000
0
AY 2003-04
AY 2004-05
AY 2005-06
AY 2006-07
AY 2007-08
AY 2008-09
Cameron University’s Duncan presence has resulted in great support from area constituents.
In 2004, the City of Duncan gifted the municipally owned facility and associated land to
Cameron University. Soon thereafter the state legislature accorded CU-Duncan branch
campus status as defined by the state, thereby increasing its funding from OSRHE. The
Duncan program has enhanced Cameron’s collaboration with other higher education
institutions, Duncan Public Schools, the local technology center, The Duncan Area
Economic Development Foundation and a host of alumni and donors. The university serves
the Duncan area by offering a variety of cultural arts programming, hosting community
events and encouraging the local campus administrator to be fully invested in various
forms of community service. Cameron has also made a significant capital investment in the
Duncan facility by refurbishing the interior of the building, planting trees and creating a
landscaped campus that is a source of pride for Duncan residents.
Partnerships
Cameron University has a long history of collaboration with both higher education and
community partners, and the institution continually seeks new partnerships in order to
make the most of available resources and opportunities and reviews the status of existing
relationships to ensure their continued appropriateness and efficacy. Over the last ten
years, the university has made the following changes to its partnership agreements. All
MOUs are available in the physical resource room.34
• In 2003, Cameron developed an agreement with Western Oklahoma State
College (WOSC) to bring WOSC’s AAS nursing degree to the Cameron
campus. Students enrolled in the program take their general requirements
from Cameron and their specialized nursing courses from WOSC. WOSC
rents classroom space from Cameron as part of the agreement.
• A written agreement developed in 2003 between the CU Foundation and
BancFirst confirmed a $1 million line of credit for investment by the School
of Business’s Portfolio Management classes.
• A 2004 agreement with University of Oklahoma (OU) provided additional
space on Cameron’s campus for the OU on-site nursing program, resulting in
additional student enrollment.
• In 2005, Cameron developed a Memorandum of Understanding with
Comanche Nation College (CNC), a small local tribal college currently
seeking initial accreditation as a two-year institution. Under that agreement,
Cameron offers lower-division courses at the CNC campus.
34. Memoranda of Understanding,
2001-2010 (Partnerships)
www.cameron.edu/selfstudy
27
Introduction
• In 2006, Cameron developed a cooperative and development agreement
with the Great Plains Technology Center in Lawton through its agreement
with Western Oklahoma State College. Under the terms of that agreement,
students enrolled at Great Plains can complete an AAS in Multimedia Design
from Cameron by taking multimedia classes on-site at Great Plains.
• In 2006, Cameron University began offering education courses at Rogers State
University (RSU), as part of an agreement with that institution. Under that
agreement, RSU offers general education courses, with Cameron offering
all professional education courses. Under the terms of the agreement, RSU
houses two full-time Cameron employees responsible for the teaching and
administration of the program.
• In 2008, Cameron began to offer the Adult Degree Completion Program in
collaboration with OSRHE, as described above.
• In 2008, Cameron developed a Memorandum of Agreement with Redlands
Community College to offer a BS in Criminal Justice. Under the terms of the
agreement, Redlands offers lower division courses, with Cameron offering upperdivision courses in criminal justice. All transfer credits are governed by an articulation
agreement. Under the terms of the agreement, Redlands houses a full-time
Cameron faculty member responsible for the administration of the program.
• In addition to creating these new partnerships, Cameron also eliminated a
partnership with the University of Oklahoma to offer a Masters of Education
on-site at Rhein-Main Air Force Base in Germany, when OU lost the DODS
contact under which the program was offered.
Overall, both public and private partnerships have become ever more important over
the last ten years, as the institution has actively sought out new avenues for providing
quality educational opportunities. The creation of written memoranda of understanding
and articulation agreements as appropriate have also become standard practice in order
to ensure accountability to all of the university’s constituents and to its governing bodies.
RESPONSES TO 2001 NCA TEAM FINDINGS
The 2001 NCA visiting team identified four specific institutional challenges for
Cameron University:35
• Strategic Planning
• Faculty Evaluation
• Assessment of Student Academic Achievement
• Affirmative Action Planning
Over the last ten years, those concerns have been addressed as follows:
Strategic Planning
35. NCA-HLC Visiting Team Report,
2001 (External Accreditation)
28
The 2001 visiting team noted that “although short-term planning is in place, planning
is not carried out within a context of established priorities with input from all
constituencies.” In response to that concern, the university developed the strategic plan,
Plan 2008: Preparing for Cameron University’s Second Century, during the 2002-2003
academic year. That plan was assembled by the President’s Planning Committee,
which was composed of Faculty Senate, Student Government and Executive Council
representatives, in addition to the President and the Director of Planning and
Assessment; that committee was led by a faculty member. During the planning process,
Cameron University Accreditation Self-Study
the committee solicited input in open meetings with faculty and students. When
completed, Plan 2008: Preparing for Cameron University’s Second Century established
a set of university core values and a series of measurable, prioritized objectives for the
next five years, organized within the context of seven overarching goals, all of which are
described in detail in Chapters One and Two. In 2004, the plan was approved by the
university’s President and by the OU, CU and RSU Board of Regents.36
Once the strategic plan had been approved and published, the university set about
creating and/or updating strategic plans for achieving its key components. The Campus
Master Plan, described in Chapter Two, was updated to include projects that would aid
in providing inviting facilities and beautifying the campus. The university created an
Affirmative Action Plan, also discussed in greater detail below, to aid in the recruitment
of a diverse faculty and staff. Additionally, the campus technology plan was updated
to enable the effective expansion and maintenance of the university’s technology
infrastructure.
In Spring 2007, a second five-year planning cycle began. The Plan 2008 Status Report
was published on June 25, 2008; that report provided an overview of the university’s
success in achieving the goals outlined in the strategic plan, which had been reviewed
annually since the inception of the plan.37 Shortly thereafter, a committee comprised
of faculty, staff, students and community members began preparing Plan 2013: Choices
for the Second Century. That plan reaffirmed the university’s core values, and updated the
university’s strategic objectives, collected under four overarching goals (also described
in greater detail in Chapter Two). Like its predecessor, Plan 2013: Choices for the Second
Century is assessed annually to determine progress on stated objectives as the university
moves forward into its second century.38
Faculty Evaluation
The 2001 visiting team observed “a lack of consistency and clarity of expectations and
standards for faculty evaluation, promotion and tenure.” Since that time, the university
has undertaken a major Faculty Handbook revision, with particular emphasis on Section
Four of the Faculty Handbook, “Faculty Policies.” During the course of that revision, two
significant additions were made to the Faculty Handbook.39
Annual Evaluation
The Faculty Handbook adopted in May 2004 includes a detailed description of an
annual evaluation process for all regular faculty members. It includes deadlines for
annual planning, annual review and administrative review. It also creates a universitywide rating system for faculty evaluation, university-wide rating categories and general
standards for assigning faculty ratings. The evaluation system allows faculty members
in conjunction with department chairs to customize the relative weighting of teaching,
scholarship and service within certain ranges that reflect the overall values of the
university: faculty members must assign minimum weighting of 50% teaching, 10%
scholarship/creative activity and 10% service, for a total of 100%. The Faculty Handbook
also provides a category for the evaluation of reassigned time. Recognizing variations
among disciplines, the evaluation system places the responsibility for determining
specific expectations with the faculty of each department, subject to review and approval
by the appropriate dean and the Vice President for Academic Affairs.
Post-Tenure Review
The Faculty Handbook includes a detailed description of a post-tenure review process
consistent with that adopted by the University of Oklahoma and approved by the OU,
CU and RSU Board of Regents. It includes a list of required documentation, deadlines
for departmental and administrative review and an improvement plan for faculty who
36. Plan 2008, 2004 (Planning)
37. Plan 2008 Status Report, 2008
(Planning)
38. Plan 2013, 2009 (Planning)
39. Faculty Handbook, 2004
(Institutional Policies and
Governance)
www.cameron.edu/selfstudy
29
Introduction
are deemed in the course of review to be deficient in one or more areas. Post-tenure
review findings are determined by faculty peers and based on the results of the prior five
years of annual evaluations.
The Faculty Handbook revisions also placed with each department the responsibility for
determining specific standards for tenure and promotion consistent with the general
standards set out in Appendix B and subject to review and approval by the appropriate
dean and the Vice President for Academic Affairs. Copies of departmental standards
are available in the Resource Room. 40
The 2004 revisions were approved by the Faculty Committee, the Faculty Senate, the
university President and the OU, CU and RSU Board of Regents.
Assessment of Student Learning
In 2001, the visiting team noted that Cameron’s “assessment of student academic
achievement [was] uneven across programs,” and, indeed, at that point, fewer than 50%
of Cameron’s degree programs were functioning at the then NCA-HLC-standard level
three, leading to a request for a monitoring report filed with the Commission in July
2004.41 Following receipt of the commission report, the university began to take steps
to ensure that all programs were assessing student learning, using the data gathered to
improve student learning and receiving feedback on their assessment processes. These
initiatives were later codified in Plan 2008: Preparing for Cameron University’s Second
Century, which established four action items to improve student learning: benchmark
Cameron students’ academic achievement against student performance at regional and
national peer institutions, use empirical data in program assessment and decisions, adopt
a standard course evaluation instrument and ensure that all academic units achieve the
(then) NCA-HLC standard Level III.
Thus, in Spring 2001 the Institutional Assessment Committee (IAC) began reviewing
the written Program Quality Improvement Reports (PQIR) submitted by each academic
program. Subsequent to that initial review, in the summer of 2002, each program was
asked by the Director of Planning and Assessment, the IAC and the deans of the
academic schools to present a plan for improving its assessment of student learning,
with the goal of getting all programs to Level Three, and in each year between 2002
and 2006, written PQIRs were reviewed by the IAC, the Director of Assessment and
Planning and the Vice President for Academic Affairs, in part as a way of measuring
progress on those plans. These reviews revealed concerns about university mechanisms
for getting timely feedback to departments regarding their assessment processes, as
well as some lingering concerns about the overall level of faculty participation in
program assessment.
40. Departmental Standards for
Tenure and Promotion, 2010
(Institutional Policies and
Governance)
41. Monitoring Report on Assessment
of Student Academic Achievement,
2004 (External Accreditation)
42. PQIR Template, Fall 2009
(Assessment)
30
In 2006, the IAC charged the Director of Assessment and Planning with responsibility
for revitalizing university processes for program assessment in such a way as to
improve the timeliness and quality of feedback to departments and increase the level
of participation on the part of all the faculty. In 2007, the director reviewed the new
HLC criteria for accreditation and proposed a model in which all programs were
responsible for publicly reporting to the university community their assessment results,
any improvements they had made to student learning, and faculty participation in the
assessment process. All programs were to receive feedback from the IAC within 24
hours of that presentation. Following approval by the IAC and the VPAA, the new
program was implemented in Fall 2007. To date, the university has completed three
cycles using the new reporting process. In Spring 2009, the IAC requested feedback
from departments regarding the utility of the new process, and used that feedback to
adjust the process for the most recent cycle in Fall 2009.42
Cameron University Accreditation Self-Study
Other changes in the assessment of student learning since 2001 include the adoption
of the Individual Development and Educational Assessment (IDEA) course evaluation
system. Beginning in 2006, the university has allocated funds annually for the purchase
and distribution of IDEA forms for all course sections enrolling more than seven
students. IDEA forms provide feedback not only on faculty member performance,
but also on student perceptions of student learning; they are externally evaluated and
are systematically benchmarked not only against Cameron’s own historical results but
also against the IDEA national database, thus providing a comprehensive and reliable
indirect measurement of student learning.43
In addition, ongoing training of department
chairs and faculty in strategies for assessment
has been an important part of the university’s
assessment plan. The Director of Institutional
Research and Assessment has met frequently
with deans and department chairs, and with
full departments upon request, to provide
information regarding trends in and strategies for
the assessment of student learning. The feedback
loop in the annual PQIR process also ensures that
all faculty members receive regular coaching on
the effectiveness of their assessment programs.44
Affirmative Action Plan
The 2001 visiting team report also noted that the
university “lacks a plan to recruit, hire, support
and retain faculty, staff and administrators who
are reflective of the diversity of the student body.”
With the adoption of Plan 2008: Preparing for
Cameron University’s Second Century, diversity of
both students and employees became a university
core value, and in AY 2004-2005, the university
published its first Affirmative Action Plan. The
plan is updated annually to reflect changes in
employment legislation and university recruitment
strategies. The 2009 plan delegates overall
administration and monitoring of the Affirmative
Action Program to the campus EEO officer.
The plan also sets goals for female and minority
recruitment in accordance with availability of
qualified potential employees in each designated
job group, and analyzes the extent to which the
previous year’s goals have been met.45
As stated in the Affirmative Action Plan, the university is committed to the following
action-oriented programs:
• Conduct a detailed analysis of position descriptions to ensure that they actually
reflect position functions and are consistent for the same position from one
location to another
43. IDEA Institutional Summary
• Review worker specifications throughout the organization on a continuous
basis giving special attention to academic, experience and skill requirements to
ensure such requirements do not constitute inadvertent discrimination
45. Affirmative Action Plans,
Reports, 2006-2010 (Assessment)
44. PQIR Peer Evaluator Reports,
2009 (Assessment)
2005-2010 (Planning)
www.cameron.edu/selfstudy
31
Introduction
• Evaluate the total selection process to ensure freedom from bias and aid in the
attainment of goals and objectives
• Aggressively recruit minority and female applicants seeking out those qualified
to perform our jobs
• Give minority and female employees equal opportunity for promotion
• Ensure that facilities and university-sponsored social and recreational facilities
are desegregated and actively encourage all employees to participate
• Make training programs readily available to minorities and females within the
institution in various areas of the university’s workforce
In accordance with the Affirmative Action Plan, the university actively recruits minority
candidates and advertises all open positions with MinorityFacultyID.com. The
university also instituted screening committee training in Spring 2010; that training
reinforces the goals established by the Affirmative Action Plan and reminds faculty of the
importance of recruiting a faculty representative of the diversity of the student body.46
Other Suggestions for Institutional Improvement
In addition to identifying these four major challenges, the 2001 visiting team made
several suggestions for institutional improvement. Since that time, the university has
worked diligently to address those suggestions, as described below.
• Collaborative Agreements: The 2001 team suggested that “a review and
updating of contractual agreements for educational programs, particularly
the mechanisms for resolving problems, would be wise.” Since 2001, many of
the university’s collaborative agreements have been renewed and/or updated.
In addition, the university has begun routinely writing into its collaborative
agreements mechanisms for the dissolution of the agreement should either
party wish to terminate the agreement. Specifics vary from agreement to
agreement.
• Written Policies and Procedures: The 2001 team noted that “as the university
faces the loss of institutional memory with the retirement of many senior faculty
as well as some administrators, it would be prudent to develop more written
policies and procedures and assure that these are widely accessible.” Since
2001, the university has undertaken a comprehensive policy audit and worked
to formalize many campus policies. The Faculty Handbook has been updated,
a Staff Handbook has been created and most policies and procedures are now
available on the university website.47 With the implementation of Banner in
Spring 2010, the university has also begun to create desk manuals for individual
positions, which should be of particular help in areas where the university has
only one individual trained in a particular position, leaving it vulnerable in case
of retirement or resignation.
46. Screening Committee Training
Presentation, 2010 (Employee
Recruitment and Development)
47. University Policies Website,
2010 (Institutional Policies and
Governance)
32
• Vacancies and Institutional Priorities: The 2001 team noted that “The
anticipated retirements of a number of faculty in the near future presents an
opportunity for the institution to move in new directions. Cameron might
examine its current practice of filling vacant positions and consider adopting a
more centralized review of vacancies in light of some established institutional
priorities.” Over the last several years, the university has developed a centralized
process for filling vacant faculty position. Each summer, department chairs
Cameron University Accreditation Self-Study
identify anticipated hiring needs for the upcoming year and file reports on
anticipated vacancies through the appropriate deans. These reports are reviewed
by the Vice President for Academic Affairs, the Vice President for Business
and Finance and the President. Decisions regarding which positions to fill are
made on the basis of university mission and strategic planning goals, credit
hour production and available budget. This process allows for the effective
reallocation of faculty resources as necessary to meet constituent needs.
• Capturing Data for Decision Making: The 2001 team observed that “although
Cameron gathers much data as it compiles various reports for the OSRHE,
there is little evidence to indicate that the university uses these data in the
decision making process. In fact, there were times that the team had conflicting
data because the data were generated by different offices and were compiled
using varying dates and other criteria...Hence, the team recommends that
Cameron consider a policy whereby a single office compiles all data, and that
those data have a more consistent basis of generation and for reporting. Having
data presented in a more consistent and standardized manner would enhance
the expectations that they would be used in a decision making process.”
Various sections of this self-study provide information regarding the steps that
the university has taken in this direction. Although the university still faces
some vestigial legacy system point-of entry issues, the implementation of the
Banner software now allows for single point-of-entry, and all data for reporting
are compiled through the Office of Institutional Research, Assessment, and
Accountability. In addition, the university has created a Data Standards
Committee, which has developed a data standards manual, and a Reporting
Committee, both of which help to ensure the reliability and consistency
of decision-making data.48 The university has also purchased Cognos, an
information retrieval system that when implemented will allow administrators
to more efficiently create customized reports for decision-making purposes
than is possible with the university’s current system.
• Adjunct Faculty: The 2001 team noted that “adjunct faculty play an important
role in Cameron’s instructional delivery. However, the information adjunct
faculty receive related to academic policies and procedures, matters such
as textbook selection and course development, and their orientation to
the university, is uneven...A separate faculty handbook designed just for
adjunct faculty would be helpful, and a more regularized orientation and
communication system, perhaps by an online newsletter, might be vehicles
for incorporating all adjuncts into the Cameron community.” Since 2001, the
university has created an adjunct faculty guide, and it has instituted an annual
adjunct orientation session that covers campus safety, policies and procedures,
legal issues and a general introduction to the university.49 Adjuncts also now
have representation on the Faculty Senate, so that they may not only be kept
aware of important policy changes affecting faculty, but also have a voice
in those changes. In addition, several departments offer separate, discipline
specific adjunct training. Department chairs maintain regular communication
with adjuncts via e-mail.
• Faculty Scholarship: The 2001 team observed that “Cameron University faculty
are facing a quandary regarding requirements for scholarship and research.
Discussions must continue taking place within and among departments as to
what should be considered the standard for scholarship within each discipline.
Faculty need to take the initiative to make recommendations related to criteria
for evaluation to be placed in the Faculty Handbook. It is recommended that
48. Data Standards Manual, 2010
(Institutional Policies and
Governance)
49. Adjunct Faculty Guides,
2007-2010 (Institutional Policies
and Governance); Adjunct Faculty
Orientation Agendas, 2000 - 2010
(Employee Recruitment and
Development)
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33
Introduction
in areas such as education, where many of the scholarly activities are tied to
collaborations with the public schools, criteria using references such as E.L.
Boyer’s Scholarship Reconsidered...be considered for programs that require
many clinical activities.” As described above, the Faculty Handbook was
substantially revised with respect to faculty evaluation in AY 2003-2004.
At that time, the Faculty Committee, the primary shared governance body
involved in the revision process, was given copies of Boyer’s book to review
prior to making recommendations regarding criteria for evaluation. As a
result of those revisions, departments are responsible for outlining disciplineappropriate scholarship expectations for annual evaluation, promotion and
tenure, consistent with the parameters defined in Appendix B of the Faculty
Handbook and subject to review by the VPAA to ensure consistency across
disciplines.50
• Sponsored Research Office: The 2001 team recommended that “Cameron
University should consider creating an office of sponsored research to assist
faculty with all aspects of proposal development and grants management. It
would be desirable if this office worked closely with institutional advancement.”
In 2003, the position of Academic Research Coordinator was created within
the Office of Graduate Studies, with the primary responsibility of helping
faculty members to identify appropriate external grant opportunities, develop
proposals and manage grants. Currently that responsibility lies with the
Director of Academic Research who reports directly to the VPAA.51
• Multicultural Programming: The 2001 team noted that “the multicultural
population at Cameron has increased in the last five years. The multicultural
activities on campus have remained the same in nature and number. It would help
if all students were required to take a course on diversity as part of their general
education requirements. It would also be helpful if multicultural programming
could move away from ‘foods, folklore and feasts’ of a culture, to more substantive
inclusion of multicultural education in the curriculum. Given the disparity
among the cultural diversity of the faculty, staff, administration and students,
it would be advantageous to provide cross-cultural sensitivity training sessions
for the entire university community.” Over the last ten years, the university has
markedly increased its commitment to both curricular and cocurricular multicultural education, as discussed in more detail in Chapter Four.
These responses to the 2001 Visiting Team report, along with the changes the university
has made as a result of its own routine environmental scanning, have helped Cameron
to continue to progress as an institution and better respond to the needs of its students
and other constituents.
50. Departmental Standards for
Promotion and Tenure, 2010
(Institutional Policies and
Governance)
51. Organizational Charts, 2003 2010 (Institutional Policies and
Governance)
34
Additionally, embracing this current self-study process as an opportunity not only to
acknowledge the institution’s many strengths and accomplishments, but also to identify
ongoing areas for improvement, the university has already begun to implement further
changes in response to self-study findings. Some adjustments were easily made; others
are ongoing and will require time and consideration. These findings and responses are
described individually throughout the report, but the summary below provides a brief
overview of many of the areas addressed.
• Mission and Core Values: Although Cameron has long had a well-articulated
mission and set of core values, the self-study determined that they were less
visible than was desirable. Mission and Core Values posters have been displayed
throughout campus, the campus bookstore distributed bookmarks with the
Cameron University Accreditation Self-Study
mission and core values to all students purchasing text books, and the mission
and core values have been distributed more widely in printed materials.
• Campus Communication: The implementation of AggieAccess has enhanced
campus communication by providing a central location for the organization
and distribution of information regarding campus activities, policies,
announcements, and other facets of campus life.The decision to create a separate
channel for campus policies and procedures was made specifically in response
to concerns raised in Spring 2009 focus meetings. In addition, the university
has recently taken steps to clarify appropriate means of communication for
various kinds of campus announcements and has enhanced the ability of the
faculty and staff to communicate with students by designating each student’s
Cameron email as that student’s official point of contact.
• Employee Training: Self-study focus groups and surveys revealed that both
faculty and staff have felt the need for more training opportunities in some
areas and that few faculty and staff were taking advantage of the opportunities
that were available. The university has dramatically stepped up employee
training activities over the last year, requiring appropriate individuals among
both faculty and staff to undergo training in the areas of health and safety,
faculty hiring, emergency management, student worker management, and the
use of Banner and AggieAccess. In addition, in an effort to make it easier for
faculty and staff to participate in training, the university has begun to offer
some training through AggieAccess.
• Faculty and Staff Remuneration: Cameron University recognizes the
importance of offering competitive salaries and benefits to the recruitment of
quality faculty and staff, and has worked hard over the last ten years to raise
salaries in spite of a difficult economy and the many budget cuts it has recently
undergone. As mentioned in Chapter Two of this self-study, the university
understands that its salaries have continued to lag behind its peer institution,
particularly at the professor level in some disciplines. Over the last year, the
institution has continued to take aggressive action on faculty salaries, rolling
out the first phase of a program that will gradually increase promotion raises
over the next three years. The university implemented a market adjustment
program, raising full-time faculty salaries at all ranks and in all academic
schools with particular emphasis at the instructor and full professor ranks.
These raises affected 77 faculty (45%). Cameron has provided two stipend
programs since January 2010: one for all classified staff and one for employees
making less than $30,000 per year. Cumulatively, these programs have brought
the institution close to its goal of achieving parity with its peer institutions.
Since 2007, CU faculty compensation has moved from eighth of eleven
Oklahoma regional universities to fourth of eleven overall. In the same time
period, faculty compensation relative to its CUPA-HR peer group has moved
from 84% overall to 91% overall. A Faculty Human Resources Plan has been
developed to further communicate university salary goals.
• General Education: Although the university has regularly collected data assessing
various facets of general education over the last ten years, the recognition was
made very early in the self-study process that general education was not being
held to the same standards of centralized accountability as other campus
academic programs, resulting in a new requirement that the general education
program, under the leadership of the General Education Committee, present
a unified PQIR summarizing student progress on general education outcomes.
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35
Introduction
Immediate benefits have resulted with recommendations coming out of the
2010 PQIR for the elimination of unnecessary (and unassessable) elective
hours from the general education structure. In addition, the self-study revealed
that although the university as a whole provides abundant opportunities for
students to become educated members of global society, and many programs
and courses assess students’ global awareness, that data are not currently being
captured in a form that allows the university to make systematic, centralized
decisions about the learning opportunities it provides to its students. That
issue will be forwarded to the General Education Committee for consideration
during AY 2010-2011.
Taken as a whole, these initiatives and others described below will help Cameron
University to thrive and grow in its second century.
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Cameron University Accreditation Self-Study