Master’s of First-Year Pedagogy and Administration
September 1, 2010
BACCALAUREATE AND MASTER’S DEGREES
NEW PROPOSAL FORM: ONE-STEP PROCESS
(Submit One Copy)
REVISED FORMAL PROPOSAL
Institution: Kennesaw State University
Institutional Contact (President or Vice President for Academic Affairs): Dr. Ken
Harmon, Interim Provost & Vice President for Academic Affairs
Date: 1 September 2010 (latest version 1 April 2011)
School/Division: University College
Department: First-Year Programs
Departmental Contact: Dr. Keisha Hoerrner
Name of Proposed Program/Inscription: Master’s of First-Year Pedagogy and
Administration
Degree: MS
Major: First-Year Pedagogy and Administration
CIP Code: 13110101
1.
Anticipated Starting Date: Fall 2012
Program Description and Objectives
First-year programs, which include curricular initiatives such as first-year seminar
courses and learning communities as well as extracurricular initiatives such as FirstYear Convocation and New Student Orientation, are designed to improve student
learning and transitions into and through higher education. The first-year program at
Kennesaw State University began nearly 30 years ago with the university’s first-year
seminar course and has grown to include a variety of offerings to enhance the
experience of incoming students. Currently, the Department of First-Year Programs
at Kennesaw State University not only offers nationally recognized first-year
seminars and learning communities to thousands of entering students each year, but it
is also a structural model for institutions preparing to either launch or enhance their
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
comprehensive approach to first-year students’ needs. The department has jointly
appointed faculty, innovative seminars focusing on global issues and civic
engagement, and is the only academic department in the country with tenured and
tenure-track faculty dedicated to teaching first-year seminars. At the same time,
First-Year Programs faculty engage in the Scholarship of Teaching & Learning
regarding first-year students in an effort to continually improve the effectiveness of
First-Year Experience initiatives like seminars, learning communities, and a common
reader program. These accomplishments are recognized internationally, nationally,
regionally, and within the state. KSU’s First-Year Programs was honored to receive
the FY10 Georgia Board of Regents’ Teaching Excellence Award for a
Department/Program, and KSU was named by U.S. News & World Report as one of
the top 23 institutions1 for a First-Year Experience program in its 2011 “America’s
Best Colleges” edition2. This is the eighth consecutive year that KSU has been
honored by this publication. KSU is the only institution in Georgia to be lauded for its
achievements with, and dedication to, first-year students each year that the ranking
has been included in the “America’s Best Colleges” edition. Kennesaw State
University is also a recognized leader in first-year learning communities. The
institution is a member of a group of colleges that plans and hosts the annual National
Learning Communities Conference. Additionally, KSU co-founded the Journal of
Learning Communities Research, which impacts educational research beyond the
undergraduate level.
The majority of faculty teaching in the proposed master’s program will be from the
tenured and tenure-track faculty members in the Department of First-Year Programs
as well as the Dean of University College, who was honored as an Outstanding FirstYear Student Advocate in 2009 by the National Resource Center for the First-Year
Experience & Students in Transition3. The department has already begun offering
online and hybrid courses to undergraduate students. Furthermore, two of the
The 2011 Edition of US News & World Report’s list of Best Colleges: First-Year Experiences includes
23 institutions, listed in alphabetical order – not rank ordered, that are recognized as having
exceptional first year programs. Notably, the number of colleges on this list has decreased in recent
years, from 43 in 2006, to 30 in 2009, down to 23 in the current edition. Some of the colleges and
universities no longer included on the list include several prestigious and well known institutions, such
as Duke, Princeton, and Texas A&M.
2
http://colleges.usnews.rankingsandreviews.com/best-colleges/first-year-experience-programs
3
Building upon its history of excellence as the founder and leader of the first-year experience movement,
the National Resource Center for The First-Year Experience and Students in Transition serves
education professionals by supporting and advancing efforts to improve student learning and
transitions into and through higher education. Through its work with conferences and continuing
education, a full complement of publications, charting a research agenda, and the development and
dissemination of online resources, the Center has grown to become the trusted expert, internationally
recognized leader, and clearinghouse for scholarship, policy, and best practice for the first-year
experience and all postsecondary student transitions.
1
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
department’s faculty members are also engaged in scholarly assessment of online
delivery of first-year seminars, demonstrating KSU’s Department of First-Year
Programs’ emergence as a national leader in first-year pedagogy and administration.
Therefore, the Department of First-Year Programs is the obvious department to
implement the first graduate program in the country to focus on first-year pedagogy
and administration. This innovative master’s program will prepare both faculty
members and student affairs professionals in what is already a maturing
interdisciplinary field of study, according to the National Resource Center for the
First-Year Experience and Students in Transition. Additionally, numerous comments
from colleagues engaged in first-year curricular initiatives across the country confirm
the necessity of such a program. For example, Phyllis Dawkins, member of the
Editorial Board for the Journal of Learning Community Research, states that “there is
a national as well as a local need for someone with a degree that focuses on the first
two years,”4 and Tim Vick, Director of Academic Resource Centers at Macon State
College, wrote, “I think this would be a WONDERFUL program! I’m sure it would
draw state, national, and international interest”5. Furthermore, the comments we
received indicate that no one else is currently considering such a program. Thus,
rather than duplicating strong programs in the state (i.e., Georgia Southern
University’s online master’s program in Higher Education Administration) or across
the country (e.g., the University of Wisconsin, La Crosse’s, online Master’s in
Student Affairs Administration or Indiana University of Pennsylvania’s D. Ed. in
Administration and Leadership Studies), this program offers a unique curriculum.
As this proposal will detail, the number of institutions developing, maintaining, or
growing curricular and extracurricular initiatives specifically focused on first-year
students has increased substantially in the last 20 years, a trend that can be seen
within the University System of Georgia. While today’s faculty members and student
affairs professionals had to forge a foundation of evidence and theory to inform the
first-year initiatives through trial-and-error, national conferences, professional
development workshops, and any other opportunities presented to them, the next
generation of subject matter experts will be prepared in an online graduate program
offered by a department with the primary mission of providing “first-year students a
foundation in academic and life skills … [by] assist[ing] students in the transition to
college life by reinforcing the value of general education, by exposing students to the
concept of global citizenship, by expecting students to engage in critical thinking, and
by promoting personal growth through academic and social opportunity6.”
4
Dawkins, Phyllis. Email correspondence. 10 September 2010.
Vick, Tim. Email correspondence. 24 August 2010.
6
Department of First-Year Programs Mission Statement.
5
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
In fact, the primary objective of the proposed online Master’s of First-Year Pedagogy
and Administration is to fill a gap in higher education that exists nationwide.
Specifically, the proposed program will:
●
graduate prospective college faculty and administrators who possess the
knowledge and skills to develop, teach in, and/or administer a first-year program
at institutions of higher education,
● provide prospective faculty with an understanding of the specific needs of, and
challenges faced by, first-year students in the classroom, on campus, and in their
personal lives, and
● provide prospective academic affairs, student affairs, and student support
personnel with the knowledge and skills to address the specific needs of a firstyear student population.
The program will be delivered entirely online to serve a greater number of students
and expand the geographic reach of the program. First-Year Programs faculty are
already engaged in technologically enhanced instruction. In fact, several teach firstyear seminars in either hybrid or online platforms. Kennesaw State University’s new
Distance Learning Center (DLC) will provide campus-wide administrative and
technological support to faculty and staff in the delivery of academic classes and
programs through technology-enhanced mediums (online and telepresence). The DLC
will provide support for online education in the form of technology, labs, and support
staff. The DLC will be instrumental in assisting First-Year Programs.
The proposed program of study encompasses 33 credit hours, which include 24
semester hours of core courses, three elective hours, and six hours of thesis
preparation and defense. The core courses will introduce students to:

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first-year pedagogy
research methods and assessment strategies
higher education history and practice related to first-year students
theoretical foundations for student affairs interventions such as residence life,
advising, counseling, and programming
curricular theory
diversity issues in higher education
first-year programming administration
the physical, cognitive, and psycho-social development of college students
Electives will allow students to focus on:


4
online pedagogy
emerging issues in the area of first-year programs
Master’s of First-Year Pedagogy and Administration
September 1, 2010
There will be no requirement for students to physically attend any classes on campus
or to teach, as part of a practicum, on the KSU campus, although that opportunity will
be available to students as an elective course.
2. Description of the program’s fit with the institutional mission and nationally
accepted trends in the discipline.
KSU’s Strategic Plan 2007-2012 includes as its number one goal “to enhance and
expand academic programs and delivery.” Stated action steps to achieve this goal are
to “add degree programs that are strategically important to the local community, to
Georgia, and to the nation at both the undergraduate and graduate levels” (Action
Step 8) and “to increase the proportion of courses and programs that are offered offsite and online” (Action Step 10)7. The proposed online graduate degree program
helps in the achievement of this goal by responding to these two action steps. In
addition, there is a growing state and national need for faculty and student affairs
professionals to teach and provide leadership in the administration and assessment of
an increasing number of first-year programs (Tinto, 2001; Pascarella & Terenzini,
2005; Goodman & Pascarella, 2006). In an era of declining resources, these
programs are expanding horizontally, touching more parts of campus. Specifically,
the proposed master’s degree program is strategically positioned to address that need.
Locally, the proposed graduate program offers opportunities to potential graduates in
that completion of the master’s degree may lead to local employment as the
University System of Georgia implements its plan to require first-year experience
programs at its 34 institutions that serve first-year students. Furthermore, given that
all 33 credit hours of the program can be completed online, the proposed master’s
program will make a significant contribution toward increasing the proportion of
courses and programs offered online. Consequently, the development and
administration of the proposed graduate degree is viewed as a high priority within
Kennesaw State University by both University College and the Graduate College,
given that it directly responds to Goal One of the institution’s Strategic Plan.
The development and implementation of this graduate program also helps both
University College8 and the Department of First-Year Programs9 meet key strategic
goals and objectives of their five-year strategic plans. It would be the first graduate
program offered within the college and the only degree program in the department.
Kennesaw State University. (2007). “Kennesaw State University Strategic Plan.” Retrieved from the
Kennesaw State University website: https://web.kennesaw.edu/academicaffairs/strategicplan#goal1.
8
The second action step under Goal One in the college’s 2007-2012 strategic plan reads as follows:
“Develop courses, certificate programs and advising tracks with the goal of leading to new
undergraduate and graduate degrees (e.g., leadership track in the Interdisciplinary Studies major and
first-year graduate program).”
9
The final action step under Goal One in the department’s 2008-2012 strategic plan reads as follows:
“Explore the feasibility of a graduate degree program.”
7
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
Thus, it is central to the department’s mission while furthering the mission of the
college and the university as a whole.
On a national level, the proposed graduate program fully supports the current trend in
the maturing “discipline” of the First-Year Experience, as noted in the letter of
support provided by Dr. John Gardner, President of the John N. Gardner Institute for
Excellence in Undergraduate Education, formerly the Policy Center on the First Year
of College (see Appendix A). According to data from the National Resource Center
for the First-Year Experience and Students in Transition, “just under 58% of
American colleges and universities now offer some sort of extended orientation or
other support services” for first-year students, and “nearly 60% of schools with such
programs have added them within the last 10 years” (Marcus, 2010, n.p.). Not only
have the number of programs grown, but Dr. Jennifer Keup, Director of the National
Resource Center, noted that the Center has seen growth in the scope and reach of
programs aimed at first-year students, including learning communities, common
reading programs, supplemental instruction, first-year advising, and more.
3. Description of how the program demonstrates demand and a justification of
need in the discipline and geographic area and is not unnecessary program
duplication.
On a national level, research continues to reinforce Dr. Keup’s point. Indeed,
numerous studies (Koch, 2001; Koch, Foote, Hinkle, Keup, & Pistilli, 2007) note a
wide range of benefits related to the First-Year Experience to both students and their
respective campuses. Curricular and extracurricular initiatives have not only
contributed to improved academic performance, social integration, and retention but
have also led to increased participation in campus activities and a greater commitment
to the university among students participating in them as compared with those who
did not participate10,11. At KSU, specifically, these initiatives have led to improved
retention among first-year students who enroll in a first-year seminar (as detailed
below), and students with the highest retention are those who take a seminar within a
learning community.
Given the potential benefits of first-year experience programs, it is not surprising that
a large number of institutions in the U.S. now offer such programs to their students.
In its 2006 National Survey of First-Year Seminars12, the most recent data available,
the National Resource Center for The First-Year Experience and Students in
10
Starke, M.C., Harth, M., & Sirianni, F. (2001). Retention, bonding, and academic achievement: Success
of a first-year seminar. Journal of The First-Year Experience & Students in Transition, 13(2), 7-35.
11
Yale, A. (2000). Bloomsburg University sets its FYE program’s effectiveness. FYE Newsletter, 12(4),
pp. 4-5.
12
Tobolowsky, B. F., & Associates. (2008). 2006 national survey of first-year seminars: Continuing
innovations in the collegiate curriculum. Monograph of the National Resource Center for The FirstYear Experience and Students in Transition, 51.
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
Transition reported that 821 of the 968 (85%) institutions of higher education that
responded to its survey offer some form of first-year seminar courses13. It is worth
restating that no graduate program currently exists to specifically educate faculty and
administrators in the area of first-year programs even though a large number of
institutions offer such programs.
The proposed master’s program will also directly respond to the need in the State of
Georgia, as outlined in the Georgia Board of Regents 2008 Strategic Plan, for firstyear experience programs in 34 of its institutions of higher education14. In its 2008
Strategic Plan15, the Board of Regents of the University System of Georgia asserts
that its first goal is to “renew excellence in undergraduate education to meet students’
21st century educational needs.” One of the action items identified to accomplish this
goal states, “Develop and implement programs strategically designed to improve the
retention and graduation rates in the USG.” The document further delineates this
action item by listing four specific activities for implementation, the second of which
is that “all 34 institutions that serve freshmen will have first-year experience
programs.” This mandate creates a clear need for skilled faculty and administrators to
populate these programs. The proposed master’s program will address this need in
the State of Georgia by graduating prospective faculty and administrators with the
knowledge to develop, administer, and teach in these mandated programs.
While Kennesaw State University has a well-established, nationally recognized,
award-winning first-year program that satisfies this mandate, nearly 25% of the 34
institutions affected by this mandate do not have such programs.16 The remaining 25
institutions affected by this mandate offer some form of programming for first-year
students, however many of these are in their earliest iterations. As these programs are
developed and enhanced, there will be a need for administrators and faculty with the
appropriate expertise. Additionally, enrollment of first-time, first-year students is on
the rise in the Georgia, increasing 5.7% from 2008 to 200917. If this trend continues,
it seems logical to anticipate that there will be a continued – or perhaps growing –
need for qualified faculty and administrators to serve this segment of the student
population.
13
Tobolowsky, B. F., & Associates. (2008). 2006 national survey of first-year seminars: Continuing
innovations in the collegiate curriculum. Monograph of the National Resource Center for The FirstYear Experience and Students in Transition, 51, p. 6.
14
Board of Regents of the University System of Georgia. (2010). University System of Georgia Strategic
Plan. Retrieved from the Board of Regents of the University System of Georgia website:
http://www.usg.edu/ strategicplan/one/grad_rates.phtml
15
Board of Regents of the University System of Georgia. (2010). University System of Georgia Strategic
Plan. Retrieved from the Board of Regents of the University System of Georgia website:
http://www.usg.edu/ strategicplan/one/grad_rates.phtml
16
A review of institutional websites in June 2010 showed that eight USG institutions that fall under the
BOR mandate have no FYE program.
17
http://www.usg.edu/news/release/university_system_enrollment_hits_record_of_301892_students/
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
The USG focus on first-year programs in its Strategic Plan is intended to “improve
graduation and retention rates by institution and sector”18. In 2005, KSU introduced
mandatory participation in its nationally recognized First-Year Experience (FYE)
program for first-time full-time students entering with fewer than 15 semester credit
hours. This has had a significant positive effect on first-year to second-year retention
rates and, over time, progression and graduation rates. KSU’s FYE program consists
of both first-year seminars and learning communities. Many, but not all, learning
communities are anchored by a first-year seminar. Although it was first proposed that
all students take a first-year seminar course, students in high credit-hour programs
would have had great difficulty fulfilling this requirement. Therefore, students can
fulfill the requirement by: (1) completing a first-year seminar, or (2) enrolling in a
learning community that combines two or more courses targeting first-year students.
Aggregate data from 1998-2008 are provided in Table 1. As can be seen from the
data, retention of students enrolled in any combination of first-year seminar and/or
learning community is higher (76.9%) than that observed for students not
participating in any part of the FYE program (70.0%). First-year seminars taken by
students not enrolled in a learning community have a greater effect (76.6%) than
learning communities not anchored by a first-year seminar. However, the effect is
greatest when students are enrolled in a learning community that is anchored by a
first-year seminar (78.8%).
Table 1: Effect of FYE Programs on Retention
Category
No FYE
LC – no FY Seminar
FY Seminar – no LC
LC with FY Seminar
Total FYE
Enrolled (N)
7,126
1,543
5,805
5,177
12,525
Retained 2nd Fall (N)
4,978
1,109
4,444
4081
9,634
Retained 2nd Fall (%)
(%)
(%)
70.0
71.9
76.6
78.8
76.9
When analyzing KSU’s retention rate against rates from a set of peer institutions, it
can be seen in Table 2 that for the 2007 cohort, the last year for which complete data
was available from all comparator institutions, KSU ranks 9th of 17 institutions (right
in the middle). However the rate is closer to the highest rate (difference = 7%) than it
is to the lowest rate (difference = 17%). When compared to a set of aspirational
comparator institutions, KSU, although tied at 4th of 13 institutions, is slightly farther
from the highest rate (difference = 9%) and slightly closer to the lowest rate
(difference = 15%) than in the peer group. Therefore, KSU’s retention rate is within
18
Board of Regents of the University System of Georgia. (2010). University System of Georgia Strategic
Plan. Retrieved from the Board of Regents of the University System of Georgia website:
http://www.usg.edu/ strategicplan/one/grad_rates.phtml.
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
the range of both its peer and its aspirational comparator institutions, and this is
largely due to the effects of its FYE program.
Table 2: Comparison of KSU’s Retention Rate to Those of Peer & Aspirational
Comparator Institutions
Peer Institution
Illinois State
Towson U
Cal State Fresno
Cal State Fullerton
Cal State Sacramento
San Francisco State
UNC Charlotte
U North Florida
Kennesaw State
Missouri State
Oakland U
Western Kentucky
Eastern Michigan
Middle Tennessee State
Portland State
Cleveland State
UT San Antonio
Retention (%)
83
82
81
79
77
77
77
77
76
74
73
73
71
70
67
62
59
Aspirational Institution
George Mason Univ
U Central Florida
UC Riverside
UNC Greensboro
Kennesaw State
Florida Atlantic – Boca Raton
U North Texas
Kent State – Main Campus
U Memphis
U Wisc – Milwaukee
U Missouri – St Louis
IUPUI
UT Arlington
Retention (%)
85
84
83
76
76
74
74
73
73
72
71
62
61
Given the positive impact of KSU’s FYE program on its retention rate and its
placement among a group of peer and aspirational comparator institutions, KSU is in
an ideal position, through the proposed graduate program, to provide other USG
institutions with faculty and administrators educated in developing, teaching, and
administering FYE programs. Properly prepared faculty and administrators will lead
to stronger FYE programs and, in turn, to higher retention rates at those institutions,
thereby helping the USG meet the objectives outlined in its Strategic Plan.
In addition to meeting the need identified in Goal One of the Georgia Board of
Regents 2008 Strategic Plan, the proposed program meets the need in the State of
Georgia for an increase in distance learning credit hours, as outlined in Goal Two of
the Georgia Board of Regents 2008 Strategic Plan19. Goal Two states: Create
19
Board of Regents of the University System of Georgia. (2010). University System of Georgia Strategic
Plan. Retrieved from the Board of Regents of the University System of Georgia website:
http://www.usg.edu/ strategicplan/two/grad_rates.phtml
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
enrollment capacity to meet the needs of 100,000 additional students by 2020. The
Strategic Plan further identifies one of the action items to accomplish this goal as
“increase distance learning credit hours.” The proposed Master’s program directly
responds to this action item for Goal Two. Consequently, the program will meet the
goal of increasing distance learning credit hours while requiring minimal (if any)
additional space on campus, either in terms of classroom space or parking.
Furthermore, because the program is entirely online, it will be accessible to all
interested students nationwide and internationally – including military personnel
stationed overseas and physically disabled individuals – potentially opening up
revenue opportunities that do not currently exist.
4. Brief description of institutional resources that will be used specifically for the
program (e.g., personnel, library, equipment, laboratories, supplies & expenses,
capital expenditures at program start-up and when the program undergoes its
first comprehensive program review).
The proposed online Master’s of First-Year Pedagogy and Administration will require
the need for only one additional faculty member in each of the second and fourth
years of the program. The new hire in the second year will be an associate or full
professor specifically hired to direct the program. The department currently
possesses the faculty necessary to develop and teach almost all of the courses
included in the program. (Additional faculty can be added in later years through the
soft money provided by online learning fees, and all new tenure-track faculty hires
will teach both graduate courses and undergraduate first-year seminars.)
There will be no need for additional staff positions until year four. Furthermore, there
is no need for capital expenditures for facilities because the university’s new Distance
Learning Center (DLC) is uniquely positioned to support the online degree program
with the requisite equipment and facilities to ensure the program runs smoothly.
Supplies and minor equipment purchases can be absorbed by the department’s
operations budget as well as its percentage of the online learning fees generated by
the program’s courses.
A graduate library is being planned by Sturgis Library, which will offer both faculty
and students the necessary research resources. Additionally, Sturgis Library has
extensive collections of online scholarly journals and e-books, which can be remotely
accessed by students across the country – or around the world. Sturgis Library also
plans to provide each college a staff member dedicated to assisting students and
faculty with research; consequently, the library’s focus on expanding graduate
materials and promoting research is well-timed for the proposed program.
Since the master’s program is entirely online, all faculty teaching in the program will
require web cameras in order to interact with students via the Internet and digital
voice recorders to prepare audio files for online access. The program will require
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
online learning labs that could allow an entire class to meet synchronously online
when necessary. These web-based classrooms, recording areas, cameras, and web
software/equipment will be available through KSU’s Distance Learning Center,
Multimedia Development Group, and/or Information Technology Services.
Personnel in these departments will also provide support to faculty at the DLC or
within departments.
The Distance Learning Center will assist in providing both instructional design and
delivery. It will be equipped with multiple modalities for delivering courses online.
The DLC will provide the following technologies:
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advanced technology labs with updated software for workshops and course
preparation
facilities (a sound room for recording) for conducting and recording online
lectures
digital cameras
microphones
class materials as needed
The DLC will have the technology and staff available to assist graduate faculty in
recording and posting online lectures that students will be able to access and view in
both an asynchronous and synchronous environment. Another option that will be
made possible by the KSU DLC will be live webinars during which students will be
able to view a live broadcast of a professor and submit questions in real time that
would then be answered by the professor during the webinar. Other features of the
online program may include live chats, discussion board postings, and the electronic
submission of assignments. The DLC representative from the Department of FirstYear Programs is working closely with the developers of the DLC to ensure it will
include the necessary technology and support that will be needed by the proposed
graduate program. The DLC is set to move into its new facility in Fall 2011, before
the proposed launch of the graduate program.
In the second year of the program, $2,000-per-semester stipends for graduate students
and nine hours of tuition waiver per semester will be necessary to allow for graduate
assistantships and to help make the program more attractive to potential students.
5. Curriculum: List the entire course of study required and recommended to
complete the degree program. Provide a sample program of study that would be
followed by a representative student.
a. Clearly differentiate which courses are existing and which are newly developed
courses. Include the course titles as well as acronyms and credit hour
requirements associated with each course.
b. Append course descriptions for all courses (existing and new courses)
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
c. When describing required or elective courses, list all course prerequisites.
Program of Study
●
Total of 33 Credit Hours to include
○ 27 hours of coursework
■
24 hrs of core classes
■
3 hrs of elective classes
○ 6 hrs of thesis preparation and defense
Required and Elective Courses
●
●
12
FYPA 7000 - Introduction to First-Year Pedagogy &
Administration (3 hrs) – (New Core Course)
○ Prerequisite: Admission to the graduate program in First-Year
Pedagogy and Administration or permission of the FYP
Director of Graduate Programs.
■
This course provides the foundation for the practices,
concepts, structures, themes, theories, and trends of the
First-Year Experience discipline. Particular emphasis
will be placed on the development of the discipline and
the significance of the relationship between faculty and
student affairs administrators in that development. It will
also discuss current structures, such as the Foundations
of Excellence self-studies and benchmarking trends.
FYPA 7100 - Research Methods and Assessment (3 hrs) – (New
Core Course)
○ Prerequisite: Admission to the graduate program in First-Year
Pedagogy and Administration or permission of the FYP
Director of Graduate Programs.
■
This course introduces students to the principles and
procedures of qualitative and quantitative methods
utilized in interdisciplinary scholarly research and in
both course and program assessment to improve the
quality of learning in First-Year Experience initiatives.
In addition, this course will address assessment as an
essential tool to understand what first-year students are
learning, to explore the extent to which faculty are
meeting teaching goals, and to improve the quality of
learning in First-Year Experience initiatives.
Master’s of First-Year Pedagogy and Administration
●
FYPA 7200 – History of Higher Education & First-Year
Experience (3 hrs) – (New Core Course)
○ Prerequisite: Admission to the graduate program in First-Year
Pedagogy and Administration or permission of the FYP
Director of Graduate Programs.
■
This course begins with the development of the trivium,
then the quadrivium in classical Greece and Rome, then
progresses through John Dewey before focusing on
recent changes in higher education and upon the
development and growth of first-year programs. Topics
include general history and trends in higher education
with a particular focus on first-year students and
students in transition, the historical development of
student affairs, and the collaborative relationship of
academic affairs and student affairs.

FYPA 7300- Fundamentals of First-Year Curriculum & Teaching
(3 hrs) – (New Core Course)
○ Prerequisite: FYPA 7000 and 7100 or permission of the FYP
Director of Graduate Programs.
■
In this course, students develop a program-level
understanding of First-Year Experience (FYE) initiatives
with an emphasis on curriculum development and course
design. Students evaluate, critique and discuss
theoretical components of integrative learning, active
learning, and experiential learning as applied in courses
designed specifically for first-year students. Connections
between courses and other elements of FYE initiatives
are evaluated in terms of strategic purpose and
organizational structure.
●
13
September 1, 2010
FYPA 7400 Development and Psychology of College Students (3
hrs) – (New Core Course)
○ Prerequisite: FYPA 7000 or permission of the FYP Director of
Graduate Programs.
■
This course provides a general developmental and
psychological perspective of college student behavior
and influences on that behavior by examining human
behavior through the life cycle. It describes the physical,
cognitive, and psycho-social aspects of human
development while exploring individuals in social
contexts, social roles, group processes and inter-group
relations, conformity, attitudes, and motivation – all
Master’s of First-Year Pedagogy and Administration
September 1, 2010
specifically related to entering college students and adult
learners.
14

FYPA 7500 – First-Year Administration (3 hrs) – (New Core
Course)
○ Prerequisites: FYPA 7000 and FYPA 7200 or permission of the
FYP Director of Graduate Programs.
■
This course utilizes the case study method to examine
the development, maintenance, and growth of first-year
programs within distinct educational environments:
community colleges; private institutions; small, public
universities; and large, research universities. The course
reviews structural options, faculty/staff supervision,
budgeting in higher education, and assessment practices
regarding administration.
●
FYPA 7600 – Student Success: Theory and Practice (3 hrs) – (New
Core Course)
○ Prerequisites: FYPA 7000 and FYPA 7100 or permission of the
FYP Director of Graduate Programs.
■
This course investigates characteristics of campus
environments while highlighting how institutions
understand and design environments to help first-year
students succeed in college. Students in this course
examine policies, programs and practices that enhance
student achievement and clearly shows the benefits to
student learning and educational effectiveness that can
be realized when these conditions are present.
●
FYPA 7700 Diversity in Higher Education (3 hrs) – (New Core
Course)
○ Prerequisite: FYPA 7000 or permission of the FYP Director of
Graduate Programs.
■
This course provides students with a broad examination
of cultures and diverse populations in higher education.
Additionally, this course introduces students to theories,
research, and practices related to diversity in higher
education and compels students to explore how these
may be applied in both teaching in and administration of
first-year programs.
●
FYPA 7800 – Pedagogy of Online Education (3 hrs) – (New Elective
Course)
Master’s of First-Year Pedagogy and Administration
○
15
September 1, 2010
Prerequisites: FYPA 7300 or permission of the FYP Director of
Graduate Programs.
■
Students will learn course design theory for both hybrid
and online environments, explore content presentation
issues in those environments as compared to
“traditional” classrooms, and understand the need for
different forms of assessments. Students will also
discuss the current best practices in instructional design
and delivery including preparing first-year students for
online learning, managing the online environment, and
establishing a sense of community among online
learners.
●
FYPA 7900 - Directed Study (3-6 hrs) – (New Elective Course)
○ Prerequisites: Admission to the graduate program in First-Year
Pedagogy and Administration and permission of the FYP
Director of Graduate Programs.
■
This course provides students an opportunity to explore
a topic of interest at a more in-depth level than covered
in a core or elective class or to explore a topic not
specifically addressed in a regular course offering.
Students may take no more than six hours in Directed
Studies.
●
FYPA 8000 – Practicum: Teaching a First-Year Seminar (1-3 hrs)
(New Elective Course)
○ Prerequisite: FYPA 7300, successful completion of 18 hours of
graduate credit in First-Year Pedagogy and Administration,
and permission of the Director of First-Year Seminars.
■
This course is designed to give students supervised,
practical experience in the classroom application of
graduate studies by providing them the opportunity to
teach a first-year seminar course.
●
FYPA 8100 – Professional Seminar in First-Year Pedagogy and
Administration (3 hrs) (Repeatable) – (New Elective Course)
○ Prerequisite: FYPA 7300
■
This elective course exposes students to a broad range of
current topics in the area of first-year pedagogy and
administration, introduces them to the most recent
advancements in current practices in the field, and
informs them of emerging trends. Seminar discussions
also focus on the impact the advancements/trends have
had on the discipline and in the first-year classroom.
Master’s of First-Year Pedagogy and Administration
September 1, 2010
Topics vary and are updated to reflect new directions of
the discipline.
●
FYPA 8200 - Thesis (1-6 hrs) (Repeatable) – (New Required
Course)
○ Prerequisite: Successful completion of 18 hours of graduate
credit and approval of topic by thesis advisor.
■
This course supports and guides master’s candidates in
the implementation of their research and the
development and defense of their thesis. Students
conceptualize, design, and conduct an original research
project related to first-year pedagogy and administration.
Students draw on knowledge acquired from their course
work to create a research project as the basis of their
thesis. This course provides individual time with the
thesis advisor and committee members.
Master’s of First-Year Pedagogy and Administration (FYPA) Program of Study:
Proposed Timeline for Completing Degree (Full-Time Student)
1st Semester – 9 hours
2nd Semester – 9 hours
FYPA 7000
FYPA 7100
FYPA 7200
FYPA 7300
FYPA 7400
FYPA 7500
3rd Semester – 9 hours
4th Semester – 6 hours
FYPA 7600
FYPA 7700
FYPA 8200
Elective Course
FYPA 8200
d. Provide documentation that all courses in the proposed curriculum have met all
institutional requirements for approval.
Documents have been provided to the Graduate Policies and Curriculum
Committee for its review and approval.
e. Append materials available from national accrediting agencies or professional
organizations as they relate to curriculum standards for the proposed program.
Please see item (f) below.
f. Indicate ways in which the proposed program is consistent with national standards.
16
Master’s of First-Year Pedagogy and Administration
September 1, 2010
There are no accrediting agencies for this innovative program; however, the
curriculum has been reviewed by Dr. Jennifer Keup (Director of the National
Resource Center for the First-Year Experience and Students in Transition) and by Dr.
John Gardner (President of the John N. Gardner Institute for Excellence in
Undergraduate Education, formerly the Policy Center on the First Year of College).
Both agree that it meets the dimensions for the Foundations of Excellence Program,
designed by the Gardner Institute20. Additionally, the curriculum meets the soon to
be published core commitments developed by the National Resource Center,
according to Dr. Jennifer Keup.
In the absence of an accrediting agency, the curriculum was developed utilizing the
Council for Advancement of Standards in Higher Education (CAS). Compliance with
the CAS standards indicates that a program meets specified criteria as described in
each standard statement and that there is tangible evidence available to support this
assertion. Curriculum standards are organized around Foundation Studies,
Professional Studies, and Supervised Practice. Foundation Studies pertain to the
historical and philosophical foundations of higher education and student affairs.
Professional Studies pertains to student development theory, student characteristics,
the effects of college on students, individual and group interventions, the organization
and administration of student affairs, and assessment, evaluation and research.
Supervised Practice includes practicum under professionally supervised work
conditions21.
g. If internships or field experiences are required as part of the program, provide
information documenting internship availability as well as how students will be
assigned and supervised.
N/A
h. Indicate the adequacy of core offerings to support the new program.
As previously mentioned, the core offerings for this program are all newly developed
courses, since this is a ground-breaking, one-of-a-kind program. The Department of
First-Year Programs reviewed curricular offerings in all of KSU’s current graduate
programs, but the unique focus of the Master’s in First-Year Pedagogy &
Administration and its delivery method precluded the department from utilizing
existing courses in other programs to serve as core courses. As KSU’s online graduate
courses grow, students may choose courses in other programs as elective courses,
with permission of the graduate directors of both their program and the course’s
program. Since students have only three elective hours, courses taken outside the
FYPA program will not serve as a “cognate area” but may assist students in
20
21
http://www.fyfoundations.org/4year.aspx
http://www.acpa.nche.edu/comm/profprep/facressub/cas.htm#Anchor-Part-6296
17
Master’s of First-Year Pedagogy and Administration
September 1, 2010
completing a foundation course that will help them gain admittance to disciplinebased terminal degree programs upon graduation.
6. Admissions criteria. Please include required minimum scores on appropriate
standardized tests and grade point average requirements.
Kennesaw State University’s Graduate College minimum admissions standards will
be utilized by this program. Specific admissions requirement will be as follows:
1. Online Application and Non-Refundable Fee: To begin the online application
process, go to the Graduate Admissions website.
2. Official Transcripts: Submit all official transcripts from each institution of
higher education that you attended except Kennesaw State University. Kennesaw
State University transcripts are on file. Also submit official graduate transcripts if
you have previously completed or are enrolled in another graduate degree
program. (Transfer credit will be evaluated on a case-by-case basis). Transcripts
must reflect a minimum cumulative undergraduate grade point average of 2.75 on
a 4.0 scale.
3. Official GRE Scores: For the GRE, you will need to take the verbal and
quantitative portions as well as the analytical writing section. Kennesaw State
University’s GRE Institution Code is 5359. Scores should be sent directly to KSU
in enough time to meet our June 1 application deadline. For acceptance to the
program, candidates must have a minimum score of 450 on verbal reasoning and a
minimum combined verbal reasoning and quantitative reasoning score of 1000.
4. Application Letter: This letter outlines your goals for work in the program.
Include a rationale for why/how this program will meet your professional needs.
5. Two Letters of Recommendation. From individuals who can accurately assess
the candidate’s academic performance.
6. Official TOEFL or IELTS Scores: This requirement is for International
Students only. Scores should be sent directly to KSU.
International Applicants
In addition to meeting specific requirements for each degree program, international
students must meet the following requirements:
English Proficiency Tests – Per KSU Graduate College policy, international
students must have earned the following score on the Test of English as a Foreign
Language (TOEFL): Paper Based – 550; Computer Based (CBT) – 213; Internet
Based (IBT) – 80; or a score of 6.0 on the International English Language Testing
System (IELTS) test. The TOEFL or IELTS is not required for applicants who:
-
18
Have graduated from a college or university in the United States accredited in a
manner accepted by Kennesaw State University.
Are from one of the following countries: Australia, Bahamas, Barbados, Belize,
Canada, Dominica, Ghana, Guyana, Ireland, Jamaica, Liberia, New Zealand,
Sierre Leone, South Africa, Tobago, Trinidad, United Kingdom, United States or
Zimbabwe .
Master’s of First-Year Pedagogy and Administration
September 1, 2010
Under certain circumstances, international applicants to the Graduate College may
request a waiver for the TOEFL or IELTS when applying for admission. The
Graduate College will consider, on a case-by-case basis, waiver requests from
applicants who fall into at least one of the following categories:
-
-
-
The applicant has completed, with a minimum grade point average of 3.0, at least
two years full-time study at a recognized secondary school, college or university
whose primary language of instruction is English
The applicant has completed the highest level of intensive English study and is
recommended for academic study by an English Language Institute recognized
by Kennesaw State University
The applicant has five years residency in the US, working in an establishment
where all activities are conducted in English
A TOEFL waiver is not automatic for any applicant. To request a TOEFL waiver, the
applicant must submit an Request for TOEFL/IELTS waiver to the Office of
Graduate Admissions. This form is available at:
www.kennesaw.edu/graduate/admissions/forms.html. You must have a Graduate
Application for Admission on file to request a waiver.
Applicants to graduate programs may also be required to provide additional evidence
of English proficiency in support of a waiver, including, but not limited to:
-
an official TOESP (Test of English as a Spoken Language) score of at least 520
a telephone or in-person interview with an Admissions committee member
a writing sample certified to be the applicant's own work
7. Deadline: June 1 is the deadline for submitting an application for admission to
our fall class in that same year.
7. Availability of assistantships (if applicable).
The Graduate College will support a limited number of graduate assistantships for
qualified students who interview and are selected by the Graduate Committee within
the Department of First-Year Programs. The program will offer graduate
assistantships to two students in the first year, four in the second year, and five in
years three and four. Should either the department or the University College budget
allow for the support of additional graduate assistantships, the number may be
expanded in years three and four. Each graduate assistant will receive a $4,000
stipend during the academic year ($2000 fall semester and $2000 spring semester)
along with tuition waiver, as per the requirements of the Graduate College.
Graduate assistants will assist faculty in mentoring undergraduate students in both
online and hybrid sections of first-year seminars, develop curricular enhancements to
online and hybrid sections of first-year seminars, assist faculty in research initiatives,
19
Master’s of First-Year Pedagogy and Administration
September 1, 2010
and teach modules in online and hybrid environments. Graduate assistantships can be
completed in the online environment; therefore, no residency requirement exists.
8. Student learning outcomes and other associated outcomes of the proposed
program.
The learning outcomes are based on the required courses of study. While each course
within the program – both required and elective – will have its own student learning
outcomes, the program will be measured by its ability to meet the following seven
outcomes. Consistent with the primary objective to fill the gap in higher education
and prepare prospective faculty and administrators in the area of first-year programs,
candidates will:
●
Demonstrate knowledge of the leading theories in curriculum, instruction and
assessments relative to first-year students, pedagogy, and administration.
●
Develop the ability to apply seminal concepts to create effective pedagogy and the
practical administration of first-year programs.
●
Understand the use of both quantitative and qualitative research/analyses to
investigate and solve problems connected to the application of first-year pedagogy
and administration.
●
Demonstrate competency in diverse issues in higher education, specifically as
they relate to serving the first-year population.
●
Create outcome assessments and program evaluation protocols to support
continuous assessment of curricular initiatives.
●
Conduct primary research in the areas of first-year students, first-year pedagogy,
or first-year program administration through the design and analysis of an
independent research study that is successfully defended at the conclusion of the
program of study.
9. Administration of the program:
a. Indicate where the program will be housed within the academic units of the
institution.
The graduate program will be housed in the Department of First-Year Programs,
an academic unit within University College. This interdisciplinary department is
the home to Kennesaw State University’s nationally recognized first-year seminar
courses and its learning communities program. The department also offers a onecredit-hour pass/fail academic success course for first-year students on academic
20
Master’s of First-Year Pedagogy and Administration
September 1, 2010
probation, leads the institution’s common reader program for first-year students,
and works collaboratively with multiple departments within the Division of
Student Success including the First-Year & Undeclared Advising Center,
Residence Life, and New Student Orientation.
As mentioned previously, the Department of First-Year Programs is the only
academic unit of its kind in the country, making it a natural home for the first
graduate program in pedagogical strategies for first-year students. The department
is composed of tenured and tenure-track faculty whose primary responsibility is
teaching first-year seminars. KSU’s Department of First-Year Programs is unique
in that it has faculty specifically dedicated to teaching first-year students.
In the fall of 2010, the department offered 120 sections of first-year seminars and
30 learning communities. First-year seminars are offered as fully online courses,
hybrid courses, and traditional classroom-based courses. There are themed
sections of seminars, sections for specific populations (e.g., international students
and athletes), a globally focused seminar, and a civic engagement seminar. The
department offers discipline-based and general-interest learning communities
while also offering learning communities for specific populations such as honors
students.
While many higher education-focused graduate programs are traditionally housed
within Colleges of Education, this unique program should be housed in First-Year
Programs due to its particular focus along with the expertise of the department’s
faculty members.
b. Describe the administration of the program inclusive of coordination and
responsibility.
As of fall 2010, the Department of First-Year Programs is composed of 15 fulltime faculty members including a full Professor (who serves as Department
Chair), two Associate Professors, three tenured Assistant Professors, six tenuretrack Assistant Professors, and three Lecturers. (Three of these faculty are jointly
appointed, two with departments in the College of the Arts and one with the FirstYear & Undeclared Advising Center.) The graduate program will be administered
by the Department of FYP Director of Graduate Programs, who will be a tenured
or tenure-track faculty member at the rank of Associate Professor or above. The
Department Chair will also have a vital role in the initial 12 months of the
program.
10. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum
credit hour requirement at a specific degree level, then provide an explanation
supporting the increase in hours (Note: The maximum for bachelor’s degrees is 12021
Master’s of First-Year Pedagogy and Administration
September 1, 2010
semester credit hours and the maximum for master’s degrees is 36-semester credit
hours).
N/A
11. Accreditation: Describe disciplinary accreditation requirements associated with the
program (if applicable).
N/A
12. Projected enrollment for the program especially during the first three years of
implementation. Please indicate whether enrollments will be cohort-based.
It is challenging to predict enrollment for a program that has no equal in the country.
After reviewing the initial enrollments in KSU’s newest master’s program, we predict
that a minimum of 12 FTE students will enroll in the first year of the program and at
least 15 new FTE students will be added in years two and three, and 20 new FTE
students in year four. We will cap enrollment at 30 FTE students in year three and 35
in year four if the number of qualified applicants exceeds that number to ensure that
our faculty are not overwhelmed with graduate courses and thesis advising. As we are
able to hire additional graduate faculty, we will consult with the Graduate College
about expanding the number of students admitted. The program is not cohort-based,
allowing students flexibility within the program to meet their individual needs.
13. Faculty
a. Provide an inventory of faculty directly involved with the administration of the
program. For each faculty member, provide the following information:
Faculty Name
Stephen
Braden
Rank
Assistant
Professor
Highest
Degree
PhD
Degrees Earned
PhD, MA, BS
Academic
Discipline
Current
Workload
Communication 3/0 with
admin duties
Explanation of how workload will be impacted by the new program: Dr. Braden currently
teaches a 3-0 course load and is Director of First-Year Seminars. In his current position
he could teach a graduate level course each Spring semester.
Expected responsibilities in the program: Dr. Braden will teach selected courses and serve
on thesis committees.
22
Master’s of First-Year Pedagogy and Administration
James Davis
Assistant
Professor
PhD
September 1, 2010
PhD, MA, BA Theatre,
Performance
Studies, and
Dance
3/3
Explanation of how workload will be impacted by the new program: Dr. Davis is a jointly
appointed faculty member who will not see a change to his current workload.
Expected responsibilities in the program: Dr. Davis will serve on thesis committees.
Stephanie
Foote
Associate
Professor
PhD
PhD, MEd,
BA
Education
3/3
Explanation of how workload will be impacted by the new program: Dr. Foote can be
reassigned to teach at least three graduate courses a year.
Expected responsibilities in the program: Dr. Foote will teach selected courses and serve on
thesis committees.
Kimberly
Frazier
Assistant
Professor
PhD
PhD, MA,
PhD
Education
4/2
Explanation of how workload will be impacted by the new program: Dr. Frazier can be
reassigned to teach at least one graduate course a year.
Expected responsibilities in the program: Dr. Frazier will teach selected courses and serve
on thesis committees.
23
Master’s of First-Year Pedagogy and Administration
Ruth
Goldfine
Associate
Professor
PhD
September 1, 2010
BA, MA, PhD English
4/2
Explanation of how workload will be impacted by the new program: Dr. Goldfine will be
reassigned to teach at least one graduate course a year.
Expected responsibilities in the program: Dr. Goldfine will teach selected courses and serve
on thesis committees.
Keisha
Hoerrner
Professor
PhD
BS, MA, PhD
Communication 1/0
Explanation of how workload will be impacted by the new program: As Chair of the
Department, Dr. Hoerrner has flexibility with her teaching load. Depending on
departmental needs, she may teach one graduate course a year in lieu of an
undergraduate first-year seminar or she may teach one undergraduate section in the fall
and one graduate course in the spring.
Expected responsibilities in the program: Dr. Hoerrner may initially serve as the
Department of FYP Director of Graduate Programs in during its first year. She will
teach in the program, and she will serve on thesis committees.
Carolee
Larsen
Assistant
Professor
PhD
BA, MA, PhD Sociology
3/0
Explanation of how workload will be impacted by the new program: Dr. Larsen may teach
one graduate course in the fall in lieu of an undergraduate course.
Expected responsibilities in the program: Due to her current position as University College
Assessment Director, she will also oversee assessment of the graduate program.
Additionally, she will teach selected graduate courses and will serve on thesis committees.
24
Master’s of First-Year Pedagogy and Administration
Ralph
Rascati
Professor
Ph.D.
BS, PhD
September 1, 2010
Biology
0/0
Explanation of how workload will be impacted by the new program: As Dean of University
College, Dr. Rascati’s current responsibilities will not change.
Expected responsibilities in the program: As his schedule permits, Dr. Rascati has indicated
an interest in teaching FYPA 7500 and serving on thesis committees.
Robin
Saunders
Temporary
Assistant
Professor
EdD
BS, MS, EdD
Education
4/2
Explanation of how workload will be impacted by the new program: Dr. Saunders is
currently serving in a temporary full-time position, directing the development of the
graduate program.
Expected responsibilities in the program: Given her expertise and experience Dr. Saunders
may teach in the program and serve on thesis committees.
David
Thompson
Associate
Professor
PhD
BM, MA,
PhD
Communication 2/1
Explanation of how workload will be impacted by the new program: Currently, Dr.
Thompson is Learning Communities Director. While he will retain this role, Dr.
Thompson may teach one graduate course a year in lieu of an undergraduate course.
Expected responsibilities in the program: Dr. Thompson will teach selected courses and
serve on thesis committees.
25
Master’s of First-Year Pedagogy and Administration
Carlton
Usher
Assistant
Professor
PhD
BS, MA, PhD
Political
Science
September 1, 2010
4/2
Explanation of how workload will be impacted by the new program: Dr. Usher may be
reassigned to teach at least one graduate course a year.
Expected responsibilities in the program: Dr. Usher may teach selected courses and serve on
thesis committees.
Total Number of Faculty: ____11________
b. If it will be necessary to add faculty in order to begin the program, give the
desired qualifications of the persons to be added, with a timetable for adding new
faculty and plan for funding new positions.
As mentioned previously, an associate or full professor will need to be hired in
year two of the program to serve as program director. In year four, a tenure-track
faculty member will be added to ensure coverage of graduate courses and a
greater diversity of faculty to serve on thesis committees.
26
Master’s of First-Year Pedagogy and Administration
September 1, 2010
14. Fiscal, Facilities, Enrollment Impact, and Estimated Budget
a. Provide a narrative that explains how current institutional resources will be
expended specifically for this program. Provide a narrative that explains how the
institution will fiscally support the establishment of the new program through the
redirection of existing resources and acquisition of new resources. Indicate
whether the institution will submit a request for new funds as part of its budget
request. The narrative also needs to explain the basis of the institution’s
projections with regard to anticipated EFT, head count, student enrollment,
estimated expenditures, and projected revenues.
First Year
FY 13
Second Year
FY 14
Third Year
FY 15
Fourth
Year
FY 16
I. ENROLLMENT PROJECTIONS
Student Majors
Shifted from other programs
New to the institution
Total Majors
0
12
12
0
15
27
0
15
30
0
20
35
Course Sections Satisfying Program
Requirements
Previously existing
New
Total Program Course Sections
0
9
9
0
17
17
0
17
17
0
19
19
Credit Hours Generated by Those Courses
Existing enrollments
New enrollments
Total Credit Hours
0
216
216
180
270
540
225
270
495
225
360
585
DEGREES AWARDED
0
12
15
15
II. EXPENDITURES
EFT
Dollars
EFT
Dollars
EFT
Dollars
EFT
Dollars
$67,936
0
0
0
$13,000
$24,281
0
$105,217
$87,674
0
0
0
$13,000
$30,202
0
$130,876
$87,674
0
0
$15,000
$13,000
$34,702
0
$150,376
$106,092
0
0
$15,000
0
$36,328
0
$157,420
Personnel – reassigned or existing positions
Faculty
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other Personnel Costs
Total Existing Personnel Costs
27
Master’s of First-Year Pedagogy and Administration
September 1, 2010
EXPENDITURES (Continued)
Personnel – new positions
Faculty
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other personnel costs
Total New Personnel Costs
0
0
$4,000
0
0
0
0
$4,000
$32,500
0
$8,000
$15,000
0
$16,650
0
$72,150
0
0
$10,000
0
0
0
0
$10,000
$15,000
0
$10,000
0
$30,000
$13,500
0
$68,500
Start-up Costs (one-time expenses)
Library/learning resources
Equipment
Other
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Operating Costs (recurring costs – base budget)
Supplies/Expenses
Travel
Equipment
Library/learning resources
Other
Total Recurring Costs
$6,150
$4,750
0
0
0
$10,900
$6,765
$5,225
0
0
0
$11,990
$7,442
$5,748
0
0
0
$13,190
$8,186
$6,323
0
0
0
$14,509
GRAND TOTAL COSTS
$120,117
$215,016
$173,566
$240,429
Physical Facilities: construction or major
renovation
Total One-time Costs
28
Master’s of First-Year Pedagogy and Administration
III. REVENUE SOURCES
Source of Funds
Reallocation of existing funds
New student workload
New Tuition22
Federal funds
Other grants
Student fees
Other – ONLINE COURSE FEES
New state allocation requested for budget hearing
September 1, 2010
$116,117
$142,866
$163,566
$171,929
$24,300
0
0
$7,356
$13,500
$4,000
$54,675
0
0
$16,551
$30,375
$72,150
$60,750
0
0
$18,390
$33,750
$10,000
$70,875
0
0
$21,455
$39,375
$68,500
Nature of Funds
Base budget
One-time funds
$4,000
0
$72,150
0
$10,000
0
$68,500
GRAND TOTAL REVENUES
$165,273
$316,617.00 $286.456.00 $372,134.00
Facilities Information for New Academic Programs
Proposed Location for the Program: University College Building and DLC
Floor area required for the program (gross and net square feet): ______________
Type of spaces required:
● Number of classrooms
● Number of labs
● Number of offices
● Other spaces
___________
_____0_____
___________
___________
Place an “X” beside the appropriate selection:
___X____
Existing facility will be used as is (area square footage):
________
Existing facility will require modification (area square footage):
Projected renovation cost:
Estimated relocation cost:
Total funding required:
Source of Funding:
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Online Tuition for 2010:
http://www.kennesaw.edu/graduate/admissions/FY11%20Online%20TuitionFees.pdf
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Master’s of First-Year Pedagogy and Administration
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September 1, 2010
Construction of new facilities will be required (area square footage):
Estimated construction cost:
Estimated total project cost:
Proposed source of funding:
List any infrastructure impacts that the program will have (i.e., parking, power, HVAC,
etc.) and indicated estimated cost and source of funding.
Other comments:
Note: A system office Facilities Project Manager(through the Office of Facilities) may
contact you with further questions separate from the review of the new academic
program.
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Master’s of First-Year Pedagogy and Administration
September 1, 2010
References
Barefoot, B. O. (ed.) (1993). Exploring the evidence: Reporting outcomes of freshman seminars.
Monograph Series No. 11. National Resource Center for The Freshman Year Experience.
Columbia, SC: University of South Carolina.
Goodman, K., & Pascarella, E.T. (2006). First-year seminars increase persistence and retention: A
summary of the evidence from How College Affects Students. Peer Review, 8(3): 26-29.
Grayson, J.P. & Grayson, K. (2003). Research on retention and attrition. Montreal, Canada: The Canada
Millennium Scholarship Foundation.
Koch, A.K. (2001). The first-year experience in American higher education: An annotated bibliography
(3rd ed.) (Monograph No. 3). Columbia, SC: University of South Carolina, National Resource
Center for The First-Year Experience and Students in Transition.
Koch, A.K., Foote, S.M., Hinkle, S.E., Keup, J.R., & Pistilli, M.D. (2007). The first-year experience in
American higher education: An annotated bibliography (4th ed.) (Monograph No. 3). Columbia,
SC: University of South Carolina, National Resource Center for The First-Year Experience and
Students in Transition.
Marcus, J. (2010). Colleges doing more to help freshman survive and thrive. Hechinger Report. Retrieved
from: http://hechingerreport.org/content/colleges-doing-more-to-help-freshman-survive_4035/
Pascarella, E. T., & Terenzini, P. (2005). How college affects students, volume 2: A third decade of
research. San Francisco: Jossey-Bass.
Schnell, C. A., Louis, K. S., & Doetkott, C. (2003). The first-year seminar as a means of improving college
graduation rates. Journal of The First-Year Experience & Students in Transition, 15(1), 53-76.
Strumpf, G. & Hunt, P. (1993). The effects of an orientation course on the retention and academic standing
of entering freshmen, controlling for the volunteer effect. Journal of The Freshman Year
Experience, 5(1), 7-14.
Tinto, V. (2001). Rethinking the first year of college. Higher Education Monograph Series, Syracuse
University.
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Appendix
Letter of Support from Dr. John Gardner
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