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Higher Learning Commission Application for Change of Control Criterion 1: Mission: The institution’s mission is clear and articulated
publicly; it guides the institution’s operations.
1. A. The institution’s mission is broadly understood within the institution and guides its
operations.
1. The mission statement is developed through a process suited to the nature and
culture of the institution and is adopted by the governing board.
Purdue campuses are steeped in the land-grant tradition of serving the citizens of the
State of Indiana with a focus on Learning, Discovery, and Engagement. Although this
common focus serves as an organizational and cultural core, the campuses within the
Purdue System have developed in different ways, serving different constituents and
developing different academic programs which serve the needs of these constituents.
The Draft Purdue System Plan explains this variation when it states that “Each campus
in the Purdue System will be recognized and valued for its unique characteristics and
contributions” and that “The administrative structure of the Purdue System will be
designed in a way that respects the academic autonomy of the individual campuses.”
(citation)
While Purdue regional campuses create missions responding to common core values
but reflective of unique characteristics, the campuses are also responsive to state
expectations of regional campus missions. In 2013, the higher education policy group
within the state, the Indiana Commission for Higher Education, set mission-level
expectations concerning student profiles, educational responsibilities, graduate
programming, geographic reach, and governance structures (The Indiana Commission
for Higher Education’s “Policy on Regional Campus Roles and Missions.” October 10,
2013). (citation)
It is important to understand this backdrop of historic, system and state expectations as
Purdue Calumet (Hammond) and Purdue North Central (Westville) approached the task
of developing a common mission for Purdue Northwest.
Purdue North Central and Purdue Calumet have clearly articulated mission statements1
found on their websites. As Purdue North Central and Purdue Calumet move toward
unification, a new mission has been crafted, drawing on the land grant mission, the
Purdue System Plan, and the Indiana Commission for Higher Education, and also
1
http://www.unifynorthcentralcalumet.com/?s=Mission
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taking into account the unified institution’s new position. This new mission statement will
need to be approved by the Purdue Board of Trustees.
The new mission was created with input from students, staff, and faculty on both
campuses and with input from members of the communities served. Sloan
Management consultants convened three focus groups on both campuses in December
2014, with governance groups recommending attendees. Fifty five faculty, staff, and
students attended. The process involved reviewing the current Purdue Calumet and
Purdue North Central Mission and Vision in advance of the meeting. During the
meetings, participants were asked to review several draft mission and vision statements
and then shared what worked about each statement and what meaning they derived from
each. The reactions and improvements to the drafts were then compiled, with a final
mission draft being shared with and determined by the Unification Committee.
The new mission statement of Purdue University Northwest clearly incorporates ideas
from the previous missions while propelling the new, larger institution into a stronger
position within Northwest Indiana, the state, and beyond, a position based on a greater
Purdue presence as a result of one inclusive and distinct institution rather than two,
sometimes competing institutions; a larger geographic reach; and enhanced
opportunities due to scale.
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Mission:
Purdue University Northwest, in the land grant tradition of learning, discovery and
engagement, provides high quality, affordable undergraduate and graduate education to
students of Northwest Indiana and beyond. We create a welcoming environment that
promotes critical inquiry through experiential learning, faculty scholarship, civic
engagement and community partnerships (2015)
Vision
Purdue University Northwest will be the institution of choice in Northwest Indiana and
beyond as the center for education, innovation, economic development and culture.
2. The institution’s academic programs, student support services and enrollment
profile are consistent with its stated mission.
Current and planned academic programs, support for student success and enrollment
profile are all encapsulated within the mission and vision statements. “High quality” in
the mission statement refers to the world-renowned quality of a Purdue education, the
well-developed academic programs, and the outstanding faculty and staff. “Affordable”
speaks to the continued sensitivity to the high need of students seeking federal, state,
and institutional support to make college graduation a reality with more than 40% of
undergraduates at both institutions showing high financial need (defined through Title III
institutional eligibility status). (citation) The costs of attendance at Purdue Calumet and
Purdue North Central are among the lowest for public baccalaureate granting
universities in the state [citation needed] and will remain so through the transition to
Purdue Northwest. “Graduate” education has been a focal point for Purdue Calumet
expansion in the last ten years, and likely will continue to be expanded with the greater
resources of Purdue Northwest.
“Welcoming” is an important word choice, as 66% of students at Purdue Calumet and
64% of students at Purdue North Central are first-generation college students. (citation)
Many students need a college environment that emphasizes extra guidance in learning
about higher education, building a career rather than finding a job, developing
resilience, and being successful. “Experiential learning,” defined at Purdue Calumet as
encompassing the following: service learning, internships, cooperative education,
cultural immersion, design projects, practica, and undergraduate research, will continue
to be important in Purdue Northwest. Recommendations have been made on
experiential learning for Purdue Northwest (citation).
3. The institution’s planning and budgeting priorities align with and support the
mission
The mission statement--developed by large numbers of faculty and staff during the last
year as part of the strategic planning process--will guide strategic priorities for the
future. More information concerning planning is provided under Criterion 5.C.1.
Through the directive of the Purdue Board of Trustees, savings occurring through the
unification (through merging administrative positions and functions, joint software and
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other purchases, etc.) should be redirected toward support for students and academic
quality. Ongoing planning processes currently focus on how student needs, and
academic quality will be addressed in the future. More than a dozen unification
committees conducted short and long-term planning including Academic Success
(Retention and Advising); Center for Teaching, Learning and Technology; Experiential
Learning; Honors; and Graduate Education. (citation)
Criterion 1: Mission
1. B. The mission is articulated publicly.
1. The institution clearly articulates its mission through one or more public
documents, such as statements of purpose, vision, values, goals, plans, or
institutional priorities
Purdue North Central and Purdue Calumet currently post their mission statements,
values and vision on their websites; after unification they will be posted at the Purdue
Northwest website. The unification website (a public website)2 contains the PURDUE
NORTHWEST mission and vision statements and the draft Strategic Plan for Purdue
Northwest.
2. The mission document or documents are current and explain the extent of the
institution’s emphasis on the various aspects of its mission, such as instruction,
scholarship, research, application of research, creative works, clinical service,
public service, economic development, and religious or cultural purpose.
Mission and vision documents were developed during late fall 2014 and spring 2015
using focus groups, and by consulting students, faculty and staff, and community
members. Sloan Management consultants facilitated this process through broad
outreach efforts to over 250 constituents, with 55 individuals attending focus groups
held on both campuses. The new mission and vision address Purdue Northwest’s place
in the community, the scope of intended constituencies, and overall goals. The new
mission and vision can be found on the unification website (citation).
3. The mission document or documents identify the nature, scope, and intended
constituents of the higher education programs and services the institution
provides.
The new mission addresses the greater geographical scope of the combined campuses
and renewed purpose to educate students in Northwest Indiana and beyond. The
mission delineates Northwest Indiana as the primary region for recruitment for Purdue
University Northwest with “beyond” signifying the reach to the northern part of Indiana,
and international and out-of-state students seeking the quality, Purdue degree in a
smaller, supportive campus environment. The nature of programs and services is
2
http://www.unifynorthcentralcalumet.com/
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indicated by the focus on “critical inquiry through experiential learning, faculty
scholarship, and civic engagement and community partnerships” (citation).
Criterion 1: Mission
1. C. The institution understands the relationship between its mission and the diversity
of society.
1. The institution addresses its role in a multicultural society.
2. The institution’s processes and activities reflect attention to human diversity
as appropriate within its mission and for the constituencies it serves.
Purdue Northwest remains committed to serving the regional and area community in
which it resides. Northwest Indiana has a long-standing and growing multiculturalism as
reflected in the student body. As such, the mission explicitly acknowledges the cultural
and ethnic diversity of the northwest Indiana region and seeks to engage with society
and focus attention on the community. 43% of the population in the far northwest county
in Indiana (Lake) comes from underrepresented groups and approximately 5-16% in the
other northern Indiana counties (citation). Both campuses emphasize community
engagement as part of attention to human diversity and commitment to constituencies.
More information is provided under Criterion 3.B.4.
At Purdue North Central, service to diverse constituencies include the Multicultural Club,
celebration of Hispanic Heritage Month, minors in Latin American Studies and Ethnic
Studies, and faculty research that focuses on minorities. At Purdue Calumet, student
organizations and student events reflect the wide range of constituencies served
including the Black Student Union, the Brazilian Student Association, the Chinese
Student Association, German Club, LGBTS Alliance, Los Latinos, Saudi Student
Association, Spanish Club, and the French Club, The International Programs Office
(IPO) offers a wide variety of activities each semester for Purdue Calumet students,
both on and off campus. On-campus programs include: World on Wednesdays (WOW),
International Coffee Corner, Language Circles, as well as other social and special
seasonal events. In addition, IPO organizes weekly field trips to local destinations
General education outcomes and academic program outcomes also reflect this
emphasis, and both institutions seek to make their campuses centers of intellectual and
cultural diversity. For example, the LaPorte County Martin Luther King Day breakfast
has been held at Purdue North Central for twenty years. This very well attended event
has included speakers such as the Tuskegee Airmen. Similarly, the Multicultural
Campus Council at Purdue University Calumet supports a variety of cultural events and
initiatives to support the emphasis on inclusivity. The emphasis on diversity and service
will continue and be strengthened in Purdue Northwest.
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Criterion 2: Integrity: Ethical and Responsible Conduct: The
institution acts with integrity; its conduct is ethical and responsible.
2. A. The institution operates with integrity in its financial, academic, personnel, and
auxiliary functions; it establishes and follows policies and processes for fair and ethical
behavior on the part of its governing board, administration, faculty, and staff.
Purdue Northwest will operate following Purdue System approved guidelines for ethical
behavior. The system-wide Office of the Vice President for Ethics and Compliance
oversees these policies, which are regularly reviewed and revised to ensure they are up
to date and appropriate. (See Purdue System polities on Conduct, Conflicts, Equal
Opportunity, etc.3)
The Purdue System has many policies with regard to integrity in financial, academic,
and personnel functions. New employees through orientation sessions receive
information and university expectations concerning these policies: The University has
many policies that support integrity:
Protection against Reprisal for Good Faith Disclosures (Whistleblower Protection) (III.A.4)
Research Misconduct, (III.A.2)
Statement of Integrity and Code of Conduct Student Loan Code of Conduct (III.A.3)
Conflicts of Commitments and Reportable Outside Activities Individual Financial Conflicts
of Interest (III.B.2)
Nepotism, University Policy Concerning (C-37)
Political Activities (B-4) Anti-Harassment (III.C.1)
Equal Opportunity, Equal Access and Affirmative Action (III.C.2)
Nondiscrimination Statement Procedures for Resolving Complaints of Discrimination and
Harassment Individual Financial Conflicts of Interest (III.B.2) Budgeting Campaign
Expenses (II.B.1)
Gift Acceptance (II.B.2)
Intellectual Property (I.A.1)
Research Misconduct, Policy on (III.A.2)
Export Controls and OFAC Regulations (I.A.2)
Conflicts of Commitment and Reportable Outside Activities (III.B.1)
Purdue Northwest will also follow approved system guidelines regulating Academic and
Research Affairs and Business and Finance. The Purdue System has a robust Internal
Audit program4 These policies are regularly reviewed and updated as needed.
3
http://www.purdue.edu/policies/
4
http://www.purdue.edu/ia/
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Criterion 2: Integrity: Ethical and Responsible Conduct
2. B. The institution presents itself clearly and completely to its students and to the
public with regard to its programs, requirements, faculty and staff, costs to students,
control, and accreditation relationships.
Extensive information has been provided to the public on unification, including:
·
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·
14 news releases issued jointly by the campuses5, Feb. 2014-May 2015
Chancellors’ joint appearance on Lakeshore Focus television program6 on
Lakeshore Public Media, Nov. 26, 2014
Chancellors’ OpEd article7 which appeared in a wide variety of northwest
Indiana print and online news media,
Various radio programs on WJOB (Hammond), WEFM (Michigan City) and
WCOE (LaPorte) providing periodic updates on the unification process
There has also been considerable outreach to alumni and the community, including:
·
·
·
·
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·
·
E-blast to alumni of both campuses providing information about unification –
beginning Feb. 26, 2014, at announcement of unification, and continuing.
Alumni were included in surveys for naming process, mascot process, and
will be asked to give input to PNW website development
E-blast to key community members of both campuses providing information
about unification – beginning Feb. 26, 2014, at announcement of unification,
and continuing.
Community members were included in surveys for naming process, mascot
process, and will be asked to give input to PNW website development
PNC Advisory Board – update on unification at the four meetings held
throughout the academic year
Purdue Calumet Chancellor’s Advisory Board – update on unification at the
meetings held throughout the year
Purdue Calumet UpWord magazine – Summer 2014 and Summer 2015 –
circulation approximately 30,000 alumni and friends of the university. Both
issues include information/updates about unification.
PNC Chancellor’s Society Newsletter – brief monthly letters sent to PNC
donors to recap significant activities. Unification activities have been included
in six issues since March 2014.
Both Chancellors, senior leaders, deans, admissions staff, media
spokespersons, have been asked to speak about or answer questions about
the unification frequently from March 2014-May 2015 at community events,
college fairs, etc.
5
http://www.unifynorthcentralcalumet.com/news/
6
http://www.unifynorthcentralcalumet.com/chancellors-on-lakeshore-focus/
7
http://www.unifynorthcentralcalumet.com/unified-institution-name-op-ed/
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Purdue Northwest will revise and update all marketing and information materials and
venues, including its website and catalog, to represent itself clearly to students and the
general public. Purdue Northwest is aligning admission requirements as well as costs.
Over the next five years, the various accreditation relationships will be reviewed and
revisited by the relevant faculty who will work with the proper agencies to maintain their
status as accredited programs. As part of this emphasis on transparency, the Unification
Website has tracked all aspects of unification, including the posting of the Higher
Learning Commission application as well as detailed information on unification
committees. The Website also contains the history and content of many information
sessions about unification and the impact on faculty, staff and students. See Unification
Website8
Currently both Purdue Calumet and Purdue North Central use a variety of
communication means to present the campuses to its students and to the public.
Source of
Communication
Prospective or
Current Students
Method
Intent
Campus tours
Prospective
students and
families
Meet with Purdue Calumet student
ambassadors or Purdue North Central
student guides who provide tours.
Emphasis on tour is support available
to students (tutoring, Supplemental
Instruction, student activities, financial
aid, etc.)
Provide high school and
transfer students and families
with opportunity to ask
questions about the university
to a current student. Provide
tour groups with opportunities
to visit selected academic
areas of interest.
Host IACAC
Authorized
Regional College
Fair
Prospective
students and
families
Cohost with local high schools an
annual state sanctioned college fair
for prospective students and family
members. Offer financial aid
information sessions and participating
college information about enrollment
process/campus life.
College Goal
Sunday
Prospective and
Current students
and families (and to
public)
Provide one-to-one assistance to
students and families on completion
of the FAFSA form prior to March
deadline.
Outreach to low-income
students and families on step
by-step completion of financial
aid application. Provide indepth responses on financial
aid process and outcome.
Prospective
transfer students
Meet with prospective transfer
students to discuss the transferability
of courses, applicability to a major,
program articulations, financial
assistance and admissions
requirements.
Provide community college
advisors and prospective
students information about
transferability of courses and
the admissions process
Transfer Fairs
Community
College Visits
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Provide local high schools and
their students an opportunity to
participate in a larger college
fair to attract a greater variety
of colleges/universities.
http://www.unifynorthcentralcalumet.com/
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Source of
Communication
Prospective or
Current Students
Method
Intent
Website
Prospective and
current students
and families
Provide current information on
programs, courses, accreditation,
control, cost, financial aid, Strategic
Plans of both campuses.
Provide current and critical
information about our campus
to prospective and current
students and the public.
Catalog
Prospective and
Current students
and families (and
public)
Provide current information on
programs, courses, accreditation,
control, and cost.
Provide current and critical
information about our campus
to prospective and current
students and the public.
Orientation/
Registration
Prospective and
current students
and families
Course Syllabus
Current students
Academic
Advising
Open Houses
and Receptions
Net Price
Calculator
Provide academic success
information for students of all majors.
Demonstrate use of Degree Works to
empower students to track progress
toward degree. Provide in-depth
financial aid information. Academic
advisors work with students to
complete registration.
Syllabus template shows student
learning objectives, faculty contact
information, course requirements,
assignments, grading policies, ADA
policy, and emergency procedures.
Transition students into
academic programs through
initial meeting with academic
advisors. Provide tours for
students and families.
Communication of student
learning objectives and course
requirements.
Current students
Advisors work one-on-one with
students on academic planning,
course adjustments, referral to other
university resources.
Advisors guide students in
academic planning and
effective course scheduling.
Prospective
students and
families
Faculty and staff meet with
prospective students and families and
provide important information on
support services to students.
Provide information to those
students undecided about
majors and planning majors.
Provide opportunity for
students to meet faculty and
staff.
Prospective
students and
families
The Net Price Calculator helps
families plan for educational costs at
Purdue University Calumet/North
Central. By entering the required
information, families can use this tool
to receive a financial aid package that
includes an estimated Purdue
University Calumet/North Central “net
price” figure (estimated costs less
anticipated need-based scholarship &
grant aid).
Provide the prospective
student with an estimate of the
cost of attending university,
and the student financial aid
resources available to off-set
the costs.
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Source of
Communication
View Books
and Other
College
Recruitment
Publications
Prospective or
Current Students
Prospective
students and
families
Method
Intent
The View Books (and other
recruitment materials) are shared with
prospective students and families to
introduce the university and its
programs. While these view books
have traditionally been written
publications mailed to students’
homes, digital and custom versions
are now being explored.
Introduce the university, its
programs, students, faculty
and services, to recruit for
enrollment
Intent: Introduce the university, its
programs, students, faculty and
services, to recruit for enrollment.
K-12 School
Counselors’
Workshops
For public guidance
counselors in K-12
The university hosts counselor
workshops that allow for professional
development opportunities as well as
the sharing of information on the
programs and support services
available to the college students on
campus
Preadmissions
Counseling
Appointments
Prospective
students and
families
Admissions staff meets with
prospective students and families for
one-to-one assistance related to
admissions/enrollment process.
Provide the counselors with
information and materials to
share and use with the
prospective college students
they serve in their respective
schools.
Provide personalized one-toone appointments to assist
first generation and non-first
generation students with
critical enrollment information
Criterion 2: Integrity: Ethical and Responsible Conduct
2. C. The governing board of the institution is sufficiently autonomous to make decisions
in the best interest of the institution and to assure its integrity.
1. The governing board’s deliberations reflect priorities to preserve and
enhance the institution.
2. The governing board reviews and considers the reasonable and relevant
interests of the institution’s internal and external constituencies during its
decision-making deliberations.
3. The governing board preserves its independence from undue influence on
the part of donors, elected officials, ownership interests, or other external
parties when such influence would not be in the best interest of the
institution.
4. The governing board delegates day-to-day management of the institution to
the administration and expects the faculty to oversee academic matters.
The policies of the Purdue Board of Trustees (BOT), as established by the State of
Indiana, ensure the autonomy of the board and acknowledge the Board’s ability to
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manage all universities within the Purdue system. The BOT website includes
information related to conflicts of interest, which helps to guarantee the independence of
the board from outside influence.
The BOT will provide oversight for Purdue Northwest but will expect the administration
and faculty to manage the day-to-day operations of the university and the curriculum.
Delegation of authority is clearly outlined in Purdue System policy.
The Purdue University Board of Trustees maintains a website with detailed information
on its bylaws. The excerpt below provides specific role definition for individual trustees
and for the board as a whole in response to HLC Criterion 2C and its sub-parts. (See
Board of Trustees Bylaws9)
APPENDIX A: Trustee Code of Conduct
1. A Trustee shall devote time, thought, and study to his or her duties as a
member of the Board of Trustees of The Trustees of Purdue University.
2. A Trustee shall learn how Purdue University functions — its uniqueness,
strength, and needs —and its place in post-secondary education.
3. A Trustee shall carefully prepare for, regularly attend, and actively participate
in the Board meetings and committee assignments.
4. A Trustee shall accept and abide by the legal and fiscal responsibilities of the
Board as specified in federal and state law, the regulations, rules of
procedure, policies, and resolutions of the Board of Trustees, and the
University Statement of Integrity and Code of Conduct.
5. A Trustee shall base his or her vote upon all information available in each
situation and shall exercise his or her best judgment in making decisions
which affect the course of Purdue University.
6. A Trustee shall vote according to his or her individual conviction, and may
challenge the judgment of others when necessary; yet a Trustee shall be
willing to support the majority decision of the Board and work with fellow
Board members in a spirit of cooperation.
7. A Trustee shall maintain the confidential nature of Board deliberations in
executive sessions. This includes written and verbal communication
concerning the executive sessions. The Chairman shall serve as the
9
http://www.purdue.edu/bot/about/bylaws.html
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spokesperson for the Board. Other Trustees shall avoid acting as
spokesperson for the Board unless specifically authorized to do so.
8. A Trustee shall understand the role of the Board as a policy making and
oversight body and avoid active involvement in administration of that policy
unless specifically authorized to do so by the Board.
9. A Trustee shall learn and consistently use designated institutional channels
when conducting Board business (e.g., responding to faculty and student
grievances, responding to inquiries concerning the status of a presidential
search).
10. A Trustee shall comply with conflict of interest policies and requirements
prescribed in the Bylaws and under state law. A Trustee shall refrain from
accepting duties, incurring obligations, accepting gifts or favors, engaging in
private business or professional activities when there is, or would appear to
be, a conflict or incompatibility between the Trustee's private interests and the
interests of Purdue University.
11. A Trustee shall refrain from actions and involvements that may prove
embarrassing to Purdue University.
12. A Trustee shall act and make judgments always on the basis of what is best
for Purdue University as a whole and for the advancement of higher
education in general
Procedure for Responding to Breaches of the Code of Conduct
1. Should evidence or allegations of Code of Conduct violations by a Trustee of The
Trustees of Purdue University come to the attention of the Chairman of the
Board, which after further review by the Chairman appears to constitute a breach
of the Code of Conduct, the Chairman and the Vice Chairmen shall discuss the
matter with the Trustee to obtain additional facts and perspective and to seek a
mutually agreeable resolution.
2. Should the Code continue to be violated by the Trustee after discussion with the
Chairmen and the Vice Chairman, the Chairman shall bring information on the
violation forward to the Board of Trustees in executive session. Should the Code
thereafter continue to be violated, the Chairman, after appropriate consultation,
will place the matter on the agenda for appropriate action by the Board of
Trustees. The Board shall discuss the matter in open session, allowing the
Trustee whose conduct is at issue to provide an explanation of the conduct. The
Board may then by majority vote censure the Trustee.
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3. Should the Board censure the Trustee, formal notification of the censure shall be
communicated to the Governor, and to any separate recommendatory or
appointive authority of the Trustee, e.g., the Office of the Dean of Students or the
Purdue Alumni Association.
Criterion 2: Integrity: Ethical and Responsible Conduct
2. D. The institution is committed to freedom of expression and the pursuit of truth in
teaching and learning.
The Purdue University system-wide policy on Academic Freedom states, “A faculty
member shall have full freedom as a researcher, scholar, or artist.” In addition, a faculty
member “shall have freedom in the classroom in discussing his/her subject.” (See
Purdue Policies10.
The Purdue University Board of Trustees recently passed an additional policy
emphasizing the freedom of expression within an academic institution11.
The revised Purdue System promotion and tenure policy states: “Tenure helps to
ensure academic freedom and should promote creative, innovative pursuits.”
Students also are assured freedom of expression and support in the pursuit of truth.
The Purdue University Bill of Student Rights,12 states that
The student shall be free to discuss and express any view relevant to subject
matter presented by the instructor or other class members…Within the limitations
generally accepted for proprietary and collaborative work, and those imposed by
the relevant standards of academic honesty, the student has the right to freedom
of inquiry, to exchange findings and recommendations, and consistent with
applicable University regulations, to publish.
Criterion 2: Integrity: Ethical and Responsible Conduct
2. E. The institution’s policies and procedures call for responsible acquisition, discovery
and application of knowledge by its faculty, students, and staff.
1. The institution provides effective oversight and support services to ensure the
integrity of research and scholarly practice conducted by its faculty and staff.
Purdue Northwest is guided in its research by policies established by the Purdue
System including those on academic responsibility. There is an Institutional Review
Board that addresses questions about the use of human research subjects and a
10
http://www.purdue.edu/policies/human-resources/b-48.html
11
http://www.purdue.edu/purdue/about/free-speech.html
12
http://www.purdue.edu/studentregulations/student_conduct/studentrights.html
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Purdue University Animal Care and Use Committee that addresses questions of animal
research.
The Joint Office of Research and Graduate Studies at Purdue Calumet and Purdue
North Central processes proposals and administer grants; supports undergraduate,
graduate and faculty research; assists in development of multi-disciplinary research
teams and programs; and works with the research board to provide internal faculty
grants.
2. Students are offered guidance in the ethical use of information resources.
At Purdue Calumet, librarians frequently address classes about the ethical use of
information resources, including speaking to the majority of freshmen in the freshmen
seminars. Librarians provide this information to students through approximately 150
class sessions a semester. At Purdue North Central, this delivery of information on the
ethical use of information resources will be increased from 30 sessions to 50 sessions
per semester.
3. The institution has and enforces policies on academic honesty and integrity.
Both Purdue Calumet and Purdue North Central have and enforce policies on academic
honesty and integrity. Purdue Northwest will develop processes, as part of Purdue
System policy, on academic honesty and integrity. Purdue academic regulations are
undergoing review at present. The Vice Chancellors for Academic Affairs have talked
with Purdue legal counsel and the Vice President for Ethics and Compliance about
revision of academic regulations, including academic honesty and integrity. It is
expected that revision will begin during the 2015-16 academic year.
Criterion 3: Teaching and Learning: Quality, Resources, and Support:
The institution provides high quality education, wherever and however its
offerings are delivered.
3A: The institution’s degree programs are appropriate to higher education.
1. Courses and programs are current and require levels of performance by
students appropriate to the degree or certificate awarded.
Purdue North Central and Purdue Calumet employ a variety of methods to ensure the
currency of courses and programs, and that students earning degrees and certificates
perform at appropriate levels. External bodies accredit many programs on both
campuses, and both campuses have regular program reviews. Both institutions have
taken steps to ensure that all modes of delivery maintain consistency and quality as
compared with traditional modes. Both institutions work closely with local employers,
alumni, the Purdue system, the Higher Learning Commission, and the Indiana
Commission for Higher Education to ensure that programs are of high quality and are
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appropriate to state, regional, and national aims for higher education. Purdue Northwest
will continue and expand these efforts.
Faculty members review curricula and programs, with a second level of review for
graduate courses through the Graduate Council for the Purdue system, to determine
appropriateness of curricula and programs to higher education disciplines. New
programs are reviewed and must be approved by the provost and president of Purdue
and the Purdue Board of Trustees, and additionally at the state level by the Indiana
Commission for Higher Education.
At both institutions, faculty within the academic units, many times working in concert
with employer and alumni-based advisory councils and responding to feedback from
external review teams of peers, create and review program objectives and course
objectives appropriate to the degree awarded. Ongoing curriculum review takes place
through the work of faculty-based curriculum committees that regularly review courses
and programs at the program, department, school, and the university levels. Program
goals and student performance in meeting these goals are addressed as part of this
ongoing faculty review. All of these efforts will be continued in Purdue Northwest.
During the past fifteen years, the Indiana Commission for Higher Education has led a
number of statewide curriculum processes. Faculty from Purdue Calumet and Purdue
North Central have been involved in all three curriculum review initiatives (Core Transfer
Library, General Education Core, and Transfer Single Articulation Pathway).
In creating the Core Transfer Library (CTL), discipline-based panels of faculty members
reviewed curricula across public higher education institutions, and eighty-five courses
were deemed equivalent to create the CTL. Students rely on the CTL to transfer credits
between state institutions. Both institutions also participated in the creation of Indiana’s
Statewide Transfer General Education Core, and aligned their existing general
education outcomes with those adopted by the state for this 30-credit core of general
education courses. Due to this extensive curriculum review process, students can
transfer a block of 30 credit hours across the state to apply toward the general
education requirements at any state institution. Information about course transfer is
available on the Indiana Commission for Higher Education website13, the Purdue North
Central website14 and the Purdue Calumet website15
Additional statewide curriculum discussions have taken place more recently, assuring
students of ease of transfer between their associate degrees and selected completion of
programs at baccalaureate institutions (Transfer Single Articulation Pathway or TSAP).
The TSAP review of curricula in particular addresses the issue of level of performance
13
http://www.in.gov/che/3138.htm
14
https://www.pnc.edu/registrar/core-transfer-library/
15
http://webs.purduecal.edu/admissions/counselorsadvisors/
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at the completion of an associate degree and the expected higher level of performance
at the baccalaureate level. More information is available online16.
2. The institution articulates and differentiates learning goals for its
undergraduate, graduate, post-baccalaureate, post-graduate, and certificate
programs.
At both institutions, academic programs articulate learning goals for the different
program levels that are specific to level and discipline. Externally accredited
departments meet accreditation standards that are reviewed through periodic selfstudies and external review teams. Programs that do not have accreditation also
undergo a formal program review which involves a comprehensive self-study and an
internal and (in the case of Purdue Calumet) external peer review process. In this
process, there are two sets of peers: in the internal process, peers represent other
disciplines at the university; in the external reviews conducted at Purdue Calumet,
discipline-specific experts provide input into program objectives and learning goals.
Purdue Northwest will have program review with internal and external reviewers.
Both institutions also have adopted goals that align with Indiana’s Statewide General
Education Core competencies for general education in all bachelor’s degree programs,
and, in the case of Purdue North Central, the Association of American Colleges and
University’s Essential Learning Outcomes. Discussions are underway to align the
general education outcomes and assessment procedures between the two institutions.
The Purdue University Graduate School (GS) assures that learning goals for graduate
courses and programs are appropriate and distinct from undergraduate learning goals.
The Graduate School for the Purdue System sets policies and requirements for all
campuses in the system. It has a robust set of policies, guidelines and requirements for
assuring that post-baccalaureate study at the graduate level meets minimum
requirements that clearly differentiate graduate study from undergraduate study. These
policies and requirements can be found online17.
Learning outcomes are required for approval of new graduate degree proposals, and
are reviewed by the Graduate Council, the Graduate School (GS), and ICHE. In
addition, every proposal for graduate curriculum (courses) must demonstrate the
following: a) the use of primary literature in conjunction with advanced secondary
sources (i.e., advanced textbooks); b) assessments that demonstrate synthesis of
concepts and ideas by students; c) demonstrations that topics are current, and; d)
components that emphasize research approaches/methods or discovery efforts in the
course content area (reading the research, critiquing articles, proposing research,
performing research). (Grad Policies and Procedures Manual, Section I, p. 15). This
section delineates the requirements for the first level of graduate courses (50000-level).
16
http://www.in.gov/che/files/PPt._TSAP.pdf
17
www.purdue.edu/gradschool/.
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Additional requirements are set forth for levels 60000-80000. All new graduate course
proposals are reviewed by the Graduate Council for the Purdue system. Graduate
School Policies and Procedures Manual18.
The GS also requires outcomes for certificate proposals (graduate and postbaccalaureate), concentration proposals, etc. These requests are reviewed either by the
Graduate School administration or the Graduate Council (as may be required) to assure
that graduate standards are met. The GS also strongly encourages graduate program
review (internal and external) approximately every 5 years.
In addition, graduate programs that are accredited at the program level are also
reviewed by their accrediting bodies (MBA; Education; Marriage and Family Therapy
concentration of CDFS and Nursing).
Additional sources:
·
·
Graduate Certificate Guidelines19
Concentration Guidelines20
3. The institution’s program quality and learning goals are consistent across all
modes of delivery and all locations (on the main campus, at additional locations,
by distance delivery, as dual credit, through contractual or consortial
arrangements, or any other modality)
There are many ways that Purdue Calumet and Purdue North Central promote
consistency across all modes of delivery and at all locations. Both campuses have
always been part of the Purdue System, which has several mechanisms to promote
consistent program quality and learning goals, including the use of a system-wide
course creation or revision form21 through which all Purdue campuses approve courses.
All new programs must be approved by the Purdue Provost’s office and the Board of
Trustees. New graduate programs must be approved by the Purdue Graduate School.
All baccalaureate and associate degrees will need to be updated with the unified
general education core, which has been approved by both faculty senates, with the
implementation date of fall semester 2016. Over the next several months, course
equivalency review will take place for courses with the same subject/same course
number and different content or prerequisites and courses with a different
subject/course number that are equivalent. Other ways to assure consistency are
18
https://www.purdue.edu/gradschool/documents/Graduate_School_Policies_and_Procedures_Manual.pdf
19
https://www.purdue.edu/gradschool/documents/gpo/Appendix-E-N-Graduate-Certificate-Guidelines.pdf
20
https://www.purdue.edu/gradschool/documents/gpo/Concentration_Guidelines.pdf
21
http://www.purdue.edu/registrar/documents/forms/Form40_UGwInstruct.pdf
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unified program admission requirements, which will be completed during fall 2015, and
unified program review and assessment.
Both online and dual credit are integrated into the academic programs, promoting
consistency across all modes of delivery and all locations. At both institutions, the
majority of faculty have participated in a professional development program certifying
their effectiveness in using technology to facilitate learning, including a focus on online
teaching (using Quality Matters as a standard for certification). Through this certification,
faculty members have developed best practices for online courses (and more recently,
hybrid or technology-enhanced courses) and have had them reviewed by other faculty
with expertise in instructional design. This will continue in Purdue Northwest.
Many steps have been taken to assure quality and consistency in dual credit courses,
including university faculty reviewing syllabi and overseeing instruction. At Purdue
University Calumet, permanent faculty review dual credit syllabi to ensure they are
identical to those courses taught on campus, oversee instruction, and assess student
learning through blind reviews of high school students' assignments in comparison with
assignments of students being taught on campus.
Purdue North Central is one of 92 institutions nationally accredited by the National
Association of Concurrent Enrollment Partnerships (NACEP)22, which requires evidence
that dual credit “students are held to the same standards of achievement as those
expected of students in on campus sections”.
Institutional Research at Purdue North Central provides data on the performance of
students who enter with dual credit. The results demonstrate that students who attend
Purdue North Central and bring dual credit with them do very well. For example, fall-tofall persistence rates are higher for students with dual credit entering the university:
73% persistence rate for cohort students with a high school GPA of 3.0 or better who
brought dual credit compared with 61% for cohort students with a high school GPA of
3.0 or better who did not bring in dual credit (citation).
A committee is working on unifying the dual credit program based on best practices. In
Purdue Northwest these efforts will continue to ensure and enhance quality wherever
offerings are delivered.
Criterion 3: Teaching and Learning: Quality, Resources, and Support
3. B. The institution demonstrates that the exercise of intellectual inquiry and the
acquisition, application, and integration of broad learning and skills are integral to its
educational programs.
22
http://nacep.org/docs/standards/NACEP-Standards-2011-and-Required-Evidence.pdf
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1. The general education program is appropriate to the mission, educational
offerings, and degree levels of the institution.
2. The institution articulates the purposes, content, and intended learning
outcomes of its undergraduate general education requirements. The program of
general education is grounded in a philosophy or framework developed by the
institution or adopted from an established framework. It imparts broad knowledge
and intellectual concepts to students and develops skills and attitudes that the
institution believes every college-educated person should possess.
Purdue Calumet and North Central recognize the importance of broad learning across
all disciplines and programs, and of those skills that benefit students no matter what
their specific area of specialization. Both institutions have followed national and state
conversations on this matter closely, attempting to keep their general education
programs abreast of best practices, while also preserving the land-grant tradition of
Purdue. The faculty senates from both institutions are working to create a unified
general education program.
Both institutions have general education programs that are integrated into their
missions, and are appropriate to the land-grant mission of Purdue as a whole. Purdue
Calumet developed a set of learning competencies internally, based on national best
practices; Purdue North Central adopted the Association of American Colleges and
Universities’ Essential Learning Outcomes. Both institutions were involved in the
development of Indiana’s Statewide Transfer General Education Core and its
associated competencies, and have mapped their existing general education programs
to those competencies. Faculty from both campuses are working to align general
education programs for Purdue Northwest, including a core of required courses and
course categories, common outcomes, and a unified and enhanced set of assessment
procedures. Faculty involved in this process have attended national conferences on
general education and assessment, reviewed professional literature, and consulted with
nationally recognized experts. In April of 2015, the first phase of this process was
completed with the adoption by both faculty senates of required core courses and
course categories.
3. Every degree program offered by the institution engages students in collecting,
analyzing, and communicating information; in mastering modes of inquiry or
creative work; and in developing skills adaptable to changing environments.
General education programs on both campuses emphasize oral and written
communication, both in terms of specific coursework and as a broad outcome.
Information literacy is taught at all levels of the curriculum, from required first-year
experience, writing, and communication courses, up through capstone courses. Firstyear experience courses and courses in composition and communication involve
significant information literacy work, giving students tutorials in library resources and
research techniques applicable to all disciplines. General education learning outcomes
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on both campuses also emphasize facility in multiple modes of inquiry, and intellectual
adaptability.
Academic program objectives, overseen by faculty governance structures and program
review processes, ensure that these areas of learning are developed throughout each
program. General education assessment processes require faculty to demonstrate how
general education courses fulfill learning outcomes; broad-based measures, including
NSSE and the Multi-State Collaborative to Advance Learning Outcomes Assessment,
examine student progress more broadly. The proposed new Office of Institutional
Effectiveness will aid in continuing and assisting with integration of these measures of
general education, and facilitate action and improvement in Purdue Northwest.
4. The education offered by the institution recognizes the human and cultural
diversity of the world in which students live and work.
As is reflected in current mission statements and the future mission statement of Purdue
Northwest, both Purdue North Central and Purdue Calumet are strongly responsive to
the diversity of communities in which they reside. Both also work to enhance the
diversity of educational and cultural experience of students. Forty-three percent of the
population in the far northwest county in Indiana (Lake) come from underrepresented
groups and approximately 5-16% come from underrepresented groups in the other
northern Indiana counties.
As campuses that serve a heavily urbanized core (Purdue Calumet) and a suburbanrural mix (Purdue North Central), both campuses emphasize community based learning.
Purdue Calumet’s experiential learning degree requirement involves 189 courses
through which students do service learning in local nonprofit organizations, work for
companies as interns, support area companies with design projects and undergraduate
research; and engage in cultural immersion opportunities involving study abroad as well
as study within different cultural contexts.
Analysis of these courses in 2013 showed that 80% of these experiences were in upper
division courses. To broaden these opportunities to freshmen, English faculty now
require all 100-level English composition courses to offer community-based writing
projects to local, nonprofit organizations.
Other examples of experiential learning include the following: construction majors
conduct housing audits for the City of Hammond; civil engineering majors work with the
Corps of Engineers in flood abatement design work, nursing majors provide health fairs
and screenings to high need populations; business majors develop their own leadership
philosophy through projects with heads of social service organizations. In 2013, the
Dean and the College of Nursing received the 2013 Award of Merit from the Indiana
Hospital Association in recognition of the contribution that faculty and students made to
patient safety through collaborative projects with local healthcare organizations and the
Indiana Patient Safety Center.
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Purdue North Central has earned widespread state and national recognition for
community engagement, including the Carnegie Foundation community engagement
classification in 2010 and 2015. Purdue North Central also has been named to the
President’s Higher Education Community Service Honor Roll several times. In 2014
Purdue North Central was named with Distinction as well as on the Education
Community Service Honor Roll. The Honor Roll recognizes institutions of higher
education that support exemplary community service programs and raise the visibility of
effective practices in campus community partnerships. It is the highest federal
recognition an institution can receive for its commitment to community, service learning,
and civic engagement efforts.
Purdue North Central has also received numerous awards from Indiana Campus
Compact, including, most recently, the 2015 Brian Douglas Hiltunen Faculty Award for
the Outstanding Contribution to the Scholarship of Engagement. This award is given to
one faculty member across the state of Indiana.
An example of a community partnership that serves very diverse communities is dual
credit. Many of the schools that Purdue North Central serves have a large percentage of
minority students. For example, 98% of East Chicago students and 49% of Michigan
City students are minority (citation). Purdue North Central is committed to dual credit as
an important way to better prepare underrepresented minority students for success in
college and as an important component of community engagement.
General education outcomes and academic program outcomes also reflect this
emphasis, and both institutions seek to make their campuses centers of intellectual and
cultural diversity. The emphasis on diversity and service will continue in Purdue
Northwest.
5. The faculty and students contribute to scholarship, creative work, and the
discovery of knowledge to the extent appropriate to their programs and the
institution’s mission.
As the mission states, Purdue Northwest will promote faculty scholarship. The joint
Office of Research and Graduate Studies at both Purdue Calumet and Purdue North
Central supports faculty in proposal writing and administering grants; supports
undergraduate, graduate and faculty research; assists in development of multidisciplinary research teams and programs; and works with the research board to
provide internal faculty grants [http://webs.purduecal.edu/orgs/].
Both institutions seek to involve students as much as possible in research and
discovery. Students at both institutions are members of research teams in laboratories,
work as research assistants, and collaborate with faculty and other students in a wide
variety of creative and scholarly projects. The emphasis on student research will
continue and increase at Purdue Northwest. Examples of the types of student research
are provided below.
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At Purdue Calumet, undergraduate research has been defined by the Faculty Senate
(2007) as a scholastic or artistic activity that leads to the production of new knowledge.
Students engaged in undergraduate research work closely with faculty on industrysupported projects, in University Centers (for example, on projects in Energy, Water,
Visualization), and on research teams in laboratories. The campus celebrates this
student engagement in discovery of knowledge through multiple showcases for student
research through which students present on their work to faculty members and
sponsors. More than 300 students from all colleges presented at the April 2015 Student
Research Day, with 195 projects representing the work of 240 undergraduate and 89
graduate students. In addition, the Clement S. Stacy Memorial Undergraduate
Research Conference is held annually to being students and mentors together from
universities and colleges through the upper Midwest for presentations and discussions.
At Purdue North Central, faculty and students can apply for collaborative research
grants during the academic year, and students can apply for grants to fund work with
faculty during the summer months. In addition, undergraduate research is supported at
the college and departmental level (for example, in Biology, students work in faculty
labs and in Psychology where students work with faculty in the Behavioral Sciences
Lab). The Honors program also encourages and funds students to work with faculty on
specific research projects. Students present this research at a variety of venues
including the Honors Expo at Purdue North Central, Purdue Calumet Student Research
Day, the Butler Undergraduate Research Conference, and the National Collegiate
Honors Council.
Criterion 3: Teaching and Learning: Quality, Resources, and Support
3. C. The institution has the faculty and staff needed for effective, high-quality programs
and student services.
1. The institution has sufficient numbers and continuity of faculty members to
carry out both the classroom and the non-classroom roles of faculty, including
oversight of the curriculum and expectations for student performance;
establishment of academic credentials for instructional staff; involvement in
assessment of student learning.
Both Purdue North Central and Purdue Calumet have procedures to assure that faculty
and staff are hired and retained in order to maintain high quality in academic programs
and student services. Faculty continuity is high on both campuses, with many faculty
teaching for 30 or more years. Both institutions have well-developed tenure and
promotion processes that promote quality faculty teaching, research, and service to the
university. In addition, faculty submit an annual report of their work and activities in
these three areas.
Faculty oversee the curriculum through program, college, and university curriculum
committees, with final oversight provided by the Faculty Senates. Faculty are involved in
search committees for new full-time faculty, as well as hiring of limited-term instructors
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and approval of dual credit instructors. With large service courses, faculty establish
common syllabi and oversee the teaching of continuing and limited-term lecturers.
When positions are created, the credentials are identified based on the needs of the
discipline in academic departments. Academic departments and tenure-track and
tenured faculty set program objectives and course objectives and conduct assessment.
Oversight for general education assessment is conducted by faculty members at the
Faculty Senate level, with the master teacher/course coordinator providing evidence of
course assessment. All of these processes will continue in Purdue Northwest.
2. All instructors are appropriately qualified, including those in dual credit,
contractual, and consortial programs.
Faculty credentials are kept within the Office of Academic Affairs, and Human
Resources keeps academic transcripts. The hiring academic department establishes
credentials. Search committees are utilized for the entire hiring process for faculty. HR
and the Director of Affirmative Action or Assistant Director of OIE & Training provide
guidance to the search process. Search committees send recommendations to
Department Chairs/Heads and Deans who make the final hiring decisions. Performance
expectations are reinforced throughout the process. On both campuses, the Vice
Chancellors for Academic Affairs reinforce expectations through the offer letter to
faculty.
Both institutions have also taken steps to ensure appropriate qualifications of dual credit
instructors. Dual credit instructors have many opportunities for professional development,
including day-long workshops and materials available on Blackboard.
As part of its commitment to appropriately qualified faculty, Purdue North Central recently
received funding from the Indiana Commission for Higher Education to develop several supports
for instructors: graduate credential programs in eight disciplines, scholarships for instructors to
enroll in these programs, and a resource site on Blackboard for concurrent enrollment
instructors based on training materials used for professional development of part-time faculty
and graduate teaching assistants. These Blackboard enrichments are provided for Biology,
Chemistry, Mathematics, Spanish, English, American History and Communications.
Purdue Calumet and Purdue North Central do not have contracted arrangements with nonaccredited higher education institutions. Consortial arrangements (for example with other
regional campuses within the Purdue System) involve only accredited institutions with
appropriately credentialed faculty.
3. Instructors are evaluated regularly in accordance with established institutional
policies and procedures.
All instructors are regularly evaluated: full-time faculty through annual review and
promotion and tenure (promotion for clinical faculty), continuing lecturers through annual
review, limited-term lecturers/dual credit instructors through faculty oversight including
reviews of instructional materials and classroom observations. All instructors receive
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student feedback from every course they teach at Calumet through the IDEA survey,
and at North Central through Faculty Senate developed items in a survey via
Blackboard. Annual faculty awards at both campuses recognize outstanding teaching,
scholarship, and service.
4. The institution has processes and resources for assuring that instructors are
current in their disciplines and adept in their teaching roles; it supports their
professional development.
Full-time faculty at both campuses are expected to remain current in their disciplines
and professions, and continue to improve student performance in their courses. Faculty
are provided opportunities for professional development including grants and release
time for instructional improvements (e.g., course redesign), as well as research.
The Office of Instructional Technology at Purdue Calumet, and the Office of Learning
Technology at Purdue North Central offer many opportunities for full- and part-time
faculty to acquire new skills to enhance student learning. The Senior Leadership Team
will consider recommendations to unify these offices through a newly created Center for
Teaching and Learning.
At both campuses, new tenure-track faculty are supported in their development and
given the opportunity to work with mentors. Dual credit instructors have many
opportunities for professional development, including day-long workshops, materials
available on Blackboard, and (at Purdue North Central) graduate certification programs
in their discipline, and scholarships for graduate courses.
5. Instructors are accessible for student inquiry.
Instructor availability is required at both campuses. All instructors are expected make
themselves available to students, to hold regular office hours, and provide contact
information in distance learning courses. Both campuses provide space for full-time and
limited-term faculty to meet with students. The policies will continue in Purdue
Northwest.
6. Staff members providing student support services, such as tutoring, financial
aid advising, academic advising, and co-curricular activities, are appropriately
qualified, trained, and supported in their professional development]
Staff members in enrollment services and advising at both campuses are appropriately
qualified, trained and receive updates on policy changes and changes to federal and
state regulations. Advisors meet several times a year to discuss changes in curriculum
and tools to assist students with understanding enrollment services dates, service
learning and experiential learning opportunities, and career options. All staff members
receive tuition remission on courses at any Purdue campus. Staff are supported to
attend conferences. For example, staff from Purdue North Central participated in the
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National Association of Concurrent Enrollment Partnerships conference in 2014 and
staff from both campuses participated in the Banner summit in 2015. This will continue
in the new Purdue Northwest.
Criterion 3: Teaching and Learning: Quality, Resources, and Support
3. D. The institution provides support for student learning and effective teaching.
1. The institution provides student support services suited to the needs of its
student populations.
Both Purdue Calumet and Purdue North Central have a wide range of services and
infrastructure to support student learning and effective teaching. These services and
structures have been developed for the specific needs of the student populations at
both campuses, which share a number of characteristics. Both campuses have
outreach programs through (federal) TRIO funding to first generation and high financial
need high school students (including Upward Bound and Educational Talent Search).
At both campuses, 21st Century Scholars receive extensive support services (this State
of Indiana college scholarship and support program is 25 years old and offers financial
incentives for low-income residents to finish high school through funding four years of
college).The chart below shows a sampling of the support services at both campuses to
high financial need students::
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Purdue Calumet Program/Services
Purdue North Central
Program/Services
21st Century Scholars Office
College Bound Program/Talent Search
(TRIO)
--Strong relationship building with
scholars
--Emphasis on relationship building
--Seek input from faculty on academic
progress
--Recruit scholars in 8th grade and work
with them through high school
--Academic counseling
--Inform scholars about opportunities with
dual credit and early college
--Orientation
--One-to-one tutoring
--Success Workshops
--Financial aid workshops
--Financial aid referral and monitoring.
Very focused partnership with Office of
FA
--University provides financial support for
what is not met through Frank O’Bannon
scholarship or 21st Century Scholarship
(financial support)
--Opportunities for scholars to participate
in “Study Table” through which students
have a place during the week for studying
(right now close to the TRIO office).
--Career awareness through service
learning opportunities
--Junior and senior scholars mentoring
freshmen
A majority of students are first-generation (66% at Calumet and 64% at North Central)
most commute (92% and 100%), and many work more than 20 hours a week off
campus (approximately 40% and 50%, respectively) (citation). Many students and their
families are thus new to college, unaware of many of the support services and functions
available to them and very busy with jobs and school. With more than 40% of students
at both campuses showing high financial aid need as demonstrated by their Title III
eligibility status, (citation) students are also very concerned with cost, with many
students paying as they go.
The two institutions have already taken steps to unify and enhance these programs and
services, as with, for example, career services. This work will continue in Purdue
Northwest.
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2. The institution provides for learning support and preparatory instruction to
address the academic needs of its students. It has a process for directing
entering students to courses and programs for which the students are adequately
prepared.
3. The institution provides academic advising suited to its programs and the
needs of its students.
Both institutions start to direct resources to support students before they arrive on
campus, by analyzing admissions information and attempting to link students with
services that address their needs. Academic advisors work with students to identify their
academic goals; where appropriate, students are directed to placement tests to help
them enroll in coursework they are prepared for, as well as, in some cases, to obtain
academic credit for their existing skills.
Academic advisors instruct students in the use of the Degree Works degree audit
system, provide up-to-date information from monthly briefings on financial aid,
admissions, and registration processes, and act to promote student success in a variety
of ways. Both campuses organize campaigns for outreach to students in academic
difficulty. Purdue Calumet uses Student Success Collaborative software to track
students’ progress using predictive analytics; Purdue North Central has an Early Alert
System to identify and direct resources to students in academic difficulty. Discussions
are underway about how best to combine and expand these resources and initiatives for
Purdue Northwest.
4. The institution provides to students and instructors the infrastructure and
resources necessary to support effective teaching and learning (technological
infrastructure, scientific laboratories, libraries, performance spaces, clinical
practice sites, museum collections, as appropriate to the institution’s offerings.
Both institutions maintain comprehensive infrastructure in support of effective teaching
and learning. Purdue North Central is in the process of constructing a large new Student
Services and Activities Complex that will greatly expand resources for student clubs and
organizations, athletics, and cultural and community events on campus, as well as
allowing for new up-to-date classroom space to meet the campus’s changing needs.
Both institutions have extensive computer and science labs to support student work,
study, and research. The libraries of both institutions have already been unified, with the
result that more topic-specialist librarians are available on both campuses and extensive
tutorials in electronic and print library resources are available.
Both campuses have established sim labs and clinical sites for nurses at most of the
major health care providers in the area. Student teachers from both campuses are
placed in sites throughout Northwest Indiana. Both have internship placements
throughout Northwest Indiana for Social Work (Purdue North Central only), English,
Psychology, Sociology, History, and other programs.
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Both campuses have extensive laboratories, including updated science, technology,
and behavioral science (Purdue North Central) laboratories, new engineering labs at
Purdue North Central and six centers offering state-of-the-art research opportunities for
faculty and students at Purdue University Calumet. Given the large percentage of
commuter students, both campuses commit space and remodeling projects for new
student lounges, project meeting rooms, and computer access in informal and attractive
settings.
Unification will improve infrastructure and resources through actions such as
collaboration rather than competition for clinical sites and enhanced support for
internships. Unification of information services, including the library, has already led to
improved services.
5. The institution provides to students guidance in the effective use of research
and information resources.
Both campuses provide guidance to students in the effective use of research and
information resources through instruction by reference librarians, library guides23 , and
extensive training and information on effective course design (see, for example, Purdue
North Central website on course design24). All faculty and students must adhere to
Purdue policies on human research and receive guidance from faculty mentors on
becoming certified before engaging in human subjects’ research.
Criterion 3: Teaching and Learning, Quality, Resources and Support.
3. E. The institution fulfills the claims it makes for an enriched educational environment.
1. Co-curricular programs are suited to the institution’s mission and contribute to
the educational experience of its students.
2. The institution demonstrates any claims it makes about contributions to its
students’ educational experience by virtue of aspects of its mission, such as
research, community engagement, service learning, religious or spiritual
purpose, and economic development]
Both institutions have sought to provide an enriched educational environment in line
with their missions and student populations, with programs in service learning, support
for undergraduate research, experiential learning, and other initiatives aimed at
community engagement and economic development. With both institutions these
services are attuned to the needs and characteristics of their student populations,
23
http://guides.purduecal.edu/
24
http://www.pnc.edu/distance/coursedesign/
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helping students make the transition into college, and prepare to succeed after
graduation.
In the new Purdue Northwest these efforts will be expanded and deepened. Student
governments from both campuses have developed a plan for unification, and cocurricular programs at Purdue North Central are about to be given much-needed room
for growth in the new Student Services and Activities Complex. Efforts are underway to
provide enhanced cultural opportunities for students through unification, including
musical and theatrical events, support for creative writing, and international study
initiatives. Purdue North Central has been nationally recognized as a Carnegie Engaged
Campus, and both institutions focus in a variety of ways on the economic development
of their communities. These efforts will continue in Purdue Northwest.
Criterion 4: Teaching and Learning: Evaluation and Improvement
The institution demonstrates responsibility for the quality of its educational
programs, learning environments, and support services, and it evaluates their
effectiveness for student learning through processes designed to promote
continuous improvement.
4. A: The institution demonstrates responsibility for the quality of its educational
programs.
1. The institution maintains a practice of regular program reviews.
Purdue North Central and Purdue Calumet have established rigorous policies to assure
educational quality, including program reviews, curricular review through faculty
governance, and reviews of transfer credit, many of which were already aligned by
virtue of Purdue system-wide guidelines and Indiana state policies. Both institutions
have a variety of programs that have earned external accreditation from established
national bodies. Both institutions also use a variety of means to measure the success of
graduates. Purdue Northwest will continue these practices, and in some cases, extend
and deepen them.
Purdue Calumet has been conducting systematic program reviews for the last decade,
and Purdue North Central for the last several years. Purdue Calumet has a committee
that works closely with Academic Affairs to oversee the reviews, including preparation of
self-studies and retention of external reviewers for those programs that do not already
have external accreditation. Purdue North Central recently instituted a similar policy,
and plans are in development to integrate the two review policies, including the practice
of external reviewers meeting with faculty and reviewing their programs in departments
without specialized accreditation.
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2. The institution evaluates all the credit that it transcripts, including what it
awards for experiential learning or other forms of prior learning, or relies on the
evaluation of responsible third parties.
3. The institution has policies that assure the quality of the credit it accepts in
transfer.
In transcripting credit for transfer students, Purdue North Central and Purdue Calumet
accept credit only from accredited institutions and use departmental experts to examine
individual courses when necessary, a policy that will continue for Purdue Northwest.
Both institutions participate in Indiana’s Core Transfer Library (CTL) and Statewide
Transfer General Education Core (STGEC). CTL requires regular reviews for its
courses to ensure currency and quality.
Numerous departmental coordinators and faculty participate in these reviews. Both
institutions also took part in drafting competencies for the STGEC, with those
competencies now being used to fashion general education policies for Purdue
Northwest. Students can also earn credit at both institutions through CLEP and
DANTES testing. All of these policies will continue for Purdue Northwest.
Purdue has a system-wide form on departmental credit. Purdue North Central has
further policies on departmental credit 25to assure that credit is merited for prior learning.
4. The institution maintains and exercises authority over the prerequisites for
courses, rigor of courses, expectations for student learning, access to learning
resources, and faculty qualifications for all its programs, including dual credit
programs. It assures that its dual credit courses or programs for high school
students are equivalent in learning outcomes and levels of achievement to its
higher education curriculum.
Both campuses assure that students have met prerequisites. The registrars run reports
three times each year, at the end of each semester after grades are due. These reports
analyze whether or not prerequisites have been met for the following term. These
reports are sent to department chairs for information and to academic advisors for
action. Academic advisors withdraw the students from those courses for which they no
longer have the appropriate prerequisite, contact the students to notify them of this
action, and work with the students to identify alternative courses to take. In addition,
academic advisors can, after the beginning of the withdrawal period each term, run their
own reports to see which of their students has withdrawn from a class which is a
prerequisite for a course for which they are registered for the following semester. In this
way academic advisors can proactively contact students and remove them from classes
for which they do not meet the prerequisite and help them find alternative courses.
25
http://www.pnc.edu/wp-content/uploads/sites/20/2015/04/1-2014-Credit-by-Examination-Etc.pdf
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Both institutions have curricular review processes that ensure that new and modified
courses are evaluated by faculty, and approved by the Faculty Senate. Among the
factors considered are availability of expert faculty and university resources including
library resources. Both campuses have a Senate committee responsible for overseeing
this process.
Faculty are working to build on the strengths of the general education curriculum of both
campuses, ensuring that the overall learning outcomes for students are in alignment
with state and national standards. Faculty are also working to integrate general
education assessment with program and course assessment procedures. The Office of
Institutional Effectiveness will be crucial for this. Thus Purdue Northwest will seek to
create a culture of continuous improvement, ensuring the quality of individual programs,
and that all graduates are measured against such national standards as the American
Association of Colleges and Universities’ (AAC&U) Essential Learning Outcomes.
Courses listed for general education credit must designate the general education
learning outcomes that they address, as well as the assessment procedures they will
use, before they are approved by a separate Senate committee. Faculty in charge of
general education courses submit to regular review and revalidation. It is anticipated
that Purdue Northwest will use similar procedures; faculty on the general education
committees and the registrar are working together on plans to streamline the flow of
electronic curriculum documents, and to include general education assessment
information.
With respect to dual credit, Purdue North Central is accredited by the National
Association of Concurrent Enrollment Partnerships (NACEP), which has standards that
require dual credit courses to be equivalent to courses offered on campus.
These standards include the following:
·
·
·
The CEP ensures its students meet the course prerequisites of the
college/university.
The college/university ensures that CEP students are held to the same grading
standards as those expected of students in on campus sections.
CEP students are assessed using the same methods (e.g., papers, portfolios,
quizzes, labs, etc.) as students in on campus sections.
See the NACEP Standards26
In addition, institutional research provides annual updates on performance of students
with Purdue North Central dual credit who matriculate to Purdue North Central. Data
include performance in subsequent courses, retention and degree completion rates, and
grade point average. Results have demonstrated that these students have high levels of
26
http://nacep.org/docs/standards/NACEP-Standards-2011.pdf
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academic success. The Vice Chancellor for Academic Affairs provides updates on this
topic to Faculty Senate.
At Purdue Calumet, faculty oversight of dual credit courses and high school faculty
ensures the quality of the credit awarded. The program is approved by the Indiana
Commission for Higher Education. Dual credit quality is assured through:
·
·
·
·
Syllabus review of high school courses for alignment of student learning
outcomes with the course taught on campus,
Professional development of high school faculty members to ensure these
outcomes,
Close supervision of dual credit faculty by Purdue Calumet faculty,
And a blind review of dual credit students’ and college students’ assignments by
university faculty members to assure consistent evidence of learning.
A joint committee has made recommendations on a unified dual credit program.
A new Office of Institutional Effectiveness (OIE) has been proposed, which would
improve coordination and information sharing for the pursuit of academic excellence.
The Office of Institutional Research (IR) would become a unit of OIE. IR will be
expanded and strengthened through the unification process (particularly through
improvements in data collection and processing methods, and in the ability to provide
an ongoing series of research reports).
5. The institution maintains specialized accreditation for its programs as
appropriate to its educational purposes.
A number of programs at both Purdue Calumet and Purdue North Central are
accredited externally (citation). Departments are working closely with accreditors to
determine the impact of unification and to assure that the requirements of all accreditors
will be met by Purdue Northwest. As unification will result in more faculty and resources
for accredited programs, unification will strengthen accredited programs over time.
6. The institution evaluates the success of its graduates. The institution assures
that the degree or certificate programs it represents as preparation for advanced
study or employment accomplish these purposes. For all programs, the
institution looks to indicators it deems appropriate to its mission, such as
employment rates, admission rates to advanced degree programs, and
participation rates in fellowships, internships, and special programs (e.g., Peace
Corps and AmeriCorps).
Upon graduation, and several years after, students are surveyed about their
employment and the effectiveness of their preparation in college, and this information is
conveyed back to various units in the university to make improvements.
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Both institutions have several sources of data to determine the success of graduates –
graduation surveys on employment and graduate school, alumni databases and
interviews with alumni, state-level data which shows employment of graduates within
the state (merging of State-level Student Information System data with Workforce
Development Data) and the national student clearinghouse, which tracks subsequent
enrollment of graduates.
The unified Career Services office is streamlining the graduate survey instrument to
reduce redundancy, assure a greater response rate and to have more focused
information to share with academic units. To assess graduates’ perceptions of their
education, some departments conduct individual exit interviews with seniors
(engineering is one example) using open ended questions about the best part of their
academic preparation and what could have been improved. An emerging project at
Purdue Calumet that may lead to more widespread use on both campuses is the
development of electronic portfolios that will be used for assessment of learning and
program objectives, as well as providing a showcase for students transitioning into
employment or graduate work.
Criterion 4: Teaching and Learning: Evaluation and Improvement
4. B.: The institution demonstrates a commitment to educational achievement and
improvement through ongoing assessment of student learning.
Both institutions have been actively engaged in assessment and efforts to foster a
culture of continuous improvement. Purdue North Central was one of the first institutions
in Indiana to adopt the Essential Learning Outcomes of the Association of American
Colleges and Universities (AAC&U), and subsequently work to use the associated
rubrics to assess general education at the course level and in broad samples of
students (through the Multi-State Collaborative to Advance Learning Outcomes
Assessment, http://cop.hlcommission.org/Assessment/carnahan2015.html). Purdue
North Central’s faculty governance includes an Assessment Steering Committee, as
well as a General Education Committee, both of which report on and oversee
assessment efforts.
Purdue University Calumet’s academic departments report annual student learning
assessment and changes made based on that assessment to their college deans who
in turn summarize these findings for the VCAA and Provost. The Faculty Senate has
long supported assessment committees that oversee the approval and assessment of
listed general education courses as well as experiential learning courses.
Both campuses have an ongoing programs review process. Program review has led to
concrete improvements, such as these at Purdue Calumet:
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Department Name
External Review
Improvement
Department of Construction
Science and Organizational
Leadership: Organizational
Leadership and Supervision
Program (OLS)
The current program
educational objectives need to
be broadened and refocused on
the expectations for graduates
several years after obtaining
their degrees.
The OLS program faculty met to
review and revised the program
educational objectives.
A review of transcripts revealed
that OLS 47400: Conference
Leadership is taken midway
through a student‘s coursework
and, therefore, does not draw on
a significant portion of the
cumulative knowledge or skills
that will be acquired when the
student‘s course of study
culminates. Full compliance with
this criterion requires that
appropriate changes responsive
to these shortcomings be made.
The BS Degree Program now
contains two (2) required
courses that allow students to
participate in ―comprehensive
projects or experiences based
on the cumulative knowledge
and skills acquired in earlier
course work.‖ These two
courses are OLS 47400 –
Conference Leadership, and
OLS 49700 – Senior Project.
1. The institution has clearly stated goals for student learning and effective
processes for assessment of student learning and achievement of learning goals.
2. The institution assesses achievement of the learning outcomes that it claims
for its curricular and co-curricular programs.
Each year, Purdue North Central’s Faculty Senate Assessment Steering Committee
assembles a report on assessment in all academic programs. The report includes
student learning outcomes, ongoing assessment efforts, ways that these assessments
are used to make improvements, and reflection on how assessment efforts might be
improved in the future. Purdue University Calumet’s departments also conduct annual
assessment reviews, and the Faculty Senate conducts assessments of general
education courses every two years and of experiential learning courses every four
years.
Both campuses assess co-curricular activities, with community service and experiential
learning providing high-impact, enhanced co-curricular learning opportunities for
students. In both types of applied learning, faculty gauge the co-curricular learning
through evaluations of students’ performance by supervisors of their work and through
students’ own reflective blogs, journals, papers, and most recently electronic portfolios
(Purdue Calumet).
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The Co-Curricular Transcript at Purdue University Calumet is an official University
document that helps assess and document co-curricular experiences (those activities
that took place outside the classroom) in which students have been involved while being
enrolled at the university. It complements the academic transcript by verifying student
co-curricular involvement that includes but is not limited to:
1. honors and awards received as an enrolled student,
2. active participation in Student Government and Organizations,
a. athletics and intramurals (e.g., serving as a captain, coach, or manager of
a Purdue Calumet intercollegiate athletics or intramural team),
3. educational workshops/conferences, community and campus service (e.g.,
volunteer work, performed while a Purdue Calumet student, that provides service
to others such as volunteering for a youth organization, for a healthcare facility,
as a reader for an elementary school, at a soup kitchen, etc.),
4. service to the Purdue Calumet campus community (ex: serving as a student
representative on a University Committee [the Traffic Appeals Committee,
Multicultural Committee, etc.].
Leadership from both faculty are engaged in discussing the best way to combine these
assessments and reporting mechanisms for Purdue Northwest. The recommended
Office of Institutional Effectiveness will be important for assisting with program
assessment, co-curricular assessment, and faculty-driven efforts to coordinate and
report on assessment activities.
3. The institution uses the information gained from assessment to improve
student learning.
Purdue North Central holds an annual Assessment Fest, at which faculty from various
programs share and discuss successful assessment initiatives as well as challenges. At
the most recent Assessment Fest, Purdue North Central hosted the first gathering of
assessment leaders from all Purdue campuses for a panel session and discussion.
At Purdue Calumet, departments write annual assessment reports that determine how
student learning assessment data informs decisions about curricular improvements. In
the seven-year program review process, this annual data feeds into the seven-year
report, which then becomes part of the departmental self-study. External reviewers for
departments with or without external accreditation provide feedback to the faculty and
departments for improvements in student learning.
Academic programs use information gained from assessment to improve student
learning in many ways. For example, faculty from the College of Business at Purdue
North Central were not satisfied with student performance in quantitatively based
courses. To address this, the faculty added a second statistics course and replaced the
algebra requirement with a finite math course specifically designed with business
applications.
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Part of the new structure being proposed for the unified Office of Institutional
Effectiveness involves an Assessment Oversight Committee that will provide support for
assessment and program review. This office will be charged with documenting how the
information gained from assessment is used to improve student learning.
4. The institution’s processes and methodologies to assess student learning
reflect good practice, including the substantial participation of faculty and other
instructional staff members.
Both institutions have been a part of lively discussions in Indiana and the region about
best practices for assessment. Purdue North Central was part of the Higher Learning
Commission’s Academy for Assessment of Student Learning (2009-2013). Both
institutions participated in the creation of Indiana’s Statewide Transfer General
Education Competencies. Both institutions regularly send faculty and administrators to
regional and national conferences on assessment best practices, including the IUPUI
Assessment Institute and AAC&U-sponsored conferences.
Purdue North Central has been very involved with development and implementation of
the Multistate Collaborative on Student Outcomes Assessment. The Vice Chancellor for
Academic Affairs at Purdue North Central was asked by the Indiana Commission for
Higher Education to serve as a member of the national working group that developed
this project. Both institutions have participated in the state-wide implementation of the
Multistate Collaborative project and have representatives serving on the state
leadership committee.
A current faculty assessment fellow also serves as a representative on an AAC&U
Faculty Collaborative project, which will align initiatives such as the Degree
Qualifications Profile, General Education Maps & Markers (an AAC&U project), and
Tuning with improving the quality of “signature” assignments in assessing student work,
enhancing curricular alignment between secondary and post-secondary institutions and
between two-year and four-year institutions, and sharing best practices through
intrastate and interstate faculty networks.
Efforts to remain up to date with and to provide leadership for best practices will
continue in Purdue Northwest.
Criterion 4: Teaching and Learning: Evaluation and Improvement
4. C. The institution demonstrates a commitment to educational improvement through
ongoing attention to retention, persistence, and completion rates in its degree and
certificate programs.
1. The institution has defined goals for student retention, persistence, and
completion that are ambitious but attainable and appropriate to its mission,
student populations, and educational offerings.
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Institutional research provides information on student retention, persistence, and
completion of programs. The Purdue system collects this information. Purdue North
Central provides a daily enrollment dashboard report that includes retention.
The Indiana Commission for Higher Education (ICHE) requires extensive reporting on
student retention persistence, and completion. For example, ICHE recently developed a
“Total Completion Rate” that includes completions at the same campus and degree
level, at a different campus or degree level, and spans an eight-year period. The total
completion rate for Purdue Calumet is 48% and at Purdue North Central is 47%, slightly
higher than most other regional campuses. This measure is reasonable for the variety of
students at regional campuses, given that many complete their degrees on a different
campus or at a different degree level and many take more than four years to complete
[Indiana Commission for Higher Education Completion Report Handout27]
Purdue North Central and Purdue Calumet have provided goals for degree completion
and student persistence for Indiana residents to the Indiana Commission for Higher
Education. Degree completion is more meaningful, as a large percentage of students at
both institutions stop out, attend part-time, or have transfer credit (for example, 54% of
baccalaureate recipients at Purdue North Central in FY 2013-14 had transfer credit).
The goal for Purdue North Central is to increase Indiana resident baccalaureate
degrees completed from 399 in FY 2011-12 to 578 in FY 2018-19 and 655 in FY 202526. Purdue North Central is on track to increase baccalaureate degrees conferred, with
431 bachelor’s degrees (IN Resident) in FY 2012-2013 and 482 bachelor’s degrees (IN
Resident) for FY 2013-2014.
Purdue Calumet tracks retention and graduation rates and seeks a steady increase in
fall-to-fall retention as one indicator of improvement. Fall-to-fall retention has improved
from 62% in 2007 to 69% in 2011 to 74% in 2014. The degrees awarded by Purdue
Calumet have increased significantly in the last ten years, in both number and type. In
2004-2005, 720 students were awarded bachelor degrees; in 2013-2014, 1700 students
received bachelor degrees (136% increase).
More recently, both campuses have developed or purchased technology to better inform
academic advisors about students with potential academic difficulties. Academic
advisors instruct students in the use of the degree audit program Degree Works,
provide up-to-date information from monthly briefings on financial aid, admissions, and
registration processes, and act to promote student success in a variety of ways. Both
campuses organize campaigns for outreach to students in academic difficulty. Purdue
Calumet uses Student Success Collaborative software to track students’ progress using
predictive analytics; Purdue North Central has an Early Alert System to identify and
direct resources to students in academic difficulty.
27
http://www.in.gov/che/files/ Completion_Report_Handout_May2015.docx
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Discussions are underway about how best to combine and expand these resources and
initiatives for Purdue Northwest.
2. The institution collects and analyzes information on student retention,
persistence, and completion of its programs.
3. The institution uses information on student retention, persistence, and
completion of programs to make improvements as warranted by the data.
Both campuses use information on student retention, persistence, and program
completion to make improvements. For example, faculty and administrators at Purdue
North Central reviewed data on retention on pre-nursing students and found that large
numbers left the university. To better serve those students Purdue North Central
developed a Health Studies major that will enable pre-nursing students who are not
admitted to nursing to have career options of interest to them and in which their prenursing courses will count.
Over the last decade, the campuses have implemented or expanded a number of
initiatives to increase persistence and degree completion, including supplemental
instruction, focused on courses with high DFW rates, and a first-year experience
program, with a three-credit course built around connecting students with resources to
succeed. Both institutions now require new student orientation, occurring throughout the
enrollment period. Both institutions also direct resources to support students before they
arrive on campus, by analyzing admissions information and attempting to link students
with services that address their needs. Academic advisors work with students to identify
their academic goals; where appropriate, students are directed to placement tests to
help them enroll in coursework they are prepared for, as well as, in some cases, to
obtain academic credit for their existing skills.
In 2014 Purdue Calumet received the Data-Driven Impact Award from the Education
Advisory Board for use of data to better target student support such as supplemental
instruction. Advisors within the colleges have data needed to proactively reach out to atrisk students. Purdue Calumet was recognized for an increase of 4.7 percentage points
in full-time, first-year student retention over the past two years. More information is
available on the EAB website.28
To encourage price-sensitive students to focus on degree completion, Purdue North
Central has recently implemented a tuition discount program to encourage students to
increase the number of credit hours taken each semester and graduate in a timely
manner. Students receive a 10% rate reduction for each credit hour taken beyond 12. In
addition, PNC has recently started a Tuition Incentive Scholarship program for former
28
http://www.eab.com/technology/student-success-collaborative/members/case-studies/building-aculture-of-solution-oriented-advising
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students to encourage them to complete their degree. Students who meet eligibility
requirements29 receive a 50% scholarship on tuition.
In the future, the significant “new market” for Purdue Northwest is the traditional age
student who takes fifteen credit hours, who works on-campus rather than off-campus,
and who intends to complete the degree within a four-year span. Several factors point
to the growth of this “new market:” in the future. In the Fall 2014, 67% of the first time in
college freshmen at Purdue Calumet enrolled in 15 credit hours compared to 27% in the
Fall 2012, Purdue Calumet continues support for on-campus employment (100
supplemental instructors and tutors were hired in fall 2014); and for both campuses, the
push by the State of Indiana is for “on-time completion” through the 15-to-finish
campaign and mandated four-year degree maps (citation).
In a recently funded grant from the Indiana Commission for Higher Education, both
campuses seek to improve the retention rate of entering freshmen receiving some form
of state aid. The January 2015 grant funding affirms the unified campuses’ commitment
to the success of its students who may have the greatest financial need and that face
many barriers in completing their academic programs. The funding to both institutions
focuses on the following: provide faculty development for those teaching freshmen
seminars, develop advisor training materials to facilitate more in-depth advising, provide
summer bridge career preparation support, and offer financial literacy workshops for
students and parents as part of new student orientation.
4. The institution’s processes and methodologies for collecting and analyzing
information on student retention, persistence, and completion of programs reflect
good practice. (Institutions are not required to use IPEDS definitions in their
determination of persistence or completion rates. Institutions are encouraged to
choose measures that are suitable to their student populations, but institutions
are accountable for the validity of their measures.
Both campuses report retention and degree completion in a standard method (using the
IPEDS definition) as required by the Purdue system and the Indiana Commission for
Higher Education. Purdue North Central participates in the Voluntary System of
Accountability.
Criterion 5: Resources, Planning, and Institutional Effectiveness
The institution’s resources, structures, and processes are sufficient to fulfill its
mission, improve the quality of its educational offerings, and respond to future
challenges and opportunities. The institution plans for the future.
29
Were resident undergraduates, left PNC with a cumulative GPA of 2.0 or higher, earned at least 60 and
no more than 119 credits, stopped attending PNC between fall 2010 and fall 2014, are current Indiana
residents.
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5. A. The institution’s resource base supports its current educational programs and its
plans for maintaining and strengthening their quality in the future.
1. The institution has the fiscal and human resources and physical and
technological infrastructure sufficient to support its operations wherever and
however programs are delivered.
Fiscal resources:
Over the next five years the unified institution will be stable financially as the result of
modest state appropriation increases, a conservative estimate of enrollments, and
tuition and fees adjustments in line with the annual inflation index. The increase in
tuition and fee revenue is conservatively projected to be $1.5 million in FY 2017.
At the end of Fiscal Year 2013, the Higher Learning Commission financial reporting
model reflected a strong Total Composite Financial Indicator (CFI) score for both the
Calumet and North Central campuses with similar scores expected for Fiscal Year
2014. These strong scores are the result of both campuses working to build up
reserves sufficient to support institutional needs should revenue instability occur.
Human Resources and Course and Program Delivery:
The faculty development in applying technology in designing or redesigning courses has
been purposeful, strategic and long supported by both institutions. The Digital Learning
Certificate and other programs at both campuses offer workshops for faculty members
in course design or redesign using technology. The Digital Learning Certificate program
stresses good pedagogy in course design, and faculty members undergo a certification
review through which their courses are evaluated using Quality Matters.
Technological infrastructure is robust. Courses and programs at Purdue North
Central and Purdue Calumet may be delivered online, in hybrid format, or through
streaming video. As noted in the Higher Learning Commission institutional statement,
both institutions have developed capacity among faculty and through its one Learning
Management System (Blackboard) to be flexible in delivery options. This flexibility is
important to future students of Purdue Northwest as it provides them with possible
options for additional courses and programs across both campuses. Both campuses
have developed approaches that assure adequate fiscal and human resources through
experience with online courses and programs.
Technology capacity building is taking many forms—the piloting of joint courses using
the shared Blackboard platform (summer 2014), the eighteen-month project which will
create one instance of Banner for seamless enrollment processing between the two
campuses, and the administrative alignment of Information Services across the two
campuses with job descriptions and functions merged to better serve faculty, staff, and
students.
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2. The institution’s resource allocation process ensures that is educational
purposes are not adversely affected by elective resource allocations to other
areas or disbursement of revenue to a superordinate entity.
As public institutions, no resources are allocated to other entities. Resource allocations
for both institutions in the past and in the future as PURDUE NORTHWEST will follow
the mission with an emphasis on student support and academic quality. The institutional
statement contains the budget detail for the unified campus (question #7).
3. The goals incorporated into mission statements or elaborations of mission
statements are realistic in light of the institution’s organization, resources, and
opportunities.
As noted in Criterion 5c, the mission statement for Purdue Northwest emphasizes
academic quality, an affordable education, and support for students. Purdue Northwest
is organizing itself to realize savings to invest in academic quality and student support,
and more than a dozen committees are actively planning how new structures and
programs and services will move the unified institution forward. This planning to support
mission is being done with the planning assumptions of modest state appropriation
increases, tuition and fee adjustments in line with the annual inflation index along with a
conservative estimate of enrollments.
Two fiscally strong campuses will combine into a stronger unified campus. The financial
plan anticipates stable to modest growth in revenue, more than adequate funding to
meet debt service and infrastructure plans and to support facility and technology needs
into the foreseeable future.
4. The institution’s staff in all areas are appropriately qualified and trained.
Staff members in enrollment services and advising at both campuses are appropriately
qualified, trained and receive updates on policy changes and changes to federal and
state regulations. Advisors meet several times a year to discuss changes in curriculum
and tools to assist students with understanding enrollment services dates, service
learning and experiential learning opportunities, and career options. Human Resources
on both campuses offer an array of staff development opportunities including nine
modules on supervisory training, focused workshops on facilitating effective meetings
and time management and just-in-time training on conducting performance evaluations.
Administrative and Financial Services and Information Services staff members are also
appropriately qualified and trained. All job descriptions are reviewed prior to job posting.
Performance evaluations are conducted based on these descriptions, and an important
part of the performance appraisal is the review of a staff member’s continuing
development both using internal training resources and external training resources.
This emphasis on qualifying and training staff members will continue in the Purdue
Northwest. Information about faculty qualifications and training are available under
Criterion 3.C.
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5. The institution has a well-developed process in place for budgeting and for
monitoring expense.
The Financial Plan under # 7 of the institutional statement provides information about
PURDUE NORTHWEST’s well-developed process for budgeting and monitoring
expenses. The Purdue system establishes overall budget processes.
At both campuses, a budget timetable and process have been established. In addition,
both Faculty Senates provide input into the budget. The unification process has
continued this emphasis on transparency in budgeting, and savings from this process
have been documented on the unification website.
Criterion 5: Resources, Planning, and Institutional Effectiveness
5. B. The institution’s governance and administrative structures promote effective
leadership and support collaborative processes that enable the institution to fulfill its
mission.
1. The governing board is knowledgeable about the institution; it provides
oversight of the institution’s financial and academic policies and practices and
meets its legal and fiduciary responsibilities.
The governing board for Purdue Northwest is the Purdue University Board of Trustees.
The Indiana Commission for Higher Education (ICHE) is a coordinating board that
provides the overall framework for public institutions in Indiana. The Board of Trustees
and the Indiana Commission for Higher Education approve all new degree programs for
Higher Education. The Board of Trustees also approves all significant financial and
academic polices. For example, changes to academic structure (such as the creation of
or changes to the structure of colleges and departments) will need to be approved by
the Purdue Board of Trustees.
The chancellor, presidents of the faculty senates, and presidents of student government
provide regular updates to the Board of Trustees. ICHE is knowledgeable about Purdue
Northwest through a meeting of the chancellors and vice chancellors for academic
affairs with the Commissioner and her staff members.
2. The institution has and employs policies and procedures to engage its internal
constituencies – including its governing board, administration, faculty, staff, and
students – in the institution’s governance.
Internal constituents have many opportunities to engage in the institution’s governance.
Both Purdue North Central and Purdue Calumet support shared governance through
active Faculty Senates, Administrative and Professional Staff Advisory Councils, and
Clerical and Service Staff Advisory Councils, as well as Student Government
Associations. In preparation for the unified institution, APSAC and CSSAC groups from
both campuses have met, and the Student Government Associations are working on a
new representative association. The Purdue North Central and Purdue Calumet faculty
senates have drafted a new, unified constitution. At Purdue North Central, the Faculty
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Senate and the full faculty approved the unified senate constitution. At Purdue
University Calumet, the Senate vote was one short of that needed to send the new
constitution to a vote of the faculty. The primary remaining issue is representational
status. It is anticipated that the faculty senates will resolve remaining issues during fall
semester 2015.
In addition to shared governance organizations, both campuses hold open forums and
convocations that allow all campus community members to receive updates, ask
questions, and make suggestions on the institution’s governance. For unification,
internal constituents have been engaged and informed in numerous ways.
To develop the PNW mission and vision, six focus groups were conducted in the Fall
2014 on both campuses and nine values sessions conducted spring 2015 on both
campuses. Approximately 55 faculty and staff participated in these mission and vision
development sessions.
Chancellor Keon and Chancellor Dworkin have held numerous open forums on both
campuses on unification:
·
·
·
·
·
Feb. 26, 2014 PNC (video)30
Feb. 26, 2014 Calumet (video)31
Feb. 9, 2015 (video)32
Feb. 10, 2015 (video)
Presentation – Feb. 9-10 201533
Chancellor Keon has addressed the Calumet campus numerous times:
·
·
·
·
·
·
·
Open Forum with students – Dec. 3, 2014
Monthly meetings with/updates to Calumet Faculty Senate
Meeting with Student Senate – Student Government Association leaders
plus leadership of all student organizations on campus
Forum with Clerical and Service staff
Administrative Leadership Team meetings (department heads, AVCs,
senior leaders) – reports on status of unification, and group work to give
input to unification – bimonthly through Fall 2014 and Spring 2015
Fall 2014 Administrative Leadership Team small group sessions—
approximately 12 sessions with 10-15 people in attendance at each
session
Series of meetings to address unification questions with small groups of
administrative leaders – Fall 2014
30
http://www.unifynorthcentralcalumet.com/open-forum-video-north-central/
31
http://www.unifynorthcentralcalumet.com/open-forum-video-calumet/
32
http://www.unifynorthcentralcalumet.com/open-forum-video-calumet/
33
http://www.unifynorthcentralcalumet.com/chancellors-forums-february-9-10-2015/
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·
·
In-person meetings, along with Provost Gerard, each semester with
faculty and staff in each College – 18 meetings from February 2014 – May
2015
In-person meetings, along with Provost Gerard, with academic leadership
(deans and department heads), throughout each academic year
Chancellor Dworkin has addressed the PNC campus many times:
·
·
·
Chancellor’s Forum – 10/28/14 – report on status of unification
Monthly updates to Faculty Senate
Several forums open to all and specific forums for faculty and CSSAC).
Open Forums for students have been held
·
·
·
·
Feb. 26, 2014 (both campuses);
Dec. 3, 2014 (Calumet);
Feb. 9, 2015 (North Central);
Feb. 10, 2015 (Calumet).
Student media have provided regular coverage of unification. Frequently Asked
Questions have been developed34 for current students 9) and prospective students,
their guidance counselors and parents (Appendix X).
The Joint Senior Leadership Team—the chancellors and vice chancellors from both
campuses, with participation by the chairs of both Faculty Senates at some meetings-meets approximately every two weeks to discuss strategic issues. Joint dean meetings
have been held monthly for more than a year. Minutes are posted on the Unification
website.35
Fifteen memos from the chancellors have been sent to faculty, staff and students from
Feb. 2014 – May 2015.
·
·
From the Chancellors36 on the Unification website
Updates to Trustees shared with campuses
Unification Initiative Update37
Both campuses have newsletters that include information on unification. This Week @
PNC (weekly newsletter) included ten articles on the benefits of unification. The Bridge
34
http://www.unifynorthcentralcalumet.com/faqs/
35
http://www.unifynorthcentralcalumet.com/committee/meeting-minutes/
36
http://www.unifynorthcentralcalumet.com/from-the-chancellors/
37
http://www.unifynorthcentralcalumet.com/unification-initiative-update/
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newsletter at PUC includes regular updates38 on unification and addresses questions
and issues
3. Administration, faculty, staff, and students are involved in setting academic
requirements, policy, and processes through effective structures for contribution
and collaborative effort.
Both faculty senates are involved in setting academic requirements. The senates are
working on possible structures for faculty governance for PURDUE NORTHWEST.
Faculty Senate has direct control of the undergraduate curriculum while the Purdue
Graduate Council has control over the graduate curriculum (Purdue has one systemwide graduate school). Faculty are also integral in the determination of transfer credit as
well as the evaluation of AP, CLEP and other external testing that could lead to
academic credit. Faculty work with their department chairs/heads, deans and the office
of Academic Affairs to identify priorities for degree programs, faculty hiring, and other
related policies. Faculty Senate also is part of the development of system-wide
academic regulations.
Student government has representation on the Faculty Senate. In addition, the student
voice is heard related to academic policies and structures in a number of ways. The
Purdue Calumet and Purdue North Central Dean of Students Offices work closely with
students who have questions and concerns about academic policies. In recent years,
there has been increased emphasis on review of the student concerns in an effort to
reduce barriers or bureaucracy for students.
A good example of one academic policy that is currently under review (by the entire
Purdue System) is that of grade appeals. Students at Purdue Calumet voiced concerns
that the process was hard to understand, hard to follow, and was not evenly applied
across all colleges. The two campuses have different grade appeal processes. A task
force at the system level, including representatives from Purdue Calumet and Purdue
North Central, will study this issue and make recommendations for a system-wide policy
with provision for local procedures.
Criterion 5: Resources, Planning, and Institutional Effectiveness
5. C. The institution engages in systematic and integrated planning.
1. The institution allocates its resources in alignment with its mission and
priorities.
A PURDUE NORTHWEST strategic plan is being developed as part of the unification
process. The mission statement -- endorsed by large numbers of faculty and staff during
the last year-- will direct strategic priorities for the future.
38
http://webs.purduecal.edu/the-bridge/from-the-chancellor-archives/
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Mission
Purdue University Northwest, in the land grant tradition of learning, discovery and
engagement, provides high quality, affordable undergraduate and graduate education to
students of Northwest Indiana and beyond. We create a welcoming environment that
promotes critical inquiry through experiential learning, faculty scholarship, civic
engagement and community partnerships.
The “land grant tradition” signifies service to community of the region and of the State;
“high quality and affordable” directs all efforts of cost containment and cost savings to
maintain high levels of faculty and staff engagement with students. “Welcoming
environment” recognizes the need of the majority of first-generation college students for
supportive staff, services and programs to aid in their navigation of higher education.
“Critical inquiry” refers to the broad background and emphasis on thoughtful analysis
necessary for a twenty-first century college education.
Through the directive of the Purdue Board of Trustees all savings occurring through the
unification (through merging administrative positions and functions, efficiencies due to
joint purchasing and licenses, and so on) should be redirected toward support for
students and academic quality. As part of the ongoing planning processes on how
student needs and academic quality will be addressed in the future, more than a dozen
unification committees have been formed, including Academic Success (Retention and
Advising), Center for Teaching, Learning and Technology, Experiential Learning,
Honors, and Graduate Education. It is expected that their recommendations will assist
with aligning resource allocation with mission and priorities.
2. The institution links its processes for assessment of student learning,
evaluation of operations, planning, and budgeting.
Processes for assessment of student learning, evaluation of operations, planning, and
budgeting are linked in several ways: through the program accreditation process,
through program review, by recommendations from the faculty senates, by
recommendations of the deans, and by the Senior Leadership Team. A new position
has been recommended, Associate Vice Chancellor for Institutional Effectiveness. This
is in recognition of the need to better connect assessment of student learning,
evaluation of operations, planning, and budgeting.
Another linkage between student learning, evaluation of operations and budgeting is the
program analysis process at Purdue University Calumet. This process is the result of a
three-year effort to determine key performance indicators for academic units (including
benchmark data from peer institutions) to determine future funding levels. The first year
of developing this process involved faculty and department committees researching and
proposing indicators; the second year involved institutional research determining best fit
data for these indicators, and the third year has involved a pilot of departments
undergoing this review. It is anticipated that this type of program analysis, coupled with
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a longer cycle of program reviews, will be an important connection of assessment of
student learning, planning, and budgeting in the future.
3. The planning process encompasses the institution as a whole and considers
the perspectives of internal and external constituent groups.
Traditionally, the strategic planning processes at both institutions have been very
inclusive, involving both internal stakeholders – faculty, students, and staff members as
well as a wide array of community members. It has been an expected practice at both of
these regional universities that the community would be involved in the campus and the
campuses’ would be involved in the community. The Purdue North Central Advisory
Board, which consists of local government, business, and community leaders, has
engaged in ongoing planning with Purdue North Central. College and program advisory
committees have also engaged many external constituents. At Purdue Calumet,
departmental, college, and university level advisory committees have been active in
curriculum advice and development, creation of internship and employment
opportunities, and sources of financial support.
The planning processes for the unified institution have followed this same pattern. The
Unification Committee, which has played a key role in unification planning, includes
students, alumni, Faculty Senate representatives, faculty at large representatives,
deans, department chairs/heads, and representatives from the Administrative and
Professional Staff Advisory Council and the Clerical and Service Staff Advisory Council
(both shared governance groups). Minutes of Unification Committee meetings are
publicly available at the unification website
http://www.unifynorthcentralcalumet.com/committee/meeting-minutes/. The Unification
Committee has met nine times March 2014-May 2015.
Community members have been engaged and informed about unification through a
variety of means – advisory councils, community-based service groups, newspaper
articles, radio interviews, and through a public website on the unification process as it
unfolds.
4. The institution plans on the basis of a sound understanding of its current
capacity. Institutional plans anticipate the possible impact of fluctuations in the
institution’s sources of revenue, such as enrollment, the economy, and state
support.
Within the Higher Learning Commission application, question #7 contains a more
detailed business plan for the unified institution. Below are highlights from this full
report, which describe how the unified institution will anticipate possible fluctuations in
the institution’s sources of revenue and plan for these fluctuations.
At the end of fiscal year 2013, the Higher Learning Commission financial reporting
model reflected a strong Total Composite Financial Indicator (CFI) score for both the
Calumet and North Central campuses with similar scores expected for fiscal year 2014.
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These strong scores are the result of both campuses working to build up reserves
sufficient to support institutional needs should revenue instability occur
In the future (over the next five years), the unified institution will be stable financially as
the result of modest state appropriation increases, a conservative estimate of
enrollments, and tuition and fees adjustments in line with the annual inflation index.
The Purdue University Board of Trustees approves operating budgets and fee
increases, which are typically within the recommendations set by the Indiana
Commission for Higher Education (ICHE). Operating budgets consist primarily of funds
received from state appropriations, student tuition and fees, interest earnings and
Facilities & Administrative (Indirect Cost) recovery. Areas outside of the operating
budget include dual credit and continuing education programs, classes provided at the
Purdue Porter County site, and the Executive MBA program.
Savings generated by unification will be reinvested in faculty and student learning
opportunities. Much of the savings will be the reduction and elimination of administrative
positions with those remaining assuming responsibilities at both locations. Additional
savings will be achieved by optimizing purchases, licenses and contractual agreements
as a larger institution.
The unified campus remains a part of the larger Purdue system. Functions centrally
managed for the entire Purdue system, such as preparing the consolidated financial
reports and submitting state appropriation requests, will continue to be handled in this
manner.
5. Institutional planning anticipates emerging factors, such as technology,
demographic shifts, and globalization.
The previous planning processes for both institutions anticipated emerging factors.
These include the emergence of technology affecting course delivery (the response to
this was the development of robust faculty development and quality standards for both
campuses) and globalization (support for international students at Purdue Calumet).
The demographic shift from predominantly part-time, adult learners to more full-time
younger students has led to many changes, including enhanced student support
services and activities, housing (residence halls at Purdue Calumet, private apartments
at Purdue North Central), more emphasis on parent engagement, and an emphasis on
completing fifteen credits per semester.
Emerging factors are included in many ways in the unification planning process. Many
of the unification committees are benchmarking for best practices as they develop new
models for program and service delivery. For example, the Committee for the Center for
Teaching and Learning contacted peer and aspirational peer institutions to determine
how faculty development supports the strategic planning of these institutions and how
these institutions measure success of their faculty development. The strategic planning
process incorporated an environmental scan that included the following factors:
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economic, political/governmental/regulatory, socio-economic, scientific and
technological, and key trends impacting higher education.
Criterion 5: Resources, Planning, and Institutional Effectiveness
5. D. The institution works systematically to improve its performance.
1. The institution develops and documents evidence of performance in its
operations.
In Academic Affairs, deans and department chairs/heads document evidence of
performance in operations in their units in many ways. For example, Purdue North
Central uses a database, Data 180, for annual documentation of faculty performance. At
Purdue North Central each course has end-of term course evaluations, which are
submitted through Blackboard and reviewed by individual faculty, chairs and deans.
Both campuses have a systematic program review process, which will be modified into
one process. Purdue Calumet’s involves each unit conducting a self-study and receiving
feedback on all areas of its operations from an external review team. Recommendations
are then reviewed by the department head, dean, and Vice Chancellor for Academic
Affairs for follow up and plans for improvement.
This process itself has been studied for improvement. Within Academic Affairs for
Purdue Northwest, a new structure has been recommended, Institutional Effectiveness,
which would monitor and facilitate improvements overall, with an emphasis on student
learning assessment, accreditation/program review reporting and follow-up, and
institutional research. This office would have responsibility to support faculty with
university level assessment for degree programs and general education as well as
initiatives such as First Year Experience. In addition, this unit will assist programs with
outside accrediting bodies such as CAPE (formerly NCATE) and ABET. The office of
Institutional Effectiveness would also oversee the Center for Teaching, Learning and
Technology and the office of Institutional Research. In this way these offices will have
access to the unit best able to help improve performance.
Enrollment Management and Student Affairs document evidence of performance in a
variety of ways. One example is the enrollment dashboard at Purdue North Central that
is sent daily to staff, department chairs, and administrators. The dashboard contains
information including enrollment, credit hours by student, dual credit (such as the
number of incoming students with dual credit and enrollment by course for the six
courses with highest enrollment), and new student orientation participation. Another
example from Purdue North Central of documenting evidence of performance is tracking
of student issues and their resolution using Maxient software.
2. The institution learns from its operational experience and applies that learning
to improve its institutional effectiveness, capabilities, and sustainability, overall
and in its component parts.
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Both Purdue Calumet and Purdue North Central pride themselves in learning from
experience and improving. Continuous improvement is built into the culture at Purdue
Calumet due to its 14 years as part of AQIP. Purdue North Central values innovation.
An example of planning leading to capacity building in program or course delivery is in
the area of dual credit. At Purdue North Central, graduate-level credentialing programs
are being developed to offer dual credit instructors the discipline-based coursework
needed for college-level course delivery.
The unification of Purdue North Central and Purdue Calumet provides an opportunity to
improve capacity in its student information system. Operational experience has taught
campuses’ enrollment management, computing and advising staffs that different
instances of the Banner system prevented seamless enrollment across the two
campuses. In fact, in some instances, transfer students outside the Purdue System had
greater ease of transfer into the Purdue System than did students within the System.
As a first step in improvement, both campuses are redoubling efforts to create easy to
navigate and supportive processes in all aspects of student enrollment and initial
academic planning. Critical to the ease of navigation is the integration of enrollment
functions of recruitment, admissions, financial aid, registration, new student orientation
and retention efforts into a single holistic system.
Currently, the two campuses have solidified the management structure of the enrollment
offices and are in the process of converting the two separate computing systems into a
single instance of Ellucian Banner. The single instance of Banner will allow Purdue
University Northwest (PURDUE NORTHWEST) the ability to provide seamless
incorporation of outreach, enrollment services, schedule of classes, academic catalog,
student records and degree audits. The consolidation of computing will also involve a
Request for Information (RFI) for the purchase of a Customer Relation Management
System (CRM), integration of student portal, Education Advisory Board (EAB) retention
analytics/interventions and Blackboard learning management system.
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