Shepherd University Board of Governors
August 12, 2004
Agenda Item No. 7
MASTERS DEGREE PROGRAMS
At the March 2004 meeting of the Board, an Intent to Plan was approved for four possible masters
degree programs:
M. B. A
(pp. 7-3 to 7-31)
M. A. T.
(pp. 7-32 to 7-112)
M. M. Ed.
(pp. 7- 113 to 7- 154
M. A. - College Student Development
and Administration (pp. 7-155 to 7-170)
Intensive planning has proceeded with each of these proposed programs. Curriculum, personnel, and
budget have all been carefully reviewed for feasibility.
University staff is now satisfied that demand for the programs and feasibility in all respects has been
established. These proposals address enrollment projections, budgets, availability of personnel, and
the complete curriculum for the programs. The following pages reflect nearly the complete package of
material that would be submitted to the HEPC and the Higher Learning Commission. Individual vitae
and course syllabi have been omitted but will be available for any member who wishes to review or
take copies.
Approval by the Board of these programs will keep Shepherd University on the path of meeting the
masters degree mission of the institution. With the existing C&I masters program, approval of all four
of these programs will qualify as a change in status or our accreditation regarding graduate offerings
and will lead to a comprehensive graduate education accreditation review by the Higher Learning
Commission. Submission of these proposals to the Policy Commission for approval will be subject to
the accreditation being completed.
Each of the four programs is slated for a prospective beginning with the fall 2005 semester.
The following resolutions are recommended for adoption by the Board:
RESOLVED, That the Shepherd University Board of Governors approves the
Master of Business Administration degree program and directs the President to take all further
necessary steps to implement the program.
RESOLVED, That the Shepherd University Board of Governors approves the
Master of Arts in Teaching degree program and directs the President to take all further
necessary steps to implement the program.
RESOLVED, That the Shepherd University Board of Governors approves the
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Master of Music in Music Education degree program and directs the President to take all
further necessary steps to implement the program.
RESOLVED, That the Shepherd University Board of Governors approves the
Master of Arts in College Student Development and Administration degree program and directs
the President to take all further necessary steps to implement the program.
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Shepherd University
July 1, 2004
Request for Approval to Implement Graduate Program
Master of Business Administration
Shepherdstown, West Virginia
To begin Academic Year 2005-2006
Summary:
The Shepherd University Master of Business Administration program is
designed with a substantive academically rigorous curriculum with
specialized concentrations. The program will be a collaborative effort
among the Accounting, Business, Economics, and Computer and Information
Sciences departments within the School of Business and Social Sciences and
the School of Natural Sciences and Mathematics. The Master of Business
Administration Program will provide students with a comprehensive
education that will enable them to pursue careers that will afford them the
opportunity to succeed in a highly competitive business environment. This
program will lay the foundation to produce graduates at the master level who
are knowledgeable, competent, accountable, and ethical in managing
organizations.
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3.9 Program Description
The Shepherd University Master of Business Administration (MBA) program is designed to
incorporate a curriculum with the scope and sequence of a Master of Business Administration Degree
that is both professionally challenging and academically rigorous. The program offers students
specialized concentrations. The program will be a collaborative effort among the Business,
Accounting, Economics, and Computer and Information Sciences departments within the Schools of
Business and Social Sciences and Natural Sciences and Mathematics.
Shepherd University proposes a thirty-seven credit Master of Business Administration. This degree is
designed to improve the expertise of business and non-business students alike by providing them with
advanced studies on the graduate level.
Each course within this Master of Business Administration Program will be three credit hours with the exception of the
Introduction to Business Graduate Scholarship course. Individual professors will determine the criteria for evaluation,
using varied methods of instruction and assessment including readings, WebCt, technology, examinations, research papers,
case studies and relevant field based assignments. Course content will be delivered at the academic level where students
are able to analyze, synthesize and evaluate business issues.
All students will be required to complete thirteen credits in the business core, fifteen to eighteen credits within one of four
specialization concentrations of study that include accounting, marketing, general management, and computer information
technology, and six to nine graduate credit electives within any department within the program.
3.9.1 Program Objectives
The Master of Business Administration Program will provide students in the Eastern Panhandle of West Virginia and
surrounding areas with a comprehensive education that will enable them to identify careers or enhance their current careers;
explore opportunities for career change or career re-entry. Students earning the MBA may be able to seek promotions or
pursue further academic credentials in either a Ph.D. program in business or a DBA (Doctor of Business Administration).
This program will lay the foundation to produce graduates at the Masters level who are knowledgeable, competent,
accountable, and ethical in managing organizations.
A major goal of this program is to provide increased access to graduate education to a wide-range of
constituencies. The program of study will enable the students to build on the theoretical foundations
these students need to understand the complex, contemporary business environment. Students will
develop skills necessary for self-directed growth by utilizing the latest information technology. It is the
objective of the program to improve individual personal satisfaction as well as to produce employable
and productive students who will be more marketable with increased income and responsibility.
The University recognizes that with economic cycles, some of these measures cannot be assessed on a
linear basis as job numbers and incomes can fluctuate dramatically during economic cycles. However,
long- and short-term trends of the above are program outcome measures.
Retention and satisfaction of the Business Faculty are also objectives of the MBA at Shepherd
University. The West Virginia faculty salary scale for business departments is significantly below the
national average. Graduate scholarship with its highly trained and skilled business faculty will be
intellectually and professionally stimulated when teaching graduate students. The addition of graduate
business programs that are attended primarily by business professionals provides a stimulating
enticement, which will enable the University to retain qualified business faculty.
3.9.2 Program Identification
The proposed program falls under the category “Business Administration and Management, General,” ID number 52.0201,
in the Classification of Instructional Programs (CIP) standards developed by the US Department of Education:
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A program that generally prepares individuals to plan, organize, direct, and control the functions and
processes of a firm or organization. Includes instruction in management theory, human resources
management and behavior, accounting and other quantitative methods, purchasing and logistics,
organization and production, marketing, and business decision-making.
3.9.3 Program Features
3.9.3.1 Admissions and Performance Standards
A baccalaureate degree from an accredited college or university must be verified on original transcripts and sent by the
institution directly to Shepherd University.
GMAT results or a satisfactory score on a major field test and a minimum G.P.A. of 2.75 in previous college work will be
required for entrance into the MBA program.
While these standards will be the MBA Admissions policy, it is also recognized that undergraduate majors and institutions
vary widely in grading criteria. Therefore, Shepherd University wishes to extend to the program administration, the
prerogative to review exceptional cases.
Students entering the MBA program with undergraduate degrees outside business or which have no business component
will take pre-requisite courses to bridge the learning process. These classes will include courses such as Economics,
Finance, Statistics, Finance, and Marketing. Final eligibility will rest with the MBA administration.
To graduate with the MBA, students must have completed the foundation core, fifteen to eighteen hours in the student’s
chosen area of concentration and the remainder of the 37 hours is to be made up of graduate elective courses. A minimum
GPA of 3.0 and a minimum grade of “B” are required.
3.9.3.2 Program Requirements
Shepherd University will offer the MBA with four graduate strands (Accounting, Management, Marketing, and Information
Technology) with a total of 37 hours for each strand. A foundational core of thirteen hours will be followed by required
strand courses and graduate electives. With permission, students may elect to take courses as they are offered out of
sequence. Foundational core courses are noted. Full catalog descriptions and syllabi for all courses are provided in
APPENDIX C.
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Applied Business Strand
37 Hours
Management Strand
Foundational Modules
MBA 5XX Introduction to the MBA
MBA 5XX Advanced Management Theory
MBA 5XX Advanced Marketing Theory
MBA 5XX Business Ethics
MBA 5XX Challenges to Modern Business
1
3
3
3
3
Total
13
Professional Stage Modules
MBA 5XX
Professional Selling
MBA 5XX
Sales Management
MBA 5XX
Marketing Selected Topics
(Sales/Promotion)
MBA 5XX
Adv. Special Topics (Sales Mgt)
MBA 5XX
Applied Marketing Project
3
3
3
3
6
Total
18
Electives
6
Accounting Strand
37 Hours
Foundational Modules
MBA 5XX Introduction to the MBA
MBA 5XX Advanced Management Theory
MBA 5XX Advanced Marketing Theory
MBA 5XX Business Ethics.
MBA 5XX Challenges to Modern Business
Foundational Modules
MBA 5XX Introduction to the MBA
MBA 5XX Advanced Management Theory
MBA 5XX Advanced Marketing Theory
MBA 5XX Business Ethics
MBA 5XX Challenges to Modern Business
____________________________________
1
3
3
3
3
Total
13
Professional Stage Modules
MBA 5XX Advanced Financial Mgt. Issues
MBA 5XX Human Resources
MBA 5XX International Business
MBA 5XX Graduate Managerial Economics
MBA 5XX Management Information Systems
MBA 5XX Statistical Analysis
3
3
3
3
3
3
Total
Electives
18
6
Information Technology Strand
1
3
3
3
3
37 Hours
37 Hours
Foundational Modules
MBA 5XX Introduction to the MBA
MBA 5XX Advanced Management Theory
MBA 5XX Advanced Marketing Theory
MBA 5XX Business Ethics
MBA 5XX Challenges to Modern Business
____________________________________
Total
Total
3
1
3
3
3
3
13
13
Professional Stage Modules
MBA 5XX
Accounting Theory
MBA 5XX
Advanced Cost Accounting
MBA 5XX
Personal Financial Planning
MBA 5XX
Tax Research
MBA 5XX
Advanced Auditing
MBA 5XX
Advanced Financial Mgmt
Total
3
3
3
3
3
3
18
Electives
6
Professional Stage Modules
MBA 5XX Foundations of CIS
MBA 5XX Computer Language Concepts
MBA 5XX Systems Analysis and Design
MBA 5XX Database Management Systems
MBA 5XX Management Information Systems
3
3
3
3
3
Total
Electives
15
9
Students will be able to select graduate electives from the above courses and in any concentration. As the program grows
and students’ interests are determined, additional courses will be offered.
3.9.4 Program Outcomes
7-6
3
The proposed Master of Business Administration is a new program and is not an expanded or altered one.
Program outcomes follow:
Graduates will be prepared to meet the next level of their professional goals.
The program will prepare students to pursue their personal journeys as critical thinkers. The program will prepare our
graduates to perform in the world of business organizations.
The program will prepare students for the world of doctoral education.
Our students will be equipped with theoretical grounding, business language fluency, and awareness of the self-presentation
skills that serve successful people.
3.9.5 Program Delivery
At the time of initial launch, it is intended to use corporate classroom methods for delivery. Individual faculty will use
various degrees of instructional technology; however, it is expected that as the program develops and demand grows, more
advanced technology may prove useful and Shepherd University would like to reserve the option to use varying technology
options.
Section Four: Program Need and Justification
4.1 Relationship to Institutional Goals/Objectives
The Shepherd University Mission Statement identifies two goals for the University that are directly addressed by the
proposed Master of Business Administration. The first of these goals concerns Shepherd’s commitment to “developing and
implementing a selected number of graduate programs.” In order to work towards this objective, Shepherd has designed a
practical, career-oriented MBA program that takes advantage of our outstanding, terminally prepared faculty in Business,
Accounting, Economics, and Information Technology.
The Shepherd University Mission states that “the faculty, staff, and administration of Shepherd University are dedicated to
remaining in the forefront of advances in contemporary education and professional programs as we serve our students,
community, and region in the 21st century.” The rapid growth of the Eastern Panhandle of West Virginia has created an
explosion of jobs in the region that are available to state residents who have the proper education and degree training. The
Master of Business Administration is an essential part of meeting this demand and serving this rapidly expanding
population.
4.2 Existing Programs
The only West Virginia public institutions of higher education that currently offer a Master of Business
Administration are West Virginia University, 152 miles from Shepherdstown, and Marshall University,
346 miles from Shepherdstown. As such, many potential students from the Eastern Panhandle would
not seek such a Master of Business Administration graduate program that would require such extensive
travel.
It should also be noted that these programs are not offered according to the same curriculum guidelines
and are not designed to offer the same unique specialization concentrations and themes within the
overall curriculum design.
Shepherd University therefore provides the best opportunity within the Eastern Panhandle to provide a
quality program to meet this student need.
4.3 Program Planning and Development
The decision to pursue a Master of Business Administration resulted from the confluence of three factors: 1) the strong
need in the Eastern Panhandle for a career-oriented, practical graduate program to give local residents the skills necessary
to qualify for the high paying jobs that are coming, and have already come, into the area; 2) the traditional strength of our
undergraduate business administration program, currently the second largest program at Shepherd with 346 students (10.7%
of the entire student population); and 3) the considerable strength of the business faculty; with four members of the faculty
with Ph.D.s in business, and five more with Ph.D.s in economics, Shepherd has a strong faculty base for offering this
degree.
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Faculty members in the Department of Business Administration conducted research in the area to
determine the likely impact that a Shepherd MBA degree would have on the area. At a recent Gateway
Technology Fair, the a quantitative survey was administered to all members of the GNEC, the premier
business group in Shepherdstown wherein they were asked about the need for and value of a Shepherd
University MBA program. This organization indicated strong support for the launch of such a program.
Survey results indicated 98% of the respondents felt strongly that there was an urgent need for a
graduate business program at Shepherd University.
In 2003, in response to these factors, Shepherd University hired a consultant with experience
developing and administering MBA programs to assist with the development of the MBA proposal.
The entire university is committed to the success of this program.
4.4 Clientele and Need
Shepherd University is located in Jefferson County, a part of the state that touches the fastest-growing
counties in three states: West Virginia (Berkley), Virginia (Loudon) and Maryland (Frederick). In the
spring of 2004, the Jefferson County Development Authority conducted a survey of 3500 county
residents to determine their commuter status and practices. Of the 622 respondents, fully one-fourth of
the population holds a bachelor’s degree. In addition, almost half of the respondents indicated their
income exceeds $50,000 annually. Clearly this income is needed to afford Panhandle housing that is
approaching the $350,000 mark. The Eastern Panhandle is home to United States Senator Robert
Byrd, former Governor Gaston Caperton, columnist Jack Germond and Public Television’s Jim Lehrer.
West Virginia’s Eastern Panhandle is populated with highly-educated, well-paid residents who are
ambitious enough to travel far for career opportunities and advancement. As the need for more
credentials emerges and as the work place becomes more competitive, the Shepherd MBA will offer
the edge many residents need to succeed without staying “in the city” until late in the evening or
adding a day to their commute for a weekend degree program.
Locally, the United States Government has an enormous employment presence with the US Coast
Guard, the Office of Personnel Management Eastern Management Development Center, the Internal
Revenue Service, the Veterans Hospital, and the National Conservation Training Center. Federal
employees earn promotions based on their academic credentials. State and local government workers
face the same barriers to promotion. The proposed MBA will offer local workers an opportunity to
earn a degree without leaving home.
Charles Town Race Track, in Charles Town, WV, is another highly-visible employer with a need for
workers who understand fully business operations, managerial skills and accounting procedures. The
proposed MBA addresses all these skill sets and the theoretical foundations for implementing these
skills.
One long look at Interstate 81 and Interstate 70 just across the Maryland state line is enough to
understand why many large companies have established their distribution centers near these roads.
Ralph Lauren, Target and Lenox, to name just a few, have massive distribution centers that need
skilled managers with a strong understanding of business operations. FedEx, UPS and Road Way are
all located within minutes of the Shepherd University campus, again indicating the need for highlydeveloped management skills.
The natural appeal of the Eastern Panhandle and the quality of life offered here are reasons for some
business start-ups and entrepreneurs to locate in the Shepherd University service area. The monthly
Eastern Panhandle Entrepreneurs Forum consistently attracts an audience of about 50 participants.
Sponsored by the Jefferson County Development Authority, these meetings offer a place for the small
business owner to share successes and failures. The proposed MBA may tilt these owners toward
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more successes than failures. Local entrepreneurs who earn an MBA will be more competitive for
government contracts.
Shepherd University has established the ABEC (pronounced A-beck) Institute for Economic
Development to encourage local businesses to connect more closely with the university for grants and
research projects. The relationship between the ABEC Institute and the MBA promises to be a strong
one as field studies and case studies will be tethered to the Eastern Panhandle.
The Eastern Panhandle is just close enough to the Washington/Baltimore region that businesses there
may select Shepherd University as a quality program for its employees without the metropolitan price
tag. Shepherd University is just far enough from the Washington/Baltimore region to avoid the stigma
associated with Beltway Bandits. This growing business community faces the dilemma of finding
highly qualified employees with expertise and understanding that range beyond the generic business
skills that are acquired at the undergraduate level. These businesses know they will need employees
with an advanced level of expertise and skills. With the MBA, Shepherd University will be in an ideal
and unique position to provide students with both.
On-going research indicates traditional MBA students frequently come from technical, educational, or
liberal arts backgrounds. Engineers or chemists, for example, are often promoted to management
without any understanding of managerial roles or functions. As well, teachers and health care
professionals who face burnout may look to business as an alternative career. The Shepherd
University proposed MBA program offers bridge courses to move potential students from their former
academic home to the Department of Business Administration.
Shepherd University has a tradition of strong undergraduate education in business, accounting,
economics, and computer information sciences. In the fall of 2003, these combined majors totaled
632. The Business Administration Department alone graduates more majors than any other major at
the University. Having successfully completed the rigorous undergraduate program, these students
would be well qualified to continue their studies at Shepherd. These students may choose to stay at
Shepherd for a number of important reasons. First, they are familiar with the high standards that
Shepherd University and the departments espouse. Secondly, these students are familiar with the
university, the campus, the faculty, and the undergraduate courses of study. Students may be more
likely to return to a school they know, rather than enroll elsewhere. It may be a natural selection for
these students to continue their education in a supportive environment that offers them academic
success. A graduate program in Business Administration would draw from this population of students
as they pursue their future career goals. The MBA will permit accounting graduates to earn enough
credits to sit for Certified Public Accountant (CPA) examination. The business majors in the
marketing strand may lead to careers in sales, advertising or public relations.
One of the biggest challenges is bringing desirable, environmentally sound businesses to the area. This
was featured at the April 2004 Gateway Technology Fair sponsored by the Gateway New Economy
Council (GNEC), the premier business group in Shepherdstown. As mentioned above, a quantitative
survey of all the members of Gateway was distributed. They were queried about the need for and
value of a Shepherd University MBA program. This organization indicated strong support for the
launch of such a program. Survey results indicated 98% of the respondents felt strongly “this is a great
step for Shepherd!” Other comments were “I think there is a huge opportunity to establish the program
and grow it in tandem with the growing economy in the area. Not that the program would limit itself
to this area, but there is a thriving microcosm here in the region that lends itself to being able to give
students the kind of close attention in the business world that a small school like Shepherd can provide.
At the same time, the business community can be used by Shepherd as a kind of small experimental
pond.”
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A convenience sample survey was given to seniors in the Business Department that indicated that twothirds of the graduates intended to seek further graduate business education at some point in their
professional lives. While these responses are not a precursor for future enrollment, they do bode well
for the viability and sustainability of the MBA offering.
Although often considered well beyond “school age” many retirees make Shepherdstown their home
after spending a lifetime of moving up the career ladder, both physically and professionally. Many
retirees look toward teaching as a second career. To teach at the college level, a bare minimum
requirement is a master’s degree.
Finally, an often-neglected clientele is the stay-at-home mom or dad who is raising a family and does
not need to work outside the home. Women, in particular, may take advantage of the time at home
while raising their children to improve their credentials for professional re-entry when their children
enter school or are grown. These stop-out prospects would be served with a program that is accessible
for them.
Considering all these factors, Shepherd University’s senior administration also understands the real
need for such a graduate program and is committed to assisting the faculty and community in
developing a quality graduate program in business.
4.5 Employment Opportunities
Employment opportunities for MBA graduates abound in the Eastern Panhandle and the surrounding WashingtonBaltimore area, one of the fastest-growing areas in the country. The above-mentioned GNEC business survey revealed that
95% of the respondents believed that Shepherd MBA graduates would be highly employable; one respondent noted that “a
graduate program will assist with recruiting more qualified employees…motivation and reasoning skills are becoming more
important issues and a graduate program will jump start potential employees.”
4.6 Program Impact
Because the Shepherd University MBA program has been designed to be financially self-sufficient from its first year, it is
not expected to draw any resources from any undergraduate programs. The degree does stand to strengthen several
programs substantially. We expect that the MBA will substantially approve our undergraduate recruitment efforts in
programs such as Business Administration, Accounting, and Economics, as well as for the University generally. As the
program progresses, we will also be able to hire new faculty into these programs with revenues generated from the MBA
(See APPENDIX A). Finally, we believe that the program will increase the number of Shepherd students employed in key
positions in local businesses and will, therefore, strengthen alumni giving, cooperation with local businesses, and corporate
fundraising efforts.
4.7 Cooperative Arrangements
Shepherd has been discussing cooperative arrangements with several other universities however, while cooperative
arrangements have not yet been established, they have not been eliminated.
4.8 Alternatives to Program Development
Before deciding on an MBA program with an Information Technology strand, Shepherd strongly considered, and began to
develop, a stand-alone Masters of Information Science degree. In the development process, however, it became apparent
that, while the student demand for such a degree would be substantial, the CIS faculty was not large enough to offer this
degree independently. At that time, it was decided to reconceive the MIT degree as a strand in the MBA program that was
being developed at the same time. A great deal of thought went into the various strands of the current MBA degree. We
were committed to practical, hands-on, career-oriented strands that would allow people to qualify for jobs immediately after
graduation. The four strands of this degree—Applied Business, Accounting, Management, and Information Technology—
all fit this description. Careful deliberation is continuing within the Department of Economics for an Economic strand.
Strong consideration was given to an additional strand in Public Policy, but we decided not to include that initially, as it is
has a more theoretical emphasis than the other four strands. Quite a bit of consideration went into making our degree a
collaborative degree with another institution. During the planning process, Shepherd was contacted by representatives from
Lehigh University in Bethlehem, Pennsylvania, who were interested in a collaborative degree in this area. This partnership,
however, proved unworkable because of the tremendous difference between Shepherd’s in-state graduate tuition ($195 per
credit hour) and Lehigh’s private school tuition (615 per credit hour).
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Section Five: Program Implementation and Projected Resource Requirements
5.1 Program Administration
The Master of Arts in Curriculum and Instruction Program will be housed in the Department of Business Administration in
the School of Business and Social Sciences, but will involve faculty from Business Administration, Economics,
Accounting, and Computer and Information Sciences. Ultimate oversight will be provided by the Director of Graduate
Studies and the Shepherd University Graduate Committee.
5.2 Program Projections
Year 1
(2005)
Year 2 Year 3 Year 4
(2006) (2007) (2008)
Year 5
(2009)
Number of Students
Served through Course
Offerings of the Program:
Headcount
60
69
78
90
105
FTE
23
26
29
33
39
Number of student
270
credit hours generated by
courses within the program
(entire academic year): (*)
312
351
405
474
Number of Majors:
20
23
26
30
35
Headcount
60
69
78
90
105
FTE majors
23
26
29
33
39
Number of student
credit hours generated
by majors in the program
(entire academic year):
270
312
351
405
474
Number of degrees
to be granted
(annual total):
(*) 50% of students will take six credits per semester.
50% of students will take three credits per semester.
5.3 Faculty Instructional Requirements
Faculty teaching in the MBA program will be expected to have doctoral degrees in their area or terminal degrees combined
with professional licensure. Faculty will be drawn from the departments of Business, Accounting, Economics, and
Computer and Information Sciences—as well as from qualified part-time instructors with strong business credentials. All
faculty nominate to teach graduate courses must be approved by the Graduate Committee. Full Curriculum Vitas for all
faculty initially approved to teach in the MBA program can be found in APPENDIX B.
5.4 Library Resources and Instructional Materials
The Shepherd University library currently library subscribes to EBSCOhost and WilsonSelect Plus for periodical indexing
and full-text articles. EBSCOhost provides access to Academic Search Elite, Business Source Plus, ERIC, Newspaper
Index, and Medline. Art Index, CINAHL, Literature Resource Center, and PsycInfo are available for subject-specific
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research. Additional databases are available through OCLC FirstSearch and Cambridge Scientific Abstracts (the latter as of
January, 2002). There is no charge to the campus community for on-line searching. There are hundreds of CD-ROMs
available through the federal depository library program. The depository library program also provides access to such
databases as STAT-USA. There are 13 Internet-accessible computers for public use located within the library.
Professional librarians are available for reference service for a total of 77 hours a week. Bibliographic instruction classes,
tours, orientations and workshops are important services in addition to teaching students one-on-one. An InFocus projection
system is employed to enhance instruction. Librarians also teach a two-hour course entitled “Information Research
Methods.” The library is open 87.5 hours a week.
Library staff includes four librarians and the director (faculty), part-time reference librarians, nine full-time
paraprofessionals, one part-time paraprofessional, and student work-study employees.
Some additional resources will be required for graduate study in business administration. To meet this need, the operating
budget includes $4,000 in the first year of the program, with slight incremental increases thereafter. Additionally, Shepherd
University has added a $28,000 budget line to the library’s budget to purchase resources for graduate programs.
5.5 Support Service Requirements
Currently, all faculty members involved in the MBA program have a computer in their offices with Internet access and
software that is needed for classroom instruction, testing and scholarly pursuits. Every faculty member has a private phone
with voice mail capability. There is extensive secretarial support to aid with scanning tests, making copies and producing
transparencies. Every classroom that will be used in the program features Internet access, and equipment can easily be
delivered to each classroom for an instructional period. Many faculty members, for example, use PowerPoint presentations
or other ancillary materials that come with the textbook.
There are at least 75 computers among three separate labs located in White Hall, the academic building where Accounting,
Business Administration and Economics courses are delivered. These labs are used for classroom instruction as well as for
student use. Students are all issued e-mail accounts at the time they start their Shepherd University academic life.
These instructional resources are adequate to the needs of the proposed Master of Business Administration and will not
require substantial enhancement before the program can begin.
5.6 Facilities Requirements
As this program will be administered as evening and summer courses, current facilities will be utilized without negative
impact on current programs.
5.7 Operating Resource Requirements
See Appendix A
5.8 Source of Operating Resources
See Appendix A
Section Six Operating Existing Programs at New Location
Not Applicable to this proposal
Section Seven Program Evaluation
7.1 Evaluation Procedures
The program will be evaluated with the Program Outcomes serving as the driving force for
determining program success or failure. Graduates of the program will be surveyed on professional
promotions or advancement as well as enrollment in a Ph.D. or DBA program. Sources for the surveys
may include a variety of tools including job satisfaction surveys and exit interviews as students leave
the University. Faculty compensation and support for faculty professional development and growth
will be measured annually to determine if the MBA program is competitive with similar offerings. A
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360 degree evaluation tool will be used to determine if the University leadership supports the students
and faculty in the MBA program. However, at the heart of the evaluation process will be the
University Outcomes Assessment Plan which is in the development stages and outlined below:
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SHEPHERD UNIVERSITY
DEPARTMENT OF BUSINESS ADMINISTRATION
OUTCOMES ASSESSMENT PLAN
Introduction to the Plan
Department of Business Administration Mission Statement:
We are teachers: our mission is to guide students into the next level of their personal journeys, preparing them to perform
in the world of business organizations and/or the world of graduate education.
Our mission requires that we equip our students with theoretical grounding, business language fluency,
and awareness of the self-presentation skills that serve successful people.
Our mission succeeds because we are a collegial faculty intent on mutual support and professional development.
Mission Statement Accepted November 13, 2003
1. Statement of Need for Outcomes Assessment
The Department of Business Administration at Shepherd University developed the above mission
statement in the fall of 2003 that gives the department the foundation for developing an outcomes
assessment plan. The University, as an institution, engages in departmental assessment because
assessment data facilitates improvement of academic offerings and program planning. Assessment
discussions foster re-examination of values at both the departmental and institutional level;
assessment also promotes interdisciplinary conversations about student learning throughout
campus. Because every department and program contributes to student learning, assessment also
bridges academic and student affairs. Governing boards, as well as accrediting and governmental
agencies, require assessment activities in order to make institutions accountable to funding
agencies and the public-at-large.
2.
Definition of Outcomes Assessment
The University does not have a specific definition of Outcomes Assessment; however, the
Department of Business Administration has defined outcomes assessment as the process of
examining where the department is, where it intends to go and how it will manage to get there.
3.
Purpose of Outcomes Assessment
Faculties engage in departmental assessment because assessment data facilitates improvement of
academic offerings and program planning. Assessment discussions foster re-examination of values
at both the departmental and institutional level; assessment also promotes interdisciplinary
conversations about student learning throughout campus. Because every department and program
contributes to student learning, assessment also bridges academic and student affairs. Governing
boards, as well as accrediting and governmental agencies, require assessment activities in order to
make institutions accountable to funding agencies and the public-at-large.
7-14
4. Administration of Outcomes Assessment
The assessment coordinator for the MBA program will administer the Outcomes Assessment.
5.
Chronology of Outcomes Assessment
The Outcomes Assessment process is conducted annually at the end of the spring semester. It is
submitted in the Fall to the Office of Teaching, Learning and Instructional Services.
6.
Linkage to Shepherd University’s Planning Process
To comply with accrediting agencies, the Plan for Outcomes Assessment for the MBA program will be consistent with
the University plan and specific goals contained within the plan.
Plan for Implementing Outcomes Assessment
1.
External Assessment Activity
May include presentations to community groups, reports to clients of research projects or
summations of internship relationships. External assessment will include two direct and two
indirect measures.
2.
Internal Assessment Activity
Will include evaluation of student classroom and outside research work based on the level of rigor as supported by
Bloom’s Taxonomy. Internal Assessment will include two direct and two indirect measures.
3.
Identification of Changes and Improvements
Will be determined following the assessment.
4.
Review of Executed Plans
Review of the Outcomes Assessment Plan will be conducted by the Business Administration
faculty on an annual basis. Please see Item # 6.
6.
Annual Reporting:
The Office of Teaching, Learning and Instructional Resources requires an annual report of all
assessment activities at the University. The assessment report for the MBA will follow the outline
below:
------------------------------------------------------------------------------------------------------------
Academic Support Unit Assessment Check List
Unit:
Date of plan review:
Reviewers:
7-15
To assessment coordinator: Please call any of the reviewers if you have questions about their comments or
suggestions.
Relationship to institutional level
 Was the unit’s mission linked to the institutional mission?
 Was the plan linked to the institutional mission?
Outcomes/Objectives
 Are there three outcomes to be assessed?
 Is ONE outcome a “learning goal”?
 Does each outcome/objective address one specific area?
Means of Assessment/Criteria for Success
 Are there two means of assessment for each outcome/objective?
 Do the assessment strategies measure the outcomes/objective described?
 Are criteria for success established for each means of assessment?
Strengths of this plan:
Recommendations:
-----------------------------------------------------------------------------------------------------------
Techniques Used in Outcomes Assessment
1.
External and Internal Assessments—To Be Determined
2.
Student Learning Outcomes—To Be Determined
Planning and Budgeting Processes
Funding for assessment at Shepherd University is provided by the Dean’s Office for Teaching, Learning and
Instructional Resources.
7.2 Accreditation Status
Shepherd University holds regional accreditation by The Higher Learning Commission, a commission
of the North Central Association of Colleges and Schools, until 2012.
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Shepherd University’s Department of Business Administration is accredited by the International
Assembly of Collegiate Business Education (IACBE). All business and business-related programs are
accredited until 2013. IACBE has accredited Shepherd's Bachelor of Science degree in business
administration with concentrations in general business, entrepreneurship and small business
management, finance, human resource management, management, and marketing.
The self-study was conducted during the summer of 2003, with accreditation being awarded by IACBE
on April 2, 2004. To maintain accreditation, Shepherd must submit an annual report noting all changes
and plans to the accrediting body. To that end, this year’s report will inform the IACBE of Shepherd
University’s MBA Plan as submitted to the State Board for Higher Education. The International
Assembly for Collegiate Business Education (IACBE) will serve as the accrediting body for the
Shepherd University MBA.
The form to be completed and submitted to IACBE by the end of the year follows:
-----------------------------------------------------------------------------------------------------------IACBE
Annual Report
Institution Name: _____________________________________________
Address: ____________________________________________________
Academic Year: ______________________________________________
Submitted By: _______________________________________________
Date: _______________________________________________________
Item 1: Accreditation Status
Your IACBE accreditation status is:
 Candidate for Accreditation
 Initial Accreditation
 Accredited
If applicable, when is your next comprehensive regional accreditation site visit? _________ (year)
If you are accredited with notes, what corrective action have you taken pertaining to each note?
NOTE
ACTION
Item 2: Outcomes Assessment
a)
Has your Outcomes Assessment Plan been filed with the IACBE?
 Yes
 No (If no, when will the plan be filed?)____________________________
b) Have there been any changes to your plan since filing it with the IACBE?
 Yes (please document below)
 No
7-17
ITEM
c)
CHANGE
Identify the progress you have made in realizing intended outcomes that you established during the academic year
as a result of implementing your Outcomes Assessment Plan. Make reference to the assessment instruments you
used to measure this progress.
ASSESSMENT INSTRUMENT
REALIZING INTENDED OUTCOMES
d) Identify planned changes and improvements for the coming academic year as a result of implementing your
Outcomes Assessment Plan. Make reference to the assessment instruments you used that caused you to make a
change or improvement.
ASSESSMENT INSTRUMENT
PLANNED CHANGES AND IMPROVEMENTS
Item 3: Have any of the following changes taken place in your business programs during the academic year?
a) Were any new academic degree programs in business established during the academic year?
 No (go to part c)
 Yes (describe)______________________________________________
b) Was approval of your regional accrediting body required for these programs?
 No
 Yes (describe)______________________________________________
c)
Were changes made in any of your business majors, concentrations, or emphases?
 No
 Yes (describe)_______________________________________________
d) Did you terminate any degree programs during the reporting year?
 No
 Yes (describe)_______________________________________________
Item 4: Are there any changes in the administration of your institution that affect your business unit?
Please include in your report any changes in the Primary Contact, Alternate Contact, President,
Academic Vice-President, and business unit head (if different from the primary contact). If the
incumbent in any of these administrative positions has changed, include the new incumbent’s
name, his or her title, telephone and fax numbers, and e-mail address.
Item 5: Other issues of importance to the IACBE.
Briefly comment on other issues you would like to share with the IACBE.
------------------------------------------------------------------------------------------------------------
In addition to the IACBE accreditation of the college's business administration program, other
programs at Shepherd with specialized accreditation include social work (Council on Social Work
7-18
Education), music (National Association of Schools of Music), nursing (West Virginia State Board of
Examiners for Registered Nurses and National League for Nursing Accreditation Commission), and
education (National Council for the Accreditation of Teacher Education).
7-19
Appendix A:
Enrollment and Budget Projections
7-20
FORM 1
FIVE –YEAR PROJECTION OF
PROGRAM SIZE
First
Second
Third
Year
Year
Year
Year
Year
(2005) (2006) (2007) (2008) (2009)
Number of Students
Served through Course
Offerings of the Program:
Headcount
60
69
78
90
105
FTE
23
26
29
33
39
Number of student
270
credit hours generated by
courses within the program
(entire academic year): (*)
312
351
405
474
Number of Majors:
20
23
26
30
35
Headcount
60
69
78
90
105
FTE majors
23
26
29
33
39
312
351
405
474
Number of student
270
credit hours generated
by majors in the program
(entire academic year):
Number of degrees
to be granted
(annual total):
(*) 50% of students will take six credits per semester.
50% of students will take three credits per semester.
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Fourth
Fifth
FORM 2
FIVE-YEAR PROJECTION OF
TOTAL OPERATING RESOURCES REQUIREMENTS*
First
Second
Third
Fourth
Fifth
Year
Year
Year
Year
(2005)
(2006)
(2007)
(2008)
(2009)
A. FTE POSITIONS
1. Administrators
2. Full-time Faculty
3. Faculty Overloads
1.5
.5
.5
1
1
1
1
.5
.5
.1
.1
.1
.2
4. Adjunct Faculty
5. Graduate Assistants
6. Other Personnel:
a. Clerical Workers
b. Professionals
Note: Include percentage of time of current personnel
B. OPERATING COSTS (Appropriated Funds Only)
1. Personal Services:
a. Administrators
b. Full-time Faculty
c. Faculty Overloads
20,000
14,100
21,000
40,000
42,000
9,400
9,870
5,182
5,442
1,000
1,050
1,103
2,758
30,400
31,920
46,285
50,200
d. Adjunct Faculty
e. Graduate Assistants
f. Non-Academic Personnel:
Clerical Workers
Professionals
Total Salaries
14,100
7-22
Year
FIVE-YEAR PROJECTION OF
TOTAL OPERATING RESOURCES REQUIREMENTS*
First
Second
Third
Year
Fourth
Year
Year
Year
Year
(2005)
2. Current Expenses
5,730
(2006)
(2007)
(2008)
10,710
11,231
15,623
16,885
3. Repairs and Alterations
4. Equipment:
Educational
500
525
552
580
609
Equipment
500
525
552
580
609
4,000
4,250
4,410
4,631
4,863
24,830
46,410
48,665
67,699
73,166
Library Books
5. Nonrecurring Expense
(specify)
Total Costs
C. SOURCES
1. General Fund Appropriations
(Appropriated Funds Only)
___Reallocation ___New Funds
(Check one)
Federal Government
(Non-appropriated Funds Only)
3. Private and Other
(specify) (**)
Total All Sources
52,650
52,650
60,840
60,840
68,445
68,445
(**) Tuition
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78,975
78,975
92,430
92,430
Fifth
(2009)
Appendix B
Graduate MBA Faculty
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Graduate MBA Faculty
Dr. Lois Patton
Dr. Mark Patton
Dr. Margaret Galligan
E. Gordon DeMeritt
Ph.D.
DBA
Ph.D.
Ph.D.
(Candidate)
Dr. Mark Stern
Dr. Cinda Scales
Dr. Daniel Starliper
D. Kathleen Reid
Dr. Linda Kinney
Dr. E. William Johnson
Dr. John Schultz
Daniel Williams
Joseph W. Thatcher
Dr. Luiz Homem De Mello
Dr. Weidong Liao
Ph.D.
J.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
Ph.D.
CPA
CPA
Ph.D.
Ph.D.
Business Administration
Business Administration
Business Administration
Business Administration
Public Policy
Business Law
HR/Public Policy
Economics
Economics
Economics
Economics
Accounting
Accounting
CIS
CIS
7-25
Appendix C:
Catalog Descriptions and Syllabi
7-26
Catalog Descriptions
MBA 5XX INTRODUCTION TO THE MBA (1)
Foundation Core Course
MBA 5XX The purpose of this course is to introduce students to the expectations and processes of becoming a scholar in
business administration at the graduate level. The course introduces the student to the graduate faculty, graduate facilities
and comparative graduate education.
MBA 5XX ADVANCED MANAGEMENT THEORY (3)
Foundation Core Course
This advanced course examines the philosophy and practice of managing organizations and their
subunits in the context of a rapidly changing environment. Course focus will be upon management and
leadership philosophies, the structure, design, and operation of organizations, and the management of
individuals within organizations, to include the human resource process. Topics covered will include
organizational culture, change processes, team building, motivation, decision-making, and diversity.
MBA 5XX ADVANCED MARKETING THEORY (3)
Foundation Core Course
A study of advanced marketing management with emphasis on product, price, promotion, and distribution problem solving.
The organizational environment within which marketing problems occur will be explored. Advanced Marketing
Management is a course of study that exposes the marketing practice of organizations in the context of a rapidly changing
contemporary environment. The course will weave together a study of classical marketing theory, strategic planning,
market research, segmentation, and the marketing mix, as well as the evaluation and control of the marketing plan. In
addition, applied cases from each student’s organization, text cases and personal profiles will be integrated with the weekly
discussions, all of which will allow the student to have a firm grip on foundational marketing management theory in their
personal environment.
MBA 5XX BUSINESS ETHICS (3)
Foundation Core Course
An examination of how business people and commercial enterprises ought to act in order to be consistent with the norms of
morality (pursuit of the good) proposed by various philosophical schools. Centering on the meaning of a just economy and
social responsibility, the course examines topics such as fair competition, honesty in advertising, product and workplace
safety, living wage, hiring practices, exporting of jobs, and/or accountability to stakeholders.
MBA 5XX Challenges to Modern Business (3)
Foundation Core Course
An examination of how businesses function in the numerous environments that are in constant change.
MBA 5XX HUMAN RESOURCES (3)
A study of manpower planning, recruitment, selection, and development of employees. Examines compensation, employee
appraisal, job analysis, collective bargaining, arbitration, and labor relations. Studies how global competition and rapid
technological advances accelerate trends such as shared service centers, outsourcing, and just-in-time training. Case studies
undertaken.
MBA 5XX INTERNATIONAL BUSINESS (3)
This course examines the management challenges associated with entering markets outside the U.S. {or within the USA
marketing to unique ethnic segments} and maintaining global operations. Topics covered include: comparative systems,
regional trade blocs, forms of foreign business involvement, international marketing/business tactics, geographic strategies,
and functional management of the global enterprise including HRM issues. Emphasis is given to the mechanics of entering
global markets. Case studies are used to identify both unique and universal practices.
MBA 5XX MANAGERIAL ECONOMICS (3)
The purpose to this course is to provide a foundation in economic principles that affect decisions in business administration.
The focus will be on solving problems and analyzing issues and cases that deal with how decisions should be made to
achieve the firm’s goals.
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MBA 5XX STATISTICAL ANALYSIS (3)
Basic statistical skills for advanced work in the functional areas of business administration, including descriptive statistics,
probability and its distributions, sampling, and estimation.
MBA 5XX ADVANCED FINANCIAL MANAGEMENT (3)
This course will provide students with advanced applications of contemporary finance theory to the solution of
management and marketing problems.
MBA 5XX PROFESSIONAL SELLING AND SALES MANAGEMENT (3)
The purpose of this course is to introduce graduate students to the basic components of both the revenue
generation/enhancement process and how to manage that revenue generation process (sales management). The perspective
taken is that of a participant (sales person) for the sales portion of the class and as a sales manager/decision maker in an
organization.
MBA 5XX MARKETING SERVICES (3)
An advanced study of the marketing of services as opposed to marketing of products. Topics include distinct aspects of
service marketing, management of service marketing systems, and positioning the service organization. Because the
consumer is involved in the service production process, challenges arise that are not present in the manufacturing sector.
These challenges are presented and strategic issues are explored.
MBA 5XX MARKETING TOPICS FOR THE SALES PROFESSIONAL I (3)
The purpose of this unit is to expose practicing sales and marketers in the graduate program to a series of new,
academically challenging and pragmatic issues that they can apply in their chosen sales and marketing profession. This is
an advanced unit, so it is expected that students will focus on their careers and apply sales and marketing tactics to stand
out from the crowd. This unit will utilize a collage of the top academic theorists and professionals to cover the varying
issues.
MBA 5XX MARKETING TOPICS FOR THE SALES PROFESSIONAL II (3)
Advanced sales management focuses on the students’ sales management career and applying the theory and techniques to
organizations where they are employed. This unit will utilize a collection of the top academic theorists and professionals to
cover the differing issues students are expected to master over the semester.
MBA 5XX APPLIED MARKETING PROJECT (3)
The student will identify a management problem of interest, will analyze the problem as completely as possible, will offer the best
alternative(s) for solution; and will describe the problem and the proposed solution(s) in a case study format.
MBA 5XX PERSONAL FINANCIAL PLANNING (3)
To provide a comprehensive coverage of personal financial planning in the areas of money management, taxes, housing and
other consumer decisions, legal protection insurance, retirement planning and investing.
MBA 5XX MANAGERIAL ACCOUNTING (3)
To provide a detailed examination of accounting data and concepts for managerial planning and control, including cost
accounting and responsibility accounting.
MBA 5XX ADVANCED AUDITING (3)
MBA 5XX ADVANCED TAX STRATEGIES (3)
To explore the tax consequences of many, sophisticated business, financial and personal wealth-planning transactions. Each
transaction is presented in an economic or legal context, and the non-tax motives of the transacting parties are examined
before the tax issues are identified. The discussion of tax issues emphasizes the development and implementation of
strategies to make the transactions as tax efficient as possible to all parties involved. Tax strategies are analyzed in terms of
their impact on net cash flows and on the income statements and balance sheets of the parties involved.
MBA 5XX FOUNDATIONS OF COMPUTER AND INFORMATION SCIENCES (3)
Provides an overview of the wide range of topics in computer and information sciences. Topics include computer number
systems and theory of computation, computer hardware and organization, computer languages, programming, compilation,
systems analysis and design, decision support, artificial intelligence, as well as ethical, global, and social issues.
MBA 5XX COMPUTER LANGUAGE CONCEPTS (3)
A course in the fundamentals of computer programming using an object-oriented programming. Includes basic data types,
7-28
problem solving and algorithm design methods, program design, coding, testing, and debugging. Students learn the
programming characteristics of subprograms, parameter passing, and modularity. Includes formal laboratory session.
Prerequisite: CIS 102 and CIS 104 recommended.
MBA 5XX SYSTEMS ANALYSIS AND DESIGN (3)
The system life cycle, starting with the requirements statement and ending with system extinction/replacement. Primary
emphasis on the logical design phase of an information system. Includes explanations of both the traditional design
approach and prototyping. Advantages and disadvantages of both approaches are examined.
MBA 5XX DATABASE MANAGEMENT SYSTEMS (3)
The design and maintenance of a computerized database management system. Includes all operations such as design,
creation, searching, sorting, and editing that must be performed on both sequential and direct access files and sets of files.
Examines advantages and disadvantages of tree, network, and relational data structures. Coverage of query languages, data
dictionaries, and security and privacy considerations.
MBA 5XX MANAGEMENT INFORMATION SYSTEMS (3)
An integration of the material covered in previous programming and systems courses. An examination of modern
management information systems in a business setting. Topics include structured decision systems, decision support
systems, information systems acquisition and management, database management systems, and the role of information
processing systems in business decisions.
MBA 5XX BUSINESS IN WEST VIRGINIA (3)
An examination of the businesses that provided the economic staying power for the State of West Virginia over the history
of its statehood. The course continues with an examination of the business environment transition from mining and
manufacturing to the current service economy.
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Appendix D
Accreditation Standards
7-30
IACBE Accreditation Procedures
Expectation A-6: Master’s Degree Programs
Master’s degree programs in business should require a minimum of thirty semester credit hours (forty-five quarter hours) of
graduate-level course work. These courses should be beyond the level of the undergraduate Common Program
Components (CPC) courses. The thirty semester hours of graduate-level course work should be in courses normally
reserved for graduate students.
Description
Review of specialized business and business-related graduate programs, for the purpose of IACBE accreditation, is based in
part on the published program objectives. The requirement that the graduate courses be beyond the level of the
undergraduate CPC courses means that the courses should be graduate level, advanced courses in business. For students
entering the graduate business program who have not completed an undergraduate business degree or who have not taken
the CPC business core equivalent prior to enrolling the program, there must be some mechanism in place to prepare the
students for graduate-level business courses.
Self-Study Guidelines:
List all of the graduate degrees that your business unit administers and provide a copy of the stated curricular requirements
for these graduate degrees and/or the page number in the catalog where the requirements are specified. Also identify the
required number of course credit hours of graduate level work beyond the undergraduate CPC for each of your graduate
programs in business.
Identify which of your graduate level courses are not reserved exclusively for graduate students and provide the rationale
for this procedure where applicable.
Describe how you are handling the coverage of the undergraduate CPC topics for non-business baccalaureate students
entering your MBA program.
Note: it is not necessary to prepare a separate CPC coverage table for your graduate courses.
Source: IACBE Accreditation Manual, Spring 2002.
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Shepherd University
July 1, 2004
Request for Approval to Implement Graduate Program
Master of Arts in Teaching
Shepherdstown, West Virginia
To begin Academic Year 2005-2006
Summary:
Master of Arts in Teaching with emphases in specialized teaching
concentrations. The Master of Arts in Teaching Program will provide
students with a comprehensive education that will enable them to become
successful educators. This program will lay the foundation to produce
graduates at the masters level who are knowledgeable, competent,
accountable, and ethical. By allowing students to earn both certification and
a master’s degree in their field the program will directly impact the quality of
education in a positive manner for area school children and will provide
much needed educational opportunities. The overall goal of this proposed
program is to provide an opportunity for prospective teachers to engage in
professional education, research, and decision-making based on inquiry and
reflective practice in order to meet the challenges of the ever expanding
educational, social, and political responsibilities of the teaching profession.
3.9.1
Program Objectives: State the program objectives so that they can be related to the criteria in the
evaluation plans.
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The overall objective of the Master of Arts in Teaching program at Shepherd University is to provide a quality graduate
education, leading to teacher certification, for students who possess undergraduate degrees or strong undergraduate
preparation in one of the following areas: Art, Music, Physical Education/Health, English, Mathematics, General Science,
Family and Consumer Sciences, and Social Studies.
An important objective of the program is to provide the teachers who will be needed in the Eastern Panhandle of West
Virginia in the very near future. The three counties closest to Shepherd University—Jefferson, Berkeley, and Morgan—
have experienced the fastest rate of growth in the state over the last ten years and are expected to experience even more
dramatic growth in the next ten years. The region will not be able to meet the demand for new teachers unless Shepherd
University is able to step forward with graduate and teacher certification programs specifically targeted to adults who desire
to enter the teaching profession.
The M.A.T. degree is also designed to provide residents of the Eastern Panhandle access to a quality, career-oriented
graduate education with solid career prospects in the region and to provide increased access to graduate education to
prospective teachers and teachers working on emergency certificates within local school districts.
3.9.2. Program Identification
The proposed program falls under the category Teacher Education, Multiple Levels (MAT),” ID number 13.1206,
in the Classification of Instructional Programs (CIP) standards developed by the US Department of Education.
3.9.3
Program Features
3.9.3.1 Admission and Performance Standards
ADMISSIONS STANDARDS: To be admitted to the Master of Arts of Teaching Program at Shepherd University,
the applicant must meet the following requirements:
a.
b.
c.
d.
Possess a bachelors degree in a content field (i.e., Mathematics, English, Biology, General Science,
etc)
Attained a GPA of 2.75 on all higher education course work
Applicants with a GPA less than 2.75 but no less than a 2.5 may be admitted provisionally if a
passing score, as defined by the Shepherd University Graduate Committee, is achieved on the
Miller’s Analogy Test.
Achieve a passing score on the Praxis II Content Specialization Test for the content area in which the
applicant will seek certification.
PERFORMANCE STANDARDS. Students must maintain a 3.0 grade point average in the MAT curriculum in
order to remain in the program. Students who fall below a 3.0 grade point average level will be placed on
academic probation. Students will have one semester to raise their cumulative MAT grade point average back to
the 3.0 level. If they are not successful in doing so, they may, through the Graduate Director’s Office, petition the
Graduate Committee for permission to remain within the program. The Graduate Committee will convene as a
committee of the whole and review such petition. Students will be notified by the Graduate Director of the
committee’s decision within 60 business days.
3.9.3.2 Program Requirements: Candidates matriculating in the MAT Program may choose to seek teacher certification
in the areas offered at Shepherd University:








Art (K-12)
Music (K-12)
Physical Education (K-12)/Health (5-12)
English (5-12)
Mathematics (5-12)
General Science (5-12)
Family and Consumer Sciences (5-12)
Social Studies (5-12).
7-33
Candidates who possess a bachelors degree in Math, English, Science, History, or one of the Social Studies
(Political Science, Geography, etc.) may also apply for ELEMENTARY CERTIFICATION with the
understanding that content deficiencies in other areas may have to be made up in addition to the MAT coursework.
MASTER OF ARTS IN TEACHING CURRICULUM
30 Hours
*Classes marked with an asterisk are shared with the M.A. in Curriculum and Instruction
MAT CORE CURRICULUM
18 Hours
EDUC 5XX Social Foundations of American Education (3)
EDUC 5XX Learning in Context (3)
EDUC 5XX Planning, Conducting, and Assessing Instruction (3)
EDUC 5XX Classroom Ecology (3)
*EDUC 525 The Special Learner in the Regular Classroom (3)
*EDUC 503 Reading in the Content Area
EDUC 5XX Content Pedagogy (3) OR any graduate-level Special Methods
course in an approved content area.
ELECTIVE CURRICULUM
3 Hours
One elective course should be selected from the following list:
*EDUC 500 Advancing The Use Of Technology In The Classroom (3)
*EDUC 520 Conceptual Development For Integrating Language Arts And
Social Studies (3)
*EDUC 521 Conceptual Development Of Integrating Mathematics And
Science (3)
*EDUC 525 The Special Learner in the Regular Classroom
*ANY APPROVED GADUATE LEVEL COURSE IN THE CANDIDATE’S
CONTENT AREA
For full syllabi for all proposed MAT courses, see APPENDIX C.
STUDENT TEACHING
6 Hours
All teacher candidates must complete a clinical student teaching experience as the culminating experience in the
MAT Program.
There are two conditions that will satisfy the student teaching requirement.
a.
If the teacher candidate is currently employed by a school district as a classroom teacher and holds a
non-permanent license (provisional, emergency, etc.), a 15 week period of the candidate’s contracted
instructional obligation to the employing school district coincident with a Shepherd University
semester will be identified as the clinical semester of student teaching. Supervision of this experience
will be conducted by Shepherd University faculty in addition to that provided by the employing
school district.
b.
Teacher candidates not currently employed by a school district as a classroom teacher will complete
a student teaching experience in a classroom in a regional school district. Supervision of this
experience will be conducted by Shepherd University faculty in addition to that provided by the
hosting school district.
PRE-STUDENT TEACHING FIELD EXPERIENCES
Given that there are potentially at least 3 populations of teacher candidates as described in Section 4.4, a variety of
opportunities for field experiences will be arranged in association with EDUC 5XX Planning, Conducting, and
Assessing Instruction (3) and EDUC 5XX Classroom Ecology (3). These experiences may be completed in a
regular day program in a regional public school classroom or they may be completed in evening programs such as
evening high school or GED preparation programs. 50 hours of pre-student teaching field experiences are required.
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Individual professors will determine the criteria for evaluation; however, it is expected that these professors will
utilize varied methods of instruction and assessment including readings, Web-CT, technology, examinations,
research papers, and relevant field-based assignments. One consistent requirement across all courses within the
program will focus on the need to meet program objectives. It is expected that all courses will also be theory and
action oriented.
3.9.4
Program Outcomes:
Based on continuing discussions of desired outcomes, research of the relevant literature, formal and informal
feedback from school administrators and teachers, dialogue among practitioners, and INTASC, NCATE, and
NBPTS standards, we remain strongly committed that students who graduate from Shepherd University with a
Masters of Arts in Teaching program should possess the willingness and capacity to
1. Ascertain and articulate personal professionally held philosophical and theoretical viewpoints about
schooling and teaching/learning;
2. Commit to continuous reflective self-examination for personal/professional development;
3. Function as a change agent who can influence and improve the education of P-12 students;
4. Undertake the professional responsibility for the development of P-12 students’ critical mindedness,
problem-solving skills, self-motivation, cooperative social interaction, and a commitment to
excellent performance;
5. Develop an adequate understanding of the social and psychological conditions of learning including
cultural and linguistic differences, exceptionalities and developmental characteristics of P-12
students;
6. Develop, articulate and practice a constructivist, integrated, and multicultural curriculum and a
pedagogy that promotes and honors individual dignity and rights of P-12 students consonant with the
nature of a pluralistic and democratic society;
7. Develop learning experiences that promote acquisition of the knowledge, skills, and dispositions P-12
students need to function productively and to become critical participants in a democratic, pluralistic
social and economic world;
8. Access current research findings regarding schooling and teaching/learning and use these findings in
educational programs.
9. Develop a critical understanding of the central concepts, tools of inquiry and structures of
representation and their interdisciplinary connections in pedagogical content knowledge that are
central to the discipline(s) she/he teaches including the uses of educational multimedia technology;
10. Foster relationships between school and higher education colleagues, parents, governmental
agencies, and individuals and groups in the larger community to support P-12 students’ learning and
well-being;
11. Develop a coherent, integrated view of the world of theory and practice;
12. Consistently reflect on a knowledge base, dispositional orientations, and performance characteristics
3.9.5
Program Delivery
Courses will be offered at Shepherd University in Shepherdstown, WV, with clinical experiences and student teaching
occurring in surrounding school districts. With exception of the student teaching experience, all courses in the MAT
Program will be offered in late afternoon, early evening, and/or Saturday classes to accommodate what is expected to be the
majority student population in the program.
SECTION 4: PROGRAM NEED AND JUSTIFICATION
4.1 Relationship to Institutional Goals and Objectives
According to its Mission Statement, as listed on page 9 of its current 2003-2005 catalog,
Shepherd is committed “to developing and implementing a selected number of graduate
programs. The Mission also states that “the faculty, staff, and administration of Shepherd
College are dedicated to remaining in the forefront of advances in contemporary education and
professional programs as we serve our students, community, and region in the 21st century.” The
Master of Arts in Teaching degree has been specifically designed with the needs of the Eastern
Panhandle region in mind. The rapid growth in the region, combined with the movement of
teachers to higher-paying jobs in Maryland and Virginia has created a high demand for a
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graduate-level teacher certification program in the area. Shepherd University is committed to
meeting this need.
4.2 Existing Programs
Marshall University which is located 357 miles from Shepherd University and West Virginia
University, located 153 miles from Shepherd are the only state institutions in West Virginia that offer a
similar degree to the master’s proposed by Shepherd. For the last three years, Marshall and Shepherd
have offered a collaborative MAT program in which approximately 50% of the coursework was
offered at Shepherd and 50% offered through Marshall’s Distance Education program. The first cohort
gradated in May of 2004, and the second cohort began in June of the same year. More than 100
students applied for admission to this second cohort.
Shepherd University therefore offers the best opportunity within the Eastern Panhandle and the region
to provide a quality program to meet this student need.
4.3 Program Planning and Development
The decision to implement a Shepherd University Master of Arts in Teaching degree comes after three years of
collaboration on an MAT degree between Shepherd University and Marshall University. In many ways, this collaboration
has been highly successful. The first cohort of students in the Shepherd/Marshall program graduated in May of 2004, and
the second cohort began in June of 2004. Two factors, however, have limited the ability of the Shepherd/Marshall program
to meet the needs of the students in the region:
1) The correlation of content courses between Shepherd and Marshall has been problematic. Though the
Shepherd/Marshall MAT contains only pedagogy hours, many students have had to make up content-area deficits.
Because Marshall University currently provides certification for MAT students, content deficits must be made up
through transferable courses; however, normal differences in B.A. programs between Shepherd and Marshall have
made this process unwieldy and frustrating for students and administrators alike.
2) The collaborative MAT is a cohort program in which students must take courses exactly when they are offered and
cannot, for any reason, suspend their graduate studies for any period of time. We have found that this cohort model
drastically increases program attrition, as students with work and family obligations cannot always maintain the
lockstep pace necessary to complete the program. Only 50% of the students in the first Shepherd/Marshall
progressed to certification and graduation.
The Shepherd MAT, which will not use a cohort model and will use Shepherd’s own course equivalencies for certification
will address both of these issues.
Last year, Shepherd University instituted a Master of Arts degree in Curriculum and Instruction—a degree aimed at
currently certified elementary and secondary teachers who want to improve their skills through both pedagogy and contentarea classes. When we instituted that degree, we realized that a corresponding MAT degree would be essential to our ability
to serve our region. Through the Curriculum and Instruction degree we can meet the needs of currently certified teachers,
and through the MAT degree we can meet the needs of those desiring certification. Through this powerful combination of
graduate offerings, we feel that we will be able to provide schools in the Eastern Panhandle with the teachers they need
while, at the same time, serving as a valuable resource to the largest segment of our local population.
4.4 Clientele and Need
According to the United States Census Bureau, the population for Jefferson County and the other counties of the Eastern
Panhandle including Berkeley, Morgan, Hampshire, Mineral, Grant, Hardy, and Pendleton has increased by 32,522, going
from 179,961 in 1990 to 212,483 in 2000. This is an increase of over 18%. What is more striking when looking at Jefferson
and neighboring Berkeley County, the population totals rose from 95,179 in 1990 to 118,095 in 2000. This was an increase
of 22,196 or over 23%. In addition to the counties in Eastern Panhandle Frederick and Washington Counties in nearby
Maryland also showed significant population increases during this ten-year period. Population in Frederick County rose by
45,069 people, from 150,208 to 195,277. This was an increase of over 30 percent. The Washington County population rose
by 10,530 people, from 121,393 to 131,923. This was an increase of nearly 9%. With the influx of many families relocating
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from the Baltimore and Washington D.C. metropolitan areas, these increases should continue. This data shows that there
indeed exists a strong population base upon which to build this program.
The Shepherd Masters in the Arts in Teaching Program will be directed at three different student populations:
1.
Those holding provisional or emergency teaching licenses employed as classroom teachers who need to
complete an approved teacher education program in order to become fully certified within a stipulated time
period from the issuance of their non-standard license. (Usually 3 years). Our surveys of teaching districts in
Jefferson County and six bordering counties in West Virginia, Virginia, and Maryland indicates that more
than 700 teachers in the immediate vicinity are teaching with non-permanent certificates.
2.
Career changers who are currently employed in non-education fields who seek to acquire teacher certification.
3.
Recent graduates with appropriate baccalaureate degrees who wish to continue their education and seek
teacher certification.
4.5 Employment Opportunities:
A survey of school superintendents in seven surrounding counties allows us to estimate that more than 700 teachers are
currently teaching without permanent certification and that districts have received thousands of applications or inquiries in
the last year alone from prospective instructors with bachelors degrees in need of full certification. School superintendents
unanimously agreed that a masters-level teacher certification at Shepherd would be beneficial to their program. One
administrator, whose district alone has more than 250 teachers on non-permanent certification, wrote, “An alternative
certification and/or Master of Arts in Teaching program would certainly be beneficial to our district considering the rapid
growth that Loudoun County is experiencing. Loudoun County Public Schools is interested in as many certified/certifiable
applicants as possible because hundreds of new teachers will need to be hired each year to keep up with the district’s
growth.” See APPENDIX E for full survey data.
4.6 Program Impact
The MAT degree will have the immediate effect of allowing students currently enrolled as non-degree seeking/certification
students in content areas to switch into a masters degree program. It will also have a positive effect on retention in key
majors, such as English, Mathematics, and the Sciences, by giving students easy access to a plausible career path upon
graduation.
We also anticipate that some students currently enrolled in the Curriculum and Instruction program without teacher
certification will switch to the MAT when it is available. The combination of the MAT and the C&I masters degrees, we
feel, will enrich all of the education courses by allowing us to bring to the university an increased number of highly trained,
professionally active scholar-teachers to teach in the program.
Finally, we expect that the MAT will have a positive impact on the current Curriculum and Instruction degree because the
two masters degree programs will share nine hours of coursework: EDUC 503, which will be required of students in both
programs, and the slate of MAT elective courses, all of which are drawn from existing C&I courses. The overlap in the
programs will help substantially with low enrolled courses in the C&I degree program.
4.7 Cooperative Arrangements
Shepherd does not plan to enter into any cooperative arrangements with other schools in relation to the MAT.
4.8 Alternatives to Program Development
The most frequently discussed alternative was to remain a party to the cooperative MAT with Marshall University that
Shepherd has offered for the last three years. Though there were numerous advantages to this program, the two
disadvantages discussed in 4.3 became overwhelming. It was also impossible to incorporate teacher certification into the
current Shepherd Curriculum and Instruction degree, as that degree presumes certification and makes no provisions for
student teaching or other classroom clinical experiences. Finally, we discussed not implementing an MAT and, instead,
trying to strengthen options for students to seek certification as non-degree candidates. This idea was rejected for two
reasons: 1) the attrition rates for non-degree students are extremely high; and 2) students in non-degree certification
programs typically spend longer than two years pursuing simple certification, without a masters degree.
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SECTION 5: PROGRAM IMPLEMENTATION AND PROJECTED RESOURCE
REQUIREMENTS
5.1 Program Administration
The Master of Arts in Teaching Program will be housed in the Department of Education at Shepherd University, which will
assume day-to-day administrative responsibility for the program, with ultimate oversight provided by the Director of
Graduate Studies and the Graduate Committee. Changes in the curriculum must be approved by the Department of
Education, the Professional Educational Unit Council (PEUC), and the Graduate Committee.
5.2 Program Projections
FORM 1: FIVE –YEAR PROJECTION OF PROGRAM SIZE
Year
(2005)
Year
Year
Year
(2006)
(2007) (2008)
Number of Students
Year
(2009)
Served through Course
Offerings of the Program:
Headcount
72
78
84
96
102
FTE
22
29
31
36
38
Number of student
credit hours generated by
courses within the program
(entire academic year): (*)
270
351
378
432
459
Number of Majors:
24
26
28
32
34
Headcount
72
78
84
96
102
FTE majors
22
29
31
36
38
Number of student
credit hours generated
by majors in the program
(entire academic year):
270
351
378
432
459
Number of degrees
to be granted
(annual total):
(*) 50% of students will take six credits per semester
50% of students will take three credits per semester
5.3 Faculty Instructional Requirements:
Faculty teaching in the Masters of Arts in Teaching Program must have a doctorate and at least 3 yeas teaching experience
in K-12 classroom teaching. Please see APPENDIX B for a list and full CV’s of all education department graduate faculty
who will teach in this program.
5.4 Library Resources and Instructional Materials
Adequate expenditures for library resources to meet the expanding and changing needs of the students and teaching faculty
will be required. In order to meet this need, $3,000 has been included in the first year’s budget to purchase books and
journal subscriptions for the program, with this amount increasing gradually over the first five years. Additionally, the
Shepherd University Administration recently approved a permanent $28,000 a year budget line for graduate library
resources.
5.5 Support Service Requirements
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See Appendix A
5.6 Facilities Requirements
As this program will be administered as evening, weekend, and summer courses, current facilities will be utilized without
negative impact on current programs.
5.7 Operating Resource Requirements
See Appendix A
5.8 Source of Operating Resources
See Appendix A
SECTION SIX: OPERATING EXISTING PROGRAMS AT NEW LOCATIONS
Not Applicable to this proposal
SECTION SEVEN: PROGRAM EVALUATION
7.1 Evaluation Procedures
Evaluation and assessment of the MAT program are based on the figure below, which is the model chosen to operationalize
the theme of TEACHER AS REFLECTIVE PROBLEM SOLVER (TARPS). This theme expresses the character of both
the undergraduate and graduate Teacher Education Programs at Shepherd University. The model recognizes that to be a
reflective problem solver, the prospective teacher consistently needs to reflect on Knowledge, Dispositions, and
Performance.
The program outcomes for each of these areas are as follows:
Knowledge Goals
The Candidate
K1. Demonstrates an understanding of developmental issues (cognitive, social,
emotional, physical) in diagnosing, planning, implementing, and assessing teaching/learning;
K2. Accesses and uses current research findings in diagnosing, planning,
implementing, and assessing teaching/learning experiences;
K3. Demonstrates a critical understanding of the central concepts, tools of inquiry and
structures of representation of subjects being taught and their interdisciplinary connections in diagnosing,
planning, implementing, and assessing teaching/learning experiences;
K4. Possesses a coherent, integrated understanding of the world of theory and practice
that is evident in diagnosing, planning, implementing, and assessing teaching/learning experiences;
K5. Considers the multicultural nature of classrooms and society in diagnosing,
planning, implementing, and assessing teaching/learning experiences;
K6. Considers and uses educational multimedia in diagnosing, planning,
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implementing, and assessing teaching/learning experiences.
Disposition Goals
The candidate
D1. Demonstrates the willingness and capacity to practice teaching/learning from our
model’s thematic structure: Action, Interpretation, and Critical Reflection;
D2. Demonstrates the willingness and capacity to continuously engage in selfanalytical and self-reflective processes for professional development;
D3. Demonstrates the willingness and capacity to engage in critical discourse about
education issues;
D4. Displays respect for individual dignity and diverse learning orientations of all
students;
D5. Demonstrates a commitment to excellence in academics and practical
teaching/learning experiences;
D6 Demonstrates the willingness and capacity to assume personal responsibility for
professional development.
Performance Goals
The candidate
P1. Observes, describes, and analyzes self, individual student and group performance
in order to design developmentally and individually appropriate and improved teaching/learning experiences;
P2. Plans and implements teaching/learning experiences that develop students’
problem solving capacity and critical thinking skills;
P3. Plans and implements teaching/learning experiences that are based on a
constructivist epistemology;
P4. Plans and implements teaching/learning experiences that accommodate student
diversity;
P5. Plans and implements teaching/learning experiences that promote students’ ability
to function productively in society;
P6. Plans and implements teaching/learning experiences that are based on explicit
understanding of the core concepts, tools of inquiry, and structures of knowledge that are central to the subjects
being taught;
P7. Uses a variety of strategies (e.g., portfolios, observations, presentations, essays,
criterion-referenced tests, learning project results, norm-referenced tests) to assess the effectiveness of
teaching/learning experiences;
P8. Uses a variety of strategies (e.g., individualization, whole group, project groups,
cooperative learning, learning centers, discussion, lecture) to optimize teaching/learning opportunities in the
classroom;
P9. Uses professional, community, and other resources outside the classroom to
enhance student learning.
These goals and outcomes will be assessed every year as part of a Shepherd’s comprehensive assessment plan, which is
under the direction of the Dean of Teaching and Student Learning
7.2 Accreditation Status
The Master of Arts in Teaching will be accredited by the Higher Education Commission of the North Central Association
of Colleges and Schools and, as part of Shepherd’s Teacher Education program, by the National Council for Accreditation
of Teacher Education (NCATE). SEE APPENDIX F: ACCREDITATION STANDARDS.
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Appendix A:
Enrollment and Budget Projections
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FORM 1
FIVE –YEAR PROJECTION OF
PROGRAM SIZE
First
Second
Third
Year
Year
Year
Year
Year
(2005) (2006) (2007) (2008) (2009)
Number of Students
Served through Course
Offerings of the Program:
Headcount
60
69
78
90
105
FTE
23
26
29
33
39
Number of student
270
credit hours generated by
courses within the program
(entire academic year): (*)
312
351
405
474
Number of Majors:
20
23
26
30
35
Headcount
60
69
78
90
105
FTE majors
23
Number of student
270
credit hours generated
by majors in the program
26
29
33
39
312
351
405
474
(entire academic year):
Number of degrees
to be granted
(annual total):
(*) 50% of students will take six credits per semester.
50% of students will take three credits per semester.
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Fourth
Fifth
FORM 2
FIVE-YEAR PROJECTION OF TOTAL OPERATING RESOURCES
REQUIREMENTS*
(2005)
(2006)
(2007)
(2008)
(2009)
A. FTE POSITIONS
1. Administrators
2. Full-time Faculty
3. Faculty Overloads
1.5
.5
.5
1
1
.1
.1
1
1
.5
.5
4. Adjunct Faculty
5. Graduate Assistants
6. Other Personnel:
a. Clerical Workers
.1
.2
b. Professionals
Note: Include percentage of time of current personnel
B. OPERATING COSTS (Appropriated Funds Only)
1. Personal Services:
a. Administrators
b. Full-time Faculty
c. Faculty Overloads
20,000
14,100
21,000
40,000
42,000
9,400
9,870
5,182
5,442
1,000
1,050
1,103
2,758
30,400
31,920
46,285
50,200
d. Adjunct Faculty
e. Graduate Assistants
f. Non-Academic Personnel:
Clerical Workers
Professionals
Total Salaries
14,100
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FIVE-YEAR PROJECTION OF
TOTAL OPERATING RESOURCES REQUIREMENTS*
(2005)
2. Current Expenses
5,730
(2006)
(2007)
(2008)
10,710
11,231
15,623
16,885
3. Repairs and Alterations
4. Equipment:
Educational
500
525
552
580
609
Equipment
500
525
552
580
609
4,000
4,250
4,410
4,631
4,863
24,830
46,410
48,665
Library Books
5. Nonrecurring Expense
(specify)
Total Costs
67,699
73,166
C. SOURCES
1. General Fund Appropriations
(Appropriated Funds Only)
___Reallocation ___New Funds
(Check one)
Federal Government
(Non-appropriated Funds Only)
3. Private and Other
(specify) (**)
Total All Sources
52,650
52,650
60,840
60,840
68,445
68,445
(**) Tuition
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78,975
78,975
92,430
92,430
(2009)
Appendix B
Graduate Faculty
Dr. James B. Tuttle
Dr. Ellen Sallee
Dr. c. lynne Hannah
Dr. Robin Good
Dr. Douglas Kennard
Dr. Linda Rhone
Dr. Marian Kirk
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Appendix C
Course Descriptions and Syllabi
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MAT CORE COURSES
EDUC 5XX SOCIAL FOUNDATIONS OF AMERICAN EDUCATION (3)
This foundational course will engage students in the critical examination of the psychosocial and
sociopolitical relationships between schooling, educational policy and leadership in the U.S. Elements
regarding the origin, purposes, underlying philosophical assumptions, cultural contexts and implications
for schooling will be examined through research, analytical inquiry, critical thinking, and reflective
dialogue.
EDUC 5XX LEARNING IN CONTEXT (3)
This course will examine the interplay of learners, teachers, parents, curriculum, schools, media, and
society in the learning enterprise. We will carry out these examinations through observations, discussions,
readings, and writings. You are expected to read the assigned readings before class meets and be prepared
to reflect upon how the material relates to you as a learner and to students who are currently populating our
nation’s classrooms.
EDUC 5XX PLANNING, CONDUCTING, AND ASSESSING INSTRUCTION (3)
This course provides teacher candidates and practitioners with the opportunity to develop
their ability to plan, conduct, and assess integrated lessons in their content area. Teacher
candidates will develop their ability to teach content materials effectively by integrating
state standards, instructional strategies for diverse learners, and appropriate and varied
assessment strategies.
EDUC 5XX CLASSROOM ECOLOGY (3)
This course introduces teacher candidates and practitioners to elements and dynamics of classroom
ecology, and helps teacher candidates manage and design the physical and social elements of their
classrooms. Language, literacy, identity, class, culture and motivation for all learners in the classroom will
be examined. Learning experiences include a field placement where social and physical ecological systems
can be examined in the classroom and engineered to improve learning experiences for all learners.
EDUC 5XX CONTENT PEDAGOGY (3)
Content Pedagogy is a course/experience designed to promote the development of teachers who have a
philosophical and principled understanding and commitment to effective pedagogy and curriculum and the
practical strategies to implement such an educational program for learners. This course/experience occurs
in the context of Shepherd University Masters in the Arts of Teaching program that is founded on the
philosophy and theme Teacher As Reflective Problem Solver (TARPS). This course develops multiple
themes such as, nature of content knowledge, empowering children as learners, inquiry, and strategies for
effectively engaging learners in acquiring the knowledge and skills in the K-12 curriculums. This course is
organized around general pedagogical issues and individualized to each teacher candidates needs relative
to there are of specialization.
*EDUC 503 READING IN THE CONTENT AREA (3)
This course concentrates on reading instruction in the content areas of the curriculum. Attention is focused
on the identification, understanding, and mastery of special reading abilities required for specific subject
areas. In this course students will explore current methodologies for effectively implementing subject
specific reading strategies into their classrooms.
*EDUC 525 THE SPECIAL LEARNER IN THE REGULAR CLASSROOM (3)
This course is designed to help educators develop strategies and techniques for working with the
exceptional child. Educators will develop an understanding of a wide range of exceptionalities, ranging
from students with severe educational challenges to gifted and talented students. Research, attitudes, and
current practices as they relate to exceptional children will be discussed and analyzed.
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ELECTIVE COURSES
*EDUC 500. ADVANCING THE USE OF TECHNOLOGY IN THE CLASSROOM (3)
The focus of this course is the effective use of 21st century technology in the modern classroom. This
course helps educators view technology as a different way of thinking rather than simply as a more
effective way of conducting traditional education. This course provides a critical analysis of the full range
of educational technology and its use in the classroom. In this course educators will develop their visual
literacy and talents and in turn improve their levels of instruction and effectiveness in an ever-changing
technology based classroom.
*EDUC 520. CONCEPTUAL DEVELOPMENT FOR INTEGRATING LANGUAGE ARTS AND
SOCIAL STUDIES (3)
Students will explore concepts, techniques, and strategies for the effective teaching and integration of
language arts and social studies. They will also investigate current issues, practices, materials, and
curriculum development appropriate for teaching/learning in the elementary grades. The use of children’s
literature with language arts and social studies curricula will be emphasized. Course includes in-school
field assignments.
*EDUC 521. CONCEPTUAL DEVELOPMENT OF INTEGRATING MATHEMATICS AND
SCIENCE (3)
This course will investigate and explore the conceptual basis for integrating mathematics and science in the
elementary classroom. Students will explore instructional activities that integrate science and math across
curricular areas, are applicable to daily life, are developmentally appropriate, and apply appropriate and
varied assessment strategies. Studies will understand and apply the National Council of Teachers of
Mathematics Standards and National Science Education Standards in planning and delivering an integrated
mathematics and science curriculum.
*EDUC 523. DIVERSITY AWARENESS AND THE CONTEMPORARY EDUCATOR (3)
This course is designed to better prepare teachers to meet the needs of an increasingly diverse classroom
and educational practice. By 2020 it is expected that children of color will comprise 46 percent of the
national student population. Using case studies, role playing, technology, and current literature, teachers
will be exposed to the dynamics of diversity and how that diversity affects their practice. Participants are
expected to develop a Human Rights Action Plan incorporating principles of human and social justice into
their area of practice.
*Denotes that the course has already been approved as part of the M.A. in Curriculum and Instruction
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Appendix D
Minutes
Department of Education Minutes
PEUC Minutes
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Appendix E
Results of Survey of Local
School Districts
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Appendix F
NCATE Accreditation Standards
For Teacher Certification Programs
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7-77
Shepherd University
July 1, 2004
Request for Approval to Implement Graduate Program
Master of Music in
Music Education
Shepherdstown, West Virginia
To begin Academic Year 2005-2006
The Masters Program in Music Education at Shepherd University is a degree
program designed for practicing music teachers in our region. By allowing
local educators to earn a master’s degree in their field while still teaching,
the program will have a direct, positive impact on the quality of education in
area schools and will provide much-needed educational opportunities for
educators throughout the Eastern Panhandle. The program is designed to be
filled with pertinent, specific pedagogies as well as practices that will
directly affect the classroom and rehearsal performance of its students. All
students in the program will take a nine-hour core that includes courses in
history, theory and research. Students will also be required to take nine
hours in education, including two education courses and 3 hours of
practicum (including portfolio review). Finally, students will choose an
emphasis in elementary, choral, band, or orchestra and will complete the
degree with nine credit hours in their area of specialization. A recital/project
or a written thesis will be required as the culminating project for the degree.
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3.9 Program Description
Master of Music in Music Education
General Overview
The Master of Music in Music Education program at Shepherd University offers
a high level of specialization in a program designed with the needs of currently employed
music educators in mind. The program can be completed in two years.
All students in the program will take a nine-hour core that includes courses in
history, theory and research. Students will also be required to take nine hours in
education, including two education courses and 3 hours of practicum (including portfolio
review). Finally, students will choose an emphasis in elementary, choral, band, or
orchestra and will complete the degree with nine credit hours in their area of
specialization. A recital/project or a written thesis will be required as the culminating
project for the degree. Projects can include conducting or accompanying performances.
The graduate advisor closely monitors the thesis.
Final Oral Examination
A one-hour oral examination will be required of all master’s degree candidates in
the final semester of their program. This examination will be scheduled one semester in
advance. The student will be asked one question by each of the four faculty members on
their committee. Each question will require a synthesis of one of the courses taken by the
student. Students will be given ten minutes to answer the question, followed by five
minutes of follow-up questioning and discussion with faculty.
Portfolio
Each student in the program will be expected to maintain a portfolio that includes
written reflections of particularly meaningful experiences or insights during the program
and related coursework and assignments. It should also include video and/or audio
recordings of projects undertaken during study and reflections on issues discussed and
addressed during each of the three practicum semesters.
3.9.1 Program Objectives
The Masters Program in Music Education at Shepherd University will be based on
practices and pedagogies designed to increase the quality of musical instruction
throughout the region. By allowing local educators to earn a master’s degree in their field
while still teaching, the program will have a direct, positive impact on the quality of
education in area schools and will provide much-needed educational opportunities for
educators throughout our region.
The program is designed to be filled with pertinent, specific pedagogies as well as
practices that will directly affect the classroom and rehearsal performance of its students.
It will improve the quality of their teaching and their ensembles.
3.9.2 Program Identification
The proposed program falls under the category “Music Teacher Education,” ID number
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13.1312, in the Classification of Instructional Programs (CIP) standards developed by the
US Department of Education
3.9.3 Program Features
3.9.3.1 Admissions and Performance Standards
Entrants must have completed a bachelor’s degree in music and be certified to teach
music in public school in at least one state. Interested students without certification will
be directed to the undergraduate certification program before pursuing the master’s
degree. Applicants will submit a videotape of their teaching or conducting and an
entrance interview and a theory and history diagnostic exam will also be required. As a
result of these exams, some students may require remedial preparation before admission
(this will be called “provisional acceptance”). This preparation can come either through
the applicant’s individual effort or through coursework taken prior to admission
3.9.3.2 Program Requirements
Core……………………………………………………….….9
MUSC 500 Music Theory/Ear Training
3
MUSC 501 Seminar in Musicology
3
MUSC 502 Research/Bibliography
3
Education……………………………………………………9
MUSC 503 Curriculum and Supervision
3
MUSC 504 Music Technology
3
MUSC 505 Practicum 3x1
3
Concentration……………..…………………………………9
Elementary
MUSC 510
Kodaly I
MUSC 514/517
Conducting
or
MUSC 511
Kodaly II
MUSC 512
Kybd/Gtr Ped
3
3
3
Choral
MUSC 513
Lit/Diction
MUSC 514
Choral
Conducting
MUSC 515
Vocal Ped
3
3
3
Wind/Percussion
MUSC
516 3
Wind Lit
MUSC 518
3
Instrumental
Conducting
MUSC 517
Score Analysis
3
Thesis/Recital……………………………………..……….3
MUSC 601 Thesis OR
3
MUAP 603 Recital
1
AND
MUAP 601 Conducting Applied (2x1)
2
OR
MUAP 602 Accompanying Applied (2x1)
TOTAL DEGREE REQUIREMENTS…………………30
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Strings
MUSC 519
Orchestral Lit
MUSC 518
Instrumental
Conducting
MUSC 517
Score Analysis
3
3
3
3.9.4 Program Outcomes
Graduates of this program will see marked improvement in their school music programs.
Through improved literature choice, more effective teaching and conducting skills and a
broader scope of materials, teaching, learning and ensemble performance will be
markedly improved.
Graduates of the choral track of this program will be better rehearsal accompanists
through private applied study in the art of accompaniment taught be expert accompanists.
Graduates of the instrumental track will be proficient in Score mechanics and will be
fluent in reading all score types through improved score study, score marking and clef
transposition.
3.9.5 Program Delivery
All coursework will be delivered at the Shepherdstown Campus with the exception of the
practicum, which students will complete at their home schools..
Section Four: Program Need and Justification
4.1 Relationship to Institutional Goals/Objectives
The Masters Program in Music Education at Shepherd University will be based on
practices and pedagogies designed to increase the quality of musical instruction
throughout the region. By allowing local educators to earn a master’s degree in their
field, while still teaching, the program will have a direct, positive impact on the quality
of education in area schools and will provide much-needed educational opportunities for
educators throughout our region.
The Shepherd University Mission Statement specifically states that “the University is
committed . . . to developing and implementing a selected number of graduate programs”
in order to meet its goal of offering “a wide variety of distinguished degree programs and
other learning opportunities to both traditional and non-traditional students.” This
program stems directly from our mission statement, as it is one of five graduate degrees
that have been carefully tailored to meet the established professional and educational
needs of the Eastern Panhandle of West Virginia.
4.2 Existing Programs
Both Marshall University (357 miles from Shepherdstown) and West Virginia University
(120 miles from Shepherdstown) offer this degree; however, it is offered by no other
institution in the state. The nearest in-state institution to offer this degree is WVU, 152
miles away, the nearest institution in Maryland is the University of Maryland, 75 miles
away, the nearest institution in Virginia is George Mason University, 62 miles away, and
the nearest institution in Pennsylvania is Westchester university 167 miles away.
4.3 Program Planning and Development
The program has been designed according to the stated needs of local school districts, ,
comparative analyses of the finer graduate Music Education programs in the country, and
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in strict consultation with The National Association of Schools of Music (NASM). The
curriculum is still being reviewed and developed by faculty committee in consultation
with NASM and a consultative visit by an NASM representative will take place in the
Fall of 2004.
4.4 Clientele and Need
There are over 400 music education positions in our immediate service region. The vast
majority of these are required to continue their education, and most require a Masters or
equivalent as a requisite to continued employment.
4.5 Employment Opportunities
This program is designed to address the needs of currently-employed educators. Only
those currently employed as music educators will be considered for the program. While
we believe that this degree will make them more marketable, placement will not need to
be addressed.
4.6 Program Impact
The most immediately obvious impacts of this program will include the following: a
more educated teacher population, a quality educational opportunity for regional
educators, subject-area specific coursework and a more geographically advantageous
program for regional music educators. Perhaps most importantly, the quality of the
education of West Virginia’s public school students will be improved.
4.7 Cooperative Arrangements
None
4.8 Alternatives to Program Development
When designing this program, the music department carefully considered many options.
Informal polling was done with area music teachers to gain their perspective on what
types of courses would most improve their teaching ability; the curriculum of the most
respected music schools in the country was consulted; faculty reviewed the curriculum of
their alma maters; the National Association of Schools of Music was consulted; The
department chair held talks with directors of other music education graduate programs;
The director of graduate studies was consulted and a host of other fact-finding efforts
were made.
Our ultimate goal was to create a program that delved into theory but with the emphasis
on practice. We considered having a more theory-based curriculum but decided instead
to favor a more hands-on approach. The result is a program designed to show immediate
results in the classroom of the degree-seeking student. Consideration was given to a more
open enrollment instead of only accepting current teachers. We opted against this so that
all students in the program could use their own classroom as the laboratory for the
methods delivered in the program. We considered fewer tracks within the degree but felt
that four tracks were the fewest that could be offered and still address the needs of all
music teachers in our region.
We also considered making this a part of currently existing programs at Shepherd such as
the C&I or Masters of Arts in Teaching. None of these turned out to be viable options for
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many reasons. To meet NASM standards, this program must be content-specific. The
educational pedagogy delivered in the program must be specifically addressed to music.
Students admitted to the program will already have undergraduate music education
degrees and will be steeped in general education pedagogy. At the masters level, this
pedagogy must become more content specific. General education and music education
pedagogies are at times only vaguely similar. Classroom pedagogies are often at odds
with rehearsal-hall, performance ensemble pedagogies. Further, this degree as a part of
the C&I curriculum would have an unacceptable number of hours and the degree plan
ratios would not be accepted by NASM.
In the end, with strong models from fine schools such as the Northwestern University
School of Music, the University of Arizona School of Music and the Peabody
Conservatory (and in consultation with their director of music education), a program was
devised that a) adheres NASM standards, b) addresses the needs of the teachers of our
region, c)is content and music-pedagogy specific and d)follows the time honored
methods of the finest music schools in the country.
Section Five: Program Implementation and Projected Resource
Requirements
5.1 Program Administration
The program will be administered by the Chair of the Department of Music and the
Music Operations Manager. Additional clerical assistance will be added within the first
five years of the program. The Director of Graduate Studies and the University will
provide administrative oversight and clerical support.
5.2 Program Projections
See Appendix A
5.3 Faculty Instructional Requirements
All of the major instructors of this program hold doctorates in Music. Many have been
public school educators themselves and bring a wide range of experiences to bear. CV’s
for current faculty expected to teach in this program are found in appendix C. Additional
fulltime faculty added to the program will also hold Doctorates and bring a wide variety
of experiences. Taken together, the faculty will have nearly 100 years of teaching
experience. All faculty will be teaching within their area of expertise and the finest
musician/teachers available in our region (including the Baltimore/Washington
Metropolitan area) may provide supplemental instruction as well. For example, our
undergraduate program employs many expert musicians that perform in the professional
ensembles of the Baltimore Washington area.
5.4 Library Resources and Instructional Materials
The university clearly understands that, in order to support this new program at the
graduate level, it will be important to commit resources to purchasing the books and
journals that will be necessary for coursework and professional research. To this end, the
program’s budget includes $4000 during this first year and incremental increases every
year thereafter. Furthermore, the university administration recently approved a $28,000
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budget line specifically to purchase graduate materials for the library. The following
materials relevant to the Master of Music, Music Education program have been, or will
soon be, purchased:
Journal of Music Theory Pedagogy. All past volumes and a current subscription.
Aldwell, Edward, and Carl Schachter. Harmony and Voice Leading, 2nd edition. (Fort
Worth, TX: Harcourt Brace Jovanovich, 1989).
Arlin, Mary I., et al. Music Sources: A Collection of Excerpts and Complete Movements
(Englewood Cliffs, NJ: Prentice-Hall, Inc., 1979).
Benjamin, Thomas, Michael Horvit, and Robert Nelson. Music for Analysis, 5th edition
(Belmont, CA: Wadsworth Publishing Company, 2001).
Benjamin, Thomas, Michael Horvit, and Robert Nelson. Techniques & Materials of
Music from the Common Practice Period through the Twentieth Century, 6th edition
(Belmont, CA: Thomson/Schirmer, 2003).
Benward, Bruce, Barbara Garvey Jackson, and Bruce R. Jackson. Practical Beginning
Theory (Boston, MA: McGraw Hill, 1999).
Benward, Bruce, and Marilyn Saker. Music in Theory and Practice, 7th edition (Boston,
MA: McGraw Hill, 2003).
Clough, John, Joyce Conley, and Claire Boge. Scales, Intervals, Keys, Triads, Rhythm, and
Meter: A Programmed Course in Elementary Music Theory, with an Introduction to
Partwriting, 3rd edition (New York: W.W. Norton & Company, 1999).
Damschroder, David and David Williams. Music Theory from Zarlino to Schenker: A
Bibliography and Guide (Stuyvesant, NY: Pendragon Press, 1990).
Duckworth, William. A Creative Approach to Music Fundamentals with CD-ROM, 8th
edition (Belmont, CA: Thomson/Schirmer, 2004).
Gauldin, Robert. Harmonic Practice in Tonal Music (New York: W.W. Norton &
Company, Inc., 1997).
Gretz, Ronald J. Music Language & Fundamentals, 2nd edition (Boston, MA: McGraw
Hill, 1994).
Hindemith, Paul. Elementary Training for Musicians, 2nd edition (Mainz, Germany:
Schott: 1948).
Jones, George Thaddeus. Music Theory (New York: HarperCollins Publishers, 1974).
Kolosick, J. Timothy, Allen Simon, and Brian Bynes. Explorations: A New Approcah to
Music Fundamentals Using the Macintosh (Mountain View, CA: Mayfield Publishing
Company, 1991).
Mayfield, Connie. Theory Essentials: An Integrated Approach to Harmony, Ear
Training, and Keyboard Skills (Belmont, CA: Thomson/Schirmer, 2003).
Kostka, Stefan, and Dorothy Payne, Tonal Harmony, 5th edition (Boston, MA: McGraw
Hill, 1994).
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Murphy, Howard, Robert Melcher, and Willard Warch. Music For Study (Englewood
Cliffs, New Jersey: Prentice-Hall, Inc., 1973).
Ottman, Robert. Elementary Harmony, Theory and Practice, and Advanced Harmony,
Theory and Practice, 2nd edition (Englewood Cliffs, NJ: Prentice-Hall, Inc., 1984).
Palisca, Claude V., ed. Norton Anthology of Western Music, 3rd edition (New York: W.W.
Norton & Company, Inc., 1996).
Seigmeister, Elie. Harmony and Melody (Belmont, CA: Wadsworth Publishing
Company, Inc., 1965).
Simms, Bryan. Music of the Twentieth Century: An Anthology (New York: Schirmer Books,
1986).
Steinke, Greg A. and Paul Harder. Harmonic Materials in Tonal Music, 8th edition
(Needham Heights, MA: Allyn and Bacon, 1998).
Turek, Ralph. Analytical Anthology of Music, 2nd edition (New York: McGraw-Hill, Inc.,
1992).
White, Gary. Music First!, 3rd edition (Dubuque, IA: Brown & Benchmark Publishers,
1996).
Williams, J. Kent. Theories and Analyses of Twentieth-Century Music (Fort Worth, TX:
Harcourt Brace & Company, 1997).
Doerksen, David P., Guide to Evaluating Teachers of Music Performance Groups.
Music Educators National Conference, School Music Program: Descriptions and
Standards.
Huber, David Miles. The MIDI Manual. SAMS, Carmel, Indiana. 1991.
Gibaldi, Joseph. MLA Style Manual and Guide to Scholarly Publishing (2nd ed.). Modern
Language Association, 1998.
TEACHING MUSIC THROUGH PERFORMANCE IN BAND VOL. 1, GIA Publications
Larry Blocher - Ray Cramer - Eugene Corporon - Tim Lautzenheiser - Edward Lisk Richard Miles - Jack Stamp
• Text(G4484) $36.50
• 3-CDset(CD418) $39.50
TEACHING MUSIC THROUGH PERFORMANCE IN BAND VOL. 2 GIA Publications Larry
Blocher - Ray Cramer - Eugene Corporon - Tim Lautzenheiser - Edward Lisk -Richard
Miles - Jack Stamp
• Text(G4889) $39.50
• 3-CD set (CD446) $39.50
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TEACHING MUSIC THROUGH PERFORMANCE IN BAND VOL. 3 Larry Blocher Ray Cramer - Eugene Corporon - Tim Lautzenheiser - Edward Lisk
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Richard Miles - Jack Stamp
• Text(G5333) $49.50
• 3-CD set (CD473) $39.50
TEACHING MUSIC THROUGH PERFORMANCE IN BAND VOL. 4
Larry Blocher - Ray Cramer - Eugene Corporon - Tim Lautzenheiser - Edward Lisk Richard Miles - Jack Stamp
• Text(G5333) $49.50
• 3-CD set (CD473) $39.50
Teaching Music through Performing Marches Carl Chevallard Compiled and edited by Richard
Miles
Teaching Music through Performance in Beginning Band by Thomas Dvorak, Larry Blocher, Scott
Emmons, Bruce Pearson, Darhyl S. Ramsey, and Marguerite Wilder
Teaching Music through Performance in Orchestra by Michael Allen Louis
Bergonzi, Jacquelyn Dillon, Robert Gillespie, James Kjelland Dorothy Straub
Laura Reed David Littrell
Teaching Music through Performance in Orchestra - Resource Recordings, Vol. 1, Grades 1 - 3 Four-CD set
5.5 Support Service Requirements
See Appendix A
5.6 Facilities Requirements
As this program will be administered as evening and summer courses, current facilities will be
utilized without negative impact on current programs.
5.7 Operating Resource Requirements
See Appendix A
5.8 Source of Operating Resources
See Appendix A
Section Six Operating Existing Programs at New Location
Not Applicable to this proposal
Section Seven Program Evaluation
7.1 Evaluation Procedures
The program will be evaluated in the following ways:
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
Each year the program will be informally evaluated by the faculty in the annual faculty
retreat

Every three years it will be evaluated as part of our THREE YEAR PLANNING GUIDE
process

Each course will be evaluated by students

The Department will analyze the program as part of its self study every five and ten year
cycle

NASM will evaluate the program on each visit

All graduates will take a program review survey upon graduation.
7.2 Accreditation Status
This program will be fully accredited by the National Association of Schools of Music (NASM)
and will undergo regular review as part of our ongoing accreditation. Standards for NASM
accreditation can be found in APPENDIX E. The program will also be accredited by the Higher
Education Commission of the North Central Association of Schools and Colleges as part of the
Shepherd University Graduate School.
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APPENDICES:
A: Enrollment and Budget Projections
B: Faculty Vitae
C: Course Descriptions and Syllabi
D: Music Department Minutes
E: NASM Accreditation Standards
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APPENDIX A
Enrollment and Budget Projections
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Music--FORM 1
FIVE –YEAR PROJECTION OF
PROGRAM SIZE
First
Year
(2005)
Second Third Fourth
Fifth
Year
Year
Year
Year
(2006) (2007) (2008)
(2009)
Number of Students
Served through Course
Offerings of the Program:
Number of Majors:
18
20
22
23
25
Headcount
66
75
84
111
126
FTE majors
22.5
25
27.5
28.75
31.25
Number of student
credit hours generated
by majors in the program
(entire academic year):
270
300
330
345
375
8
10
10
12
Number of degrees
to be granted
(annual total):
(*) 50% of students will take six credits per semester.
50% of students will take three credits per semester.
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FORM 2
FIVE-YEAR PROJECTION OF
TOTAL OPERATING RESOURCES REQUIREMENTS*
First
Year
(2005)
Second
Year
(2006)
Third
Year
(2007)
Fourth
Year
(2008)
Fifth
Year
(2009)
A. FTE POSITIONS
1. Administrators
2. Full-time Faculty
1
1
1
1
3. Faculty Overloads
4. Adjunct Faculty
.5
5. Graduate Assistants
6. Other Personnel:
a. Clerical Workers
.1
.1
.1
.2
b. Professionals
Note: Include percentage of time of current personnel
B. OPERATING COSTS (Appropriated Funds Only)
1. Personal Services:
a. Administrators
b. Full-time Faculty
(Salary + Benefits)
0
$51,240
$51,752.40 $52,269.92 $52,792.62
c. Faculty Overloads
d. Adjunct Faculty
$9, 900
e. Graduate Assistants
f. Non-Academic Personnel:
Clerical Workers
Professionals
$12,000
$12,000 $12,000 $12,000 $12,000
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Total Salaries
$21,900
$63,240
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$64,752.40
$66,269.92
$67,792.62
FIVE-YEAR PROJECTION OF
TOTAL OPERATING RESOURCES REQUIREMENTS*
First Second
Third
Year
Year
Year
(2005) (2006)
(2007)
Fourth
Fifth
Year
Year
(2008)
(2009)
2. Current Expenses
3. Repairs and Alterations
4. Equipment:
Educational
Equipment
Library Books
$4,000
$4,000
$4,000
$4,000
$4,000
5. Nonrecurring Expense
(specify)
Total
$21,900.00
$63,240.00
$64,752.40
$66,269.92
$67,792.62
C. SOURCES
1. General Fund Appropriations
(Appropriated Funds Only)
___Reallocation _X__New Funds
(Check one)
Federal Government
(Non-appropriated Funds Only)
3. Private and Other
(specify) (**)
Total All ***
Sources
$66,825.00
$74,250.00
(**) Tuition
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$81,675.00
$85,387.50
$92,812.50
APPENDIX B
Graduate Faculty in Music
Dr. Kevin Badanes
Dr. Scott Beard
Dr. Bruce Kelley
Dr. Mark McCoy
Dr. James Pantle
Dr. Laura Renninger
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APPENDIX C
Course Descriptions and Syllabi
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Shepherd University
Masters in Music Education
Course Descriptions
MUSC 500 Music Theory/Ear Training (3)
This course examines basic theoretical constructs from voice-leading through structural forms,
and examines a number of analytical techniques and explores how different authors have critically
examined diverse types of music. In addition, music theory/aural skills pedagogy will be examined in
depth, using current pedagogical texts and pedagogical theory.
MUSC 501 Seminar in Musicology (3)
This seminar will explore various contemporary issues in the field of musicology ranging from
topics in music psychology and ethnomusicology to women in music. The main objective of this
seminar is to help music teachers enrich and diversify their own school curricula. Preparation for
the course will involve the completion of a series of readings assigned each week. These
readings will be drawn from various sources and will be on reserve in the Scarborough Library
under "Music 501."
MUSC 502 Research Methods in Music (3)
This course provides a very thorough overview of music research resources and methodology.
Students will learn how to use resources effectively as a first step in building their Master's thesis
annotated bibliography.
MUSC 503 Curriculum and Instruction (3)
This course examines theories of music instruction, with special attention to curriculum,
instructional procedures, and assessment of learning. In addition, students will submit a
work/study proposal which must include a unit of work involving the observation and
supervision of music teachers and selected other units of work from such areas as scheduling,
budget preparation, staff development, curriculum, community relations, etc. All proposals must
be approved by the Music Department and sanctioned by the administration of the school(s)
where the field experience is to occur
MUSC 504 Music Technology (3)
Students examine case studies to explore the uses and impact of music technology and its
implications for music education. Topics include computer basics, applications software,
curriculum integration, evaluation of educational software, telecommunications and multimedia
presentation systems. Students are provided a series of hands-on experiences with hardware and
software to develop the skills and competencies required of music teachers. Students will also be
introduced to MIDI (Music Instrument Digital Interface) and the use of MIDI in producing
music scores for classroom and ensembles as well s the use of MIDI in live performance in
student ensembles. Students use the World Wide Web as a resource for teaching and learning.
Other implications of technology for music education are also briefly introduced and discussed.
The focus of the course is on the process of working with applications. The "products" students
develop will demonstrate their grasp of the processes involved and on how technology can
extend the potential of our efforts as professionals in music and especially as music educators.
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MUSC 505 Practicum (1 credit, repeated three times)
Clinical field experience through which candidates demonstrate a variety of competencies in the
school in which they are currently employed under the supervision of assigned graduate
instructors. Selected sessions will be videotaped and critiqued.
MUSC 510 Kodaly I (3)
This course introduces the philosophy, sequential content, teaching techniques, and materials for
Kodaly Music Education for grades K through 6. The course will include a lab component.
MUSC 511 Kodaly II (3)
MUSC 512 Keyboard/Guitar Fed (3)
This course is designed for the advanced classroom teacher. The purposes are to obtain
knowledge on piano & guitar teaching methods, develop further pedagogical skills, learn the
evolution of piano & guitar techniques, increase knowledge of repertoire and interpretation of
that repertoire. The student-pedagogue will simultaneously increase his or her own performance
skills in applied lessons through developing further techniques, repertoire, multi-level analytical
skills, and broad insights on style interpretation. In addition, each student-pedagogue will
develop a group teaching course in guitar at their place of employment and also show evidence
of applied teaching
MUSC 513 Choral Literature/Performance Practice (3)
This course will survey many of the important choral masters throughout history. One major
work per era will receive specific focus. Special attention will be paid to the performance
practice issues inherent to each compositional period.
MUSC 514 Choral Conducting (3)
Students in this course will develop advanced rehearsal techniques for choral conducting, score
preparation, and the capacity to research for historically accurate performance.
MUSC 515 Vocal Pedagogy (3)
This course is designed to provide the student with an understanding of the singing process,
including the anatomy and physiology of the voice and supporting processes, a basic
understanding of detecting improper vocal technique, supplemental materials from the pertinent
medical/pedagogical literature, various philosophical perspectives, and supporting materials.
MUSC 516 Wind Literature (3)
This course will provide a survey of quality wind literature of all grade levels. Students will
compile information on composers and works appropriate for ensembles of all levels.
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Using one of the Teaching Music Through Performance in Band volumes as an example,
students will undertake comprehensive analysis of several works.
MUSC 517 Score Analysis (3)
A thorough and exhaustive approach to score preparation including research, score
mechanics and score marking is given in this course. Students will learn instrument
transposition, clef substitution and develop a solid philosophy of conducting
MUSC 518 Instrumental Conducting (3)
A study of the technique of wind conducting . Scores from MUSC 517 as well as current
concert scores will be conducted in class. Specific, advanced conducting techniques and
rehearsal strategies will be presented and discussed.
MUSC 519 Orchestral Literature (3)
A survey of quality wind literature of all grade levels. Students will compile information
on composers and works appropriate for ensembles of all levels. Using Teaching Music
Through Performance in Orchestra, Volume 2 as an example, students will undertake
comprehensive analysis of several works.
MUSC 601 Thesis (3)
These credits cover the completion of the Master's project. Details about the Master's
project may be found in the Department of Music Graduate Handbook. Students are
expected to meet once a week with advisor; progress toward thesis is also expected each
week.
MUAP 601 Applied Conducting (2)
This course is a weekly lesson in advanced conducting. Students will work one-on-one
with professor to hone the technique and craft of conducting. Students will employ
techniques gained here in classroom experiences with their own ensembles. Reflections of
this course will appear in student's portfolio.
MUAP 602 Applied Accompanying (2)
Applied accompanying is a course designed primarily for keyboard majors at the graduate
level. The class will focus on the improvement on piano skills in the areas of vocal and
instrumental collaboration in solo and ensemble literature, sight reading and piano
ensemble literature. In addition to required repertoire for the class, students will work
with the instructor to select repertoire that they are currently using in their work
environment. In addition to weekly lessons, students will also be expected to attend
appropriate concerts and masterclasses on campus, as well as four studio masterclass
sessions through out the semester.
MUAP 603 Recital (1)
This recital can be combined with two credits of MUAP 601 and used as a culminating
project in lieu of a thesis. A minimum of sixty minutes of prepared music by the student's
school ensemble, complete with prepared scores and research is required.
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APPENDIX D
Department of Music Minutes
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APPENDIX E
NASM Accreditation Standards
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Shepherd University
July 1, 2004
Request for Approval to Implement Graduate Program
Master of Arts in College Student Development and
Administration
Shepherdstown, West Virginia
To begin Academic Year 2005-2006
Summary: The Master of Arts in College Student Development and
Administration Program will provide students with a comprehensive
education that will prepare them for professional positions in student
affairs and other higher education administrative settings in the state of
West Virginia. This program will lay the foundation to produce
graduates at the master level who are knowledgeable, competent,
accountable, and ethical in managing organizations of higher education.
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3.9 Program Description
3.9.1 Program Objectives
The mission of the College Student Development and Administration program is to provide qualified candidates for
careers and leadership positions in student affairs and enrollment management in college and university settings.
Students who graduate from the program will gain:
1.
2.
3.
A solid knowledge of the student affairs profession and of the legal, ethical, and pedagogical aspects of
working with college students.
An understanding of college students on intellectual, ethical, and personal levels.
Practical experience applying theoretical knowledge to concrete issues in student affairs.
3.9.2 Program Identification
The proposed program falls under the category “College Student Counseling and Personnel Services,” ID number
13.1102, in the Classification of Instructional Programs (CIP) standards developed by the US Department of
Education
3.9.3 Program Features
3.9.3.1 Admissions and Performance Standards
Students must meet all Shepherd University graduate admissions requirements for admission into the Master of Arts
in College Student Development and Administration, including:



A bachelor’s degree from an accredited institution
A cumulative undergraduate GPA of at least 2.75 OR a score of 40 or above on the Miller’s Analogy Test
OR scores 440 on the Verbal and 560 on the Quantitative portions of the Graduate Record Exam
Students who do not meet the GPA or exam requirements may be admitted on a provisional status for the
first six hours of graduate study
3.9.3.2 Program Requirements
The program is designed to allow full-time students to complete the degree in four semesters. Students may enroll
part-time for some or all of the program, which will extend the completion time. The program requires 36 credit
hours. All course descriptions and syllabi are available in APPENDIX C.
Required Courses
33
Electives*
3
Total hours required for the degree
36
Required Courses
XXXX###
Introduction to College Student Personnel
XXXX###
Student Development Theory
XXXX###
Organization and Governance in Higher Education
XXXX###
History of Higher Education
XXXX###
Evaluation and Assessment Techniques
XXXX###
The College Student
XXXX###
Multicultural Issues
XXXX###
Contemporary Issues
XXXX###
Capstone
XXXX###
Practicum (2-3)**
XXXX###
Elective Courses (1-2)*
3
3
3
3
3
3
3
3
3
6-9
3-6
*Elective Courses:
Students must select one elective course to fill requirements for the master’s degree. A second must be selected if a
practicum is waived. Elective courses must be approved by the department. Potential elective courses include: Law
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in Higher Education, Advance Student Development Theory, Women in Higher Education, Ethics in Higher
Education, Human Growth and Development, and Enrollment Management
Practicums:
All students are required to complete three practicums (150 hours each) in three different areas of student affairs or
enrollment management as part of the master’s program. One practicum may be waived for students employed full
time in a related field and replaced by a second elective course.
Comprehensive Examinations:
All candidates for the master’s degree must pass written comprehensive examinations after completing the five core
courses: Student Development Theory, Organization and Governance in Higher Education, History of Higher
Education, Evaluation and Assessment Techniques, and The College Student. Comprehensive Examinations must be
taken simultaneously or before the Interventions Capstone.
3.9.4 Program Outcomes
Students will have “competencies, knowledge, skills, attitudes, and values appropriate for professional practice”
(CAS Standards) in student affairs and other aspects of higher education administration. The completion of the
degree should position individuals to assume administrative roles in student affairs. Students should leave with an
understanding of student development theory, higher education administration, the college environment, and
multicultural affairs. They should also develop the skills to integrate this knowledge into practical settings.
3.9.5 Program Delivery
The College Student Development and Administration program uses a traditional classroom environment for its
courses. Numerous courses have experiential components that will be either planned by the instructor or individually
designed by the student in conjunction with the instructor. Existing facilities will meet the needs of this M.A.
program.
Section Four: Program Need and Justification
4.1 Relationship to Institutional Goals/Objectives
According to its Mission Statement, as listed on page 9 of its current 2003-2005 catalog, Shepherd University is
committed to “developing and implementing a selected number of graduate programs.” Shepherd University
understands that these graduate programs are essential if it wishes to meet the needs of its students.
The University Mission also states that… “The faculty, staff, and administration of Shepherd University are
dedicated to remaining in the forefront of advances in contemporary education and professional programs as we
serve our students, community, and region in the 21st century.” Graduate programs are essential in order to achieve
this goal.
The University Mission statement shows that the University is committed to “expanding intellectual and cultural
resources.” In addition, the mission states that “Student learning is central to the culture of our institution, and
finding ways to improve student learning is a continuing process.” Advanced studies through well planned graduate
programs serves as a primary means for achieving these goals.
This Master of Arts in College Student Development and Administration as designed will help Shepherd University
attain its Mission goals in these areas. In addition to meeting the Shepherd University Mission goals, the Master of
Arts in College Student Development and Administration Program would also help Shepherd move toward
achieving their targeted Compact Master Plan goals of developing a free standing graduate program and providing
accessible graduate education to the state.
4.2 Existing Programs
Current there no program in College Student Development and Administration is offered in West
Virginia. Shepherd University, therefore, is in a position to provide the best opportunity in the
state to meet this student need.
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4.3 Program Planning and Development
The College Student Development and Administration program is proposed as there are no current programs in the
state of West Virginia that address college student development as specific program in a Master’s program. This
issue has been an on-going discussion among the Vice President for Student Affairs at the West Virginia
Association of Student Personnel Administrators (WVASPA) for the past two-years. While there are Masters and
Doctoral programs at Marshall University and West Virginia University in higher education, this proposed program
focuses on the practitioner workforce. The key aspects of this program integrate student development and
environmental theories into practical experiences that apply directly to the work being done in student affairs and
enrollment management at two-year and four-year institutions. This program will provide a more educated higher
education workforce for the state of West Virginia.
4.4 Clientele and Need
This graduate program provides services that will help the Eastern Panhandle and the state of
West Virginia recruit and retain talented students who wish to become involved in higher
education. As the higher education system in the state continues to grow and provide additional
services to the residents of the state, it is important that we begin to cultivate individuals to work
in our intuitions of higher education. Many individuals wish to remain in West Virginia but are
unable to pursue the types of opportunities and experiences they require in order to enter the
field of higher education. The Vice Presidents of Student Affairs in West Virginia
enthusiastically support a program that would provide opportunities for their undergraduate
student leaders to gain the experience, knowledge, and expertise that will enable them to return
to their institutions prepared to enter the professional workforce. In addition, the National
Association of Student Personnel Administrators, American College Personnel Association,
National Association of College Unions International, Association of College and University
Housing Officers – International support such a program. The applicant pools that will be
specifically targeted by recruitment efforts for this M.A. program include, but are not limited, to
the following groups:
1. Shepherd’s own undergraduate student population. Students from the Psychology and
Education Departments, as well as those who have been involved in peer mentoring
programs, internships, co-operative educational experiences, paralegal employment
opportunities, and student leadership, provide a very strong potential student population
for this program. At Shepherd over one hundred students are currently active in such
student leadership opportunities alone.
Having successfully completed the rigorous undergraduate program, these students would be
well qualified to continue their educational studies at Shepherd. In addition, this student base
would be predisposed to do so for many important reasons. First, they are familiar with the
high standards that Shepherd University, the Division of Student Affairs, and the
departments espouse. Secondly, these students are familiar with the University, the campus,
the faculty, the staff, and the undergraduate courses of study. This familiarity has lead to the
creation of a comfort zone. They would be more likely to return to a school they know than
enroll elsewhere. It would be quite natural for these students to continue their education in an
environment that afforded them the opportunity for academic success.
2. The student leader population throughout the state of West Virginia. As this would be the
only program for student affairs professionals in the state, it would draw heavily on the
student leader population within the entire state of West Virginia. Many students would
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wish to purse this type of graduate work because it would allow them to maintain
affiliations with existing professional networks that offer viable career opportunities.
Shepherd University’s Master of Arts in College Student Development and
Administration would provide them with the opportunity to do so.
3.
Individuals currently employed in local and regional institutions of higher education who are in need of
upgrading their skills. Shepherd University itself currently employs over one hundred classified employees
who would greatly benefit by participating in a graduate program that would enhance their current skills
and expand their employment opportunities both within Shepherd and in the state at large, and this number
is similar at other state institutions, community colleges, technical schools, and institutions of higher
learning throughout the state.
4.
Graduating students from other colleges who wish to continue their studies full or part-time in a graduate
program that would afford them the opportunity to enhance their academic skills and maximize their career.
Ash Shepherd draws undergraduate students from throughout the Mid Atlantic region
4.5 Employment Opportunities
Shepherd’s location is ideal for initiating a graduate Master of Arts in College Student
Development and Administration. The Eastern Panhandle has experienced dynamic population
growth in the past few decades and this growth is projected to continue. As the Washington and
Baltimore region expanded it brought the need to provide graduate opportunities not only for
individuals currently employed within the higher education setting, but also for recent graduates.
This growing need to provide quality services to educational institutions in the community, and
in the state of West Virginia, continues to place the universities and colleges in the difficult
position of finding highly qualified employees with expertise and understanding that range
beyond generic skills. Individuals in student affairs and higher education must have an
understanding of the developmental needs of the college student in order to help these students
graduate. Currently, many students who are potential professionals in student affairs and higher
education administration leave the state to seek graduate study. Most do no return to work in
institutions located within West Virginia.
If institutions of higher education in the Eastern Panhandle and West Virginia are going to thrive
in the twenty-first century they will need employees with advanced levels of expertise and skills.
Shepherd University is in an ideal and unique position to provide students with this expertise.
Upon completion of this degree, graduates will be qualified to work in the following areas of higher education:
residence life, commuter affairs, student activities, orientation, admissions, career services, financial aid, registrar’s
offices, cooperative education, community service, conference services, multicultural affairs, gay and lesbian
resource centers, judicial affairs, Greek affairs, alumni affairs, first-year experience programs, parent programs,
international student services, veteran affairs, and academic advising.
4.6 Program Impact
The M.A. in College Student Development and Administration will have several important impacts on programs at
Shepherd University: 1) It will help create strong bonds between Academic Affairs, Student Affairs, and Enrollment
Management, as all three divisions work together to create a quality academic program; 2) It will increase the
visibility and professional engagement of Shepherd’s Student Affairs staff; 3) it will provide a constant stream of
student affairs professionals who can fill leadership positions at Shepherd University, at the Community and
Technical College at Shepherd, and at colleges and universities throughout the state and the region; 4) through its
practicum component, it will provide needed assistance to academic and support units across the college.
4.7 Cooperative Arrangements
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None
4.8 Alternatives to Program Development
This College Student Development and Administration program was developed to emphasize student development,
as other regional programs focus on counseling techniques. This program will address issues for student affairs
professionals and focus on enrollment management (registrar, financial aid, and admissions) professionals who have
not necessarily been a focus for other programs. This program development team considered and concluded that
including the community college setting as an integral component to the courses would also be prudent in order to
meet the needs of professionals working in two-year settings.
Perhaps the most significant decision that we made in the planning process was to house the program in the
Education Department. In the initial planning stages, we proposed to house the program to be housed in the
Psychology Department. However, after examining comparable programs throughout the country, we determined
that the degree would be more acceptable within the profession, and therefore more valuable to our students, if it
were housed with other education degrees.
Section Five: Program Implementation and Projected Resource Requirements
5.1 Program Administration
The Master of Arts in College Student Development and Administration will be housed in the Department of
Education and will use faculty from this department as well as the Department of Psychology, the Division of
Student Affairs, and the University Executive Staff. Clerical support for and administrative oversight of the program
will be provided by the Office of Graduate Studies and by the University Graduate Committee.
5.2 Program Projections
First
Year
(2005)
Second Third Fourth Fifth
Year
Year
Year
Year
(2006) (2007) (2008)
(2009)
Number of Students
Served through Course
Offerings of the Program:
Headcount
54
60
66
75
84
FTE
20
22
24
27
31
Number of student
credit hours generated by
courses within the program
(entire academic year): (*)
243
270
297
333
378
20
22
25
28
Number of Majors:
18
Headcount
54
60
66
75
84
FTE majors
20
22
24
27
31
Number of student
credit hours generated
by majors in the program
(entire academic year):
243
270
297
333
378
Number of degrees
to be granted
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(annual total):
(*) 50% of students will take six credits per semester.
50% of students will take three credits per semester.
5.3 Faculty Instructional Requirements
The core of any quality program begins wit having qualified faculty. Shepherd has a highly experience faculty that
will serve as the backbone for the program. The teaching faculty will come from the Division of Student Affairs and
the Psychology and Education departments. All individuals who will teach in the program have doctoral degrees.
Several faculty members have expertise in higher education, student development theory, and administration. Many
possess extensive experience working in the professional sector. See APPENDIX B for CVs of graduate faculty.
Faculty members will teach classes as overloads until the third year of the program, after which one half of a faculty
line will be added to the program. A full-time faculty position will be added in the fifth year. See APPENDIX A for
a full breakdown of the revenue stream that will support this position.
5.4 Library Resources and Instructional Materials
The university clearly understands that, in order to support this new program at the graduate level, it will be
important to commit resources to purchasing the books and journals that will be necessary for coursework and
professional research. To this end, the program’s budget includes $5000 during this first year and incremental
increases every year thereafter. Furthermore, the university administration recently approved a $28,000 budget line
specifically to purchase graduate materials for the library. The following materials relevant to the College Student
Development and Administration M.A. program have been, or will soon be, purchased:
Periodicals
Journal of College Student Development, American College Personnel Association
New Directions for Community Colleges Series, Jossey-Bass
New Direction for Student Services Series, Jossey-Bass
The Chronicle of Higher Education
Black Issues in Higher Education
About Campus, Jossey-Bass
Change Magazine, American Association for Higher Education
Books
American Psychological Association (2001). Publication manual of the American
Psychological
Association (5th ed.). Washington, DC.
Anderson, M. L. & Collins, P. H. (2004). Race, class, and gender: An anthology (5th ed.).
Belmont, CA: Wadsworth Publishing.
Birnbaum, R. (1988): How colleges work: The cybernetics of academic organizations
and leadership. San Francisco: Jossey-Bass.
Baxter Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related
patterns in students’ intellectual development. San Francisco: Jossey-Bass.
Blimling G. S. & Whitt E. J. (1999). Good practice in student affairs: Principles to
foster student learning. San Francisco: Jossey-Bass.
Carnegie Foundation for the Advancement of Teaching. (1989). Tribal colleges: Shaping
the future of native America. Lawrenceville, NJ: Princeton University Press.
Chickering, A. W., & Reisser, L. (1993). Education and Identity (2 nd ed.). San Francisco:
Jossey-Bass.
Delworth, U. & Hanson, G (Eds.) (1991). Student services: A handbook for the
profession. San Francisco: Jossey-Bass.
Dietz, L. H. & Triponey, V. L. (Eds.). (1997). Serving students at metropolitan
universities: The unique opportunities and challenges. In J. H. Schuh (Series Ed.), New Directions for
Student Services: Vol. 79. San Francisco: Jossey-Bass.
Evans, N. J., Forney, D. S., & Guido-Dibrito, F. (1998). Student development in college:
Theory, research, and practice. San Francisco: Jossey-Bass.
Fowler, F. J. (1993). Survey research methods. (2 nd ed.). Newbury Park CA: Sage.
Friere, P. (1970). Pedagogy of the oppressed. New York: Continuum.
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Garrod, A. & Larimore, C. (Eds.). (1997). First person, first peoples: Native American
college graduates tell their life stories. Ithaca, NY: Cornell University Press.
Hamrick, F. A., Evans, N. J., & Schuh, J. H. (2002). Foundations of student affairs
practice: How philosophy, theory, and research strengthen educational outcomes. San Francisco:
Jossey-Bass
Helms, J. E. (1992). A race is a nice thing to have: A guide to being White person or
understanding the White persons in your life. Topeka, KS: Content Communications.
Howe, N. & Strauss, W. (2003). Millennials go to college. AACRAO.
Jacoby, B. (Ed.). (2003). Building partnerships for service-learning. San Francisco:
Jossey-Bass.
Jacoby, B. (1996). Service learning in higher education: Concepts and practices. San
Francisco: Jossey-Bass.
Kaplin, W. A., & Lee, B. A. (1995). The law and higher education: A comprehensive
guide to legal implications of administrative decision making (3 rd ed.). San Francisco: Jossey-Bass.
Kaplin, W. A., & Lee, B. A. (1997). A legal guide for student affairs professionals:
Adapted from the law and higher education (3rd ed.). San Francisco: Jossey-Bass.
Komives, S. R., Woodard, D. B., Jr., & Associates. (2003). Student services: A handbook
for the profession (4th Ed.). San Francisco: Jossey-Bass.
Morgan, G. (1986). Images of an organization. Beverly Hills, CA: Sage Publications.
Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. San
Francisco: Jossey-Bass.
Penn, G. (2000). Enrollment Management for the 21st Century: Delivering Institutional
Goals, Accountability, and Fiscal Responsibility. San Francisco: Jossey-Bass.
Perry, W. G., Jr. (1999). Forms of ethical and intellectual development in the college
years: A scheme. San Francisco: Jossey-Bass.
Root, M. P. P. (Ed.). (1996). The multiracial experience: Racial borders as the new
frontier. Thousand
Oaks, CA: Sage.
Rudolph, F. (1962). The American college and university. New York: Vintage Press.
Sanlo, R. L. (Ed.). (1998) Working with lesbian, gay, bisexual, and transgender college
students. Westport, CT: Greenwood Press.
Schoem, D. (Ed.). (1991). Inside separate lives: Life stories of young Blacks, Jews, and
Latinos. Ann Arbor, MI: The University of Michigan Press.
Schroeder, C. C., & Mable, P. (1994). Realizing the educational potential of residence
hall. San Francisco: Jossey-Bass.
Strange, C. C., & Banning, J. H. (2001). Educating by design: Creating campus learning
environments that work. San Francisco: Jossey-Bass.
Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for
practitioners. San Francisco: Jossey-Bass.
Wall, V. A. & Evans, N. J. (Ed.). (2000). Toward acceptance: Sexual orientation issues
on campus. Lanham, MD: University Press.
Walsh, W.B. & Betz, N.E. (1994). Tests and assessment (3rd ed.). Englewood Cliffs,
NJ: Prentice-Hall.
Zinn, H. (1994). You can’t be neutral on a moving train: A personal history of our times.
Boston: Beacon Press.
5.5 Support Service Requirements
Shepherd’s existing computer network and laboratory system are adequate to incorporate the additional student
traffic that will be generated by this program. The most important support requirement will be providing practicum
experiences for all students in the program. These practicum experiences will come through Shepherd’s own
divisions of Student Affairs and Enrollment Management (which includes the Admissions, Registrar’s, and
Financial Aid offices), both of which will benefit substantially from the work done by practicum students.
5.6 Facilities Requirements
The courses offered by the M.A. in College Student Development and Administration will have a minimal impact
on space utilization and scheduling at Shepherd University and can be easily accommodated with our existing
classroom space.
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5.7 Operating Resource Requirements
SEE APPENDIX A, FORM 2: FIVE-YEAR PROJECTION OF TOTAL
OPERATING RESOURCES REQUIREMENTS
5.8 Source of Operating Resources
All operating resources for the program will be generated through student tuition and fees. SEE
APPENDIX A.
Section Six Operating Existing Programs at New Location
Not Applicable to this proposal
Section Seven Program Evaluation
7.1 Evaluation Procedures
The Master of Arts in College Student Development and Administration Program will undergo programmatic
review under the established program assessment requirements of the college. These include maintaining an
accurate assessment record and continual monitoring of the program by both the Graduate Director’s office and the
Graduate Committee.
The program will also be required to meet all requirements as established by the Higher Learning Commission of
the North Central Association of Colleges and Schools and the standards established by the Council for the
Advancement of Standards in Higher Education.
Curriculum will be assessed by faculty annually to ensure that the program goals are being met. Students will also
have an opportunity to assess both classes and faculty. In addition, an annual survey will be completed to track the
success of graduates and to maintain a viable connection with alumni. All of these measures will help to ensure that
the program curricula objectives and goals and ever-changing student needs are being met.
7.2 Accreditation Status
The M.A. in College Student Development and Administration will be fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools.
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Appendix A:
Enrollment and Budget Projections
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FORM 1
FIVE –YEAR PROJECTION OF
PROGRAM SIZE
First
Second
Third
Year
Year
Year
Year
Year
(2005) (2006) (2007) (2008)
(2009)
Number of Students
Served through Course
Offerings of the Program:
Headcount
54
60
66
75
84
FTE
20
22
24
27
31
Number of student
243
credit hours generated by
courses within the program
(entire academic year): (*)
270
297
333
378
Number of Majors:
18
20
22
25
28
Headcount
54
60
66
75
84
FTE majors
20
22
24
27
31
Number of student
243
credit hours generated
by majors in the program
270
297
333
378
(entire academic year):
Number of degrees
to be granted
(annual total):
(*) 50% of students will take six credits per semester.
50% of students will take three credits per semester.
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Fourth
Fifth
FORM 2
FIVE-YEAR PROJECTION OF
TOTAL OPERATING RESOURCES REQUIREMENTS*
First
Second
Year
(2005)
Third
Fourth
Year
(2006)
(2007)
Year
(2008)
(2009)
A. FTE POSITIONS
1. Administrators
2. Full-time Faculty
3. Faculty Overloads
.5
1.5
.5
1.5
1
1
.1
.1
.1
1
.5
4. Adjunct Faculty
5. Graduate Assistants
6. Other Personnel:
a. Clerical Workers
.2
b. Professionals
Note: Include percentage of time of current personnel
B. OPERATING COSTS (Appropriated Funds Only)
1. Personal Services:
a. Administrators
b. Full-time Faculty
c. Faculty Overloads
20,000
14,100
21,000
40,000
14, 805
9,870
10,364
5,442
1,000
1,050
1,103
2,758
15,805
30,920
32,494
48,200
d. Adjunct Faculty
e. Graduate Assistants
f. Non-Academic Personnel:
Clerical Workers
Professionals
Total Salaries
14,100
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Year
Fifth
Year
FIVE-YEAR PROJECTION OF
TOTAL OPERATING RESOURCES REQUIREMENTS*
First
Second
Third
Year
Fourth
Year
Year
Year
Year
(2005)
2. Current Expenses
5,880
(2006)
(2007)
(2008)
6,475
11,095
11,659
16,467
3. Repairs and Alterations
4. Equipment:
Educational
250
263
275
290
304
Equipment
250
263
275
290
304
5,000
5,250
5,513
5,789
6,079
25,480
28,056
48,078
50,522
71,354
Library Books
5. Nonrecurring Expense
(specify)
Total Costs
C. SOURCES
1. General Fund Appropriations
(Appropriated Funds Only)
___Reallocation ___New Funds
(Check one)
Federal Government
(Non-appropriated Funds Only)
3. Private and Other
(specify) (**)
Total All Sources
47,385
47,385
52,650
52,650
57,915
57,915
(**) Tuition
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64,935
64,935
73,710
73,710
Fifth
(2009)
Appendix C:
Course Descriptions and Syllabi
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CSDA 5## INTRODUCTION TO COLLEGE STUDENT PERSONNEL (3)
The historical and philosophical development of the Student Affairs profession will be discussed. Major topics will
include an analysis of the departments that typically constitute the Division of Student Affairs as well as an in-depth
look at how these departments function in an integrated fashion.
CSDA 5## STUDENT DEVELOPMENT THEORY (3)
This course will provide an introduction to student development in three major areas psychosocial and identity
development theories, cognitive-structural theories, and typological theories. Application of these theories to work
in higher education settings will be emphasized.
CSDA 5## ORGANIZATION AND GOVERNANCE IN HIGHER EDUCATION (3)
This course will critically analyze and understand colleges and universities as formal organizations. Drawing upon
various metaphors, models, and frameworks in the organizational theory, academic governance, and organizational
change literatures, we will focus broadly on how different approaches to organizing and governing inform and
animate administrative practice and organizational change in colleges and universities.
CSDA 5## HISTORY OF HIGHER EDUCATION (3)
This course will provide an overview of the history of higher education, specifically focusing on American higher
education and the development of student affairs work.
CSDA 5##
EVALUATION AND ASSESSMENT TECHNIQUES (3)
This course is an overview of the fundamental principals of tests, assessment, and evaluations as they pertain to
student affairs. Statistical measurement concepts, methodological principles in survey research, instrumentation in
student affairs, and broad assessment and evaluation issues will be explored
CSDA 5## THE COLLEGE STUDENT (3)
An examination is made of the culture of undergraduate students in American higher education to prepare
professionals for the clients they will serve. Focus is given to the changing student clientele and its subgroups and
cultures. Undergraduate characteristics, attitudes and values, and broad issues regarding their participation in the
educational experience will be explored.
CSDA 5## MULTICULTURAL ISSUES (3)
This course will provide an introduction to multiculturalism and provide knowledge and skills to improve a student
multicultural competency. It will provide an opportunity for students to explore their own attitudes, perceptions,
and behaviors as they relate to multiculturalism. A special emphasis is placed on the higher education setting.
CSDA 5## CONTEMPORARY ISSUES (3)
This course is designed to expose students to a variety of current issues in higher education that have a dramatic
impact for the student affairs profession and on work as student affairs educators. Strategies to address major issues
are discussed
CSDA 5## CAPSTONE (3)
This course provides a culminating experience for individuals in the College Student Personnel and Administration
program. The course focus is to apply the knowledge of other courses in the program to a semester-long project.
The project will address developing an organizational unit (individual project) or student affairs or enrollment
management division (group project).
CSDA 5## PRACTICUM (6-9)
Practicum is one of the most important and unique courses within the College Student Development and
Administration program. It is designed to provide a blend of practical experience in a setting similar to that in which
the student expects to be employed. Within this context, supervision is provided by the site supervisor (host), and
individual/group processing of the experience is provided by the faculty supervisor. The final course grade is
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determined by the faculty supervisor with significant input from the on-site supervisor. Students in the College
Student Development and Administration are required to complete three practicums or an approved elective
substitution.
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