Purdue University Calumet
Purdue University North Central
Application for
Institutional Change of Control
Prepared for:
The Higher Learning Commission
A Commission of the North Central Association of Colleges and Schools
July 31, 2015
TABLE OF CONTENTS
A. General Information
2
1. History
2
2. Reasons for Unification
3
B. Transactional Documents
4
C. Institutional Statement
11
1.
Mission of the Institutions and Changes with the Unification
11
2.
Educational Programs of the Institutions
a. Support Resources for Programs
13
17
3.
Current Delivery Mode for Institutional Programs
23
4.
Current Student Enrollment in Distance Education
a. Plans to Support Students through Transition
b. Anticipated Student Body and Targets for Recruitment
25
28
28
5.
Projected Enrollment over Next Five Years
32
6.
Marketing Plan
33
7.
Business Plan (FY): 2017 – 2021
a. Improvements and Expansions
b. Investor Commitment
33
37
38
8.
Strategic Plan: 2016 – 2021
38
9.
Governance and Management Structure
39
10. Knowledge and Understanding in Higher Education of Key Parties
41
11. Current Faculty and Anticipated Faculty
41
12. Assessment of Student Learning
42
13. Continuing Fulfillment of Accreditation Requirements by NCA/HLC
a. Criterion 1: Mission
b. Criterion 2: Integrity
c. Criterion 3: Teaching and Learning
d. Criterion 4: Teaching and Learning
e. Criterion 5: Resources, Planning, and Institutional Effectiveness
D. Appendices
44
45
52
64
84
100
117
A.
Committee Reports
118
B.
ICHE Persistence Grant: Data Sources
287
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CHANGE OF CONTROL, STRUCTURE, OR ORGANIZATION:
COMMISSION PROCEDURE
Deadline for Submission to the Higher Learning Commission: August 1, 2015
REQUIRED DOCUMENTS FOR THE CHANGE OF CONTROL APPLICATION
A.
General Introduction
The introduction provides a narrative description of the change, including the
nature of the transaction, names and addresses of all relevant parties, the name
of the institution, parent corporation or subsidiary entities that have a controlling
relationship with the institution, any other institutions that are a part of the
transaction and relationship to recognized accrediting agencies, any required
internal or external approvals and anticipated dates of those approvals and the
projected closing date of the transaction. This document should provide readers
with a broad overview of what change is proposed and how the controlling party
intends to transform the institution subsequent to the transaction. This section
should be no more than ten pages in length.
History: Purdue University Calumet (Purdue Calumet) and Purdue University
North Central (Purdue North Central) are regional universities in the Purdue
University System and they are state-supported institutions of higher education in
the State of Indiana. As part of the internationally-respected Purdue University
System, Purdue Calumet and Purdue North Central are comprehensive
institutions located approximately 35 miles apart.
They share similar roots that reach back to the end of World War II when Purdue
University offered technical classes at “extension centers” for GIs re-entering the
workforce. The idea proved successful and Purdue University soon expanded its
regional campus offerings.
Purdue Calumet opened for classes at its current site in 1951. The 18-building,
167-acre campus is located in the northwest Indiana city of Hammond, 25 miles
southeast of downtown Chicago. Purdue Calumet serves more than 9,500
students. It offers 50 baccalaureate and master’s degrees in dozens of fields of
study and has received approval to begin offering the Doctor of Nursing Practice
(DNP) in the fall 2015 semester.
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Purdue North Central is located in LaPorte County near Westville in northwest
Indiana. It serves a student body of more than 6,000 students and offers four
associate degrees, 24 baccalaureate degrees and an MBA. The 269-acre
Purdue North Central campus currently has three major buildings with a Student
Services and Activities Complex under construction and planned to open in
spring 2016. Purdue North Central also has two buildings located in Porter
County, where undergraduate courses and the Saturday MBA are offered. (For a
more detailed breakdown of enrollments for both Purdue Calumet and Purdue
North Central, see enrollment projections in Question #5.)
The Purdue University System is governed by its Board of Trustees. The Board
consists of 10 members, one of whom is also a current student at the university.
Indiana Code provides that the Board may do all acts necessary and expedient to
put and keep Purdue University in operation and that the Board may make all bylaws,
rules and regulations required to conduct and manage Purdue University.
Reasons for Unification: At the direction of the Purdue University Board of
Trustees in February 2014, the two institutions are coming together as Purdue
University Northwest (Purdue Northwest). There are many reasons for
unification. Forming Purdue Northwest will enrich the quality and value of a
Purdue education at two campuses located within 35 miles of each other. Purdue
Northwest will have a greater presence as a result of a larger geographic reach
(Chicago to Michigan) and as one inclusive and distinct institution rather than
two, sometimes competing, Purdue campuses. While still maintaining the
personal relationships with students made possible by smaller campuses,
Purdue Northwest’s larger scale will provide enhanced opportunities for students,
such as more programmatic choices, a wider variety of shared online courses
and more options for community engagement and professional development.
Unification will also give faculty additional research possibilities, including more
colleagues for collaboration. By combining resources, academic programs (such
as Honors) can be strengthened, a combined institutional research arm can
provide additional services and more robust data collection/analysis and joint
initiatives (such as a Center for Teaching and Learning) can be developed.
Unification will promote an increased focus on centers of excellence tackling
regional issues and will promote an increased focus on applied and communitybased research. The unification process will reduce administrative duplication
and redundant software so that more resources can be invested into educational
quality and student success. Ultimately, the establishment of a combined Purdue
presence in northwest Indiana is intended to best serve students, families,
business, industry and economic development.
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As Purdue Northwest, the institution will enroll more than 15,000 students and is
expected to be the fifth largest public university in the state of Indiana. Purdue
Northwest will offer a world-renowned Purdue degree in more than 50 programs
– degrees at the baccalaureate and master’s levels, in addition to one
professional doctorate program, the Doctor of Nursing Practice. Its academics
will be distinguished by opportunities for experiential learning, civic engagement,
community partnerships and one-to-one relationships among students and
faculty.
Unification efforts have included merging administrative positions and
collaborating on hiring in positions that will serve both institutions until unification
is complete. Internal constituents have been extensively engaged in unification
efforts, serving on more than a dozen committees in Academic Affairs alone,
participating in numerous retreats/workshops/meetings on academic organization
and program/curriculum unification, and participating in open forums. The
Unification Committee has discussed a wide array of topics, including the
naming opportunity, the unification of the Banner student information System, the
marketing plan and the mission and visioning process. Campus community
members are welcome to attend Unification Committee meetings. After each
meeting, on the same day, a memo summarizing the Committee’s discussion
and actions is sent to all faculty, staff and students on both campuses. All memos
are posted on the Unification website. The draft of this Change of Organization
application has been posted at the Unification website since April 16, 2015. Input
was requested and is being incorporated into this document.
This application is for a Change of Organization, whereby Purdue University
Calumet and Purdue University North Central will unify into one institution,
hereinafter referred to as Purdue University Northwest. The structure for Purdue
University Northwest as a public, higher education institution within the State of
Indiana will remain essentially the same as it is now, with the Chancellor of
Purdue University Northwest reporting to the President of Purdue University, who
reports to the governor-appointed, Purdue University Board of Trustees.
Transactional Documents
B.
Transactional Documents
An institution should include the documents listed below that are appropriate for the
nature of the transaction and that provide information relevant to understanding the
effect of the transaction on the institution. If the transaction will occur at the level of a
parent corporation or a subsidiary of a parent corporation holding a controlling
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relationship to the institution, include documents relevant to the outcome for the
affiliated entity as well as documents that explain the changes in the parent or other
entity. Begin this section with a short introduction that describes what documents are
included and what documents from this list are not relevant to the transaction and
therefore are not included in the packet.
Transactional Documents Included
Given the nature of this change of organization between two state institutions, a
number of transactional documents do not need to be included. The
transactional documents which are not included are the following: contract of
sale or transfer, revised or new articles of incorporation, new or revised corporate
documents, U.S. Securities and Exchange Commission filings and preacquisition packet (as this is not a change of ownership application, according to
the U.S. Department of Education). The documents which are included are files
on financial information, the organizational charts, information regarding the
Purdue Board of Trustees and the profile of the President of Purdue University.
1.
Contract of sale or transfer, or purchase agreement, including all attachments,
exhibits and related agreements or merger agreement, as applicable.
There is no contract for sale or purchase agreement in this proposal.
2.
Revised or new Articles of Incorporation, Articles of Merger, etc., arising out of
the transaction. Institutions must include the Articles of Incorporation for the
buyer, all related corporations and related investors.
There is no buyer and no articles of incorporation are being changed.
3.
New or revised corporate documents including Corporate Bylaws, Operating
Agreement (LLC), Partnership or Joint Venture Agreement, etc. arising out of
the transaction. Institutions must include the Bylaws for the buyer, all related
corporations and related investors.
There are no new Corporate Bylaws, Operating Agreement (LLC),
Partnership or Joint Venture Agreement, etc. arising out of the proposed
transaction.
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4.
For stock-related transactions, relevant filings completed with the Securities
and Exchange Commission (SEC) including the S-1 and the 8-K as applicable.
There are no stock-related elements to the proposed changes.
5.
Pre-acquisition packet filed with the U.S. Department of Education and
information filed with the state higher education agency. Pre-acquisition
review letter issued by the U.S. Department of Education and letter of approval
from state higher education agency or a letter from such agency indicating why
approval is not required.
The pre-acquisition packet, filed with the U.S. Department of Education
(USDE), is an optional document to assist schools during a change of
ownership and is not required by the USDE because this transaction does
not include an ownership change. The letter is the approval from the state
higher education agency (Indiana Commission for Higher Education) for
this unification.
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September 22, 2014
Dr. Barbara Gellman-Danley
President, Higher Learning Commission
230 South LaSalle Street, Suite 7-500
Chicago, IL 60604
Dear President Gellman-Danley:
Purdue University Calumet and Purdue University North Central are in the process of unification
to enrich the quality and value of a Purdue education at these two northwest Indiana campuses.
A letter of approval from the state higher education agency is required as part of the Change of
Control, Structure, or Organization Procedure from the Higher Learning Commission.
Please accept this as the letter of approval from the Indiana Commission for Higher Education. If you
would like any additional information, please let me know.
Thank you.
Sincerely,
Teresa Lubbers
Commissioner
101 West Ohio Street, Suite 550 ♦ Indianapolis, Indiana 46204-1984 ♦ www.che.in.gov
Phone: 317.464.4405 ♦ Facsimile: 317.464.4410 ♦ Teresa Lubbers, Commissioner
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6.
Financial information to include the most recent external audit, current budget, Form
990 and six months of cash statements for the buyer, for the institution and for any
parent corporation or for a subsidiary holding a controlling or other relationship with
the accredited institution. Buyers and institutions that are for-profit entities should
submit two years of federal income tax forms for their corporation and related
corporations under the same parent entity. Investors or other third parties must also
provide their most recent external audit and tax return. If they do not have an audit,
they must provide third-party verification from a bank or other source documenting the
funds to support the transaction and other funds to support any investment to be made
in the institution within the first year subsequent to the closing of the transaction.
Purdue University Final System-wide Operating Budget FY 2015
Current financial report for the period ending June 30, 2014, including audit:
Last published (2012) IRS Form 990:
7.
Organizational chart showing the institution, any parent or holding companies,
governing boards and key administrators at all levels, currently in place and as
anticipated by the transaction. Such charts should outline the relationship between the
accredited institution and the corporate structure after the close of the transaction.
Key Administrators Currently in Place
PURDUE UNIVERSITY CALUMET
Link to Organizational Chart (PDF)
Position:
Personnel:
Chancellor
Thomas L. Keon, Ph.D.
Interim Vice Chancellor Academic Affairs Karen L. Schmid, Ph.D.
and Provost
Vice Chancellor Enrollment Management Carmen Panlilio. Ph.D.
and Student Affairs
Vice Chancellor Information Services
Sarah Howard, Ed.D.
Vice Chancellor Institutional
Regina Biddings-Muro, Ed.D.
Advancement
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Position:
Vice Chancellor Finance & Administration
Services
Dean, College of Business
Interim Dean, College of Education
Dean, College of Engineering,
Mathematics & Science
Dean, College of Liberal Arts and Social
Sciences
Interim Dean, College of Nursing
Dean, College of Technology
Personnel:
Stephen R. Turner, M.B.A.
Jane Mutchler, Ph.D.
John Rowan, Ph.D.
William R. Law, Ph.D.
Ron Corthell, Ph.D.
Lisa Hopp, Ph.D.
Niaz Latif, Ph.D.
PURDUE NORTH CENTRAL
Link to Organizational Chart (PDF)
Position:
Personnel:
Chancellor
James B. Dworkin, Ph.D.
Vice Chancellor Academic Affairs
Karen L. Schmid, Ph.D.
Vice Chancellor Enrollment Management Paul M. McGuinness, M.A.
and Student Affairs
Vice Chancellor Information Services
Sarah Howard, Ed.D.
Vice Chancellor Marketing and Campus
Judith N. Jacobi, M.P.H.
Relations
Vice Chancellor Finance & Administration Stephen R. Turner, M.B.A.
Services
Dean, College of Business
Cynthia Roberts, Ph.D.
Dean, College of Engineering and
Thomas F. Brady, Ph.D.
Technology
Dean, College of Liberal Arts
S. Rex Morrow, Ph.D.
Dean, College of Science
Kenneth (Chris) Holford, Ph.D.
8.
Lists of key administrators and governing board members, including qualifications and
disclosure statements, at the institution and at each corporate level senior to the
institution subsequent to the transaction. Identify any hiring or recruiting that must be
done at these levels as a result of the transaction.
Purdue Northwest will be governed by the Purdue University Board of Trustees
(BOT). The Board consists of 10 members, one of whom is also a current student
at the university. Three members of the Board are selected by the Purdue
Alumni Association, one of whom must be a graduate of the College of
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Agriculture. The governor appoints the remaining seven members of the Board,
including the student trustee. All members of the Board serve three-year terms,
with the exception of the student who serves for two years. The trustees’ terms
begin on July 1 and end on June 30.
Indiana Code provides that the Board may do all acts necessary and expedient
to put and keep Purdue University in operation and that the Board may make all
bylaws, rules and regulations required to conduct and manage Purdue
University.
Information regarding the Board of Trustees
The current Purdue University Board members are:
Sonny Beck
Michael Berghoff, Chairman
JoAnn Brouillette
Vanessa Castagna
John Hardin, Jr.
Michael Klipsch
Gary Lehman
Cameron Mann
Thomas Spurgeon, Vice Chair
Don Thompson
Board of Trustee Profiles
Information regarding the President of the Purdue University System
Mitchell E. Daniels, Jr. was unanimously selected by the Purdue University Board
of Trustees on Thursday, June 21, 2012, to be the University's 12th president.
Daniels assumed that role in January 2013, at the conclusion of his term as
Governor of the State of Indiana.
President Daniels came from a successful career in business and government,
holding numerous top management positions in both the private and public
sectors. His work as CEO of the Hudson Institute and President of Eli Lilly and
Company's North American Pharmaceutical Operations taught him the business
skills he brought to state government. He also served as Chief of Staff to Senator
Richard Lugar, Senior Advisor to President Ronald Reagan and Director of the
Office of Management and Budget under President George W. Bush.
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C.
Institutional Statement
The institution should provide a narrative response to each of these questions. Include
any additional exhibits not provided as Transactional Documents that substantiate and
help explain the response. The institution should respond to each question with specific
information about the institution as anticipated subsequent to the transaction and over
the course of the next five years and compare the current characteristics of the
institution to those anticipated subsequent to the close of the transaction. Note that this
section should not describe the current institution but the institution anticipated after
the closing.
1.
Explain the mission of the institution before the transaction. How will the
mission change subsequent to the transaction? If the current mission will
continue, how will the institution with new buyers or investors support the
mission under new control or structure?
The current and future missions are shaped within the context of being a
public higher education institution within the State of Indiana and a
regional campus within the Purdue University System. In December 2013,
the Indiana Commission for Higher Education released the Policy on
Regional Campus Roles and Missions which provided an overarching
mission and direction to promote a more efficient and effective role for
regional campuses in Indiana’s system of higher education. The
Commission’s Reaching Higher strategies include advancing student
access, affordability and quality education while increasing college
completion rates and productivity. The unification of Purdue Calumet and
Purdue North Central is consistent with this overarching plan:
“The Purdue System encompasses the historic aims of a Land-Grant
institution: to provide high-quality and practical education, to prepare
informed, ethical and involved citizens, to discover and apply new
knowledge and to engage collaboratively with the citizens of Indiana to
improve our economy, our culture and the overall quality of life. In the
modern era, the mission has broadened to include national and global
impact, by serving people of all geographic and national origins and by
creating solutions to problems shared across geopolitical borders.
Though each campus in the system serves a distinct student clientele and
regional needs, their shared mission is student success, excellence in all
endeavors and a safe and secure environment that promotes free and
open inquiry, diversity and life-long achievement. The Purdue System is
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committed to maintaining the high value of all Purdue degrees and to
collaboratively increase access to the broad spectrum of educational
opportunities.”
Year One: Purdue North Central and Purdue Calumet have clearly
articulated mission statements found on their websites. These mission
statements are similar in outlook as they were both informed by the
mission of land grant institutions with the focus on Learning, Discovery
and Engagement.
In preparation for unification (2014-2015), a new mission was crafted,
drawing on the land grant tradition and the Indiana Commission for Higher
Education description of roles for regional campuses. However, this new
mission also takes into account Purdue Northwest’s new position in
Northwest Indiana (a position based on a larger enrollment and a greater
geographic reach). The map of the northwest Indiana region and areas of
Illinois and Michigan illustrates this greater geographic reach:
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The new mission for Purdue University Northwest was created with input from a
number of stakeholder groups, facilitated by consultant-led forums on both
campuses which involved faculty, staff, students and members of the community.
The Purdue Northwest mission statement incorporates fundamental concepts
from the two previous missions while promoting the development of a new, larger
institution with a stronger position. As such, the current and planned academic
programs, support for student success and enrollment goals are all encapsulated
within the mission and vision statements: This mission will be taken to the
Purdue Board of Trustees with request for approval in October, 2015.
Mission
Purdue University Northwest, in the land grant tradition of learning, discovery and
engagement, provides high quality, affordable undergraduate and graduate
education to students of Northwest Indiana and beyond. We create a welcoming
environment that promotes critical inquiry through experiential learning, faculty
scholarship, civic engagement and community partnerships.
Vision
Purdue University Northwest will be the institution of choice in Northwest Indiana
and beyond as the center for education, innovation, economic development and
culture.
Year Five: During the next five years, Purdue Northwest will be using the newlycrafted mission to set short- and long-term strategic planning goals. While it is
anticipated that within the next five years these goals may be adjusted,
depending on changes within the higher education environment, the new Purdue
Northwest mission will continue to guide these plans and overall goals.
2.
Outline the educational programs that the institution offers and explain how those
programs will be continued and supported subsequent to the transaction. Identify any
new programs the parties intend to initiate in the next five years and how these
programs will be developed and by whom.
Year One: Continuation of Academic Programs: Existing academic programs
on both campuses by academic program as well as by CIP code (Classification
of Instructional Programs) are in the tables below. It is anticipated that these
programs will be continued and supported subsequent to the transition.
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PNC and PUC Program Listings by CIP Code
Associate's
15.03 - Electrical Engineering Technologies/Technicians
15.08 - Mechanical Engineering Related Technologies/Technicians
52.02 - Business Administration, Management and Operations
52.99 - Business, Management, Marketing and Related Support Services, Other
PNC and PUC Program Listings by CIP Code
Bachelor's
09.01 11.07 11.08 11.99 13.01 13.12 14.01 14.08 14.09 14.10 14.19 15.01 15.03 15.04 15.06 15.08 15.15 16.01 19.07 23.01 24.01 26.01 27.01 30.17 38.01 40.01 40.05 40.08 42.01 44.07 -
Communication and Media Studies
Computer Science
Computer Software and Media Applications
Computer and Information Sciences and Support Services, Other
Education, General
Teacher Education and Professional Development, Specific Levels and Methods
Engineering, General
Civil Engineering
Computer Engineering
Electrical, Electronics and Communications Engineering
Mechanical Engineering
Architectural Engineering Technologies/Technicians
Electrical Engineering Technologies/Technicians
Electromechanical Instrumentation and Maintenance Technologies/Technicians
Industrial Production Technologies/Technicians
Mechanical Engineering Related Technologies/Technicians
Engineering-Related Fields*
Linguistic, Comparative and Related Language Studies and Services
Human Development, Family Studies and Related Services
English Language and Literature, General
Liberal Arts and Sciences, General Studies and Humanities
Biology, General
Mathematics
Behavioral Sciences
Philosophy
Physical Sciences
Chemistry
Physics
Psychology, General
Social Work
Fall 2014
PNC PUC
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Fall 2014
PNC PUC
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PNC and PUC Program Listings by CIP Code
Bachelor's
45.10 45.11 51.00 51.10 51.38 52.01
52.02
52.03
52.09
52.10
52.12
52.99
54.01
Political Science and Government
Sociology
Health Services/Allied Health/Health Sciences, General
Clinical/Medical Laboratory Science/Research and Allied Professions
Registered Nursing, Nursing Administration, Nursing Research and Clinical
Nursing
- Business/Commerce, General
- Business Administration, Management and Operations*
- Accounting and Related Services
- Hospitality Administration/Management
- Human Resources Management and Services
- Management Information Systems and Services
- Business, Management, Marketing and Related Support Services, Other
– History
*Organizational Leadership and Supervision program changed CIP from 52.02 to
15.15 at PUC
PNC and PUC Programs by CIP Code
Master's
09.01
11.07
11.08
13.01
14.01
15.15
19.07
23.01
26.01
27.01
51.38
Communication and Media Studies
Computer Science
Computer Software and Media Applications
Education, General
Engineering, General
Engineering-Related Fields
Human Development, Family Studies and Related Services
English Language and Literature, General
Biology, General
Mathematics
Registered Nursing, Nursing Administration, Nursing Research and Clinical
Nursing
52.02 - Business Administration, Management and Operations
52.03 - Accounting and Related Services
54.01 - History
Fall 2014
PNC PUC
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PNC PUC
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PNC and PUC Program Listings by CIP Code
Fall 2014
PNC PUC
Doctorate
51.3818 - Nursing Practice
PNC and PUC Program Listings by CIP Code
Other Programs
Certificates
Degree-seeking (Pre/ Prep, Undecided, Undeclared, Transfer, Licensure, etc.)
Non-degree
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Fall 2014
PN
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PUC
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Analysis of academic programs has taken place between like academic
departments at both campuses. The initial intent of these meetings has been to
find alignment between programs (course equivalencies, accreditation standards
and cycles and similar student learning outcomes). A General Education
Committee with co-chairs and members from the faculty on both campuses was
formed to study differences and similarities in general education requirements.
At the close of the spring 2015 semester, a joint General Education core
curriculum was passed by both Faculty Senates.
All of the discussions concerning academic programs have been framed by the
principle that students on either campus would not be required to drive between
campuses to complete a program of study offered on that campus (many
programs are offered on only one campus). However, faculty members and
academic leaders at both campuses realize that the unification offers students an
opportunity to choose among many more programs of study and increases
course availability for students who wish to drive between campuses. In addition,
by combining offerings, students will have access to more on-line courses and
sections.
Significant in Year One is the invitation for faculty from either campus to
represent their discipline on extant search committees. In addition, all contracts
and letters for new faculty hiring describe the unified institution with assignments
given on one campus or the other. In special instances, faculty will have the
possibility of working on both campuses.
Academic departments have been asked to align academic programs within a
new academic structure; and for those programs with specialized accreditation,
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department heads will seek to align accreditation cycles while addressing all
specific accreditation standards. (See Summary of Accredited Programs.) As
part of this ongoing process of alignment, faculty members from like programs
and departments are discussing course equivalencies and unification of
programs that are offered on both campuses.
The campuses have agreed to a moratorium on new program creation in general,
unless the degree proposal is joint. New programs in development include
baccalaureate degrees in Criminal Justice and in Instructional Technology, a
professional Master’s in Science and a Master’s in Leadership. Also in
development are eight credential programs designed for dual credit instructors,
which will provide graduate credits in the discipline. These are grant funded and
meet a compelling need, they are continuing in development. Forwarding of any
new programs to Purdue University West Lafayette and subsequently to the
Indiana Commission for Higher Education will wait for the unification transaction.
The process for new program development is faculty-led and involves approval
by the College Curriculum Committee, the Faculty Senate, the Purdue Board of
Trustees and the Indiana Commission for Higher Education. Within the next five
years, this process at Purdue Northwest will involve a broader range of faculty
and departments conducting environmental scanning (including the full sweep of
employers and advisory councils currently connected to each existing campus), a
larger number of faculty members involved in new curriculum creation and faculty
and department heads determining innovative ways to deliver courses to
students who may choose coursework at separate geographic locations.
However, the key approval steps in the curricular process overall will remain the
same and will continue to be faculty-led.
2.
Continued. Explain the learning and support resources for current and future
programs. Include an academic plan prepared by the institution and the proposed
buyers or investors that outlines planned academic programs and support services for
the next five years.
Both campuses have extensive laboratories, including updated science,
technology and behavioral science (Purdue North Central) laboratories, new
engineering labs at Purdue North Central and six centers offering state-of-the-art
research opportunities for faculty and students at Purdue University Calumet.
Given the large percentage of commuter students, both campuses commit space
and remodeling projects for new student lounges, project meeting rooms and
computer access in informal and attractive settings.
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Unification will improve infrastructure and resources through actions such as
collaboration rather than competition for clinical sites, enhanced support for
internships and, after unification, software purchases and availability. Unification of
information services, including the library, has already led to improved services.
The table below describes unification committees that were created in Year One
and the charges given to these committees by the Vice Chancellors for Academic
Affairs. All of these committees focused on planning learning and support
services and included numerous faculty and staff. While initial reports from the
majority of these committees were due in late spring 2015, the work of the
committees will continue through 2015-2016, with some becoming “standing
committees” for the next several years.
Committee Name (Year One)
Charge
Academic Success-Retention and Advising
Recommend best practices advising and
retention models.
Center for Teaching, Learning and Technology
Develop faculty development functions for
Center, based on benchmarking and
literature review.
Continuing Education—Academic Outreach
and Graduate and Extended Learning
Define outreach function in terms of broader
community and mission fit. Recommend
financial incentives for faculty to seek new
markets and innovate curriculum.
Dual Credit
Recommend best practice dual credit and
concurrent enrollment model.
Experiential Learning
Recommend experiential education model
based on best practices and current
research, drawing from high-impact practice
literature.
Consolidate faculty honors and awards
programs into a single program. Important
for single mission in that honors and awards
recognize the institution’s emphasis on
learning, discovery and engagement
Create plan for organizational framework for
freshmen experience courses.
Faculty Honor and Awards
Freshmen Experience Program
18
Committee Name (Year One)
Charge
General Education
Create plan for organizational framework,
courses and general education assessment
that are consistent with the Statewide
General Education Core and best practices,
drawing from American Association of
Colleges & Universities.
Recommend consolidated grade appeal
policy and system.
Develop a process for aligning graduate
program policies and procedures.
Create plan for consolidating Honors
Program/College into one administrative and
operational structure.
Develop recommendations for possible
structure (this might include Center for
Teaching, Learning and Technology,
accreditation oversight and Institutional
Research as well as job description for
leader of this Office of Institutional
Effectiveness).
Grade Appeal Policy and System
Graduate Program
Honors Program/Honors College
Institutional Effectiveness
New Faculty Orientation
Determine how we organize and integrate
assessment processes on the two
campuses. Assessment plan has focus on
program review, general education and
experiential learning assessment and course
evaluations.
Committee and charge being developed.
(A summary of Academic Affairs Committee recommendations is posted on the
Unification website)
Unification of the Academic Affairs area is the most complex of all major
organizational units and will require several years to complete. Major areas to be
addressed include a new academic structure for colleges and departments and
selection of administrators; a unified salary structure, hiring guidelines and
support for faculty research; a unified model for advising students; a unified
model for dual credit/concurrent enrollment; and unified structures of support for
development of teaching and engagement.
19
Early in the unification process, faculty members were surveyed (at Purdue
Calumet by the VCAA/Provost; at Purdue North Central by the Faculty Senate)
soliciting feedback about the goals for unification and asking about concerns and
suggestions. Regular progress reports have been provided through
presentations at the Faculty Senate meetings (both PUC and PNC),
presentations at Town Hall and convocation meetings held several times a year
(both PNC and PUC) through Q&A forums held each semester with every
College (PUC) and through lunches with each department, as well as open
lunches with faculty (PNC). In addition, information is posted on the Unification
website and Deans and Department Heads/Chairs present frequent updates at
regularly scheduled College and Departmental meetings.
A summary of the work completed as of June 2015 is as follows:
•
Each Faculty Senate created a unification committee, with associated
subcommittees, to draft proposals for a constitution of a unified Faculty
Senate and a preferred academic structure.
•
The PNC Faculty Senate approved the PNW Faculty Senate Constitution,
the PNW General Education Core Curriculum and the recommendation for
the PNW academic structure. The PUC Faculty Senate also approved the
PNW General Education Core Curriculum and approved recommendation
for the PNW academic structure.
•
The Vice Chancellors for Academic Affairs held a retreat with the Deans
from both campuses in August, 2014; a second retreat was held in June,
2015. This group has met almost every month since the first retreat to
guide unification efforts in academic affairs and address issues and
concerns as they arise.
•
Support for research, grant writing and graduate studies was provided to
the faculty at the PNC campus by providing services of the PUC Office of
Research and Graduate Studies in October of 2014.
•
A template for comparing and aligning curricula of programs was
developed to help identify similarities and differences in programs offered
on both campuses. Additionally, this alignment will create opportunities
for students to take courses on both campuses, allowing them to keep on
track toward timely degree completion as well as access a wider range of
program offerings.
20
•
A process for requesting faculty to teach on the alternative campus was
developed.
•
All Colleges hosted formal social gatherings in the fall of 2014 to provide
opportunities for faculty from each campus to meet and interact informally.
Numerous meetings of deans, department heads/chairs and faculty from
academic departments have occurred since that time to discuss
opportunities and challenges moving forward.
•
Common language to be used in offer letters for new faculty hires in 2015
was approved.
•
Programs such as Faculty Research Day, Professional Development
workshops and Women’s History Month activities were opened to faculty
and students at both campuses.
•
Deans have worked with representatives from accreditation agencies to
identify requirements for notification of unification, requirements for
unification of curricula and timelines.
•
The Purdue North Central Library was moved from Academic Affairs to
Information Services (as is the case with the Purdue Calumet Library).
•
A jointly-written proposal for Student Success was submitted to ICHE in
January of 2015; this proposal was funded.
•
A jointly-written proposal for differential fees was submitted to the Purdue
University Board of Trustees; this was approved in May 2015.
•
PNC Faculty Senate surveyed students on unification.
•
Search committees for new faculty and administrative staff include faculty
and staff from both campuses.
•
The Purdue University system promotion and tenure policy revision
includes two new sections drafted by PNC/PUC that address tenure when
campuses are merged, highlighting the need for a gradual approach when
criteria change. This revision was approved May 2015.
21
•
Both campuses jointly host a Unification Website created shortly after the
unification was announced. All documents relating to the unification are
posted to the website and are readily available for review and comment,
including the first draft of this application, which was posted in April 2015.
The website includes a feedback form and an RSS feed to enable the flow
of communication.
Additional accomplishments include:
•
Open meetings to obtain feedback on the draft of this application.
•
Unifying admissions standards for colleges and programs.
•
Unifying placement testing.
•
Establishment of salary guidelines for new tenure-track faculty.
•
A plan for addressing salary disparity among currently employed faculty
was completed and is being implemented.
Additional work in progress includes:
•
Unifying conditional/non-direct admit framework.
•
Determining course equivalencies.
•
Unifying student success, including advising.
•
Plans for unifying curricula of programs offered on both campuses,
including timelines.
•
Unifying degree maps.
•
Common job descriptions for deans and department heads and all types
of teaching positions.
22
•
Common qualifications, salary and process for hiring limited term
lecturers.
•
Common salary structure for clinical faculty and continuing lecturers.
Future work to be completed includes, but is not limited to, the unification of:
3.
•
Institutional effectiveness.
•
•
Course evaluations.
Process to evaluate program effectiveness and other assessments.
•
Credit by exam and departmental credit without examination policy.
•
AP/DANTES credit articulations.
•
Faculty evaluation process and criteria for evaluation.
•
Orientation program for new full-time and part-time faculty.
Outline plans to change or expand any of the delivery modes and timeframe for such
changes or expansion.
Given that both Purdue Calumet and Purdue North Central have the top-level
approval from the Higher Learning Commission for distance delivery of
programs, it is anticipated that the new institution will soon acquire this level of
approval from the HLC. Even with this high level of approval, each campus has
maintained a conservative number of online programs.
PNC and PUC Online Programs by CIP Code
Certificate
15.15 - Engineering-Related Fields
23.01 - English Language and Literature, General
52.02 - Business Administration, Management and Operations
PNC PUC



23
PNC and PUC Online Programs by CIP Code
Associate
52.99 - Business, Management, Marketing and Related Support Services, Other
PNC and PUC Online Programs by CIP Code
Bachelor
15.15 - Engineering-Related Fields
24.01 - Liberal Arts and Sciences, General Studies and Humanities
30.17 - Behavioral Sciences
42.01 - Psychology, General
51.00 - Health Services/Allied Health/Health Sciences, General
51.38 - Registered Nursing, Nursing Administration, Nursing Research and Clinical
Nursing
52.02 - Business Administration, Management and Operations
52.09 - Hospitality Administration/Management
52.10 - Human Resources Management and Services
52.99 - Business, Management, Marketing and Related Support Services, Other
54.01 - History
PNC and PUC Online Programs by CIP Code
Master
13.01 - Education, General
15.15 - Engineering-Related Fields
51.38 - Registered Nursing, Nursing Administration, Nursing Research and Clinical
Nursing
PNC and PUC Online Programs by CIP Code
Doctorate
51.3818 - Nursing Practice
PNC PUC

PNC PUC











PNC PUC



PNC PUC

The faculty capacity for teaching any variation of “online” exists on both
campuses to ensure the flexibility of these types of delivery modes. Both
campuses have high quality faculty development processes which support faculty
members in their design or redesign of courses in an online delivery model or via
24
streaming video. On both campuses, more than 60% of full-time faculty have
completed Digital Learning Certificate programs.
Therefore, online, hybrid and technology-enhanced courses (such as streaming
video) may be added to the schedule of the unified institution as a support to
students who want additional choices of courses without commuting to another
campus.
In summary, both campuses and subsequently the unified institution will have the
capacity to move programs online, but doing so would be done strategically and
with the appropriate infrastructure to support a quality, online experience for
students. For example, the current online RN-to-BS in Nursing Program at
Purdue University Calumet expanded based on the following capacity: a faculty
highly trained in delivery of online courses (100% of the faculty had been
participated in the Digital Learning Certificate Program and had been certified in
Quality Matters™), the addition of academic advising and enrollment processing
support and the infrastructure of a well-developed Learning Management System
(Blackboard).
4.
Provide the current student enrollment by department and modality (on-ground, online, iTV, etc.) at the institution.
Current Enrollment by CIP Code: The chart below shows Fall 2014 enrollment
by CIP Code. Because of naming conventions and differences in departmental
structure, the analysis of current student enrollment is by Classification of
Instructional Program (CIP codes). As curricula are aligned, the CIP code
structure will also be aligned.
PNC and PUC Fall 2014 Enrollment by CIP Code
Associate's
15.03 - Electrical Engineering Technologies/Technicians
15.08 - Mechanical Engineering Related Technologies/Technicians
52.02 - Business Administration, Management and Operations
52.99 - Business, Management, Marketing and Related Support Services, Other
PNC and PUC Fall 2014 Enrollment by CIP Code
Bachelor's
09.01 - Communication and Media Studies
11.07 - Computer Science
Fall 2014
PNC PUC
31
14
28
2
Fall 2014
PNC PUC
74
25
282
77
PNC and PUC Fall 2014 Enrollment by CIP Code
Bachelor's
11.08 - Computer Software and Media Applications
11.99 - Computer and Information Sciences and Support Services, Other
13.01 - Education, General
13.12 - Teacher Education and Professional Development, Specific Levels and Methods
14.01 - Engineering, General
14.08 - Civil Engineering
14.09 - Computer Engineering
14.10 - Electrical, Electronics and Communications Engineering
14.19 - Mechanical Engineering
15.01 - Architectural Engineering Technologies/Technicians
15.03 - Electrical Engineering Technologies/Technicians
15.04 - Electromechanical Instrumentation and Maintenance Technologies/Technicians
15.06 - Industrial Production Technologies/Technicians
15.08 - Mechanical Engineering Related Technologies/Technicians
15.15 - Engineering-Related Fields*
16.01 - Linguistic, Comparative and Related Language Studies and Services
19.07 - Human Development, Family Studies and Related Services
23.01 - English Language and Literature, General
24.01 - Liberal Arts and Sciences, General Studies and Humanities
26.01 - Biology, General
27.01 - Mathematics
30.17 - Behavioral Sciences
38.01 - Philosophy
40.01 - Physical Sciences
40.05 - Chemistry
40.08 - Physics
42.01 - Psychology, General
44.07 - Social Work
45.10 - Political Science and Government
45.11 - Sociology
51.00 - Health Services/Allied Health/Health Sciences, General
51.10 - Clinical/Medical Laboratory Science/Research and Allied Professions
51.38 - Registered Nursing, Nursing Administration, Nursing Research and Clinical
Nursing
52.01 - Business/Commerce, General
52.02 - Business Administration, Management and Operations*
52.03 - Accounting and Related Services
52.09 - Hospitality Administration/Management
52.10 - Human Resources Management and Services
Fall 2014
PNC PUC
150
184
14
52
79
77
120
94
71
126
141
62
205
100
34
127
119
240
3
91
51
129
243
110
113
75
3
174
103
41
221
115
4
159
47
13
11
36
26
238
120
166
13
278 1600**
165
90
380
228
231
66
26
PNC and PUC Fall 2014 Enrollment by CIP Code
Bachelor's
52.12 - Management Information Systems and Services
52.99 - Business, Management, Marketing and Related Support Services, Other
54.01 - History
*Organizational Leadership and Supervision program changed CIP from 52.02 to 15.15
at PUC
**Includes 1,264 Students enrolled in the Online Only program
PNC and PUC Fall 2014 Enrollment by CIP Code
Master's
09.01 - Communication and Media Studies
11.07 - Computer Science
11.08 - Computer Software and Media Applications
13.01 - Education, General
14.01 - Engineering, General
15.15 - Engineering-Related Fields
19.07 - Human Development, Family Studies and Related Services
23.01 - English Language and Literature, General
26.01 - Biology, General
27.01 - Mathematics
51.38 - Registered Nursing, Nursing Administration, Nursing Research and Clinical
Nursing
52.02 - Business Administration, Management and Operations
52.03 - Accounting and Related Services
54.01 - History
***Includes 29 Students enrolled in the Online Only program
Certificates
Degree-seeking (Pre/ Prep, Undecided, Undeclared, Transfer, Licensure, etc.)
Non-degree**
** ESL programs changed from Degree-seeking to Non-degree Fall 2014 at PUC
Fall 2014
PNC PUC
464
22
49
91
Fall 2014
PNC PUC
36
39
3
192
110
143***
37
24
26
12
35
3
639
21
Current Enrollment by Modality: The response to Question #3 contains the list
of online programs at Purdue Calumet and Purdue North Central. Purdue
Calumet has two programs that are 100% online, the RN-to-BS in Nursing and
the MS in Technology. The third online program, the Doctorate of Nursing
Practice, is active as of fall 2015. All other programs listed in Question #3 as
online at either campus are not intentionally designed to be online. In any one
semester these programs may meet the HLC definition of online, given students’
27
140
169
50
10
28
1389
325
enrollment choices and the changing delivery method for courses. Therefore,
tracking enrollment by modality for these programs proves problematic. Future
reports could track online course enrollments rather than program enrollment for
any one semester. Fall 2014 enrollment for the two intentionally online programs
at Purdue Calumet was 1,264 students in the RN-to-BS in Nursing program and
29 students pursuing the MS in Technology.
4.
Continued. Outline plans in progress to support students through the transition and to
assist students who may need or want to be transferred and taught-out if existing
programs will be terminated or modified in the next twelve (12) months.
As noted in Question #2, current students will not experience terminated
programs in the next twelve (12) months. For programs that are modified,
departments will substitute courses or make other modifications so that students
are not harmed. Every assurance has been made to students that they will not
have to commute between campuses to complete their degrees. The State of
Indiana has mandated degree maps for every program of study, as well as
customized degree maps for students transitioning between programs (through
change of degree objective). Students seeking to transition between programs in
the unified institution will be provided such customized curriculum guides (maps).
4.
Continued. Describe the anticipated student body subsequent to the transaction, the
plans and targets for recruitment and the basis on which these plans are deemed
attainable.
This answer describes the factors impacting the anticipated student body both
now and in the future.
Year One Factors Affecting Enrollment and Anticipated Student Body:
Mission: The most significant factor affecting enrollment and anticipated student
body is the newly created mission for Purdue Northwest:
Mission
Purdue University Northwest, in the land grant tradition of learning, discovery and
engagement, provides high quality, affordable undergraduate and graduate
education to students of Northwest Indiana and beyond. We create a welcoming
environment that promotes critical inquiry through experiential learning, faculty
scholarship, civic engagement and community partnerships.
28
The mission delineates Northwest Indiana as the targeted region for recruitment
for Purdue Northwest with “beyond’ signifying the reach to some international
and out-of-state students seeking the quality, Purdue degree in a small,
supportive campus environment. “Affordable” speaks to the continued sensitivity
to the high need of students seeking federal, state and institutional support to
make college graduation a reality (over 40% of students at both campuses would
qualify as high need students, defined through Title III institutional eligibility
status). Graduate education is one area which has been a focal point for Purdue
Calumet expansion in the last 10 years and serves as a possible expansion area
for Purdue North Central. “Welcoming” is an important word choice, as over 60%
of students at both Purdue Calumet and Purdue North Central are firstgeneration college students who need extra guidance in learning the system and
being successful (Office of Institutional Research, Purdue North Central, Data
Digest). “Experiential learning,” which at Purdue Calumet encompasses the
seven NSEE (National Society for Experiential Education) experience categories
of service learning, internships, cooperative education, cultural immersion,
design projects, practica and undergraduate research will continue to be
important in Purdue Northwest.
As a first step in meeting this new and enduring mission, both campuses are
redoubling efforts to create easy-to-navigate and supportive processes in all
aspects of student enrollment and initial academic planning. Critical to the ease
of navigation is the integration of Purdue Calumet's and Purdue North Central's
enrollment functions of recruitment, admissions, financial aid, registration, new
student orientation and retention efforts into one single holistic system.
Currently, the two campuses have solidified the management structure of the
enrollment offices and are in the process of converting the two separate
computing systems into one single instance of Ellucian Banner. The single
instance of Banner will allow Purdue Northwest the ability to provide seamless
incorporation of outreach, enrollment management, schedule of classes,
academic catalog, student records and degree audits. The consolidation of
computing will also involve a Request for Information (RFI) for the purchase of a
Customer Relation Management System (CRM), integration of the student portal,
continuation of the Education Advisory Board (EAB) retention
analytics/interventions and reliance on the shared Blackboard learning
management system.
In addition, the campuses are in the process of aligning admissions standards
and fee structures and implementing recruitment strategies that will also have
impact on enrollment projections and the characteristics of the student body of
29
Purdue Northwest. Some of the external factors being researched in Year One
include the demographic trends as identified through the census data, studies of
populations and migration trends and partnerships with external organizations.
All of these factors provide input into the Five-Year Enrollment Projections.
Years One to Five Factors Impacting Enrollment Projections of Student
Body:
As separate institutions, the Calumet and the North Central campuses of Purdue
University have historically provided enrollment projections for purposes of
budgeting and financial planning, as well as for reporting to the Indiana
Commission of Higher Education. As a unified institution, Purdue Northwest
anticipates five-year enrollment projections to be based upon these past,
individual campus projections, with consideration for both internal and external
factors taken into account.
Internal and external factors affecting enrollment projections include past
performance of matriculation and retention rates, Indiana birthrate trends and
new market opportunities. While Indiana birthrates are now known (these
projections of future high school graduates enter into the flat enrollment
projections in the next five years), new student recruitment opportunities may
provide some opportunities for future enrollment growth.
Currently, “new” student recruitment opportunities for Purdue Calumet involve
outreach to international students seeking study abroad opportunities in many of
the STEM disciplines, limited but consistent recruitment of “early” college
students who bring with them dual credit and meeting the needs of working
adults through online learning programs (RN-to-BS in Nursing and the MS in
Technology Online).
Purdue North Central is both sensitive to and responsive to serving its multicounty region with extensive “concurrent enrollment” at feeder high schools and
consistent development of new bachelor degrees programs to meet regional
needs. Additional new markets for Purdue University North Central may involve
adding new graduate programs that meet regional needs.
In the future, the significant “new market” for Purdue Northwest will be the
traditional age student taking fifteen credit hours, working on-campus rather than
off-campus and who intends to complete the degree within a four-year span.
Several factors point to the growth of this “new market” in the future. In the fall
30
2014, 67% of the first time college freshmen at Purdue Calumet enrolled in 15
credit hours compared to 27% in the fall 2012 (Office of Institutional Research
and Assessment, Purdue Calumet), Purdue Calumet continues support for oncampus employment (100 supplemental instructors and tutors hired in fall 2014);
and for both campuses the push by the State of Indiana is for “on-time
completion” through the “15-to-Finish” campaign and mandated four-year degree
maps.
Therefore, the future Purdue Northwest student body will be a combination of the
groups currently on the two campuses: a mix of full-time and part-time traditional
degree-seeking students, as well as non-traditional students seeking to continue
with their education or pursue degrees or certificates. They will continue to
primarily be from the geographic area historically served by both campuses
(within a 60 mile radius described in the Purdue Northwest Marketing Plan), with
increasing diversity reflective of the region and state.
The outreach and recruitment of new students will be facilitated by the
implementation of the Purdue Northwest Marketing Plan, as well as the
leveraging of assets that include the reputation of a Purdue University degree,
the academic and student support services that the larger Purdue Northwest will
provide for a greater geographic area and the targeted focus of the Purdue
Northwest admissions team as it implements its recruitment strategies.
Under a single management or supervision structure, Purdue Northwest will
redistribute the high school, transfer, adult, corporate and international markets
to eliminate redundancies, to increase deliberate frequency and new market
reach. If Purdue Northwest receives the Higher Learning Commission approval,
the University will aggressively begin branding, marketing, publication
development, website development and strategic/tactical recruitment under a
unified identity.
31
5.
Identify the projected enrollment for each quarter or semester for the next five years
by campus, additional location or distance modality or correspondence by department
at each degree level.
Purdue Calumet Projection Tables (PDF)
Purdue North Central Projection Tables (PDF)
32
6.
Provide the marketing plan for the institution for the next five years after the closing.
Executive Summary
Purdue Northwest will offer world-class educational opportunities at an excellent
value on two student-centered campuses in Northwest Indiana. As Purdue
Calumet and Purdue North Central unify into this institution of choice for
Northwest Indiana and beyond, an integrated marketing plan will be developed to
ensure all audiences understand the value of Purdue Northwest to students and
the greater community.
This overview of the Purdue Northwest Marketing Plan highlights the various
ways comprehensive marketing and communication methods will be utilized to
help ensure that the quality and integrity of the Calumet and North Central
programs are maintained; support recruitment, retention and success of
students; engage key constituents, including students, faculty, staff, alumni and
community members in the university; and promote PNW as a center for
education, innovation, economic development and culture in Northwest Indiana
and beyond. Detailed plans will be developed by an interdisciplinary team.
Purdue University Northwest Marketing Plan Overview
7.
Provide the business plan for the next five years after the closing. How will the
Institution assure it can meet its debt or other financial obligations?
Purdue University Northwest Financial Plan Overview
(Draft March 16, 2015)
Executive Summary
Over the next five years the unified institution will be stable financially as the
result of modest state appropriation increases, a conservative estimate of
enrollments and tuition and fees adjustments in line with the annual inflation
index. The increase in tuition and fee revenue is conservatively projected to be
$1.5 million in FY 2017.
At the end of Fiscal Year 2013, the Higher Learning Commission financial
reporting model reflected a strong Total Composite Financial Indicator (CFI)
score for both the Calumet and North Central campuses with similar scores
expected for Fiscal Year 2014. These strong scores are the result of both
campuses working to build up reserves sufficient to support institutional needs
should revenue instability occur.
33
Debt Service
The institution’s debt will be serviced through fee replacement money provided
by state appropriations, facility fees charged to students, income from housing
operations and savings acquired through targeted energy projects. The debt is
the result of the construction of new facilities and projects that reduced energy
consumption and costs at both campus locations.
Estimated debt service payments for the new institution’s five year business plan
are as follows:
FY 2017
FY 2018
FY 2019
FY 2020
FY 2021
$10,455,146
$ 9,427,080
$ 8,989,703
$ 8,718,394
$ 8,749,458
Sustainability of Future Operations
Operating budgets are approved by the Purdue University Board of Trustees and
fee increases are typically within the recommendations set by the Indiana
Commission for Higher Education (ICHE). Operating budgets consist primarily of
funds received from state appropriations, student tuition and fees, interest
earnings and Facilities & Administrative (Indirect Cost) recovery. Areas outside
of the operating budget include dual credit and continuing education programs,
classes provided at the Purdue Porter County site and the Executive MBA
program.
Over the course of the first five years of unification savings generated will be
reinvested in faculty and student learning opportunities. Much of the savings will
be the reduction and elimination of administrative positions with those remaining
assuming responsibilities at both locations. Additional savings will be achieved
by optimizing purchases, licenses and contractual agreements as a larger
institution.
The unified campus remains a part of the larger Purdue University System.
Functions centrally managed for the entire Purdue University System, such as
preparing the consolidated financial reports and submitting state appropriation
requests, will continue to be handled in this manner.
34
Infrastructure
Infrastructure improvements are primarily funded through designated state
appropriations and a Repair & Rehabilitation fee that is paid by students at both
campuses.
Calumet Campus
Currently, the College of Nursing and Department of Biological Sciences are
housed in the Gyte Annex, which was constructed in 1950 as the Industrial
Research Building for Inland Steel Corporation. Over the years, the Annex was
converted in phases to house academic functions. Building evaluations
completed in 1997 and 2000 by structural engineers and consultants concluded
that the Gyte Annex presented significant challenges including various structural
and mechanical deficits, inadequate institutional capacity and unsatisfactory air
quality. The Emerging Technologies Building will replace the Gyte Annex and
addresses several crucial facilities and infrastructure issues by providing space
for the programs and faculty in Nursing and Biological Sciences, as well as space
for a testing research center.
The state legislature is expected to approve the construction and financing of the
Emerging Technologies building in the 2015 session and occupancy is
anticipated in August 2017. The new building will support modern technology and
evolving instructional techniques and prepare students for 21st century jobs in
nursing and life sciences while advancing economic development in Northwest
Indiana.
North Central Campus
In April 2016 the new Student Services and Activities Complex (SSAC) will be
completed. This facility will provide new space for student clubs, activities and
wellness functions as well as a conference center to meet the needs of the
university and surrounding communities. Areas vacated by the units moving into
the SSAC will provide additional office space for anticipated growth in faculty, as
well as additional classrooms and labs.
Information Technology (IT)
Plans are in place to fully integrate the technology between campuses. For
example, Purdue Northwest will use a single instance of Banner to support
student records and financial accounting. Unification will also benefit students
by providing a single point to register for classes and make payments. Other
examples of combined technology will include moving to a single campus e-mail
and web domain name, as well as a single VIOP phone system.
35
Many of the other student support, academic and business systems are already
considered centrally supported and will continue to be so post-unification. Each
campus in the Purdue University System contributes a proportional share to
licensing and system upgrades. Examples of these shared programs include
Blackboard, SAP and Concur.
A designated technology fee is assessed to students to fund many of the
information technology initiatives, as well as to purchase and maintain software,
computers, peripherals and other non-consumable technology-related items for
student use on campus, as well as remote access to software from off-campus
locations. Technology needs for staff and support services are funded through
departmental budgets.
Other Equipment Needs
The unified institution will continually reassess the allocation of resources to
ensure the technology available for use in classrooms and instructional labs is
meeting the needs of the students.
Summary
Two fiscally strong campuses will combine into a stronger unified campus
beginning July 1, 2016. The financial plan anticipates stable-to-modest growth in
revenue, more than adequate funding to meet debt service and infrastructure
plans and to support facility and technology needs into the foreseeable future.
7.
Continued. What improvements or expansions to technology or infrastructure will be
necessary to sustain financial operations, support current or planned enrollment
increases, new educational programming, etc. and what will be the source of the
funds?
Year One: Although both campuses are within the Purdue University system,
each has a separate instance of the student information system, Ellucian Banner.
In January, 2015, the Chancellors from both campuses created an 18-month
project during which functional users in Enrollment Management and Information
Services would align enrollment processes and create uniform coding in one
instance of Banner. Sharing the Banner database allows one admissions and
financial aid process and a single registration and payment process, while
ensuring that this new instance of Banner takes full advantage of the features of
a relational database.
Both campuses currently use one instance of the learning management system,
Blackboard and both have hosted pilots through which courses have been
36
merged virtually within this course management system. These pilots have
tested a system by which students and faculty of record from either campus can
access all course materials and discussion boards in both on-ground and online
courses. As noted in Questions #2 and #4, faculty members from both
campuses have the capacity to vary delivery modes with technology applied to
on-ground courses, by developing a hybrid model, or by offering courses solely
online. The purpose of the Blackboard pilot was to work with faculty in any of
these modalities so that in the future students from either campus will have a
choice of courses and modalities.
Finance and Administration staff are leading the effort to transition the student
tuition and fee structure into a unified whole by July 1, 2016, so that students
attending the two campuses will pay the same amount in fees.
Year Five Source of Funds: As of February 28, 2015, joint appointments of
administrative positions since the announced of unification had produced over
$650,000 in recurring savings and over $350,000 in non-recurring savings. In
the announcement of unification by the Purdue University Board of Trustees
(Purdue University Calumet News Release, February 26, 2014), these initial and
subsequent savings are to be reinvested in academic excellence and student
success during the next few years. The directive from the Purdue Board
Chairman emphasizes the importance of this re-investment:
“The chancellors’ joint proposal reflects Purdue’s continued emphasis on
administrative cost savings to promote student affordability and accessibility,”
said Thomas Spurgeon, chair of Purdue’s Board of Trustees. “We appreciate the
initiative and the creativity of our two excellent chancellors in bringing this idea
forward. The funds liberated by eliminating duplication and combining purchasing
power can be reinvested in new faculty and stronger academic programs. Purdue
is proud of these two campuses and we believe they can serve an even greater
future role in the economic and cultural life of their region.” (Purdue University
Calumet News Release. February 26, 2014).
7.
Continued. If the institution intends to use funds provided by an investor(s), what is the
evidence of the investors’ commitment to continue to provide funds over time to sustain
operations and expansion?
Funds are not being provided by an investor(s) for this unification.
37
8.
Describe immediate and long-range strategic planning for the institution and at the
parent or corporate level as contemplated by the transaction and how it will affect the
institution.
Year One: Consultants were hired to facilitate the discussion on a mission for
Purdue Northwest and from this mission to develop short and long-range
strategic plans for the unified institution. During the spring of 2015, more than
100 faculty, staff and students from both campuses participated in consultant-led
open meetings on both campuses to complete this planning process. The
agreed-upon mission and vision and draft strategies are the following:
Mission
Purdue University Northwest, in the land grant tradition of learning,
discovery and engagement, provides high quality, affordable
undergraduate and graduate education to students of Northwest Indiana
and beyond. We create a welcoming environment that promotes critical
inquiry through experiential learning, faculty scholarship, civic engagement
and community partnerships.
Vision
Purdue University Northwest will be the institution of choice in Northwest
Indiana and beyond as the center for education, innovation, economic
development and culture.
Strategic Planning Goals
--Student Success and Success Objectives
--Academic Excellence
--Learning through Engagement and Discovery
--Inclusivity and Diversity
--Community and Business Engagement
The complete 2016-2021 Draft Strategic Plan for Purdue Northwest is
posted on the Unification website.
38
9.
Explain the governance and management structure at the institution and at the parent
or corporate level as contemplated by the transaction and how it will affect the
institution.
Purdue Northwest will be the largest institution of higher learning in Northwest
Indiana and the fifth largest public higher education institution in the State of
Indiana. It will be a regional campus and part of the Purdue University System.
Purdue University was established in 1869 as Indiana‘s land- grant university by
decree of the state legislature. The authority to manage the University System is
vested in the Trustees of Purdue University, a 10-member board appointed by the
governor. The general powers of the Trustees are regulated by Title 21 of the
Indiana Code and include selecting the president, ratifying all major policies and
approving the budgets. The Chancellor of Purdue Northwest will report to the
president of Purdue University and will serve as the chief executive officer.
The Indiana Commission for Higher Education was created in 1971 to coordinate
public higher education institutions in the State. The Commission defines
missions, approves new campuses or branches, approves academic programs,
aids in interpretation and implementation of legislative statutes and, most
recently and coordinates state financial aid funding.
This reporting structure will not change with unification. In addition, both
campuses adhere to the principles and practices in shared governance with
faculty senates, clerical and service and administrative and professional
employee organizations having significant input into the unification process.
Unification has and will continue to impact reporting structures within and
between the two campuses. As administrative openings have occurred within
the last several months, joint appointments have been made for the following
positions:
Vice Chancellor for Academic Affairs and Provost
Director of Graduate Studies
Vice Chancellor of Information Services
Assistant Vice Chancellor for Information Services for Purdue
Calumet and Purdue North Central
Director of University Libraries
39
Director of Technical Infrastructure for Purdue Calumet and
Purdue North Central
Director of IT User Experience
Vice Chancellor of Finance and Administrative Services
Associate Vice Chancellor of Facilities and Capital Projects
Associate Vice Chancellor of Finance and Business Services
Associate Vice Chancellor of Human Resources
Senior Director of Facilities and Grounds
Director of Building Services
Director of Public Safety
Facilities Projects Assistant
CAD Technician/Drafter
REM Occupational Health & Safety Specialty
Executive Assistant
Assistant Vice Chancellor for Enrollment Management
Director of Career Development and Services
Director of Student Success and New Student Orientation
Executive Director of Financial Aid
Executive Director of Undergraduate Admissions
University Registrar
Athletic Director
Associate Athletic Director for Compliance
There has been considerable discussion of a unified academic structure by the
faculty at large, including at the winter 2015 faculty workshop at Purdue North
Central, a convocation at Purdue Calumet and at college, department, and
program meetings, and forums on both campuses. In addition, the academic
structure has been a topic of discussion at both Faculty Senates. Each Senate
surveyed faculty on both campuses on preferred models and provided
recommendations based on responses (see Purdue Calumet Faculty Senate
Minutes). Department heads/chairs, deans and the Joint Senior Leadership
Team (Chancellors and those directly reporting to them) also have discussed
options. The final proposal will be determined by the Chancellors and will be
taken to the Purdue University Board of Trustees for approval in October 2015,
as requested by the Trustees.
40
10.
Explain the knowledge of and experience in higher education, or with accreditation, of
any of the buyers, investors or other key parties in the transaction. Include key
administrators in place or being hired.
Both Purdue Calumet and Purdue North Central have benefitted from
experienced and knowledgeable leaders in higher education. At both the
chancellor and vice chancellor levels, administrators have significant experience
in higher education and with specialized and regional accreditation organizations.
The current president of Purdue University is well-versed in both public policy
and state-level leadership (having served as governor for two terms) and the
Purdue University Board of Trustees has Purdue alumni, business owners and
executives and a student trustee.
11.
Describe the number of faculty members in each department
1)
A summary of their qualifications
Purdue Calumet Faculty Qualifications
Purdue North Central Faculty Qualifications
2)
The nature of their employment relationship (tenured, union, etc.) at the
institutions
Calumet Employee Report for HLC
PNC Employee Report for HLC
3)
And plans in progress to terminate, retain, or supplement those faculty
members after the completion of the transaction.
There are no plans to terminate or supplement faculty members after the
completion of the transaction. As has been usual practice, these decisions
will be based on program creation and review of program enrollments over
time.
41
4)
Provide numbers of full- and part-time faculty before the transactions and numbers
anticipated within one year of the transactions.
It is anticipated that these numbers will have little variance from reports below for
each campus.
Provide drafts of all employment agreements or employment documents anticipated for
update at or subsequent to closing as well as evidence that faculty have seen the draft
documents and provided an acceptance or rejection of offer of employment:
Employment will continue under Purdue University policies. Specific employment
documents are under review for updating on both campuses. Unification of
promotion and tenure procedures will take place now that the Purdue University
System promotion and tenure revisions have been approved by the Purdue
University Board of Trustees. The Board of Trustees approved revised policies
and procedures in May 2015. Possible impact of unification on tenure has been
incorporated into the approved policy document, which states that:
“Tenure is effective only at the particular campus of the University where it was
acquired. However, when two campuses are merged, a campus undergoes a
name change or some other organizational change is made, all faculty with
Tenure will retain their Tenure and rank under the new campus name. Similarly,
Tenure-track faculty will remain Tenure-track faculty under the new campus
name and their Probationary Periods will continue uninterrupted.”
This document also states:
“If or when the Criteria for Promotion and Tenure change, expectations for
existing Tenure-track faculty to meet the new criteria will be gradual and
based on time in rank. Criteria in effect while an individual has been
preparing for Tenure and promotion will be taken into consideration,
especially for those in the last years before the Tenure decision.”
DRAFT - Academic Tenure and Promotion Policy
12.
Explain the institution’s current efforts to assess student learning and what efforts will
be undertaken subsequent to the transaction to ensure continuity or improvement of
these efforts.
42
Year One: Both institutions have been actively engaged in assessment and
efforts to foster a culture of continuous improvement.
Purdue North Central was one of the first institutions in Indiana to adopt the
Essential Learning Outcomes of the Association of American Colleges and
Universities (AAC&U) and subsequently work to use the associated rubrics to
assess general education at the course level and in broad samples of students
(through the Multi-State Collaborative to Advance Learning Outcomes
Assessment). Purdue North Central’s faculty governance includes an
Assessment Steering Committee, as well as a General Education Committee,
both of which report on and oversee assessment efforts.
Each year, Purdue North Central’s Faculty Senate Assessment Steering
Committee assembles a report on assessment in all academic programs. The
report includes student learning outcomes, ongoing assessment efforts, ways
that these assessments are used to make improvements and reflection on how
assessment efforts might be improved in the future.
In addition to the sharing of academic program improvements through the annual
report, there is an annual Assessment Fest, at which faculty from various
programs share and discuss successful assessment initiatives as well as
challenges. At the most recent Assessment Fest, Purdue North Central hosted
assessment leaders from all the Purdue campuses for a panel session and
discussion.
Purdue Calumet’s academic departments report annual student learning
assessment and changes made based on that assessment to their college deans
who in turn summarize these findings for the Vice Chancellor for Academic
Affairs and Provost. The Faculty Senate has long supported assessment
committees which oversee the approval and assessment of listed general
education courses as well as approval and assessment of experiential learning
courses.
Purdue Calumet conducts comprehensive programs reviews for accredited and
non-accredited programs every seven years; Purdue North Central does the
same every five years. For accredited programs at both campuses, these
reviews involve submission of the self-study created for the accrediting agency
as well as the visiting team‘s report.
For non-accredited programs at both campuses, a self-study is created using a
standard template of questions and an internal review panel provides feedback to
43
the department, appropriate dean and vice chancellor for academic affairs. For
non-accredited programs at Purdue Calumet, a peer-based external visiting
panel also provides input.
Years One – Five Purdue Northwest: Assessment planning for the unified
institution is taking place at many levels. Several committees have been formed
to address assessment and create processes which represent best practices
between both campuses and at benchmark institutions. The General Education
Unification Committee, working closely with the two Faculty Senates, has moved
a common core curriculum and course categories through both bodies, with
plans to follow this with common student learning outcomes and assessment
procedures which will align with state and national standards.
The Institutional Effectiveness Committee has recommended a new unified
structure that would include institutional research, accreditation and assessment
functions. Members of the committee believe this new structure will facilitate
integration of functions and provide better support for academic units in
assessment, program reviews and external accreditation. The Freshmen
Experience Committee and the Committee on Academic Success have
evaluated the effectiveness of the current freshmen experience offerings (a
General Education requirement at Purdue Calumet and included in the newlyapproved General Education core curriculum for Purdue Northwest) and made
recommendations; and the Experiential Learning Committee has reviewed best
practice models for experiential learning and has made recommendations on this
key graduation requirement. The Committee on the Center for Teaching,
Learning and Technology has benchmarked faculty development activities on
other campuses to determine the best approach to support current and new
faculty in their teaching and assessment of student learning work (see Question
#2 for the full list of committees and recommendations recently submitted to the
Joint Senior Leadership Team).
13.
Explain how the institution will continue to meet each of the Eligibility Requirements
and each of the Criteria for Accreditation, including each Core Component,
subsequent to the completion of the transaction. (If the transaction intends to
consolidate another institutional entity into the structure of an institution affiliated
with the Commission, the narrative must establish that the accredited institution will
have sufficient academic and corporate control of the other component as outlined in
the Commission’s Eligibility Requirements.)
44
Criterion 1: Mission: The institution’s mission is clear and
articulated publicly; it guides the institution’s operations.
1. A.
The institution’s mission is broadly understood within the institution
and guides its operations.
1.
The mission statement is developed through a process suited to the
nature and culture of the institution and is adopted by the governing
board.
Purdue University campuses are steeped in the land-grant tradition
of serving the citizens of the State of Indiana with a focus on
Learning, Discovery and Engagement. Although this common
focus serves as an organizational and cultural core, the campuses
within the Purdue University System have developed in different
ways, serving different constituents and developing different
academic programs which serve the needs of these constituents.
The Draft Purdue University System Plan explains this variation
when it states that “Each campus in the Purdue University System
will be recognized and valued for its unique characteristics and
contributions” and that “The administrative structure of the Purdue
System will be designed in a way that respects the academic
autonomy of the individual campuses.” Draft System Plan,
Preliminary Operating Principles (p.4)
While Purdue regional campuses create missions responding to
common core values but reflective of unique characteristics, the
campuses are also responsive to state expectations of regional
campus missions. In 2013, the Indiana Commission for Higher
Education, the higher education policy group within the state, set
mission-level expectations concerning student profiles, educational
responsibilities, graduate programming, geographic reach and
governance structures (The Indiana Commission for Higher
Education’s “Policy on Regional Campus Roles and Missions.”
October 10, 2013). Some of the specific recommendations include
supporting flexible delivery methods to assure students have
predictable course schedules and support for high school students
entering college with a head start on courses completed through
dual credit, concurrent enrollment or AP credit.
45
It is important to understand this backdrop of historic, system and
state expectations as Purdue Calumet (Hammond) and Purdue
North Central (Westville) approached the task of developing a
common mission for Purdue Northwest.
Purdue North Central and Purdue Calumet have clearly articulated
mission statements which are easily found on their websites. As
Purdue North Central and Purdue Calumet move toward unification,
a new mission has been crafted, drawing on the land grant mission,
the Purdue University System Plan and the Indiana Commission for
Higher Education's expectations and also taking into account the
unified institution’s new position. This new mission statement will
need to be approved by the Purdue University Board of Trustees.
The new mission and vision statements were created with input
from students, staff and faculty on both campuses. Consultants
convened three focus groups on both campuses in December
2014, with governance groups recommending attendees; 55
faculty, staff and students provided input in these sessions. The
process involved reviewing the current Purdue Calumet and Purdue
North Central mission and vision statements in advance of the
meeting. During the meetings, participants were asked to review
several draft mission and vision statements and then shared what
worked about each statement and what meaning they derived from
each. The reactions and improvements to the drafts were then
compiled, with a final mission shared with and determined by the
Unification Committee. The mission and vision will be submitted to
the Purdue University Board of Trustees for approval at the October
2015 board meeting.
The new mission statement of Purdue University Northwest clearly
incorporates ideas from the previous mission statements. Part of
the campuses’ discussion on mission focused on how this new,
larger institution would move into a stronger position within
northwest Indiana, the state and beyond. This position would be
based on a greater Purdue presence as a result of one inclusive
and distinct institution rather than two, sometimes competing
institutions; a larger geographic reach; and enhanced opportunities
due to scale.
46
Mission
Purdue University Northwest, in the land grant tradition of learning,
discovery and engagement, provides high quality, affordable
undergraduate and graduate education to students of Northwest
Indiana and beyond. We create a welcoming environment that
promotes critical inquiry through experiential learning, faculty
scholarship, civic engagement and community partnerships (2015)
Vision
Purdue University Northwest will be the institution of choice in
Northwest Indiana and beyond as the center for education,
innovation, economic development and culture.
2.
The institution’s academic programs, student support services and
enrollment profile are consistent with its stated mission.
Current and planned academic programs, support for student
success and enrollment profile are all encapsulated within the
mission and vision statements. “High quality” in the mission
statement refers to the world-renowned quality of a Purdue
education, Purdue Northwest’s well-developed academic programs
and its outstanding faculty and staff. “Affordable” speaks to Purdue
Northwest’s continued sensitivity to the high need of students
seeking federal, state and institutional support to make college
graduation a reality with more than 40% of undergraduates at both
institutions showing high financial need (defined through Title III
institutional eligibility status).
The costs of attendance at Purdue Calumet and Purdue North
Central are below the average for public baccalaureate granting
universities in the state and will remain so through the transition to
Purdue Northwest. Graduate education has been a focal point for
Purdue Calumet expansion in the last 10 years and likely will
continue to be expanded with the greater resources of Purdue
Northwest.
47
“Welcoming” is an important word choice, as over 60% of students
at Purdue Calumet and students at Purdue North Central are firstgeneration college students (Office of Institutional Research,
Purdue North Central Data Digest). Many students need a college
environment that emphasizes extra guidance in adapting to
structures and expectations in higher education, in building a career
rather than finding a job, in developing resilience and in being
successful. “Experiential learning,” which at Purdue Calumet
encompasses the seven NSEE (National Society for Experiential
Education) experience categories of service learning, internships,
cooperative education, cultural immersion, design projects, practica
and undergraduate research, will continue to be important in
Purdue Northwest. Recommendations have been made on the
further expansion and development of experiential learning for
Purdue Northwest.
3.
The institution’s planning and budgeting priorities align with and
support the mission
The mission statement--developed by large numbers of faculty and
staff during the last year as part of the strategic planning process-will guide strategic priorities for the future. More information
concerning planning is provided under Criterion 5.C.1.
Through the directive of the Purdue Board of Trustees, savings
occurring through the unification (through merging administrative
positions and functions, joint software and other purchases, etc.)
should be redirected toward support for students and academic
quality. Ongoing planning processes currently focus on how student
needs and academic quality will be addressed in the future. More
than a dozen unification committees conducted short and long-term
planning exercises including Academic Success (Retention and
Advising); Center for Teaching, Learning and Technology;
Experiential Learning; Honors; and Graduate Education.
48
Criterion 1: Mission
1. B.
The mission is articulated publicly.
1.
The institution clearly articulates its mission through one or more public
documents, such as statements of purpose, vision, values, goals, plans,
or institutional priorities
Purdue North Central and Purdue Calumet currently post their
mission statements, values and vision on their websites; after
unification they will be posted at the Purdue Northwest website.
The unification website (a publicly accessible website) contains the
Purdue Northwest mission and vision statements and the draft
Strategic Plan.
2.
The mission document or documents are current and explain the extent
of the institution’s emphasis on the various aspects of its mission, such
as instruction, scholarship, research, application of research, creative
works, clinical service, public service, economic development and
religious or cultural purpose.
Mission and vision documents were developed during late fall 2014
and spring 2015 using focus groups and by consulting students,
faculty and staff and community members. Consultants facilitated
this process through broad outreach efforts to over 250
constituents, with 55 individuals attending focus groups held on
both campuses. The new mission and vision address Purdue
Northwest’s place in the community, the scope of intended
constituencies and overall goals. Specifically, the mission
describes Purdue Northwest’s “place” in the world, Northwest
Indiana and beyond; its emphasis on critical inquiry and how this
critical inquiry would be promoted and its focus on high quality, yet
affordable education for undergraduates and graduate students.
The new mission and vision can be found on the unification
website.
3.
The mission document or documents identify the nature, scope and
intended constituents of the higher education programs and services the
institution provides.
The new mission addresses the greater geographical scope of the
combined campuses and renewed purpose to educate students in
49
Northwest Indiana and beyond. The mission delineates Northwest
Indiana as the primary region for recruitment for Purdue University
Northwest with “beyond” signifying the reach to the northern part of
Indiana and international and out-of-state students seeking a
quality, Purdue degree in a smaller, supportive campus
environment. The nature of programs and services is indicated by
the focus on “critical inquiry through experiential learning, faculty
scholarship and civic engagement and community partnerships”
(Purdue Northwest Mission Statement).
Criterion 1: Mission
1. C.
The institution understands the relationship between its mission and the
diversity of society.
1.
The institution addresses its role in a multicultural society.
2.
The institution’s processes and activities reflect attention to human
diversity as appropriate within its mission and for the constituencies it
serves.
Purdue Northwest remains committed to serving the regional and
area community in which it resides. Northwest Indiana has longstanding and growing multiculturalism as reflected in the student
body. As such, the mission explicitly acknowledges the cultural and
ethnic diversity of the northwest Indiana region and seeks to
engage with society and focus attention on the community. (STATS
Indiana, Lake County Profile). Both campuses emphasize
community engagement as part of attention to human diversity and
commitment to constituencies. More information is provided under
Criterion 3.B.4.
At Purdue North Central, service to diverse constituencies include
the Multicultural Club, the celebration of Hispanic Heritage Month,
minors in Latin American Studies and Ethnic Studies and faculty
research that focuses on minorities (more detail on PNC’s
activities).
50
At Purdue Calumet, student organizations and student events
reflect the wide range of constituencies served including the Black
Student Union, the Brazilian Student Association, the Chinese
Student Association, German Club, LGBTS Alliance, Los Latinos,
Saudi Student Association, Spanish Club and the French Club, The
International Programs Office (IPO) offers a wide variety of
activities each semester for Purdue Calumet students, both on and
off campus. On-campus programs include: World on Wednesdays
(WOW), International Coffee Corner, Language Circles, as well as
other social and special seasonal events. In addition, IPO
organizes weekly field trips to local destinations.
The mission of the International Affairs Office at Purdue Calumet
has been to increase student and faculty participation in
educational experiences abroad, to recruit, admit and provide
support for international students and to synthesize these two areas
to create a more global learning environment. With the unification
of the two campuses, International Affairs will seek to apply all
aspects of this mission and to utilize the expanded availability of
academic programs and geographic environments to benefits all
members of the Purdue Northwest community.
General education outcomes and academic program outcomes
also reflect this emphasis and both institutions seek to make their
campuses centers of intellectual and cultural diversity. For
example, the LaPorte County Martin Luther King Day breakfast has
been held at Purdue North Central for twenty years. This very wellattended event has included speakers such as the Tuskegee
Airmen (include more speakers). Similarly, the Multicultural
Campus Council at Purdue University Calumet supports a variety of
cultural events and initiatives to support the emphasis on inclusivity.
The emphasis on diversity and service will continue and be
strengthened in Purdue Northwest.
51
Criterion 2: Integrity: Ethical and Responsible Conduct: The
institution acts with integrity; its conduct is ethical and responsible.
2. A.
The institution operates with integrity in its financial, academic,
personnel and auxiliary functions; it establishes and follows policies and
processes for fair and ethical behavior on the part of its governing
board, administration, faculty and staff.
Purdue Northwest will operate following Purdue University System
approved guidelines for ethical behavior. The system-wide Office of
the Vice President for Ethics and Compliance oversees these
policies, which are regularly reviewed and revised to ensure they
are up to date and appropriate. (Purdue System policies on
Conduct, Conflicts, Equal Opportunity, etc.)
The Purdue University System has many policies with regard to
integrity in financial, academic and personnel functions. New
employees through orientation sessions receive information and
university expectations concerning these policies:
•
Protection against Reprisal for
(Whistleblower Protection) (III.A.4)
•
Research Misconduct, (III.A.2)
•
Statement of Integrity and Code of Conduct Student Loan Code
of Conduct (III.A.3)
•
Conflicts of Commitments and Reportable Outside Activities
Individual Financial Conflicts of Interest (III.B.2)
•
Nepotism, University Policy Concerning (C-37)
•
Political Activities (B-4) Anti-Harassment (III.C.1)
•
Equal Opportunity, Equal Access and Affirmative Action (III.C.2)
•
Nondiscrimination Statement
Complaints of Discrimination
Good
Faith
Disclosures
Procedures for Resolving
and Harassment Individual
52
Financial Conflicts of Interest (III.B.2) Budgeting Campaign
Expenses (II.B.1)
•
Gift Acceptance (II.B.2)
•
Intellectual Property (I.A.1)
•
Research Misconduct, Policy on (III.A.2)
•
Export Controls and Office of Foreign Assets Control (OFAC)
Regulations (I.A.2)
•
Conflicts of Commitment and Reportable Outside Activities
(III.B.1)
Purdue Northwest will also follow approved system guidelines
regulating Academic and Research Affairs and Business and
Finance. The Purdue University System has a robust Internal Audit
program. These policies are regularly reviewed and updated as
needed.
Criterion 2: Integrity: Ethical and Responsible Conduct
2. B.
The institution presents itself clearly and completely to its students and
to the public with regard to its programs, requirements, faculty and staff,
costs to students, control and accreditation relationships.
Extensive information has been provided to the public on
unification, including:

Fifteen news releases issued jointly by the
campuses, Feb. 2014-June 2015

Chancellors’ joint appearance on Lakeshore
Focus television program on Lakeshore Public
Media, Nov. 26, 2014
53

Chancellors’ OpEd article which appeared in a
wide variety of northwest Indiana print and online
news media,

Various radio programs on WJOB (Hammond),
WEFM (Michigan City) and WCOE (LaPorte)
providing periodic updates on the unification
process
There has also been considerable outreach to alumni and the
community, including:
•
E-blast to alumni of both campuses providing
information about unification – beginning Feb. 26,
2014, at announcement of unification and
continuing.
•
Alumni were included in surveys for the
institutional naming process, creation of mascot or
campus symbol process and will be asked to give
input to PNW website development.
•
E-blast to key community members of both
campuses providing information about unification
– beginning Feb. 26, 2014, at announcement of
unification and continuing.
•
Community members were included in surveys for
naming process, mascot process and will be
asked to give input to PNW website development.
•
PNC Advisory Board – update on unification at the
four meetings held throughout the academic year.
•
Purdue Calumet Chancellor’s Advisory Board –
update on unification at the meetings held
throughout the year.
•
Purdue Calumet UpWord magazine – Summer
2014 and Summer 2015 – circulation
54
approximately 30,000 alumni and friends of the
university. Both issues included
information/updates about unification.
•
PNC Chancellor’s Society Newsletter – brief
monthly letters sent to PNC donors to recap
significant activities. Unification activities have
been included in six issues since March 2014.
•
Both Chancellors, senior leaders, deans,
admissions staff and media spokespersons have
been asked to speak about or answer questions
about the unification frequently from March 2014May 2015 at community events, college fairs, etc.
Purdue Northwest will revise and update all marketing and information
materials and venues, including its website and catalog, to represent
itself clearly to students and the general public. Purdue Northwest is
aligning admission requirements as well as costs. Over the next five
years, the various accreditation relationships will be reviewed and
revisited by the relevant faculty who will work with the proper agencies
to maintain their status as accredited programs. As part of this
emphasis on transparency, the Unification Website has tracked all
aspects of unification, including the posting of the Higher Learning
Commission application as well as detailed information on unification
committees. The Website also contains the history and content of
many information sessions about unification and the impact on faculty,
staff and students. See the Unification Website.
Currently both Purdue Calumet and Purdue North Central use a variety
of communication means to present the campuses to its students and
to the public. This emphasis on complete and clear presentation on
programs and their requirements, costs and accreditation relationships
will continue with Purdue Northwest.
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Source of
Communication
Campus tours
Target Audience
Method
Intent
Prospective students
and families
Meet with Purdue Calumet student
ambassadors or Purdue North Central
student guides who provide tours.
Emphasis on tour is support available to
students (tutoring, Supplemental
Instruction, student activities, financial
aid, etc.)
Provide high school and transfer
students and families with
opportunity to ask questions
about the university to a current
student. Provide tour groups
with opportunities to visit
selected academic areas of
interest.
Host IACAC
Authorized
Regional College
Fair
Prospective students
and families
Cohost with local high schools an
annual state sanctioned college fair for
prospective students and family
members. Offer financial aid information
sessions and participating college
information about enrollment
process/campus life.
College Goal
Sunday
Prospective and
Current students
and families (and to
public)
Provide one-to-one assistance to
students and families on completion of
the FAFSA form prior to March
deadline.
Transfer Fairs
Community
College Visits
Website
Catalog
Orientation/
Registration
Prospective transfer
students
Prospective and
current students and
families and to the
general public
Prospective and
current students and
families and public
Prospective and
current students and
families
Meet with prospective transfer students
to discuss the transferability of courses,
applicability to a major, program
articulations, financial assistance, and
admissions requirements.
Provide current information on
programs, courses, accreditation,
control, cost, financial aid, strategic
plans of both campuses.
Provide current information on
programs, courses, accreditation,
control and cost.
Provide academic program information
and success strategies for students of
all majors. Demonstrate use of Degree
Works (degree mapping software) to
empower students to track progress
toward degree. Provide in-depth
financial aid information. Academic
advisors work with students to complete
registration. Provide tours for students
and families
Provide local high schools and
their students an opportunity to
participate in a larger college fair
to attract a greater variety of
colleges/universities.
Outreach to low-income
students and families on step
by-step completion of financial
aid application. Provide in-depth
responses on financial aid
process and outcome.
Provide community college
advisors and prospective
students information about
transferability of courses and the
admissions process
Provide current and critical
information about our campus to
prospective and current
students and the public.
Provide current and critical
information about our campus to
prospective and current
students and the public.
Transition students into
academic programs through
initial meeting with academic
advisors.
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Course Syllabus
Current students
Academic
Advising
Current students
Open Houses
and Receptions
Prospective students
and families
Net Price
Calculator
Prospective students
and families
View Books and
Other College
Recruitment
Publications
Prospective students
and families
K-12 School
Counselors’
Workshops
For public guidance
counselors in K-12
Preadmissions
Counseling
Appointments
Prospective students
and families
Syllabus provided by faculty shows
student learning objectives, faculty
contact information, course
requirements, assignments, grading
policies, ADA policy and emergency
procedures.
Advisors work one-on-one with students
on academic planning, course
adjustments, referral to other university
resources.
Faculty and staff meet with prospective
students and families and provide
important information on support
services to students.
The Net Price Calculator helps families
plan for educational costs at Purdue
University Calumet/North Central. By
entering the required information,
families can use this tool to receive a
financial aid projection that includes an
estimated Purdue University
Calumet/North Central “net price” figure
(estimated costs less anticipated needbased scholarship & grant aid).
The View Books (and other recruitment
materials) are shared with prospective
students and families to introduce the
university and its programs. While
these View Books have traditionally
been written publications mailed to
students’ homes, digital and custom
versions are now being explored.
Intent: Introduce the university, its
programs, students, faculty and
services, to recruit for enrollment.
The university hosts counselor
workshops that allow for professional
development opportunities as well as
the sharing of information on the
programs and support services
available to the college students on
campus
Admissions staff meets with prospective
students and families for one-to-one
assistance related to
admissions/enrollment process.
Communication of student
learning objectives and course
requirements.
Advisors guide students in
academic planning and effective
course scheduling.
Provide information to those
students undecided about
majors and planning majors.
Provide opportunity for students
to meet faculty and staff.
Provide the prospective student
with an estimate of the cost of
attending university and the
student financial aid resources
available to off-set the costs.
Introduce the university, its
programs, students, faculty and
services, to recruit for enrollment
Provide counselors with
information and materials to
share and use with the
prospective college students
they serve in their respective
schools.
Provide personalized one-to-one
appointments to students with
critical enrollment information
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Criterion 2: Integrity: Ethical and Responsible Conduct
2. C.
The governing board of the institution is sufficiently autonomous to
make decisions in the best interest of the institution and to assure its
integrity.
1.
The governing board’s deliberations reflect priorities to preserve
and enhance the institution.
2.
The governing board reviews and considers the reasonable and
relevant interests of the institution’s internal and external
constituencies during its decision-making deliberations.
3.
The governing board preserves its independence from undue
influence on the part of donors, elected officials, ownership
interests, or other external parties when such influence would
not be in the best interest of the institution.
4.
The governing board delegates day-to-day management of the
institution to the administration and expects the faculty to
oversee academic matters.
The policies of the Purdue Board of Trustees (BOT), as
established by the State of Indiana, ensure the autonomy of
the board and acknowledge the Board’s ability to manage all
universities within the Purdue University System. The BOT
website includes information related to conflicts of interest,
which helps to guarantee the independence of the board
from outside influence.
The BOT will provide oversight for Purdue Northwest but will
expect the administration and faculty to manage the day-today operations of the university and the curriculum.
Delegation of authority is clearly outlined in Purdue
University System policy.
The Purdue University Board of Trustees maintains a
website with detailed information on its bylaws. The excerpt
below provides specific role definition for individual trustees
and for the board as a whole in response to HLC Criterion
2.C. and its sub-parts. (Board of Trustees Bylaws)
58
APPENDIX A: Trustee Code of Conduct
1.
A Trustee shall devote time, thought and study to his
or her duties as a member of the Board of Trustees of
The Trustees of Purdue University.
2.
A Trustee shall learn how Purdue University functions
— its uniqueness, strength and needs —and its place
in post-secondary education.
3.
A Trustee shall carefully prepare for, regularly attend
and actively participate in the Board meetings and
committee assignments.
4.
A Trustee shall accept and abide by the legal and
fiscal responsibilities of the Board as specified in
federal and state law, the regulations, rules of
procedure, policies and resolutions of the Board of
Trustees and the University Statement of Integrity and
Code of Conduct.
5.
A Trustee shall base his or her vote upon all
information available in each situation and shall
exercise his or her best judgment in making decisions
which affect the course of Purdue University.
6.
A Trustee shall vote according to his or her individual
conviction and may challenge the judgment of others
when necessary; yet a Trustee shall be willing to
support the majority decision of the Board and work
with fellow Board members in a spirit of cooperation.
7.
A Trustee shall maintain the confidential nature of
Board deliberations in executive sessions. This
includes written and verbal communication
concerning the executive sessions. The Chairman
shall serve as the spokesperson for the Board. Other
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Trustees shall avoid acting as spokesperson for the
Board unless specifically authorized to do so.
8.
A Trustee shall understand the role of the Board as a
policy making and oversight body and avoid active
involvement in administration of that policy unless
specifically authorized to do so by the Board.
9.
A Trustee shall learn and consistently use designated
institutional channels when conducting Board
business (e.g., responding to faculty and student
grievances, responding to inquiries concerning the
status of a presidential search).
10.
A Trustee shall comply with conflict of interest policies
and requirements prescribed in the Bylaws and under
state law. A Trustee shall refrain from accepting
duties, incurring obligations, accepting gifts or favors,
engaging in private business or professional activities
when there is, or would appear to be, a conflict or
incompatibility between the Trustee's private interests
and the interests of Purdue University.
11.
A Trustee shall refrain from actions and involvements
that may prove embarrassing to Purdue University.
12.
A Trustee shall act and make judgments always on
the basis of what is best for Purdue University as a
whole and for the advancement of higher education in
general.
Procedure for Responding to Breaches of the Code of
Conduct
1.
Should evidence or allegations of Code of Conduct
violations by a Trustee of The Trustees of Purdue
University come to the attention of the Chairman of
the Board, which after further review by the Chairman
60
appears to constitute a breach of the Code of
Conduct, the Chairman and the Vice Chairmen shall
discuss the matter with the Trustee to obtain
additional facts and perspective and to seek a
mutually agreeable resolution.
2.
3.
Should the Code continue to be violated by the
Trustee after discussion with the Chairmen and the
Vice Chairman, the Chairman shall bring information
on the violation forward to the Board of Trustees in
executive session. Should the Code thereafter
continue to be violated, the Chairman, after
appropriate consultation, will place the matter on the
agenda for appropriate action by the Board of
Trustees. The Board shall discuss the matter in open
session, allowing the Trustee whose conduct is at
issue to provide an explanation of the conduct. The
Board may then by majority vote censure the Trustee.
Should the Board censure the Trustee, formal
notification of the censure shall be communicated to
the Governor and to any separate recommendatory or
appointive authority of the Trustee, e.g., the Office of
the Dean of Students or the Purdue Alumni
Association.
Criterion 2: Integrity: Ethical and Responsible Conduct
2. D.
The institution is committed to freedom of expression and the pursuit of
truth in teaching and learning.
The Purdue University system-wide policy on Academic Freedom
states, “A faculty member shall have full freedom as a researcher,
scholar, or artist.” In addition, a faculty member “shall have freedom
in the classroom in discussing his/her subject."
The Purdue University Board of Trustees recently passed an
additional policy emphasizing the freedom of expression within an
academic institution. An excerpt of this policy follows here:
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Commitment to Freedom of Expression
Because Purdue University (the “University”) is committed to free
and open inquiry in all matters, it guarantees all members of the
University community the broadest possible latitude to speak, write,
listen, challenge and learn. Except insofar as limitations on that
freedom are necessary to the functioning of the University, the
University fully respects and supports the freedom of all members
of the University community “to discuss,” in the words of former
University of Chicago President Robert M. Hutchins, “any problem
that presents itself."
Of course, the ideas of different members of the University
community will often and quite naturally conflict. But it is not the
proper role of the University to attempt to shield individuals from
ideas and opinions they find unwelcome, disagreeable, or even
deeply offensive. Although the University greatly values civility and
although all members of the University community share in the
responsibility for maintaining a climate of mutual respect, concerns
about civility and mutual respect can never be used as a
justification for closing off discussion of ideas, however offensive or
disagreeable those ideas may be to some members of our
community.
The revised Purdue University System promotion and tenure policy
states:
As an institution of higher education with a commitment to
excellence and a diversity of missions, Purdue University values
creative endeavor, research and scholarship; teaching and
learning; and engagement in its many forms, including extension
and outreach. Tenure helps to ensure academic freedom and
should promote creative, innovative pursuits. It brings with it both
rights and responsibilities for faculty members as participants in
furthering the missions of Purdue University.
Students also are assured freedom of expression and support in
the pursuit of truth. The Purdue University Bill of Student Rights,
states that the student shall be free to discuss and express any
view relevant to subject matter presented by the instructor or other
class members…Within the limitations generally accepted for
62
proprietary and collaborative work and those imposed by the
relevant standards of academic honesty, the student has the right
to freedom of inquiry, to exchange findings and recommendations
and consistent with applicable University regulations, to publish.
Criterion 2: Integrity: Ethical and Responsible Conduct
2. E.
The institution’s policies and procedures call for responsible acquisition,
discovery and application of knowledge by its faculty, students and staff.
1.
The institution provides effective oversight and support services to
ensure the integrity of research and scholarly practice conducted by its
faculty and staff.
Purdue Northwest is guided in its research by policies established
by the Purdue University System including those on academic
responsibility. The Institutional Review Board approves the use of
appropriate protocols in human subjects’ research. The Purdue
University Animal Care and Use Committee also ensures that
standards are followed in animal research.
The joint Office of Research and Graduate Studies at Purdue
Calumet and Purdue North Central processes proposals and
administer grants; supports undergraduate, graduate and faculty
research; assists in development of multi-disciplinary research
teams and programs; and works with the research board to provide
internal faculty grants.
2.
Students are offered guidance in the ethical use of information
resources.
At Purdue Calumet, librarians frequently address classes about the
ethical use of information resources, including speaking to the
majority of freshmen in the freshmen seminars. Librarians provide
this information to students through approximately 150 class
sessions a semester. At Purdue North Central, due to the
unification of the library, this delivery of information on the ethical
use of information resources will be increased from 30 sessions to
50 sessions per semester through classroom presentations.
63
3.
The institution has and enforces policies on academic honesty and
integrity.
Both Purdue Calumet and Purdue North Central have and enforce
policies on academic honesty and integrity. Purdue Northwest will
develop revised processes, as part of Purdue University System
policy, on academic honesty and integrity. Purdue academic
regulations are undergoing review at present. The Vice Chancellors
for Academic Affairs consulted Purdue legal counsel and the Vice
President for Ethics and Compliance about revision of academic
regulations, including academic honesty and integrity. It is expected
that revision will begin during the 2015-16 academic year.
Criterion 3: Teaching and Learning: Quality, Resources and
Support:
The institution provides high quality education, wherever and however its
offerings are delivered.
3A:
The institution’s degree programs are appropriate to higher education.
1.
Courses and programs are current and require levels of performance by
students appropriate to the degree or certificate awarded.
Purdue North Central and Purdue Calumet employ a variety of
methods to ensure the currency of courses and programs and that
students earning degrees and certificates perform at appropriate
levels. External bodies accredit many programs on both campuses
and both campuses have regular program reviews. Both institutions
have taken steps to ensure that all modes of delivery maintain
consistency and quality as compared with traditional modes. Both
institutions work closely with local employers, alumni, the Purdue
University System, the Higher Learning Commission and the
Indiana Commission for Higher Education to ensure that programs
are of high quality and are appropriate to state, regional and
national aims for higher education. Purdue Northwest will continue
and expand these efforts.
64
Faculty members review curricula and programs through
department, college and university curriculum committees. A
second level of review for graduate courses occurs through the
Graduate Council for the Purdue University System, to determine
appropriateness of curricula and programs to higher education
disciplines. New programs are reviewed and must be approved by
the provost and president of Purdue and the Purdue Board of
Trustees and additionally at the state level by the Indiana
Commission for Higher Education.
At both institutions, faculty within the academic units, many times
working in concert with employer and alumni-based advisory
councils and responding to feedback from external review teams of
peers, create and review program objectives and course objectives
appropriate to the degree awarded. Ongoing curriculum review
takes place through the work of faculty-based curriculum
committees that regularly review courses and programs at the
program, department, school and the university levels. Program
goals and student performance in meeting these goals are
addressed as part of this ongoing faculty review. All of these efforts
will be continued in Purdue Northwest.
During the past 15 years, the Indiana Commission for Higher
Education has led a number of statewide curriculum processes.
Faculty from Purdue Calumet and Purdue North Central have been
involved in all three curriculum review initiatives (Core Transfer
Library, General Education Core and Transfer Single Articulation
Pathway).
In creating the Core Transfer Library (CTL), discipline-based panels
of faculty members reviewed curricula across public higher
education institutions and 85 courses were deemed equivalent to
create the CTL. Students rely on the CTL to transfer credits
between state institutions. Both institutions also participated in the
creation of Indiana’s Statewide Transfer General Education Core
and aligned their existing general education outcomes with those
adopted by the state for this 30-credit core of general education
courses. Due to this extensive curriculum review process, students
can transfer a block of 30 credit hours across the state to apply
65
toward the general education requirements at any state institution.
Information about course transfer is available from the Indiana
Commission for Higher Education and on the Purdue North Central
and Purdue Calumet websites.
Additional statewide curriculum discussions have taken place more
recently through faculty panels, assuring students of ease of
transfer between their associate degrees and selected completion
of programs at baccalaureate institutions (Transfer Single
Articulation Pathway or TSAP). The TSAP review of curricula in
particular addresses the issue of level of performance at the
completion of an associate degree and the expected higher level of
performance at the baccalaureate level. More information is
available from the Indiana Commission for Higher Education.
2.
The institution articulates and differentiates learning goals for its
undergraduate, graduate, post-baccalaureate, post-graduate and
certificate programs.
At both institutions, academic programs articulate learning goals for
different program levels. Externally accredited departments meet
accreditation standards that are reviewed through periodic selfstudies and external review teams. Programs that do not have
external accreditation also undergo a formal program review which
involves a comprehensive self-study and an internal and (in the
case of Purdue Calumet) external peer review process. In this
process, there are two sets of peers: in the internal process, peers
represent other disciplines at the university; in the external reviews
conducted at Purdue Calumet, discipline-specific experts provide
input into program objectives and learning goals. Purdue Northwest
will conduct program reviews with both internal and external
reviewers.
Both institutions also have adopted goals that align with Indiana’s
Statewide General Education Core competencies for general
education in all bachelor’s degree programs and, in the case of
Purdue North Central, the Association of American Colleges and
University’s Essential Learning Outcomes. Discussions are
underway to align the general education outcomes and assessment
procedures between the two institutions.
66
The Purdue University Graduate School (GS) assures that learning
goals for graduate courses and programs are appropriate and
distinct from undergraduate learning goals. The Graduate School
for the Purdue System sets policies and requirements for all
campuses in the system. It has a robust set of policies, guidelines
and requirements for assuring that post-baccalaureate study at the
graduate level meets minimum requirements that clearly
differentiate graduate study from undergraduate study. These
policies and requirements can be found on the Graduate School’s
website.
Learning outcomes are required for approval of new graduate
degree proposals and are reviewed by the Graduate Council, the
Graduate School and the Indiana Commission for Higher Education
(ICHE). In addition, every proposal for graduate curriculum
(courses) must demonstrate the following: a) the use of primary
literature in conjunction with advanced secondary sources (i.e.,
advanced textbooks); b) assessments that demonstrate synthesis
of concepts and ideas by students; c) demonstrations that topics
are current and; d) components that emphasize research
approaches/methods or discovery efforts in the course content area
(reading the research, critiquing articles, proposing research,
performing research). (Grad Policies and Procedures Manual,
Section I, p. 15). All new graduate course proposals are reviewed
by the Graduate Council for the Purdue system.
The Graduate School also requires outcomes for certificate
proposals (graduate and post-baccalaureate), concentration
proposals, etc. These requests are reviewed either by the Graduate
School administration or the Graduate Council (as may be required)
to assure that graduate standards are met. The Graduate School
also strongly encourages graduate program review (internal and
external) approximately every five years.
In addition, graduate programs that are accredited at the program
level are also reviewed by their accrediting bodies (MBA;
Education; Marriage and Family Therapy concentration of Child
Development Family Studies and Nursing).
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Additional sources:
Graduate Council Document 99-G: Graduate Level, Academic
Credit Certificate Programs at Purdue University.
Policies and Procedures for Administering Graduate Student
Programs manual, Section I-H, Concentrations.
3.
The institution’s program quality and learning goals are consistent
across all modes of delivery and all locations (on the main campus, at
additional locations, by distance delivery, as dual credit, through
contractual or consortial arrangements, or any other modality)
There are many ways that Purdue Calumet and Purdue North
Central promote consistency across all modes of delivery and at all
locations. Both campuses have always been part of the Purdue
System, which has several mechanisms to promote consistent
program quality and learning goals, including the use of a systemwide course creation or revision form through which all Purdue
campuses approve courses.
All new programs must be approved by the Purdue Provost’s office
and the Board of Trustees. New graduate programs must be
approved by the Purdue Graduate School. All baccalaureate and
associate degrees need to be updated with the unified general
education core, which has been approved by both faculty senates,
with an implementation date of fall semester 2016. Over the next
several months, course equivalency reviews will take place for
courses with the same subject/same course number and/or
different content or prerequisites and courses with different
subject/course numbers that are equivalent. Other ways to assure
consistency are unified program admission requirements, which will
be implemented fall 2016 and unified program review and
assessment.
Both online and dual credit courses are integrated into the
academic programs, promoting consistency across all modes of
delivery and all locations. At both institutions, the majority of faculty
have participated in a professional development program certifying
68
their effectiveness in using technology to facilitate learning,
including a focus on online teaching (using Quality Matters™ as a
standard for certification). Through this certification, faculty
members have developed best practices for online courses (and
more recently, hybrid or technology-enhanced courses) and have
had them reviewed by other faculty with expertise in instructional
design. This will continue in Purdue Northwest.
Many steps have been taken to assure quality and consistency in
dual credit courses, including university faculty reviewing syllabi
and overseeing instruction. At Purdue University Calumet,
permanent faculty review dual credit syllabi to ensure they are
identical to those courses taught on campus, oversee instruction
and assess student learning through blind reviews of high school
students' assignments in comparison with assignments of students
being taught on campus.
Purdue North Central is one of 92 institutions nationally accredited
by the National Association of Concurrent Enrollment Partnerships
(NACEP), which requires evidence that dual credit “students are
held to the same standards of achievement as those expected of
students in on campus sections” (NACEP Curriculum Standards
and Required Evidence).
The Office of Institutional Research at Purdue North Central
provides data on the performance of students who enter with dual
credit. The results demonstrate that students who attend Purdue
North Central and bring dual credit with them do very well. For
example, fall-to-fall persistence rates are higher for students with
dual credit entering the university: 73% persistence rate for cohort
students with a high school GPA of 3.0 or better who brought dual
credit compared with 61% for cohort students with a high school
GPA of 3.0 or better who did not bring in dual credit (Office of
Institutional Research, Purdue North Central Data Digest.)
A committee is working on unifying the dual credit program based
on best practices. In Purdue Northwest these efforts will continue to
ensure and enhance quality wherever offerings are delivered.
69
Criterion 3: Teaching and Learning: Quality, Resources and
Support
3. B.
The institution demonstrates that the exercise of intellectual inquiry and
the acquisition, application and integration of broad learning and skills
are integral to its educational programs.
1.
The general education program is appropriate to the mission,
educational offerings and degree levels of the institution.
2.
The institution articulates the purposes, content and intended learning
outcomes of its undergraduate general education requirements. The
program of general education is grounded in a philosophy or framework
developed by the institution or adopted from an established framework.
It imparts broad knowledge and intellectual concepts to students and
develops skills and attitudes that the institution believes every collegeeducated person should possess.
Purdue Calumet and Purdue North Central recognize the
importance of broad learning across all disciplines and programs
and of those skills that benefit students no matter what their specific
area of specialization. Both institutions have followed national and
state conversations on this matter closely, attempting to keep their
general education programs abreast of best practices, while also
preserving the land-grant tradition of Purdue. The faculty senates of
both institutions are working to create a unified general education
program.
Both institutions have general education programs that are
integrated into their missions and are appropriate to the land-grant
mission of Purdue as a whole. Purdue Calumet developed a set of
learning competencies internally, based on national best practices;
Purdue North Central adopted the Association of American
Colleges and Universities’ Essential Learning Outcomes. Both
institutions were involved in the development of Indiana’s Statewide
Transfer General Education Core and its associated competencies
and have mapped their existing general education programs to
those competencies. Faculty from both campuses are working to
align general education programs for Purdue Northwest, including a
core of required courses and course categories, common outcomes
70
and a unified and enhanced set of assessment procedures. Faculty
involved in this process have attended national conferences on
general education and assessment, reviewed professional literature
and consulted with nationally recognized experts. In April of 2015,
the first phase of this process was completed with the adoption by
both faculty senates of required core courses and course
categories.
3.
Every degree program offered by the institution engages students in
collecting, analyzing and communicating information; in mastering
modes of inquiry or creative work; and in developing skills adaptable to
changing environments.
General education programs on both campuses emphasize oral
and written communication, both in terms of specific coursework
and as a broad outcome. Information literacy is taught at all levels
of the curriculum, from required first-year experience, writing and
communication courses, up through capstone courses. First-year
experience courses and courses in composition and
communication involve significant information literacy work, giving
students tutorials in library resources and research techniques
applicable to all disciplines. General education learning outcomes
on both campuses also emphasize facility in multiple modes of
inquiry and intellectual adaptability.
Academic program objectives, overseen by faculty governance
structures and program review processes, ensure that these areas
of learning are developed throughout each program. General
education assessment processes require faculty to demonstrate
how general education courses fulfill learning outcomes and broadbased measures, including National Survey of Student
Engagement (NSSE) and the Multi-State Collaborative to Advance
Learning Outcomes Assessment, examine student progress more
broadly. The proposed new Office of Institutional Effectiveness will
aid in continuing and assisting with integration of these measures of
general education and facilitate action and improvement in Purdue
Northwest.
71
4.
The education offered by the institution recognizes the human and
cultural diversity of the world in which students live and work.
As is reflected in current mission statements and the future mission
statement of Purdue Northwest, both Purdue North Central and
Purdue Calumet are strongly responsive to the diversity of
communities in which they reside. Both also work to enhance the
diversity of educational and cultural experience of students. Fortythree percent of the population in the far northwest county in
Indiana (Lake) come from underrepresented groups and
approximately 5 to16% come from underrepresented groups in the
other northern Indiana counties.
As campuses that serve a heavily urbanized core (Purdue Calumet)
and a suburban-rural mix (Purdue North Central), both campuses
emphasize community based learning. Purdue Calumet’s
experiential learning degree requirement involves 189 courses
through which students do service learning in local nonprofit
organizations, work for companies as interns, support area
companies with design projects and undergraduate research and
engage in cultural immersion opportunities involving study abroad
as well as study within different cultural contexts.
Analysis of these courses in 2013 showed that 80% of these
experiences were in upper division courses. To broaden these
opportunities to freshmen, English faculty now require all 100-level
English composition courses to offer community-based writing
projects to local, nonprofit organizations.
Other examples of experiential learning include the following:
construction majors conduct housing audits for the City of
Hammond; civil engineering majors work with the Corps of
Engineers in flood abatement design work, nursing majors provide
health fairs and screenings to high need populations; and business
majors develop their own leadership philosophy through projects
with heads of social service organizations. In 2013, the Dean and
the College of Nursing received the 2013 Award of Merit from the
Indiana Hospital Association in recognition of the contribution that
faculty and students made to patient safety through collaborative
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projects with local healthcare organizations and the Indiana Patient
Safety Center.
Purdue North Central has earned widespread state and national
recognition for community engagement, including the Carnegie
Foundation community engagement classification in 2010 and
2015. Purdue North Central also has been named to the
President’s Higher Education Community Service Honor Roll
several times. In 2014 Purdue North Central was named with
Distinction on the Education Community Service Honor Roll. The
Honor Roll recognizes institutions of higher education that support
exemplary community service programs and raise the visibility of
effective practices in campus community partnerships. It is the
highest federal recognition an institution can receive for its
commitment to community, service learning and civic engagement
efforts.
Purdue North Central has also received numerous awards from
Indiana Campus Compact, including, most recently, the 2015 Brian
Douglas Hiltunen Faculty Award for the Outstanding Contribution to
the Scholarship of Engagement. This award is given to one faculty
member across the state of Indiana.
An example of a community partnership that serves very diverse
communities is dual credit. Many of the schools that Purdue North
Central serves have a large percentage of minority students. For
example, 98% of East Chicago high school students and 49% of
Michigan City high school students (2014-2015) are from minority
populations. Purdue North Central is committed to dual credit as
an important way to better prepare underrepresented minority
students for success in college and as an important component of
community engagement.
General education outcomes and academic program outcomes
also reflect this emphasis and both institutions seek to make their
campuses centers of intellectual and cultural diversity. The
emphasis on diversity and service will continue in Purdue
Northwest.
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5.
The faculty and students contribute to scholarship, creative work and
the discovery of knowledge to the extent appropriate to their programs
and the institution’s mission.
As the mission statement says, Purdue Northwest will promote
faculty scholarship. The joint Office of Research and Graduate
Studies at both Purdue Calumet and Purdue North Central supports
faculty in proposal writing and administering grants; supports
undergraduate, graduate and faculty research; assists in the
development of multi-disciplinary research teams and programs;
and works with the research board to provide internal faculty grants
[http://webs.purduecal.edu/orgs/].
The Research Board, working under the auspices of the Office of
Research and Graduate Studies, serves three primary functions:
advocacy for research; development of research policy; and review
of internal research grants and awards nominations. The Research
Board promotes and supports basic, innovative and applied
research; inter-and multi-disciplinary research; as well as the
production of scholarly and creative works. In accordance with the
mission of the University, the Research Board also supports
research that addresses the multiple challenges faced by the
Northwest Indiana region. The Research Board recognizes the
crucial importance of freedom of thought and expression in the
pursuit of research excellence and the innovation of knowledge. It
serves as an advocate for observance to high standards of
research ethics, integrity and conduct.
Both institutions seek to involve students as much as possible in
research and discovery. Students at both institutions are members
of research teams in laboratories, work as research assistants and
collaborate with faculty and other students in a wide variety of
creative and scholarly projects. The success of these collaborations is evidenced by recognition of student accomplishments,
such as the first place award in the AISTech 2014 Steel
Conference Contest, the Stanford Prize for undergraduate research
in psychology, and first place in the finals of the 2014 National
Student Advertising competition. The emphasis on student
research will continue and increase at Purdue Northwest.
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At Purdue Calumet, undergraduate research has been defined by
the Faculty Senate (2007) as a scholastic or artistic activity that
leads to the production of new knowledge. Students engaged in
undergraduate research work closely with faculty on industrysupported projects, in University Centers (for example, on projects
through centers engaged in research on energy, water, or
visualization) and on research teams in laboratories. The campus
celebrates this student engagement in discovery of knowledge
through multiple showcases for student research through which
students present on their work to faculty members and sponsors.
More than 300 students from all colleges presented at the April
2015 Student Research Day, with 195 projects representing the
work of 240 undergraduate and 89 graduate students. In addition,
the Clement S. Stacy Memorial Undergraduate Research
Conference is held annually to bring students and mentors together
from universities and colleges throughout the upper Midwest for
presentations and discussions.
At Purdue North Central, faculty and students can apply for
collaborative research grants during the academic year and
students can apply for grants to fund work with faculty during the
summer months. In addition, undergraduate research is supported
at the college and departmental level (for example, in Biology,
students work in faculty labs and in Psychology where students
work with faculty in the Behavioral Sciences Lab). The Honors
program also encourages and funds students to work with faculty
on specific research projects. Students present this research at a
variety of venues including the Honors Expo at Purdue North
Central, Purdue Calumet Student Research Day, the Butler
Undergraduate Research Conference and the National Collegiate
Honors Council.
Criterion 3: Teaching and Learning: Quality, Resources and
Support
3. C.
The institution has the faculty and staff needed for effective, highquality programs and student services.
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1.
The institution has sufficient numbers and continuity of faculty
members to carry out both the classroom and the non-classroom roles of
faculty, including oversight of the curriculum and expectations for
student performance; establishment of academic credentials for
instructional staff; involvement in assessment of student learning.
Both Purdue North Central and Purdue Calumet have procedures
to assure that faculty and staff are hired and retained in order to
maintain high quality in academic programs and student services.
Both institutions have tenure and promotion processes that
promote quality faculty teaching, research and service to the
university. Promotion and tenure policies and procedures for the
Purdue University System were revised recently. Committee
structure and criteria for promotion and tenure will need to be
unified for PNW.
On an annual basis, faculty submit an annual report of their work and
activities in the areas of teaching, service and scholarship.
Faculty oversee the curriculum through program, college and university
curriculum committees, with final authority provided by the Faculty
Senates. Faculty are involved in search committees for new full-time
faculty, as well as the hiring of limited-term instructors and approval of
dual credit instructors. With large service courses, faculty establish
common syllabi and oversee the teaching of continuing and limited-term
lecturers.
When new positions are created, credentials are identified based on the
needs of the discipline in academic departments. Academic departments
and tenure-track and tenured faculty set program objectives and course
objectives and conduct assessment. Oversight for general education
assessment is conducted by faculty members at the Faculty Senate level,
with the master teacher/course coordinator providing evidence of course
assessment. All of these processes will continue in Purdue Northwest.
2.
All instructors are appropriately qualified, including those in dual
credit, contractual and consortial programs.
The academic department establishes credential standards for all
instructional positions. Faculty-led search committees are utilized
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for the entire hiring process for tenure-track faculty. Human
Resources staff members and the person responsible for
Affirmative Action provide guidance to these search processes.
Search committees send recommendations to Department
Chairs/Heads and Deans who make the final hiring decisions.
Performance expectations are reinforced throughout the process.
On both campuses, the Vice Chancellor for Academic Affairs
reinforces expectations through the offer letter to faculty.
Both institutions have also taken steps to ensure appropriate
qualifications of dual credit instructors. Dual credit instructors have
many opportunities for professional development, including daylong workshops and materials available on Blackboard.
As part of its commitment to appropriately qualified faculty in dual
credit, Purdue North Central recently received funding from the
Indiana Commission for Higher Education to develop several
faculty development opportunities for dual credit instructors:
graduate credential programs in eight disciplines, scholarships for
instructors to enroll in these programs and a resource site on
Blackboard for dual credit (concurrent enrollment) instructors based
on training materials used for professional development of part-time
faculty and graduate teaching assistants. These Blackboard
enrichments are provided for Biology, Chemistry, Mathematics,
Spanish, English, American History, Political Science and
Communications.
Purdue Calumet and Purdue North Central do not have contracted
arrangements with non-accredited higher education institutions.
Consortial arrangements (for example with other regional
campuses within the Purdue System) involve only accredited
institutions with appropriately credentialed faculty.
3.
Instructors are evaluated regularly in accordance with established
institutional policies and procedures.
All instructors are regularly evaluated: full-time faculty through
annual review and the promotion and tenure process. Clinical
faculty have the opportunity for promotion. Continuing lecturers
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have an annual review and limited-term lecturers/dual credit
instructors are evaluated through faculty oversight including
reviews of instructional materials and classroom observations. All
instructors receive student feedback from every course they teach
at Purdue North Central through Faculty Senate developed items in
a survey via Blackboard. Purdue Calumet uses the IDEA survey for
course evaluations. Course evaluation processes will need to be
unified. Annual faculty awards at both campuses recognize
outstanding learning, discovery and engagement.
4.
The institution has processes and resources for assuring that instructors
are current in their disciplines and adept in their teaching roles; it
supports their professional development.
Full-time faculty at both campuses are expected to remain current
in their disciplines and professions and continue to improve student
performance in their courses. Faculty are provided opportunities for
professional development including grants and release time for
instructional improvements (e.g., course redesign), as well as
research.
The Office of Instructional Technology at Purdue Calumet and the
Office of Learning Technology at Purdue North Central offer many
opportunities for full- and part-time faculty to acquire new skills to
enhance student learning. The Senior Leadership Team will
consider recommendations to unify these offices through a newly
created Center for Teaching and Learning.
At both campuses, new tenure-track faculty are encouraged to
attend Digital Learning Certificate Program workshops on
pedagogy and course design. In addition, new faculty are given the
opportunity to work with mentors within their college on preparing
for promotion and tenure and across colleges on pedagogy and
course design. Dual credit instructors have many opportunities for
professional development, including day-long workshops, materials
available on Blackboard and (at Purdue North Central) graduate
certification programs in their discipline and scholarships for
graduate courses.
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5.
Instructors are accessible for student inquiry.
Instructor availability is required at both campuses. All instructors
are expected make themselves available to students, to hold
regular office hours and provide contact information in distance
learning courses. Both campuses provide space for full-time and
limited-term faculty to meet with students. The policies will continue
in Purdue Northwest.
6.
Staff members providing student support services, such as tutoring,
financial aid advising, academic advising and co-curricular activities,
are appropriately qualified, trained and supported in their professional
development.
Staff members in enrollment management and advising at both
campuses are appropriately qualified, trained and receive updates
on policy changes and changes to federal and state regulations.
Advisors meet several times a year to discuss changes in
curriculum and tools to assist students with understanding
enrollment services dates, service learning and experiential
learning opportunities and career options. All staff members receive
tuition remission on courses at any Purdue campus. Staff are
supported to attend conferences. For example, staff from Purdue
North Central participated in the National Association of Concurrent
Enrollment Partnerships conference in 2014 and staff from both
campuses participated in the Banner summit in 2015. This will
continue in the new Purdue Northwest.
Criterion 3: Teaching and Learning: Quality, Resources and
Support
3. D.
The institution provides support for student learning and effective teaching.
1.
The institution provides student support services suited to the needs of its
student populations.
Both Purdue Calumet and Purdue North Central have a wide range
of services and infrastructure to support student learning and
effective teaching. These services and structures have been
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developed for the specific needs of the student populations at both
campuses, which share a number of characteristics. Both
campuses have outreach programs through (federal) TRIO funding
to first generation and high financial need high school students
(including Upward Bound and Educational Talent Search). At both
campuses, 21st Century Scholars receive extensive support
services (this State of Indiana college scholarship and support
program is 25 years old and offers financial incentives for lowincome residents to finish high school through funding four years of
college).The chart below shows a sampling of the support services
at both campuses to high financial need students:
Purdue Calumet Program/Services
Purdue North Central Program/Services
TRIO Program
21st Century Scholars Office
--Strong relationship building with scholars
--Seek input from faculty on academic
progress
--Academic counseling
--Orientation
--One-to-one tutoring
--Success Workshops
--Financial aid workshops
--Financial aid referral and monitoring. Very
focused partnership with Office of FA
--Career awareness through service learning
opportunities
--Junior and senior scholars mentoring
freshmen
TRIO Program
College Bound Program/Talent Search
--Emphasis on relationship building
--Recruit scholars in 8th grade and work with
them through high school
--Inform scholars about opportunities with
dual credit
--University provides financial support for
what is not met through Frank O’Bannon
scholarship or 21st Century Scholarship
(financial support)
--Opportunities for scholars to participate in
“Study Table” through which students have a
place during the week for studying (right now
close to the TRIO office).
A majority of all students are first-generation (over 60% at both
Calumet and North Central), most commute (92% and 100%) and
many work more than 20 hours a week off campus (approximately
40% and 50%, respectively). Many students and their families are
thus new to college, unaware of many of the support services
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available to them and very busy with jobs and school. With more
than 40% of students at both campuses showing high financial aid
need as demonstrated by their Title III eligibility status, students are
also very concerned with cost, with many students paying as they
go. (For more see Mobile Working Student Collaborative)
The two institutions have already taken steps to unify and enhance
these programs and services, as with, for example, career services.
This work will continue in Purdue Northwest.
2.
The institution provides for learning support and preparatory
instruction to address the academic needs of its students. It has a process
for directing entering students to courses and programs for which the
students are adequately prepared.
3.
The institution provides academic advising suited to its programs and
the needs of its students.
Both institutions direct resources to support students before they
arrive on campus, by analyzing admissions information and
attempting to link students with services that address their needs.
Academic advisors work with students to identify their academic
goals; where appropriate, students are directed to placement tests
to help them enroll in coursework they are prepared for, as well as,
in some cases, to obtain academic credit for their existing skills.
Academic advisors instruct students in the use of the Degree
Works degree audit system, provide up-to-date information from
monthly briefings on financial aid, admissions and registration
processes and support promote student success through targeted
outreach to students. Both campuses organize campaigns for
outreach to students in academic difficulty. Purdue Calumet uses
Student Success Collaborative software to track students’ progress
using predictive analytics; Purdue North Central has an Early Alert
System to identify and direct resources to students in academic
difficulty. Discussions are underway about how best to combine
and expand these resources and initiatives for Purdue Northwest.
4.
The institution provides to students and instructors the infrastructure
and resources necessary to support effective teaching and learning
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(technological infrastructure, scientific laboratories, libraries,
performance spaces, clinical practice sites, museum collections, as
appropriate to the institution’s offerings.
Both institutions maintain comprehensive infrastructure in support
of effective teaching and learning. Purdue North Central is in the
process of constructing a large new Student Services and Activities
Complex that will greatly expand resources for student clubs and
organizations, athletics and cultural and community events on
campus, as well as allowing for new up-to-date classroom space to
meet the campus’s changing needs. Both institutions have
extensive computer and science labs to support student work,
study and research. The libraries of both institutions have already
been unified, with the result that more topic-specialist librarians are
available on both campuses and extensive tutorials in electronic
and print library resources are available.
Both campuses have established simulation labs and clinical sites
for nurses at most of the major health care providers in the area.
Student teachers from both campuses are placed in sites
throughout Northwest Indiana. Both have internship placements
throughout Northwest Indiana for Social Work (Purdue North
Central only), English, Psychology, Sociology, History and other
programs.
Both campuses have extensive laboratories, including updated
those in science, technology and behavioral science (behavioral
science laboratory is at Purdue North Central); new engineering
labs at Purdue North Central; and six centers offering state-of-theart research opportunities for faculty and students at Purdue
University Calumet. Given the large percentage of commuter
students, both campuses commit space and remodeling projects for
new student lounges, project meeting rooms and computer access
in informal and attractive settings.
Unification will improve infrastructure and resources through
actions such as collaboration rather than competition for clinical
sites and enhanced support for internships. Unification of
information services, including the library, has already led to
improved services.
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5.
The institution provides to students guidance in the effective use of
research and information resources.
Both campuses provide guidance to students in the effective use of
research and information resources through many avenues:

information literacy instruction by reference librarians

an online knowledge base

library guides

extensive training and information on effective
course design
All faculty and students must adhere to Purdue policies on human
research; students receive guidance from faculty mentors and all
researchers must be certified by completing the required CITI
Training before engaging in human subject research.
Criterion 3: Teaching and Learning, Quality, Resources
and Support.
3. E.
The institution fulfills the claims it makes for an enriched educational
environment.
1.
Co-curricular programs are suited to the institution’s mission and contribute to
the educational experience of its students.
2.
The institution demonstrates any claims it makes about contributions to its
students’ educational experience by virtue of aspects of its mission, such as
research, community engagement, service learning, religious or spiritual
purpose and economic development.
Both institutions have sought to provide an enriched educational
environment in line with their missions and student populations,
with programs in service learning, support for undergraduate
research, experiential learning and other initiatives aimed at
community engagement and economic development. With both
institutions these services are attuned to the needs and
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characteristics of their student populations, helping students make
the transition into college and prepare to succeed after graduation.
In the new Purdue Northwest these efforts will be expanded and
deepened. Student governments from both campuses have
developed a plan for unification and co-curricular programs at
Purdue North Central are about to be given much-needed room for
growth in the new Student Services and Activities Complex. Efforts
are underway to provide enhanced cultural opportunities for
students through unification, including musical and theatrical
events, support for creative writing and international study
initiatives. Purdue North Central has been nationally recognized as
a Carnegie Engaged Campus and both institutions focus in a
variety of ways on the economic development of their communities.
These efforts will continue in Purdue Northwest.
Criterion 4: Teaching and Learning: Evaluation and Improvement
The institution demonstrates responsibility for the quality of its educational
programs, learning environments and support services and it evaluates their
effectiveness for student learning through processes designed to promote
continuous improvement.
4. A: The institution demonstrates responsibility for the quality of its
educational programs.
1.
The institution maintains a practice of regular program reviews.
Purdue North Central and Purdue Calumet have established
rigorous policies to assure educational quality, including program
reviews, curricular review through faculty governance and reviews
of transfer credit, many of which were already aligned by virtue of
Purdue system-wide guidelines and Indiana state policies. Both
institutions have a variety of programs that have earned external
accreditation from established national bodies. Both institutions
also use a variety of means to measure the success of graduates.
Purdue Northwest will continue these practices and, in some cases,
extend and deepen them.
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Purdue Calumet has been conducting systematic program reviews
for the last decade, Purdue North Central has done the same for
the last several years. Purdue Calumet has a committee that works
closely with Academic Affairs to oversee the reviews, including
preparation of self-studies and retention of external reviewers for
those programs that do not already have external accreditation.
Purdue North Central recently instituted a similar policy and plans
are in development to integrate the two review policies, including
the practice of external reviewers meeting with faculty and
reviewing their programs in departments without specialized
accreditation.
2.
The institution evaluates all the credit that it transcripts, including what
it awards for experiential learning or other forms of prior learning, or
relies on the evaluation of responsible third parties.
3.
The institution has policies that assure the quality of the credit it accepts
in transfer.
In transcripting credit for transfer students, Purdue North Central
and Purdue Calumet accept credit only from accredited institutions
and use departmental experts to examine individual courses when
necessary, a policy that will continue for Purdue Northwest. Both
institutions participate in Indiana’s Core Transfer Library (CTL) and
Statewide Transfer General Education Core (STGEC). CTL
requires regular reviews of its courses to ensure currency and
quality.
Numerous departmental coordinators and faculty participate in
these reviews. Both institutions also took part in drafting
competencies for the STGEC, with those competencies now being
used to fashion general education policies for Purdue Northwest.
Students can also earn credit at both institutions through CLEP and
DANTES testing. All of these policies will continue for Purdue
Northwest.
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Purdue has a system-wide policy on departmental credit:
1. Directed Credit is academic credit awarded by the University on
bases other than a student's enrollment in and satisfactory
completion of a course.
A student eligible to receive directed credit shall be a student
newly admitted or currently enrolled in the University who has
not received a grade or directed grade in the course, other than
a grade of W.
Directed credit may be established by any of the following
methods:
a. Credit by Examination. Credit awarded to a
student on the basis of achievement in a
Purdue departmental proficiency examination.
b. Departmental Credit. Credit for a course
offered by a department and awarded to a
student on the basis of substantially equivalent
experience. May be granted only by the head
of that department or his/her designated
representative.
c. Achievement Credit. Credit awarded to a
student on the basis of demonstrated
achievement in a nationally administered
college-level examination (University Senate
Document 79-5, October 15, 1979). Directed
Credit is academic credit awarded by the
University on bases other than a student's
enrollment in and satisfactory completion of a
course.
d. A student eligible to receive directed credit
shall be a student newly admitted or currently
enrolled in the University who has not received
a grade or directed grade in the course, other
than a grade of W.
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e. Directed credit may be established by any of
the following methods:
f. Credit by Examination. Credit awarded to a
student on the basis of achievement in a
Purdue departmental proficiency examination.
g. Departmental Credit. Credit for a course
offered by a department and awarded to a
student on the basis of substantially equivalent
experience. May be granted only by the head
of that department or his/her designated
representative.
h. Achievement Credit. Credit awarded to a
student on the basis of demonstrated
achievement in a nationally administered
college-level examination (University Senate
Document 79-5, October 15, 1979).
Purdue North Central has further policies on departmental credit to
assure that credit is merited for prior learning.
4.
The institution maintains and exercises authority over the prerequisites for
courses, rigor of courses, expectations for student learning, access to
learning resources and faculty qualifications for all its programs, including
dual credit programs. It assures that its dual credit courses or programs for
high school students are equivalent in learning outcomes and levels of
achievement to its higher education curriculum.
Both campuses have processes tracking whether students have met
course prerequisites. The registrars run reports three times each year,
at the end of each semester after grades are due. These reports
analyze whether or not prerequisites have been met for the following
term. These reports are sent to department chairs for information and
to academic advisors for action. Academic advisors withdraw the
students from those courses for which they no longer have the
appropriate prerequisite, contact the students to notify them of this
action and work with the students to identify alternative courses to
take. In addition, academic advisors do, after the beginning of the
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withdrawal period each term, run their own reports to see which of their
students has withdrawn from a class which is a prerequisite for a
course for which they are registered for the following semester. In this
way academic advisors do proactively contact students and remove
them from classes for which they do not meet the prerequisite and help
them find alternative courses.
Both institutions have curricular review processes that ensure that new
and modified courses are evaluated by faculty within a department, by
the department and then college curriculum committees and approved
at the university level by the Faculty Senates. Among the factors
considered are changes within the discipline, changes in course
learning outcomes, support for program objectives and availability of
expert faculty and university resources including library resources.
Both campuses have a Senate committee responsible for overseeing
this process.
Faculty are working to build on the strengths of the general education
curriculum of both campuses, ensuring that the overall learning
outcomes for students are in alignment with state and national
standards. Faculty are also working to integrate general education
assessment with program and course assessment procedures. The
Office of Institutional Effectiveness will be crucial in accomplishing this
goal. Thus Purdue Northwest will seek to create a culture of
continuous improvement, ensuring the quality of individual programs
and that all graduates are measured against such national standards
as the American Association of Colleges and Universities’ (AAC&U)
Essential Learning Outcomes.
Courses listed for general education credit must designate the general
education learning outcomes that they address, as well as the
assessment procedures they will use, before they are approved by a
separate Senate general education committee. Faculty in charge of
general education courses submit to regular review and revalidation. It
is anticipated that Purdue Northwest will use similar procedures;
specifically, faculty on the campuses’ general education committees
and the registrar are working together on plans to streamline the flow
of electronic curriculum documents and to disseminate and preserve
general education assessment information.
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With respect to dual credit, Purdue North Central is accredited by the
National Association of Concurrent Enrollment Partnerships (NACEP),
which has standards that require dual credit courses to be equivalent
to courses offered on campus.
These standards include the following:
•
The Curriculum and Education Policy (CEP) ensures
its students meet the course prerequisites of the
college/university.
•
The college/university ensures that CEP students are
held to the same grading standards as those
expected of students in on campus sections.
•
CEP students are assessed using the same methods
(e.g., papers, portfolios, quizzes, labs, etc.) as
students in on campus sections. (NACEP Standards,
2011)
•
In addition, the Office of Institutional Research
provides annual updates on the performance of
students with Purdue North Central dual credit who
matriculate to Purdue North Central. Data include
performance in subsequent courses, retention and
degree completion rates and grade point average.
Results have demonstrated that these students have
high levels of academic success. The Vice Chancellor
for Academic Affairs provides updates on this topic to
Faculty Senate.
•
At Purdue Calumet, faculty oversight of dual credit
courses and high school faculty ensures the quality of
the credit awarded. The program is approved by the
Indiana Commission for Higher Education. Dual credit
quality is assured through:
•
Syllabus review of high school courses for alignment
of student learning outcomes with the course taught
on campus.
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•
Professional development of high school faculty takes
the form of training workshops and frequent
consultative meetings during the semester with
tenured faculty to ensure these outcomes.
•
Close supervision of dual credit faculty by Purdue
Calumet faculty,
•
Blind review of dual credit students’ and on-campus
students’ assignments by university faculty members
to assure consistent evidence of learning.
A joint committee on dual credit and concurrent enrollment has made
recommendations on a unified dual credit program.
A new Office of Institutional Effectiveness (OIE) has been proposed,
which would improve coordination and information sharing for the
pursuit of academic excellence. The Office of Institutional Research
(IR) would become a unit of OIE. IR will be expanded and
strengthened through the unification process (particularly through
improvements in data collection and processing methods and in the
ability to provide an ongoing series of research reports).
5.
The institution maintains specialized accreditation for its programs as
appropriate to its educational purposes.
A number of programs at both Purdue Calumet and Purdue North
Central are accredited externally. Departments are working closely
with accreditors to determine the impact of unification and to assure
that the requirements of all accreditors will be met by Purdue
Northwest. As unification will result in more faculty and resources for
accredited programs, unification will strengthen accredited programs
over time.
6.
The institution evaluates the success of its graduates. The institution assures
that the degree or certificate programs it represents as preparation for
advanced study or employment accomplish these purposes. For all
programs, the institution looks to indicators it deems appropriate to its
mission, such as employment rates, admission rates to advanced degree
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programs and participation rates in fellowships, internships and special
programs (e.g., Peace Corps and AmeriCorps).
Both institutions have several sources of data to determine the
success of graduates – graduation surveys on employment and
graduate school, alumni databases and interviews with alumni, statelevel data which shows employment of graduates within the state
(merging of state-level student information system data with workforce
data) and the National Student Clearinghouse, which tracks
subsequent enrollment of graduates.
Upon graduation and several years after, students are surveyed about
their employment and the effectiveness of their preparation in college.
This information is conveyed back to various units in the university to
make improvements.
The unified Career Services office is streamlining the graduate survey
instrument to reduce redundancy, assure a greater response rate and
to have more focused information to share with academic units. To
assess graduates’ perceptions of their education, some departments
conduct individual exit interviews with seniors (engineering is one
example) using open ended questions about the best part of their
academic preparation and what could have been improved. An
emerging project at Purdue Calumet that may lead to more widespread
use on both campuses is the development of electronic portfolios that
can be used for assessment of learning and program objectives, as
well as providing a showcase for students transitioning into
employment or graduate work.
Criterion 4: Teaching and Learning: Evaluation and Improvement
4. B.:
The institution demonstrates a commitment to educational achievement
and improvement through ongoing assessment of student learning.
Both institutions have been actively engaged in assessment and
efforts to foster a culture of continuous improvement. Purdue North
Central’s faculty governance includes an Assessment Steering
Committee, as well as a General Education Committee, both of
which report on and oversee assessment efforts. Purdue North
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Central was one of the first institutions in Indiana to adopt the
Essential Learning Outcomes of the Association of American
Colleges and Universities (AAC&U) and both PNC and PUC
subsequently worked to use the associated rubrics to assess
general education at the course level and in broad samples of
students (through the Multi-State Collaborative to Advance
Learning Outcomes Assessment).
Purdue University Calumet’s academic departments report annual
student learning assessment and changes made based on that
assessment to their college deans who in turn summarize these
findings for the VCAA and Provost. The Faculty Senate has long
supported general education and experiential learning assessment
committees.
The approval process involves a faculty member documenting how
the proposed general education course would meet general
education objectives (competencies) and how the course’s
educational activities would be assessed to prove that that
objective(s) has been met. Within two years of this approval, the
faculty member would submit to the general education committee
the assessment results and possible improvements to the course.
The general education committee would then continue the approval
of this as a general education course. Experiential learning courses
undergo a similar approval and assessment process, with each
course being approved and subsequently assessed as meeting the
National Society for Experiential Education (NSEE) standards
Both campuses have an ongoing programs review process.
Program review has led to concrete improvements, such as these
at Purdue Calumet:
External Review
Improvement
The current program educational
objectives need to be broadened
and refocused on the
expectations for graduates
several years after obtaining their
degrees.
The OLS program faculty met to
review and revised the program
educational objectives.
Department Name
Department of Construction
Science and Organizational
Leadership: Organizational
Leadership and Supervision
Program (OLS)
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A review of transcripts revealed
that OLS 47400: Conference
Leadership is taken midway
through a student‘s coursework
and, therefore, does not draw on
a significant portion of the
cumulative knowledge or skills
that will be acquired when the
student‘s course of study
culminates. Full compliance with
this criterion requires that
appropriate changes responsive
to these shortcomings be made.
The BS Degree Program now
contains two (2) required
courses that allow students to
participate in ―comprehensive
projects or experiences based
on the cumulative knowledge
and skills acquired in earlier
course work.‖ These two
courses are OLS 47400 –
Conference Leadership and
OLS 49700 – Senior Project.
1.
The institution has clearly stated goals for student learning and effective
processes for assessment of student learning and achievement of learning
goals.
2.
The institution assesses achievement of the learning outcomes that it claims
for its curricular and co-curricular programs.
Each year, Purdue North Central’s Faculty Senate Assessment
Steering Committee assembles a report on assessment in all
academic programs. The report includes student learning outcomes for
each degree program, ongoing assessment efforts, ways that these
assessments are used to make improvements and reflections on how
assessment efforts might be improved in the future. Purdue University
Calumet’s departments also conduct annual assessment reviews and
the Faculty Senate conducts assessments of general education
courses every two years and of experiential learning courses every
four years.
Both campuses also assess co-curricular activities, with community
service and experiential learning providing high-impact, enhanced cocurricular learning opportunities for students. In both types of applied
learning, faculty gauge the co-curricular learning through evaluations of
students’ performance by supervisors of their work and through
students’ own reflective blogs, journals, papers and most recently
electronic portfolios (Purdue Calumet).
The Co-Curricular Transcript at Purdue University Calumet is an official
University document that helps assess and document co-curricular
experiences (those activities that took place outside the classroom) in
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which students have been involved while being enrolled at the
university. It complements the academic transcript by verifying student
co-curricular involvement that includes but is not limited to:
1) Honors and awards received as an enrolled student.
2) Active participation in Student Government and
organizations, athletics and intramurals (e.g., serving
as a captain, coach, or manager of a Purdue Calumet
intercollegiate athletics or intramural team).
3) Educational workshops/conferences, community and
campus service (e.g., volunteer work, performed
while a Purdue Calumet student, that provides service
to others such as volunteering for a youth
organization, for a healthcare facility, as a reader at
an elementary school, at a soup kitchen, etc.).
4) Service to the Purdue Calumet campus community
(ex: serving as a student representative on a
university committee [the Traffic Appeals Committee,
Multicultural Committee, etc.]).
Faculty leaders from both campuses are engaged in discussing the
best way to combine these assessments and reporting mechanisms for
Purdue Northwest. The proposed Office of Institutional Effectiveness
will be important for assisting with program assessment, co-curricular
assessment and faculty-driven efforts to coordinate and report on
assessment activities.
3.
The institution uses the information gained from assessment to improve
student learning.
Purdue North Central holds an annual Assessment Fest, at which
faculty from various programs share and discuss successful
assessment initiatives as well as challenges. At the most recent
Assessment Fest, Purdue North Central hosted the first gathering of
assessment leaders from all Purdue campuses for a panel session and
discussion.
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At Purdue Calumet, departments write annual assessment reports that
determine how student learning assessment data informs decisions
about curricular improvements. In the seven-year program review
process, this annual data feeds into the seven-year report, which then
becomes part of the departmental self-study. External reviewers for
departments with or without external accreditation provide feedback to
the faculty and departments for improvements in student learning.
Academic programs use information gained from assessment to
improve student learning in many ways. For example, faculty from the
College of Business at Purdue North Central were not satisfied with
student performance in quantitatively based courses. To address this,
the faculty added a second statistics course and replaced the algebra
requirement with a finite math course specifically designed with
business applications.
Part of the new structure being proposed for the unified Office of
Institutional Effectiveness involves an Assessment Oversight
Committee that would provide support for assessment and program
review. This office would be charged with documenting how the
information gained from assessment is used to improve student
learning.
4.
The institution’s processes and methodologies to assess student learning
reflect good practice, including the substantial participation of faculty and
other instructional staff members.
Both institutions have been a part of lively discussions in Indiana and
the region about best practices for assessment. Purdue North Central
was part of the Higher Learning Commission’s Academy for
Assessment of Student Learning (2009-2013). Both institutions
participated in the creation of Indiana’s Statewide Transfer General
Education Competencies. Both institutions regularly send faculty and
administrators to regional and national conferences on assessment
best practices, including the IUPUI Assessment Institute and AAC&Usponsored conferences.
Purdue North Central has been involved with development and
implementation of the Multistate Collaborative on Student Outcomes
Assessment. Both institutions have participated in the state-wide
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implementation of the Multistate Collaborative project and have
representatives serving on the state leadership committee.
A current faculty assessment fellow at Purdue North Central also
serves as a representative on an AAC&U Faculty Collaborative project,
which will align initiatives such as the Degree Qualifications Profile,
General Education Maps & Markers (an AAC&U project) and Tuning
with improving the quality of “signature” assignments in assessing
student work, enhancing curricular alignment between secondary and
post-secondary institutions and between two-year and four-year
institutions and sharing best practices through intrastate and interstate
faculty networks.
Efforts to remain up to date with and to provide leadership for best
practices will continue in Purdue Northwest.
Criterion 4: Teaching and Learning: Evaluation and Improvement
4. C.
The institution demonstrates a commitment to educational improvement
through ongoing attention to retention, persistence and completion rates in
its degree and certificate programs.
1.
The institution has defined goals for student retention, persistence and
completion that are ambitious but attainable and appropriate to its mission,
student populations and educational offerings.
The Office of Institutional Research provides information on student
retention, persistence and completion of programs. The Purdue
University System collects this information. Purdue North Central
provides a daily enrollment dashboard report that includes retention.
The Indiana Commission for Higher Education (ICHE) requires
extensive reporting on student retention persistence and completion.
For example, ICHE recently developed a “Total Completion Rate” that
includes completions at the same campus and degree level, at a
different campus in Indiana or degree level and spans an eight-year
period. The total completion rate for Purdue Calumet is 46.6% and at
Purdue North Central is 46.3%, slightly higher than other regional
campuses. This measure is reasonable for the variety of students at
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regional campuses, given that many complete their degrees on a
different campus or at a different degree level and many take more
than four years to complete (Indiana College Completion, 2014 report;
Campus-Level Completion Data).
Purdue North Central and Purdue Calumet have provided goals for
degree completion and student persistence for Indiana residents to the
Indiana Commission for Higher Education. Degree completion is more
meaningful, as a large percentage of students at both institutions stop
out, attend part-time, or have transfer credit (for example, 54% of
baccalaureate recipients at Purdue North Central in FY 2013-14 had
transfer credit). The goal for Purdue North Central is to increase
Indiana resident baccalaureate degrees completed from 399 in FY
2011-12 to 578 in FY 2018-19 and 655 in FY 2025-26. Purdue North
Central is on track to increase baccalaureate degrees conferred, with
431 bachelor’s degrees (IN Resident) in FY 2012-2013 and 482
bachelor’s degrees (IN Resident) for FY 2013-2014.
Purdue Calumet tracks retention and graduation rates and seeks a
steady increase in fall-to-fall retention as one indicator of improvement.
Fall-to-fall retention has improved from 62% in 2007 to 69% in 2011 to
74% in 2014. The degrees awarded by Purdue Calumet have
increased significantly in the last 10 years, in both number and type. In
2004-2005, 720 students were awarded bachelor degrees; in 20132014, 1700 students received bachelor degrees (a 136% increase).
More recently, both campuses have developed or purchased
technology to better inform academic advisors about students with
potential academic difficulties. Academic advisors instruct students in
the use of the degree audit program Degree Works, provide up-to-date
information from monthly briefings on financial aid, admissions and
registration processes and act to promote student success in a variety
of ways. Both campuses organize campaigns for outreach to students
in academic difficulty. Purdue Calumet uses Student Success
Collaborative software to track students’ progress using predictive
analytics; Purdue North Central has an Early Alert System to identify
and direct resources to students in academic difficulty.
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Discussions are underway about how best to combine and expand
these resources and initiatives for Purdue Northwest and to set goals
for retention and completion for PNW.
2.
The institution collects and analyzes information on student retention,
persistence and completion of its programs.
3.
The institution uses information on student retention, persistence and
completion of programs to make improvements as warranted by the data.
Both campuses use information on student retention, persistence and
program completion to make improvements. For example, faculty and
administrators at Purdue North Central reviewed data on retention on
pre-nursing students and found that large numbers left the university. To
better serve those students, Purdue North Central developed a Health
Studies major that will enable pre-nursing students who are not admitted to
nursing to have career options of interest to them and in which their prenursing courses will count.
Over the last decade, the campuses have implemented or expanded a
number of initiatives to increase persistence and degree completion,
including supplemental instruction, focused on courses with high DFW
rates and a first-year experience program, with a one-to-three credit
course built around connecting students with resources to succeed.
Both institutions now require new student orientation, occurring
throughout the enrollment period. Both institutions also direct
resources to support students before they arrive on campus, by
analyzing admissions information and attempting to link students with
services that address their needs. Academic advisors work with
students to identify their academic goals; where appropriate, students
are directed to placement tests to help them enroll in coursework they
are prepared for, as well as, in some cases, to obtain academic credit
for their existing skills.
In 2014 Purdue Calumet received the Data-Driven Impact Award from
the Education Advisory Board for its use of data to better target student
support such as supplemental instruction. Advisors within the colleges
have the data they need to proactively reach out to at-risk students.
Purdue Calumet was recognized for an increase of 4.7 percentage
points in full-time, first-year student retention over the past two years.
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More information is available in the case study, Building a Culture of
Solution-Oriented Advising to Retain More Students.
To encourage price-sensitive students to focus on degree completion,
Purdue North Central has recently implemented a tuition discount
program to encourage students to increase the number of credit hours
taken each semester and graduate in a timely manner. Students
receive a 10% rate reduction for each credit hour taken beyond 12. In
addition, PNC has recently started a Tuition Incentive Scholarship
program for former students to encourage them to complete their
degree. Students who meet eligibility requirements (were resident
undergraduates, left PNC with a cumulative GPA of 2.0 or higher,
earned at least 60 and no more than 119 credits, stopped attending
PNC between fall 2010 and fall 2014, are current Indiana residents)
receive a 50% scholarship on tuition.
In the future, the significant “new market” for Purdue Northwest is the
traditional age student who takes 15 credit hours, who works oncampus rather than off-campus and who intends to complete the
degree within a four-year span. Several factors point to the growth of
this “new market” in the future. In the Fall, 2014,semester, 67% of the
first time, college freshmen at Purdue Calumet enrolled in 15 credit
hours compared to 27% in the Fall 2012; Purdue Calumet continues
support for on-campus employment (100 supplemental instructors and
tutors were hired in fall 2014) (Office of Institutional Research and
Assessment, Purdue Calumet) and for both campuses, the push by the
State of Indiana is for “on-time completion” through the 15-to-finish
campaign.
In a recently funded grant from the Indiana Commission for Higher
Education, both campuses seek to improve the retention rate of
entering freshmen receiving some form of state aid. The January 2015
grant funding affirms the unified campuses’ commitment to the success
of its students who may have the greatest financial need and face
many barriers in completing their academic programs. The funding to
both institutions focuses on the following: providing faculty
development for those teaching freshmen seminars, developing
advisor training materials to facilitate more in-depth advising, providing
summer bridge career preparation support and offering financial
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literacy workshops for students and parents as part of new student
orientation.
4.
The institution’s processes and methodologies for collecting and analyzing
information on student retention, persistence and completion of programs
reflect good practice. (Institutions are not required to use IPEDS definitions
in their determination of persistence or completion rates. Institutions are
encouraged to choose measures that are suitable to their student
populations, but institutions are accountable for the validity of their
measures).
Both campuses report retention and degree completion in a standard
method (using the IPEDS definition) as required by the Purdue
University System and the Indiana Commission for Higher Education.
Criterion 5: Resources, Planning and Institutional Effectiveness
The institution’s resources, structures and processes are sufficient to fulfill its
mission, improve the quality of its educational offerings and respond to future
challenges and opportunities. The institution plans for the future.
5. A.
The institution’s resource base supports its current educational
programs and its plans for maintaining and strengthening their quality
in the future.
1.
The institution has the fiscal and human resources and physical and
technological infrastructure sufficient to support its operations wherever
and however programs are delivered.
Fiscal Resources: Over the next five years the unified institution
will be stable financially as the result of modest state appropriation
increases, a conservative estimate of enrollments and tuition and
fees adjustments in line with the annual inflation index. The
increase in tuition and fee revenue is conservatively projected to be
$1.5 million in FY 2017.
At the end of Fiscal Year 2013, the Higher Learning Commission
financial reporting model reflected a strong Total Composite
Financial Indicator (CFI) score for both the Calumet and North
Central campuses with similar scores expected for Fiscal Year
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2014. These strong scores are the result of both campuses
working to build up reserves sufficient to support institutional needs
should revenue instability occur.
Human Resources and Course and Program Delivery: The
faculty development in applying technology in designing or
redesigning courses has been purposeful, strategic and long
supported by both institutions. The Digital Learning Certificate and
other programs at both campuses offer workshops for faculty
members in course design or redesign using technology. The
Digital Learning Certificate program stresses good pedagogy in
course design and faculty members undergo a certification review
through which their courses are evaluated using Quality Matters™.
Technological infrastructure is robust. Courses and programs at
Purdue North Central and Purdue Calumet may be delivered
online, in hybrid format or through streaming video. As noted in the
Higher Learning Commission institutional statement, both
institutions have developed capacity among faculty and through its
one learning management system (Blackboard) to be flexible in
delivery options. This flexibility is important to future students of
Purdue Northwest as it provides them with possible options for
additional courses and programs across both campuses. Both
campuses have developed approaches that assure adequate fiscal
and human resources through experience with online courses and
programs.
Technology capacity building is taking many forms—the piloting of
joint courses using the shared Blackboard platform (summer 2014
and 2015), the 18-month project which will create one instance of
Banner for seamless enrollment processing between the two
campuses and the administrative alignment of Information Services
across the two campuses with job descriptions and functions
merged to better serve faculty, staff and students.
2.
The institution’s resource allocation process ensures that is educational
purposes are not adversely affected by elective resource allocations to
other areas or disbursement of revenue to a superordinate entity.
As public institutions, no resources are allocated to other entities.
Resource allocations for both institutions in the past and in the
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future as Purdue Northwest will follow the mission statement with
an emphasis on student support and academic quality. The
institutional statement contains the budget detail for the unified
campus (question #7).
3.
The goals incorporated into mission statements or elaborations of
mission statements are realistic in light of the institution’s organization,
resources and opportunities.
As noted in Criterion 5c, the mission statement for Purdue
Northwest emphasizes academic quality, an affordable education
and support for students. Purdue Northwest is organizing itself to
realize savings to invest in academic quality and student support
and more than a dozen committees are actively planning how new
structures and programs and Council for the Accreditation of
Educator Preparation (CAEP) will move the unified institution
forward. This planning to support mission is being done with the
planning assumptions of modest state appropriation increases,
tuition and fee adjustments in line with the annual inflation index
along with a conservative estimate of enrollments.
Two fiscally strong campuses will combine into a stronger unified
campus. The financial plan anticipates stable to modest growth in
revenue, more than adequate funding to meet debt service and
infrastructure plans and to support facility and technology needs
into the foreseeable future.
4.
The institution’s staff in all areas are appropriately qualified and
trained.
Staff members in enrollment management and advising at both
campuses are appropriately qualified, trained and receive updates
on policy changes and changes to federal and state regulations.
Advisors meet several times a year to discuss changes in
curriculum and tools to assist students with understanding
enrollment management dates, service learning and experiential
learning opportunities and career options. Human Resources on
both campuses offer an array of staff development opportunities
including nine modules on supervisory training, focused workshops
on facilitating effective meetings and time management and just-intime training on conducting performance evaluations.
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Administrative and Financial Services and Information Services
staff members are also appropriately qualified and trained. All job
descriptions are reviewed prior to job posting. Performance
evaluations are conducted based on these descriptions and an
important part of the performance appraisal is the review of a staff
member’s continuing development both using internal training
resources and external training resources.
This emphasis on qualifying and training staff members will
continue in the Purdue Northwest. Information about faculty
qualifications and training are available under Criterion 3.C.
5.
The institution has a well-developed process in place for budgeting and
for monitoring expense.
The Financial Plan under #7 of the institutional statement provides
information about Purdue Northwest’s well-developed process for
budgeting and monitoring expenses. The Purdue system
establishes overall budget processes.
At both campuses, a budget timetable and process have been
established. In addition, both Faculty Senates provide input into the
budget. The unification process has continued this emphasis on
transparency in budgeting and savings from this process have been
documented on the unification website.
Criterion 5: Resources, Planning and Institutional Effectiveness
5. B.
The institution’s governance and administrative structures promote
effective leadership and support collaborative processes that enable the
institution to fulfill its mission.
1.
The governing board is knowledgeable about the institution; it provides
oversight of the institution’s financial and academic policies and
practices and meets its legal and fiduciary responsibilities.
The governing board for Purdue Northwest is the Purdue University
Board of Trustees. The Indiana Commission for Higher Education
(ICHE) is a coordinating board that provides the overall framework
for public institutions in Indiana. The Board of Trustees and the
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Indiana Commission for Higher Education approve all new degree
programs for Purdue University. The Board of Trustees also
approves all significant financial and academic polices. For
example, changes to academic structure (such as the creation of or
changes to the structure of colleges and departments) must be
approved by the Purdue Board of Trustees.
The chancellor, presidents of the Faculty Senates and presidents of
student government provide regular updates to the Board of
Trustees. ICHE is knowledgeable about Purdue Northwest through
a meeting of the chancellors and vice chancellors for academic
affairs with the Commissioner and her staff members.
2.
The institution has and employs policies and procedures to engage its
internal constituencies – including its governing board, administration,
faculty, staff and students – in the institution’s governance.
Internal constituents have many opportunities to engage in the
institution’s governance. Both Purdue North Central and Purdue
Calumet support shared governance through active Faculty
Senates, Administrative and Professional Staff Advisory Councils
(APSAC) and Clerical and Service Staff Advisory Councils
(CSSAC), as well as Student Government Associations. In
preparation for the unified institution, APSAC and CSSAC groups
from both campuses have met and the Student Government
Associations are working on a new representative association.
The Purdue North Central and Purdue Calumet Faculty Senates
have drafted a new unified constitution. At Purdue North Central,
the Faculty Senate and the full faculty approved a unified Purdue
Northwest Faculty Senate. At Purdue Calumet, the Senate vote
was one short of that needed to send the new constitution to a vote
of the faculty. As of this writing in the summer 2015, the issue of
one Faculty Senate constitution is still under discussion.
In addition to shared governance organizations, both campuses
hold open forums and convocations that allow all campus
community members to receive updates, ask questions and make
suggestions on the institution’s governance. For unification, internal
constituents have been engaged and informed in numerous ways.
To develop the PNW mission and vision, six focus groups were
conducted in the Fall 2014 on both campuses and nine values
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sessions were conducted in Spring 2015 on both campuses.
Approximately 55 faculty and staff participated in these mission and
vision development sessions.
Chancellor Keon and Chancellor Dworkin have held numerous
open forums on both campuses on unification:
•
Feb. 26, 2014 PNC (video)
•
Feb. 26, 2014 Calumet (video)
•
Feb. 9, 2015 (video)
•
Feb. 10, 2015 (video)
•
Presentation – Feb. 9-10 2015
Chancellor Keon has addressed the Calumet campus numerous
times:
•
Open Forum with students – Dec. 3, 2014
•
Monthly meetings with/updates to Calumet Faculty
Senate
•
Meeting with Student Senate – Student
Government Association leaders plus leadership
of all student organizations on campus
•
Forum with Clerical and Service staff
•
Administrative Leadership Team meetings
(department heads, AVCs, senior leaders) –
reports on status of unification and group work to
give input to unification – bimonthly through Fall
2014 and Spring 2015
•
Fall 2014 Administrative Leadership Team small
group sessions—approximately 12 sessions with
10-15 people in attendance at each session
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•
Series of meetings to address unification
questions with small groups of administrative
leaders – Fall 2014
•
In-person meetings, along with Provost Gerard,
each semester with faculty and staff in each
College – 18 meetings from February 2014 – May
2015
•
In-person meetings, along with Provost Gerard,
with academic leadership (deans and department
heads), throughout each academic year
Chancellor Dworkin has addressed the PNC campus many times:
•
Chancellor’s Forum – 10/28/14 – report on status
of unification
•
Monthly updates to Faculty Senate
•
Several forums open to all and specific forums for
faculty and CSSAC).
Open Forums for students have been held Feb. 26, 2014 (both
campuses); Dec. 3, 2014 (Calumet); Feb. 9, 2015 (North Central);
Feb. 10, 2015 (Calumet). Student media have provided regular
coverage of unification. Frequently Asked Questions have been
developed for current students and prospective students, their
guidance counselors and parents.
The Joint Senior Leadership Team—the chancellors and vice
chancellors from both campuses, with participation by the chairs of
both Faculty Senates at some meetings--meets approximately
every two weeks to discuss strategic issues. Joint dean meetings
have been held monthly for more than a year. Minutes are posted
online.
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Fifteen memos from the chancellors have been sent to faculty, staff
and students from Feb. 2014 – May 2015.
•
“From the Chancellors”
•
Updates to Trustees shared with campuses
Both campuses have newsletters that include information on
unification. This Week @ PNC (weekly newsletter) included ten
articles on the benefits of unification. The Bridge newsletter at PUC
includes regular updates on unification and addresses questions
and issues
3.
Administration, faculty, staff and students are involved in setting
academic requirements, policy and processes through effective
structures for contribution and collaborative effort.
Both Faculty Senates are involved in setting academic
requirements. The Senates are working on possible structures for
faculty governance for Purdue Northwest. Faculty Senate has direct
control of the undergraduate curriculum while the Purdue Graduate
Council has control over the graduate curriculum (Purdue has one
system-wide graduate school). Faculty are also integral in the
determination of transfer credit as well as the evaluation of AP,
CLEP and other external testing that could lead to academic credit.
Faculty work with their department chairs/heads, deans and the
Office of Academic Affairs to identify priorities for degree programs,
faculty hiring and other related policies. Faculty Senate also is part
of the development of system-wide academic regulations.
A representative from the Student Government Association attends
Faculty Senate meetings, gives monthly reports and draws faculty
attention to issues of student concerns. In addition, the student
voice is heard related to academic policies and structures in a
number of other ways. The Purdue Calumet and Purdue North
Central Dean of Students Offices work closely with students who
have questions and concerns about academic policies. In recent
years, there has been increased emphasis on review of the student
concerns in an effort to reduce barriers or bureaucracy for students.
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A good example of one academic policy that is currently under
review (by the entire Purdue University System) is that of grade
appeals. Students at Purdue Calumet voiced concerns that the
process was hard to understand, hard to follow and was not evenly
applied across all colleges. The two campuses have different grade
appeal processes. A task force at the system level, including
representatives from Purdue Calumet and Purdue North Central,
will study this issue and make recommendations regarding a
system-wide policy with provision for local procedures.
Criterion 5: Resources, Planning and Institutional Effectiveness
5. C. The institution engages in systematic and integrated planning.
1.
The institution allocates its resources in alignment with its mission and
priorities.
A Purdue Northwest strategic plan is being developed as part of the
unification process. The mission statement -- endorsed by large
numbers of faculty and staff during the past year-- will direct
strategic priorities for the future.
Mission
Purdue University Northwest, in the land grant tradition of learning,
discovery and engagement, provides high quality, affordable
undergraduate and graduate education to students of Northwest
Indiana and beyond. We create a welcoming environment that
promotes critical inquiry through experiential learning, faculty
scholarship, civic engagement and community partnerships.
“Land grant tradition” signifies service to community of the region
and of the State. “High quality and affordable” directs all efforts of
cost containment and cost savings to maintain high levels of faculty
and staff engagement with students. “Welcoming environment”
recognizes the need of the majority of first-generation college
students for supportive staff, services and programs to aid in their
navigation of higher education. “Critical inquiry” refers to the broad
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background and emphasis on thoughtful analysis necessary for a
twenty-first century college education.
Through the directive of the Purdue Board of Trustees all savings
occurring through the unification (through merging administrative
positions and functions, efficiencies due to joint purchasing and
licenses and so on) should be redirected toward support for
students and academic quality. As part of the ongoing planning
processes on how student needs and academic quality will be
addressed in the future, more than a dozen unification committees
have been formed, including Academic Success (Retention and
Advising), Center for Teaching, Learning and Technology,
Experiential Learning, Honors and Graduate Education. It is
expected that their recommendations will assist with aligning
resource allocation with mission and priorities.
2.
The institution links its processes for assessment of student learning,
evaluation of operations, planning and budgeting.
Processes for assessment of student learning, evaluation of
operations, planning and budgeting are linked in several ways:
through the program accreditation process, through program
review, by recommendations from the Faculty Senates, by
recommendations of the deans and by the Senior Leadership
Team. A new position has been recommended: Associate Vice
Chancellor for Institutional Effectiveness. This is in recognition of
the need to better connect assessment of student learning,
evaluation of operations, planning and budgeting.
Another linkage between student learning, evaluation of operations
and budgeting is the program analysis process at Purdue University
Calumet. This process is the result of a three-year effort to
determine key performance indicators for academic units (including
benchmark data from peer institutions) to determine future funding
levels. The first year of developing this process involved faculty and
department committees researching and proposing indicators; the
second year involved the Office of Institutional Research
determining the possible best fit data for these indicators; and the
third year has involved a pilot group of academic departments
undergoing this review. It is anticipated that this type of program
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analysis, coupled with a longer cycle of program reviews, will play
an important role in connecting assessment of student learning,
planning and budgeting in the future.
3.
The planning process encompasses the institution as a whole and
considers the perspectives of internal and external constituent groups.
Traditionally, the strategic planning processes at both institutions
have been very inclusive, involving both internal stakeholders –
faculty, students and staff members -- as well as a wide array of
community members. It has been an expected practice at both of
these regional universities that the community would be involved in
the campus and the campuses’ would be involved in the
community. The Purdue North Central Advisory Board, which
consists of local government, business and community leaders, has
engaged in ongoing planning with Purdue North Central. College
and program advisory committees have also engaged many
external constituents. At Purdue Calumet, departmental, college
and university level advisory committees have been active in
curriculum advice and development, creation of internship and
employment opportunities and in the development of sources of
financial support.
The planning processes for the unified institution have followed this
same pattern. The Unification Committee, which has played a key
role in unification planning, includes students, alumni, Faculty
Senate representatives, faculty at-large representatives, deans,
department chairs/heads and representatives from the
Administrative and Professional Staff Advisory Council and the
Clerical and Service Staff Advisory Council (both shared
governance groups). Minutes of Unification Committee meetings
are publicly available at the unification website. The Unification
Committee has met nine times between March 2014 – May 2015.
Community members have been engaged and informed about
unification through a variety of means – advisory councils,
community-based service groups, newspaper articles, radio
interviews and through a public website on the unification process
as it unfolds.
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4.
The institution plans on the basis of a sound understanding of its
current capacity. Institutional plans anticipate the possible impact of
fluctuations in the institution’s sources of revenue, such as enrollment,
the economy and state support.
Within the Higher Learning Commission application, question #7
contains a more detailed business plan for the unified institution.
Below are highlights from this full report, which describe how the
unified institution will anticipate possible fluctuations in the
institution’s sources of revenue and plan for these fluctuations.
At the end of fiscal year 2013, the Higher Learning Commission
financial reporting model reflected a strong Total Composite
Financial Indicator (CFI) score for both the Calumet and North
Central campuses with similar scores expected for fiscal year 2014.
These strong scores are the result of both campuses working to
build up reserves sufficient to support institutional needs should
revenue instability occur
In the future (over the next five years), the unified institution will be
stable financially as the result of modest state appropriation
increases, a conservative estimate of enrollments and tuition and
fees adjustments in line with the annual inflation index.
The Purdue University Board of Trustees approves operating
budgets and fee increases, which are typically within the
recommendations set by the Indiana Commission for Higher
Education (ICHE). Operating budgets consist primarily of funds
received from state appropriations, student tuition and fees, interest
earnings and Facilities & Administrative (F&A -- Indirect Cost)
recovery. Areas outside of the operating budget include dual credit
and continuing education programs (including the RN to BS in
Nursing Program), classes provided at the Purdue Porter County
site and the Executive MBA program.
Savings generated by unification will be reinvested in academic
excellence and student learning opportunities. Much of the savings
will derive from the reduction and elimination of administrative
positions with those remaining assuming responsibilities at both
locations. Additional savings will be achieved by optimizing
purchases, licenses and contractual agreements as a larger
institution.
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The unified campus remains a part of the larger Purdue University
System. Functions centrally managed for the entire Purdue
University System, such as preparing the consolidated financial
reports and submitting state appropriation requests, will continue to
be handled in this manner.
5.
Institutional planning anticipates emerging factors, such as technology,
demographic shifts and globalization.
The previous planning processes for both institutions anticipated
emerging factors. These include the emergence of technology
affecting course delivery (the response to this was the development
of robust faculty development in applying technology to instruction
and adherence to Quality Matters™ standards by both campuses)
and globalization (support for international students at Purdue
Calumet). The demographic shift from predominantly part-time,
older students to more full-time, younger students has led to many
changes, including enhanced student support services and
activities, housing (residence halls at Purdue Calumet, private
apartments at Purdue North Central), more emphasis on parent
engagement and an emphasis on completing fifteen credits per
semester.
Emerging factors are included in many ways in the unification
planning process. Many of the unification committees are
benchmarking for best practices as they develop new models for
program and service delivery. For example, the Committee for the
Center for Teaching and Learning contacted peer and aspirational
peer institutions to determine how faculty development supports the
strategic planning of these institutions and how these institutions
measure success of their faculty development. The strategic
planning process incorporated an environmental scan that included
the following factors: economic, political/governmental/regulatory,
socio-economic, scientific and technological and key trends
impacting higher education.
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Criterion 5: Resources, Planning and Institutional Effectiveness
5. D.
The institution works systematically to improve its performance.
1.
The institution develops and documents evidence of performance in its
operations.
In Academic Affairs, deans and department chairs/heads document
evidence of performance in their units in many ways. For example,
Purdue North Central uses a database, Data 180, for annual
documentation of faculty performance. At Purdue North Central
each course has end-of term course evaluations, which are
submitted through Blackboard and reviewed by individual faculty,
chairs and deans. Both campuses have a systematic program
review process, which will be modified into one process. Purdue
Calumet’s program review process involves each unit conducting a
self-study and receiving feedback on all areas of its operations from
an external review team. Recommendations are then reviewed by
the department head, dean and Vice Chancellor for Academic
Affairs for follow up and plans for improvement.
This process itself has been studied for improvement. Within
Academic Affairs at Purdue Northwest, a new structure has been
recommended, Institutional Effectiveness, which would monitor and
facilitate improvements overall, with an emphasis on student
learning assessment, accreditation/program review reporting and
follow-up and institutional research. This office would have
responsibility to support faculty with university level assessment for
degree programs and general education as well as initiatives such
as First Year Experience. In addition, this unit will assist programs
with outside accrediting bodies such as the Council for
Accreditation of Educator Preparation (CAEP formerly NCATE) and
the Accrediting Board for Engineering and Technology (ABET). The
Office of Institutional Effectiveness would also oversee the Center
for Teaching, Learning and Technology and the office of
Institutional Research. In this way these offices would have access
to the unit best able to help improve performance.
The Offices of Enrollment Management and Student Affairs
document evidence of performance in a variety of ways. One
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example is the enrollment dashboard at Purdue North Central that
is sent daily to staff, department chairs and administrators. The
dashboard contains information including enrollment, credit hours
by student, dual credit (such as the number of incoming students
with dual credit and enrollment by course for the six courses with
highest enrollment) and new student orientation participation.
Another example from Purdue North Central of documenting
evidence of performance is the tracking of student issues and their
resolution using Maxient software.
At Purdue Calumet, the Office of Institutional Research and
Assessment offers reports on enrollment trends, student
demographics, faculty and staff headcount, etc. Through a form on
this site, faculty and staff can submit requests for ad hoc reports.
2.
The institution learns from its operational experience and applies that
learning to improve its institutional effectiveness, capabilities and
sustainability, overall and in its component parts.
Both Purdue Calumet and Purdue North Central pride themselves
on learning from experience and improving. Continuous
improvement is built into the culture at Purdue Calumet due to its
14 years as part of AQIP. Purdue North Central values innovation.
An example of planning leading to capacity building in program or
course delivery is in the area of dual credit. At Purdue North
Central, graduate-level credentialing programs are being developed
to offer dual credit instructors the discipline-based coursework
needed for college-level course delivery.
The unification of Purdue North Central and Purdue Calumet
provides an opportunity to improve capacity in its student
information system. Operational experience has taught campuses’
enrollment management, computing and advising staffs that
different instances of the Banner system prevented seamless
enrollment across the two campuses. In fact, in some instances,
transfer students outside the Purdue University System had greater
ease of transfer into the Purdue University System than did
students within the system.
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As a first step in improvement, both campuses are redoubling
efforts to create easy to navigate and supportive processes in all
aspects of student enrollment and initial academic planning. Critical
to the ease of navigation is the integration of enrollment functions of
recruitment, admissions, financial aid, registration, new student
orientation and retention efforts into a single holistic system.
Currently, the two campuses have solidified the management
structure of their enrollment offices and are in the process of
converting the two separate computing systems into a single
instance of Ellucian Banner. The single instance of Banner will
allow Purdue University Northwest to provide seamless
incorporation of outreach, enrollment management, schedule of
classes, academic catalog, student records and degree audits. The
consolidation of computing will also involve a Request for
Information (RFI) for the purchase of a Customer Relation
Management System (CRM), integration of student portal,
Education Advisory Board (EAB) retention analytics/interventions
and Blackboard learning management system.
14.
Outline how the institution has been working to address any challenges
identified by the last comprehensive evaluation team and any issues to
have been addressed in upcoming Commission monitoring. How will
the transaction assist the institution in resolving the issues identified by
the Commission?
Any challenges raised during comprehensive visits have been
addressed; both institutions have been accepted into the Open
Pathways. Purdue North Central’s last Reaffirmation of
Accreditation was in 2010-2011 and Purdue Calumet’s was in
2014. Within this Change Application, both institutions provide
evidence of adherence to the new Commission Criteria for
Accreditation and associated Assumed Practices.
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15.
Provide any other information important to understanding the
transaction or the effect of the transaction on the institution.
In reviewing this application, it is important to note that the change
in unifying Purdue Calumet and Purdue North Central into Purdue
University Northwest does not involve a change of ownership or
control, as both campuses are still under the control of the State of
Indiana with governance for the campuses delegated to the Purdue
University Board of Trustees and, in turn, to the President of
Purdue University.
This unification change does involve a change in organization with
the trustees’ stated aim being administrative efficiency, cost
savings and recycling of this cost savings to support faculty,
students and academic programs. To that end, faculty, staff and
students from both campuses have worked on organizational
issues – creating dual appointments for key administrative
positions, planning for aligned programs of study, determining
direction on key issues such as dual credit and institutional
effectiveness and setting the stage for innovative ways of
assessing student learning.
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APPENDIX A
Committee Reports
Academic Success – Retention and Advising .............................................................................. 118
Center for Teaching, Learning, and Technology .......................................................................... 120
Continuing Education – Academic Outreach and Graduate and Extended Learning .................. 165
Dual Credit/Concurrent Enrollment............................................................................................. 187
Experiential Learning .................................................................................................................. 192
Faculty Honors and Awards ........................................................................................................ 213
Freshmen Experience Program .................................................................................................... 217
General Education....................................................................................................................... 232
Grade Appeal Policy and System ................................................................................................ 239
Graduate Programs ..................................................................................................................... 240
Honors Program/Honors College ................................................................................................ 251
Institutional Effectiveness............................................................................................................ 258
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Academic Success and Advising
Unification Committee
Final Report
Date:
May 15, 2015
Topic/Program:
Academic Success and Advising Unification Committee
Chair/CoChair:
Members:
Kenneth Holford (PNC)
Dhanfu Elston (PUC)
PNC Members: Cheryl DeLeon, Nicole Hartford, Kathy Johnson,
Beth Rudnick, Paul McGuinness, Robin Scribailo, Jeff Shires, JC
White
Committee charge: Continued student success will be one of the main priorities of Purdue
University Northwest. Our committee is charged with making recommendations that will
allow PNW not only to meet these needs in unification, but to implement an improved
model that is better than the sum of the parts. In short, we wish to provide increased services
to our students using the most efficient and effective means possible (“best practices”). In
particular, we identified three major topics that merited discussion. The conclusions from
these discussions represented the basis of the committee recommendations. The
topics addressed were:
1. Organizational Structure
a. Currently, each institution has a different advising model and reporting unit. What is
an ideal model and organizational structure for PNW?
b. What are the best practices for academic support (tutoring, supplemental
instruction, etc.)? What exists in our current institutions that can be expanded
and/or replicated?
c. How do we ensure common advising practices? What would be the components of a
unified advisor job description?
d. What advising model and structure allows for the management of increasing larger
caseloads, while providing a high level of student-centered customer service?
2. Student Success Collaborative
a. PUC is currently utilizing the SSC as a shared notes system (see attachment for
overview). Is there a rationale and opportunity for expansion at PNW?
b. What information or technological resources are need to best serve students?
c. What type of data should be collected to track student success and persistence?
3. First-Year Experience
a. What are the components of a comprehensive FYE that contributes to student success?
b. What role should advisors play in FYE seminar courses?
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Meeting dates: The committee utilized both electronic information exchange and
physical meetings to conduct business. The entire committee met on the following
dates (via WebEx):
March 9, 2015
March 16, 2015
April 6, 2015
Minutes from the Meetings can be found in Appendix A.
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Proposal for Unified Center for Teaching, Learning and Technology
PNC/PUC
15 May 2015
Updated May 19, 2015
Overview:
Peggy Gerard, Provost of PUC, and Karen Schmid, VCAA of PNC, formed a Taskforce for a Center for
Teaching, Learning, and Technology. This taskforce was given the charge of creating a structure for a
unified Center serving both campuses. The taskforce was composed of administrators and faculty from
both campuses. The membership included:
Chairs: and Members:
• Michael Lynn, Interim Associate Vice Chancellor for Academic Affairs (PNC) – co-chair
• Beth Pellicciotti, Assistant Vice Chancellor for Academic Quality Programs (PUC) – co-chair
Purdue University Calumet:
• Emily Hixon, Associate Professor of Education
• Janice Tazbir, Professor of Nursing
• Heather Zamojski, Director, Academic Research and Computing
• Liaison from Taskforce on Institutional Effectiveness: Neil Nemeth, Associate Professor of
Communication (PUC)
Purdue University North Central:
• Glynn Bricker, Associate Professor of Physics
• Anastasia Trekles, Clinical Assistant Professor of Instructional Design and Director of the Office
of Learning and Technology
The committee met throughout the spring 2014. The committee followed the following process:
•
Identify what practices are currently employed on each campus and discuss the pros and cons of
those practices;
•
Develop a set of guiding principles based on that discussion;
•
Benchmark best practices at other institutions
(see Appendix One for interview questions and responses);
•
Develop a proposed Center structure for Purdue University Northwest and a set of core
responsibilities for the Center.
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Executive Summary: The following set of guiding principles contains goals and recommendations for
the Center for Teaching, Learning and Instructional Technology with examples of current practices at
both campuses as well as best practices provided by peer and aspirational institutions.
(1) Maintain a focus on student learning. All programs and services offered should lead to this end
goal. (Focus on student learning).
(a).The Center should be involved in the assessment of the teaching and learning process, including
working with faculty members to set and measure course objectives, providing class observations and
course review services, and overseeing the course evaluation process.
Currently, both campuses offer the Digital Learning Certificate Program to new and continuing faculty
members which stresses course objectives and assessment of these objectives, and with faculty mentors
reviewing these courses as they are delivered, using Quality Matters.
Best Practice (benchmarking): 1) Target academic departments that need help to show learning
outcomes for accreditation. The Center helps with tools and measures. 2) Meet with department head
to determine faculty members using formative assessment to improve student learning (a professor
doing exceptional student learning improvement work). Recruit that faculty member as a faculty fellow.
(Purdue University West Lafayette).
(b). The Center should be involved in helping faculty develop and assess service and experiential
learning courses.
Currently, both campuses use service learning (PNC) and experiential learning (PUC) to offer exemplary,
high impact courses to students in applied learning and community engagement. The Center needs to
focus on faculty development programs and services which emphasize faculty assessment of these high
impact courses and student assessment of their work and learning in these high impact courses. Recent
work in this area which needs to be continued across both campuses include digital storytelling by
students about their experiences and portfolio development (SEELIO) through which students reflect on
curricular, co-curricular, and work experience as they present themselves to potential graduate schools
and potential employers.
(c). The Center should be housed in Academic Affairs and include faculty-fellows who actively teach
courses.
Though housed in Academic Affairs, the Center needs to create a strong partnership and liaison work
with Information Systems, given the critical role of technology as a tool in instruction.
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Best Practices (benchmarking): Most center directors interviewed described the importance of building
this partnership with Information Systems. In particular, Purdue University West Lafayette, Northern
Illinois University, and IU Bloomington described ongoing efforts to work toward improving their
partnerships.
(2) Plan strategically; engage in both short and long-term planning. Work to support institutional
flexibility and adaptability (conduct environmental scans based on # of retirements, # of new faculty,
arrival of new pedagogical methods and/or technology, forthcoming accreditations, etc.). (Planning
strategies)
Currently, both campuses have worked to create a new mission for Purdue Northwest, a new strategic
plan for the next five years, and an accreditation application and self-study that ensure consistent
quality in the creating of a unified campus. The mission, the strategic plan, the accreditation application
all call for capacity building within the unified institution. Capacity building involves creating a wide
range of faculty support services which will attract new faculty and staff to the unified university,
ensuring that faculty have the pedagogical and technical skills to offer courses and programs in different
modalities and across different locations, and the support for faculty to assess and subsequently
improve all academic programs and services. Capacity building to meet the strategic directions of
Purdue University Northwest should be critical to the mission of the Center for Teaching, Learning and
Technology.
Best Practices (benchmarking): Not all the center directors saw their direct connect to the institution’s
mission and strategic plan. However, the director from IUPUI underscored the importance of
connecting to the university’s strategic plan, with a faculty-led advisory council helping their Center stay
connected to the faculty community. The director at University of Michigan described the critical work
their Center did in training teaching assistants, and the director at PUWL described the importance of
their work to accreditation.
(3) Create a physical center on both campuses, so faculty have a location to visit for programs and
services, but also have the ability to be mobile and visit the places where faculty “live.” (Physical and
mobile presence)
Currently, both campuses have physical sites that support faculty instruction, Blackboard use, and other
technologies which facilitate instruction. On both campuses, this physical sites may need expansion to
be able to offer a wider range of services and programs. However, the current limited staffing at both
campuses does not allow current staff to be mobile and visit the places where faculty “live.”
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Best Practices (benchmarking): Many center directors noted their success depended on the location of
their center and the importance of providing faculty drop-in support (the University of Notre Dame
termed this “couches and coffee.”). In addition, many center directors strongly recommended that
center staff take the “show on the road,” meeting with departments and their faculty, co-sponsoring
big events with departments (IUPUI), and recruiting faculty fellows with expertise in student learning
assessment, etc. (PUWL). Through these examples, it is clear that a Center is both a physical location
with strong support services, but also bolstered by a series of outreach activities and relationship
building throughout the campus.
(4) Develop clear and appropriate measures of success. Determine measures that support the
mission and guiding principles of the Center. (Measures)
Best Practices (benchmarking): All the center directors said their success measures focused on the
number of program participants and the level of satisfaction of participants with their centers’ programs
and services.
In addition to these measures, however, it is critical to conduct assessment on how well the Center is
supporting the strategic goals and direction of the unified university.
(5) Leverage faculty expertise for mentoring other faculty, for workshop delivery, for faculty fellows.
Be “plugged” in on and off campus to be able to know about this expertise. (Leveraging expertise).
Currently, both campuses utilize faculty expertise in the Digital Learning Certificate Program (faculty
mentors), in delivering workshops and in course reviews. In the Center for Teaching, Learning, and
Technology, leveraging faculty expertise becomes even more important as programs and services should
be increased and enhanced.
Best Practices (benchmarking): Most of the center directors recommended a well-structured faculty
fellows program with a year to two-year commitment by faculty members to this program. IUPUI noted
the importance of their Center’s support of faculty members in their research in the Scholarship of
Teaching and Learning, noting that many National Science Foundation grants now required the
educational assessment as part of the grant.
(6) Design the Center’s programs and services to underscore the interconnectedness between
technology, teaching (and help with research?). (Connecting teaching and technology)
Currently, both campuses have strong partnerships with Information Systems. Recommendations from
this committee include the following:
--The Center serves as a liaison and advocate for faculty voices when it comes to technology needs.
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--At least one Center staff member and one IS staff member should be in regular contact the ITaP in
PUWL. This includes participating in weekly conference calls and other meetings as appropriate.
(For benchmarking on the importance of this interconnectedness, see question #1a).
(7) Ensure that the Center leader director be a member of the faculty, but the Center should include
faculty and staff members as appropriate (people should be appropriately qualified, with the proper
training, degrees, background, etc.. (Staffing)
All Center faculty fellows and staff members need to be hired with the expectation that the assignment
may involve working between two campuses. Support for new faculty orientation may be provided
jointly; programs and workshops on reflection, digital storytelling, and use of SEELIO as classroom
technology and high-impact assessment tools may be delivered jointly.
Best Practices/Benchmarking: Leaders of the centers had faculty status. Many had a mix of staff
members and faculty fellows.
(8) Fund the Center with recurring funds: for faculty, staff and student workers of the CTLT; for new
technologies; basic functions including professional development and memberships for staff; faculty
fellows; licenses (Quality Matters); hospitality; professional development for faculty. (Funding)
(9) Explore additional sources of funding (for new initiatives, etc.). (Other funding sources)
Currently, programs from both campuses rely on limited recurring funding. Additional positions shown
in staffing model for one Center over both campuses should be recurring, as with a budget for
hospitality, faculty grants and stipends and other professional development costs. Additional sources of
funding (for new initiatives, etc. may come from strategic planning initiatives as well as from grant work.
Best Practices/Benchmarking: All of the centers reviewed relied on recurring funding for staffing and for
programs and services. Factors that appeared to influence staffing included the intended audience for
services (University of Michigan did considerable work training t.a.’s; as did PUWL. University of Notre
Dame worked primarily with faculty members (few adjuncts). IUPUI did considerable outreach work to
all levels of faculty.
Recommended structure and functions for the Center for Teaching, Learning and Instructional
Technology
The committee unanimously agreed on the necessity of a Center of this type for Purdue Northwest. It
became clear during our discussions, and especially during our benchmarking against other institutions,
that universities the size of Purdue Northwest consistently had a Center for Teaching and Learning,
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often well-staffed and with a wide spectrum of duties. We strongly urge that Purdue Northwest aspire
to join its peers in establishing such a center.
Structure and Name:
The proposed new name is: “Center for Teaching, Learning, and Instructional Technology”
The structure would be:
• A leader over both campuses. This person should have an earned doctorate and have
be a faculty member (or have faculty status); this individual could be housed on either
campus but should divide their time between the two campuses.
o There should be one administrator on each campus to oversee operations; the
committee is not in agreement of the recommendation on the status of the
administrator on each campus. Some recommend that this person have faculty
status, and others see this appointment as more flexible, depending on chief
location or function.
o Instructional Designers (3): There should be three covering the work on both
campuses.
o Instructional Technologists (3): There should be three instructional
technologists.
o Clerical Assistant: there should be at least one clerical support staff reporting to
the director; both campus may also need clerical support
o Faculty Fellows (2-4 initially): there should be 2-4 faculty fellows, available
between the two campuses, with release time to support their work; fellow
should focus on specific tasks and/or research such as SOTL, Experiential
Learning, Digital Learning, etc.
o Media Specialists (1-2): either one media specialist for the two campuses
o Course Evaluation Specialist (half to full time): one person to assist with course
evaluations
o Accessibility/ADA Specialist: one person to assist making courses ADA
accessible
o Graduate Assistants: 2-4 graduate assistants, divided between the two
campuses
o Undergraduate Assistants: 2-4 undergraduate assistants, divided between the
two campuses
o Research Associate: The center should include a research associate tasked with
conducting ongoing assessment of the effectiveness of programs and initiatives
offered by the Center.
Recommendations on Goals for the Center:
1. The Center should be housed in Academic Affairs
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2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
a. At the suggestion of the Taskforce on Institutional Effectiveness, it is recommended the
CTLT Leader report to the unified head of Institutional Effectiveness, once that position
is hired
b. The CTLT Leader should be a faculty member
c. We strongly encourage that the CTLT leader participate on IS committees and work
closely with the Vice Chancellor IS or his/her designee.
The Center will incorporate all existing resources and positions currently found on both
campuses including the entire Office of Instructional Technology (PUC) and the Office of
Learning Technology (PNC). The Center will also incorporate the existing half-time position for
Course Evaluation
The Center’s mission should be guided by the strategic plan of Purdue Northwest and of the
Office of Academic Affairs
The Center should operate at multiple areas including technology, pedagogy, teaching
innovation, and digital learning as well as specific help with classroom management, Blackboard
Learn, etc.
The Center should be involved in the assessment of the teaching and learning process including
the course evaluation process and providing class observations and course reviews (including
online courses using Quality Matters)
The Center should oversee, or at least be heavily involved it, new faculty orientation
The Center should be involved in the assessment of service and experiential learning
The Center should regularly convene an Advisory Group, composed of faculty, staff and students
from both campuses, along with relevant off-campus members, to ensure alignment with
academic and institutional missions through a review of all offerings
a. To facilitate concrete and positive relations with IS, the Advisory Group should include
members from IS
The Center should have equivalent space, funding, and offerings on both campuses
The CTLT Leader should liaise frequently with Information Services, including the Library, and
with other relevant groups on both campuses
The Center should be funded using recurring funds including money for staff salaries and for
programs, release time for faculty fellows, professional development for faculty and staff, etc.
The Center should actively pursue grant opportunities relevant to its mission
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Appendix
Discussed the pros and cons of each model.
Representative List of Activities Undertaken at PUC and PNC:
PUC
•
•
•
•
•
•
Digital Learning Faculty Certificate Program
Teaching Innovation Grant
o New program starting Fall 2015
OIT
o Technology support
o Blackboard support
o New software
 Administrative
 Academic
o Instructional software (e.g., Qualtrics, Seelio, Respondus Lockdown, clickers, Camtasia)
 How to use
 Best practices for using
o Digital Storytelling
 Partnering with EXL
o Brownbag and workshops
 Often led by faculty
o Dual Credit
 Assists faculty, setting up courses, coordinating student support, course
evaluations (administered through Bb)
o Accessibility
 Working with faculty to make instructional materials more accessible
o Canvas pilot
o Purdue system wide online courses
o Nursing DNP
o Quality Matters
Faculty Development Committee
o Standing committee, subcommittee of Faculty Affairs
o P&T Panel
o Recommends ideas, drafts proposals that VCAA may fund
o Some recommendations with mentoring
o Providing input for OIT
IDEA course evaluations
o Leads to faculty development insights/needs
Teaching observations
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•
•
•
•
•
•
•
o Faculty/Emily conducting teaching observations and writing letters
Course reviews
Online Facilitator Certification
o Piloted in Spring 2015
Teaching Award
o One, only tenured, tenure-track faculty eligible
EXL
o Had Title III grant that ended in 2011
o Offered mini-grants, faculty development grants
o Many workshops on reflections, types of EXL
o Faculty (Emily & Judy Hack) work with faculty one-on-one for course work/curriculum
changes
Assessment for SoTL grants
o Emily works with a lot of faculty doing grants as pedagogical consultant and evaluator
Accreditation reports
o Beth works with faculty/departments
Freshman Experience Courses
o OIT, library does demos
PNC
•
•
Office of Learning Technology
 Started around 2009/2010 with faculty member given part-time release
 Hired someone for a bit, now Staci is directing
 Not a lot of history
 DOC grant – Developing an Online Course
• Led to office being seen as only helping with teaching online
• DOC grant program has been changed to be a mentorship program
(more like Digital Learning program - develop course, teach,
evaluate with QM)
o Program is open to anyone, not just those teaching online
o More pressure to use Blackboard if you’re using something
o Used to have I-Drive where faculty posted materials, some still wanting to stay with
that
o Works to meet faculty where they are
o Survey faculty regularly
o Summer boot camp
 Faculty workshops, get certificate if attend all (10-12 faculty)
 Many of those faculty then entered mentorship program
 Planning to do same program this summer
Instructional Improvement Grant
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•
•
•
•
•
•
•
•
o Out of Mike’s office
o Wanted to shift focus from technology/online course
o Stipend given at start, when finish, when show improvement
Accessibility
o Out of HR (Institutional Equity)
Clickers
o Housed at the library, Staci supports if there’s a need
o Used most by Faculty Senate
Concurrent enrollment/Dual credit
o Some support out of Office of Learning Technology
Center for Service Learning and Leadership
o Leader – staff person – Laura Weaver, full-time
o Mostly working on grants from Indiana Campus Compact
Diversity luncheons
Assessment Steering Committee
o Guiding/identifying assessment needs
 Assessment programs
o Faculty senate committee
Teaching observations
Teaching Award
o Full (submit application and review by committee) and part-time faculty (vote)
Positives:
• Faculty input through the Faculty Development Committee (PUC) (GP)
• Participates, in a small way, in new faculty orientation (full and part-time) – but could be
bigger/better – (GP—outreach and supporting faculty at all levels)
• Peer mentoring (both campuses) (GP – leverage faculty expertise)
• Use of Quality Matters to evaluate courses/syllabi (bot h)
• Instructional Improvement Grant (PNC)
• Digital Learning Certificates (but could get greater participation)
• Having a physical computer lab in which faculty can work
•
•
•
•
•
Things to Overcome:
Perception that the digital learning certificate is just about technology (connect tech and pedagogy)
Need to market better
Avoid disconnect between technology and teaching
Institution needs to support the direction it wants to go
Need to be more strategic to get total faculty buy-in
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•
•
•
•
•
•
Funding: should CTLT be grant earning to help self-fund
Set up system to allow for course/program/department assessment
Reaching LTLs for training and help
We need to be careful the CTLT is not a place people are “sent” – it needs to be a “safe” place
Need to establish a system where faculty can learn in the department but also at the college or
university level
Avoid duplication of services to create a more efficient system
Benchmarked best practices at other institutions’ Centers for Teaching, Learning and Technology with
these Guiding Principles used as a guide for systematically interviewing leaders of these units (see
Appendix One for interview questions and responses). We examined units at the following campuses:
PEER
Purdue WL - http://www.cie.purdue.edu/ and http://www.itap.purdue.edu/about/tlt.html
IPFW - http://www.ipfw.edu/celt/ and http://www.ipfw.edu/training/index.html
IUN - http://www.iun.edu/cistl/ (EMILY)
Northern Illinois - http://www.niu.edu/facdev/about/index.shtml
University of Texas at Austin - http://ctl.utexas.edu
Cal State LA - http://www.calstatela.edu/cetl/about-us
Missouri State - http://www.missouristate.edu/fctl/92535.htm
Central Oklahoma - http://www.uco.edu/academic-affairs/cettl/
Kennesaw State - http://cetl.kennesaw.edu/
North Carolina-Wilmington - http://uncw.edu/cte/
Southern Illinois - Edwardsville - http://www.siue.edu/~elavell/ and http://www.siue.edu/innovation/
Tennessee - Chattanooga - http://www.utc.edu/walker-center-teaching-learning/
Southern Indiana - http://www.usi.edu/creativity/
William Paterson - http://www.wpunj.edu/cte/
IDEALIZED/HIGHLY REGARDED
IUPUI - http://ctl.iupui.edu/About (EMILY)
Miami University (OH) (also a peer institution) - http://www.units.miamioh.edu/celt/
Univ. of Michigan - http://www.crlt.umich.edu/
UNC-Charlotte - http://teaching.uncc.edu/
Stanford - https://teachingcommons.stanford.edu/ctl
Notre Dame - http://kaneb.nd.edu/
Tufts - http://provost.tufts.edu/celt/
Indiana Univ. - http://citl.indiana.edu
U of Minnesota - http://www1.umn.edu/ohr/teachlearn/faculty/index.html
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Appendix One: Benchmark Questions Based on General Principles
Name of School: ____University of Michigan___________________________
1.
What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
2. How do you conduct short term and longterm planning for your Center?
How does environmental scanning inform
this planning?
(Planning strategies)
3.
How do you define the “success” of your
Center?
What are the measures that you use to
Wide-reaching center. Mission is:
“5
The mission of the Center for Research on
Learning and Teaching (CRLT) is to promote
excellence and innovation in teaching in all 19
schools and colleges at the University of Michigan.
CRLT is dedicated to the support and
advancement of evidence-based learning and
teaching practices and the professional
development of all members of the campus
teaching community. CRLT partners with faculty,
graduate students, postdocs, and administrators
to develop and sustain a university culture that
values and rewards teaching, respects and
supports individual differences among learners,
and creates learning environments in which
diverse students and instructors can excel.”
By training faculty, graduate students, and others
in many areas, including inclusion and teaching,
they in turn impact students. They also include
graduate students in many aspects of center
activities, in effect carrying students through their
graduate careers at Michigan.
Reports to Academic Affairs, Vice Provost of
Digital Education and Innovation. Also maintains
close relations with VP of Global and Engaged
Education, and VP of Equity and Inclusion. The
administration and current university climate sets
the tone for Center initiatives and priorities.
Strong belief that campus priorities should be
Center priorities. Faculty advisory committee is
available as well to help inform.
Annual assessment report and advisory
committee provides feedback, as well as faculty
and departments on individual basis for different
programs and trainings.
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evaluate this success?
(Measures)
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services in
one location?
If so, how do you maintain this balance?
(Physical and mobile presence)
Number of programs, consultations, and
professional development hours are tracked and
reported on each year. Participation by faculty
rank and college/discipline also important and
tracked. Online and global reach, research
publications, and student/postdoc programs also
a key part of assessment.
Centralized office – the go-place for faculty
development. Most staff centrally located at
center space. Very large unit offering many
programs across disciplines. Also contains a
separate Engineering department specifically
devoted to the needs of the college of
Engineering.
Activities of the CRTL includes consults, programs,
publications - very active in giving grants in
different areas $500-$15k
Faculty associates and staff are multidisciplinary
and work within departments to form interest
groups and more training opportunities also.
Departments can ask for labor-intensive services
for a small fee over regular services offered.
5. Do faculty members lend their expertise
to your programs and services?
If so, how do you make these connections
and tap this expertise?
(Leveraging expertise)
CRLT is included in many grants and research
initiatives.
Yes, in many ways. Faculty invited to share
knowledge and skills be being presenters at
workshops and other sessions. Faculty also serve
as team leaders within their departments and
work to get groups of other faculty in their
discipline together to do professional
development.
Faculty Associate program currently retooling clearly defined projects needed for the faculty
associates to participate and get funding of
stipend or GA assistance (course releases not
available anymore).
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6. What do you see as the connectedness
between teaching and technology? How
is this connectedness reflected in your
programs and services?
•
How does your Center focus on the
development of research skills and
expertise
•
(Connecting teaching, technology and
research)
•
•
•
•
7. Please describe your staffing models and
your funding sources.
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
Technology is not the focus – other units offer
training on where to “click” and administrate
systems. All sessions offered focus solely on
teaching and learning aspects of using
technology – strong demarcation here.
Focus of the center is broad-reaching and
includes graduate students, researchers, postdocs, and administrators as well as faculty
Uses theatre to demonstrate important
trends and topics in teaching and learning, as
well as classroom and institutional climate
issues – “CRLT Players” – very successful
program integrated into many large events
such as orientations and all-college meetings
Consults provided on things like
promotion/tenure teaching philosophy
statements as well as teaching and learning,
and technology
Center does support teaching evaluation but
does not run it - evaluations are housed in
Office of Registrar
Trainings are offered in many ways including
summer “conference” style event, lunches
and dinners, meetings conducted by faculty
associates within departments, and more
Staffing: Staff are mostly PhD trained and come
from a variety of disciplines in order to serve the
needs of all disciplines on campus and be seen as
equals in consultations. Many are post-docs who
have hired in after completing degrees and
research; others are external. Few are specifically
trained as instructional designers. Director does
outreach with Provost, develops certain
programs, major awards, works with Deans and
department chairs, and also manages personnel,
budgets, direction and mission. Staff are each in
charge of certain programs - they get assigned or
get to choose, depending on circumstances, and
often come up with their own new ideas and “pet
projects.” Most staff do not teach classes as there
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are many teaching opportunities within their job
structure already.
Grants: Gives out various numerous grants to
faculty through programs. Have been written in
on some grants, faculty development
components, sometimes work on specific
programs like Center for Writing program to
improve undergraduate education. While grants
help fund and subsidize many projects, they are
often outside the scope of the daily operation of
the center and as such, are not a high priority.
CRLT does consult with faculty on grant
development, especially for assessment and
where it involves technology.
8. What else would you like to tell me about
your Center?
CRLT also gets some support back from
departments when they request labor-intensive
projects. Not a lot of funding from this, but the
money does help support their initiatives and
keep them stable. Otherwise funding comes
through Provost recurring funds.
Felt that we were well on our way and didn’t want
us to compare ourselves to where they are at
since they are so much bigger, but scale is also
relative. They feel that they work very hard to
cover a lot of ground, and are continually striving
to meet everyone where they are and serve the
university’s priority needs and initiatives.
Recommended to talk to the director of the
center at Penn State as well, Angela Linsey, for
how things work at their institution.
Comments/Observations: Obviously an exemplary operation. They are firmly rooted within the
institution and the go-to place for everything teaching and learning. There was a strong emphasis on the
teaching and learning aspect and not much focus on the technology, although technology has been the
hook for folks to come in and get consultations or join programs for many faculty. Acknowledged that as
leadership is defined in the center (Dr. Kaplan was an interim director at this time), they may move in
some different directions but things were very stable for now and staff all had their own projects and
niches that allowed them to capitalize on their knowledge, skills, and research areas.
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Name of School: ____Northern Illinois University___________________________
4.
What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
5. How do you conduct short term and longterm planning for your Center?
How does environmental scanning inform
this planning?
(Planning strategies)
6.
How do you define the “success” of your
Center?
What are the measures that you use to
evaluate this success?
(Measures)
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services in
one location?
If so, how do you maintain this balance?
(Physical and mobile presence)
9. Do faculty members lend their expertise
to your programs and services?
“The central mission of the Faculty Development
and Instructional Center is to support faculty and
academic supportive professional staff through a
variety of programs, activities, and resources that
support the university's mission on teaching,
research, and scholarly activities.”
Offers everything from individual consultations to
class observations for professional development.
Implied that faculty success leads to student
success. Student learning not explicitly discussed
as part of the mission.
Director works directly with Vice Provost and
Provost on priority issues, developing programs,
and serving as the “face” of the center. The
administration and current university climate sets
the tone for Center initiatives, although there is
also a faculty advisory committee that helps lead
the Center in what its initiatives should be each
year.
Annual assessment report and advisory
committee provides feedback, as well as faculty
and departments on individual basis for different
programs and trainings.
Number of programs, consultations, and
professional development hours are tracked and
reported on each year. Participation by faculty by
department is also important and they wish to be
sure to “touch” all areas.
Centralized office – in general, faculty and
administrators come to the Center rather than the
reverse, although anytime they are called to come
in to a department they do so.
Collaborates closely with IT.
Yes – primarily through advisory committee.
Faculty are also often invited to present training
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If so, how do you make these connections
and tap this expertise?
(Leveraging expertise)
10. What do you see as the connectedness
between teaching and technology? How
is this connectedness reflected in your
programs and services?
How does your Center focus on the
development of research skills and
expertise
(Connecting teaching, technology and
research)
11. Please describe your staffing models and
your funding sources.
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
to other faculty based on their participation in
Center programs and leadership in their units.
Centralized, “go-to” place for professional
development; in close collaboration with IT and
many elements of professional development
include a technology component, but teaching
and learning is always the central focus. There is
no differentiation between online, hybrid, and
traditional courses as far as what the center
supports.
Coordinates and sponsors several important
teaching events including major new faculty
orientation (2-day event) and TA orientation
required by most departments – topics include
everything from how to get around campus to
ADA and inclusion teaching, to Blackboard and
course design
Staffing: Director works with upper administration
on priority issues, developing programs, and
serving as the “face” of the center. Director and
most assistant directors and staff are PhD trained
in instructional design or other fields as needed –
multidisciplinary staff for better support of
academic units. Center staff are not faculty but
most teach at least one class. Most job
descriptions are that of a faculty member but they
are administrative/professional staff without the
pressures of going up for tenure. However, for
faculty governance reasons, it might be favorable
if at least some upper-level center staff could be
considered as tenured faculty, even though the
pressure of getting tenure is not missed.
Center will design courses in consultation with a
faculty member, or they can have a course
designed for them through another department,
which has a fee associated. Currently in talks to
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join these efforts.
Grants: Does give out various grants, from smaller
to larger, to faculty throughout the year for
special projects, awards, course design, and other
program incentives. They also are written into
grants periodically from other departments on
campus. They may find themselves seeking more
grants in the future as Illinois is undergoing a
significant budget cut that will impact public
universities over the next year.
12. What else would you like to tell me about
your Center?
University is beginning to attract more nontraditional students and wishes to expand online
presence in order to do this. The Center has been
key is supporting this initiative.
University is beginning to attract more nontraditional students and wishes to expand online
presence in order to do this. The Center has been
key is supporting this initiative.
Comments/Observations: Highly energetic director, very knowledgeable. Carrying on a history started
by the current Vice-Provost who founded the Center and has been instrumental in its success. This
Center has dealt with everything from faculty affairs to training in the past but now faculty affairs and
personnel issues are handled at the Vice Provost level, leaving the Center for more time to devote
specifically to faculty development. NIU’s center is a major sponsor of the SLATE conference for regional
faculty development on teaching and learning with technology.
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Name of School: _____________Notre Dame ________________________________________________
7.
What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
8. How do you conduct short term and longterm planning for your Center?
How does environmental scanning inform
this planning?
(Planning strategies)
9.
How do you define the “success” of your
Center?
What are the measures that you use to
evaluate this success?
(Measures)
The Kaneb Center supports the pursuit of teaching
excellence by stimulating scholarly reflection and
conversation about teaching and encouraging the
adoption of practices that enhance learning.
The Center has a large emphasis on the reason
they are here is to support student learning. This
is further exemplified with them having direct
reporting to the Provost.
1. The mission statement.
2. Short term-regular connections in the
university.
3. Keep the pulse of what the newest/latest
teaching/technology
4. Representation on committees
5. Dean- meet with them annually
6. Faculty fellows programs
7. Represent 4 different colleges, all award
winning teachings.
8. We (the center) is not part of teaching
award
9. College wide teaching award
10. Does budget drive it (planning strategies)?
No, not for short term planning.
11. 7 full time staff
12. 15% budget long term planning
13. Internal strategy plan 5 years
14. Also looking at what goes on nationally
We have an easy time, small amount of adjunct.
New Faculty hires all get 2 days of orientation.
Satisfaction surveys- look for faculty satisfaction in
programs and services we offer
Long- term positive impact on learning, student eFolios
Difficult for direct measures
138
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services in
one location?
If so, how do you maintain this balance?
(Physical and mobile presence)
13. Do faculty members lend their expertise
to your programs and services?
If so, how do you make these connections
and tap this expertise?
(Leveraging expertise)
14. What do you see as the connectedness
between teaching and technology? How
is this connectedness reflected in your
programs and services?
How does your Center focus on the
development of research skills and
expertise
(Connecting teaching, technology and
research)
15. Please describe your staffing models and
your funding sources.
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
Satisfaction, mainly
The more spread out the harder. Most of the
times, they come to us. They offer to come to
others.
Central location is key
They are in the building that has the most
teaching classes.
Reserve rooms through-out campus to present
programs
Maintain a lounge, coffee and couches- brings the
personal connection
Do things for specific programs as invited guest
Faculty fellows- most organized example
Have asked for expertise before they win awards.
Small stipends when needed, but stopped
Combination of “eligible” and people with
expertise. Review list of faculty fellows annually
Try to look for active learning models
Fellows are advisors
When you have faculty fellows presenting they
draw a different crowd
Historically, ed tech person, the center opened 2
years later, we had issues with course design and
wanted
After 4 years they combined pedagogical
standards with tech
Tools and practice are combined
6 full time staff and I is admin assistant
1 general learning
1 learning port
1 tech tools
1 consulting
1 management of grad students
1 from IT that works with them
Small external funding
Most internally funded
Looking for endowment
139
16. What else would you like to tell me about
your Center?
Retention – money out there
Lines- fully funded out of the provost, report to
them
Students are here, we have an obligation to help
them.
Figure out a way to help people do their job.
Use research based practice for students
Professional and organizational development
Director is POD current president
Comments/Observations_________They seem like a well- staffed and well utilized center that is part of
the culture at Notre Dame. One large “thing” I walked away with was the impact of the physical
environment with connectedness with faculty. Coffee and couches was mentioned several times.
140
Name of School: ____________________________PWL____________________________________
1.
What is the overall mission
of your Center? How is the
focus on student learning a
part of this mission?
(Focus on student learning)
2. How do you conduct short
term and long-term
planning for your Center?
How does environmental
scanning inform this
planning?
(Planning strategies)
3.
How do you define the
“success” of your Center?
What are the measures that
you use to evaluate this
success?
(Measures)
vi
Our Mission
The Center for Instructional
Excellence promotes and advances
innovative pedagogies and
curricular synergies at Purdue
University by serving as a support
structure and advocate for
continuous improvement in
teaching, learning and service — in
combination with Instructional Data
Processing assessments and
evaluations — and by providing
general service for facilitating
campus enhancement and
development.
There are weekly 90 minute
meetings to see what each team
member is working and short term
goals.
They use “basecamp” to keep
abreast on each other’s work.
Long term planning is done at an
annual retreat.
The planning is determined on
individual faculty requests, what the
needs of colleges/departments are,
new initiatives in the literature, and
SOTL
Numbers of programs, number of
attendees and satisfaction.
Graduate aids that receive
certificates in teaching (from the
center)
SOTL grants/research
Target departments that need to
show learning outcomes for
accreditation that the center helps
with tools/measures.
141
Do you “take your show on the
road”) to academic departments for
example) as well as maintain
programs and services in one
location?
If so, how do you maintain this
balance?
(Physical and mobile presence)
5. Do faculty members lend
their expertise to your
programs and services?
If so, how do you make
these connections and tap
this expertise?
(Leveraging expertise)
6. What do you see as the
connectedness between
teaching and technology?
How is this connectedness
reflected in your programs
and services?
How does your Center focus
on the development of
External review- CIC performs
external reviews for effectiveness
Half day workshop for new teachers
done annually with follow ups
They are locationally challenged not
in the center of campus.
They consider themselves a
“roadshow” going to where they
are needed.
Balanced is achieved from the
weekly meetings to help balance
time and resources.
Faculty fellows- 2 at a time,
contracts are 2 years and they are
given 10K a year for participation.
Faculty fellows are a very rich way
of involving faculty.
They also find people to be faculty
fellows by performing “small group
diagnostics” where they go to a
class when asked by the professor
for formative information from the
class focusing on how to improve
student learning. Everything is
confidential. They find professors
that are doing exceptional things is
the classroom that can be shared.
They are requested to apply to be a
faculty fellow.
They are very separate lines at PWL.
He said that is one of the first things
they do when they get a requestdoes this request belong here or
where can it be referred to? He said
it is important to not duplicate
services and send people in the
right place. He considers technology
“their job” and that teaching,
student learning, student learning
142
research skills and expertise
(Connecting teaching,
technology and research)
7. Please describe your staffing
models and your funding
sources.
Do you look for other
sources of funds within or
outside of the university?
(Other funding sources)
8. What else would you like to
tell me about your Center?
outcomes, SOTL grants/research
belong in the CIE.
All funds are recurring and through
the provost office unless otherwise
specified.
Director
Associate director
3 assistant directors1) Global faculty
development- help
professors teach
international students,
moneys through “foreign
student fees”
2) Service learning director,
funded through
engagement office
3) Special projects manager
Instructional development person
(campus initiative, large grant)
Post-doc project manager that
helps with all SOTL
Full time clerical support person
2 faculty fellows
No charges for any
department/faculty- you come and
we will help you or find out who can
Prioritize initiatives
Know what you do and don’t do
Consider first faculty fellows having
up to a 4 year contract to get off
the ground
Work on relationships
143
Name of School: _________IUN – Center for Innovation and Scholarship in Teaching & Learning
4.
What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
See vision statement (available:
http://www.iun.edu/cistl/docs/cistl-vision.pdf)
“Best practices…supportive
environments…technology-enhanced instruction.”
“The mission of the Center for Innovation and
Scholarship in Teaching and Learning (CISTL) is to
provide professional development that assists
faculty in identifying, learning to implement, and
making those pedagogical connections to the
diverse learning worlds of our students.”
5. How do you conduct short term and long• Plan for year with staff
term planning for your Center?
• Director has regular meetings with
academic administration so center is
How does environmental scanning inform
tuned into what’s going on there
this planning?
• Instructional Technologist has regular
meetings with IT (system-wide) so he’s
(Planning strategies)
tuned into that
• Respond to changes coming down from
academics or Technology
6.
How do you define the “success” of your List of 8 outcomes on pp. 8-9 of vision statement
Center?
Assessment instruments:
What are the measures that you use to
• rubrics (though not clear what specifically
evaluate this success?
they are assessing with them)
• checklists
(Measures)
• observation instruments
don’t seem to rely much on what’s in vision
statement
•
•
Have not conducted formal evaluation at
least since this director started 2 years
ago
Director reports on center
activities/progress at monthly meeting
with VCAA and other academic
administration
144
•
•
•
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services in
one location?
•
Conduct surveys after workshops (use
iPads to get those completed)
Also do needs assessment/preferences
survey to help plan activities
Evaluation has been more informal
Have offered to department chairs that
they will come to their meetings to
present on topics/give workshops, but few
have taken them up on it
If so, how do you maintain this balance?
(Physical and mobile presence)
9. Do faculty members lend their expertise
to your programs and services?
•
Invite faculty to give a workshop and pay
them for it
• Recently started a Fellows
If so, how do you make these connections
program…currently have 3 fellows, but
and tap this expertise?
fellow activity/involvement is very limited
o Fellows do one f2 workshop and
(Leveraging expertise)
one recorded workshop, receive a
stipend
o No additional involvement of
fellows
10. What do you see as the connectedness
“Professional development and instructional
between teaching and technology? How support provided by CISTL focuses on three
is this connectedness reflected in your
distinct but interlaced dimensions of instructional
programs and services?
design: (1) best instructional practices, (2) a
supportive teaching environment (setting) for
How does your Center focus on the
course delivery, and (3) compelling yet utilitarian
development of research skills and
instructional technology that help students gather
expertise
and construct knowledge in the selected course
setting.”
(Connecting teaching, technology and
They have had more of a focus on online learning
research)
in recent years. Director wants to get a better
balance with technology and pedagogy as they
move forward.
Don’t do much with research but do support SOTL.
Offering a SOTL award for the first time this year.
145
11. Please describe your staffing models and
your funding sources.
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
•
•
•
•
Director – Faculty member who is ½ time
as center director; fulltime in summer
Instructional Designer – full time (Ph.D.)
Instructional Technologist – full time)
Asst. Instr. Designer – part-time
Used to have student interns but discontinued
that program this year due to budget cuts. Hired
part time instructional designer instead.
Have not sought other sources, but have discussed
it.
12. What else would you like to tell me about
your Center?
Try to collaborate with other offices as much as
possible; direct faculty to appropriate resources.
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Name of School: _________IUPUI – Center for Teaching & Learning________________________
7.
What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
From Annual report (available:
http://ctl.iupui.edu/media/369ae29b-4e99-409bb4ced575e6877af4/_rjmuQ/CTLContent/About/AnnualRep
orts/CTLAnnualReport2013-2014.pdf ):
Vision
The vision of the IUPUI Center for Teaching and
Learning is to create an internationally renowned
model of collaboration with schools and departments
to promote a culture of excellence in teaching and
learning.
Mission
8. How do you conduct short term and
long-term planning for your Center?
How does environmental scanning
inform this planning?
(Planning strategies)
The Center for Teaching and Learning (CTL) advances
IUPUI’s commitment to teaching excellence by
collaborating with faculty, schools, and departments
to enhance student learning and to support faculty
development at our diverse urban research institution.
The CTL provides a wide array of programs, events,
and services that foster innovation in teaching, the
scholarship of teaching and learning, and the
translation of education research into local practice.
They have advisory board – they strongly recommend
having one
Campus strategic plan helps guide their activities
They are there to serve the campus community, so
they feel they must stay connected with the
community – make efforts to do that
They review their past programs & evals and get
suggestions from participants…helps them decide
what to keep and what new things to try
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9.
How do you define the “success” of
your Center?
What are the measures that you use to
evaluate this success?
(Measures)
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services
in one location?
If so, how do you maintain this balance?
(Physical and mobile presence)
See annual report
• scope & # of events offered
• # of consultations
o number of faculty who engaged in
multiple consultations
o topics of consultations
• attendance at events, trends over time
• participant evaluations of events
• total clients served & unique clients served
• % of applications funded for internal grantbased opportunities
• staff publications & presentations
• staff service
• courses taught by staff
They will be going through comprehensive 360
evaluation soon – she is hoping that it will also include
focus groups/interviews with faculty who use their
services and those who don’t
customized (To Your Door) offerings to programs,
departments, or schools (3/64 workshops in 20132014
They find this model to be successful…allows them to
work with person in the unit to be sure they are
addressing their needs and giving relevant, specific
examples.
But units don’t always take advantage…depends on
what is valued and scholarship is often more valued by
both faculty and administration
13. Do faculty members lend their expertise
to your programs and services?
If so, how do you make these
They do work with departments/academic units to cosponsor bigger events…this is very successful as it
gives everyone publicity for sponsoring event (like a
bigger name speaker who comes in)
Faculty present at events
Have 1 faculty fellow right now, has varied in past.
Typically 50% time, often partnered with specific
program
148
connections and tap this expertise?
(Leveraging expertise)
14. What do you see as the connectedness
between teaching and technology?
How is this connectedness reflected in
your programs and services?
How does your Center focus on the
development of research skills and
expertise
(Connecting teaching, technology and
research)
15. Please describe your staffing models
and your funding sources.
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
IT is integrated in with several instructional
technologists in center
They do some support for research, specifically SOTL
and she feels this is key. She noted that grants (esp.
NSF) is requiring the education piece to be included
and centers have a lot to offer in relation to that. And
if centers can connect with scholarship, more faculty
will use the center and buy into it.
See org chart for staffing model (available:
http://ctl.iupui.edu/media/2c378d08-afb8-4927-bce3560bf9a5ec41/Yr5RXQ/CTLContent/About/CTL_Org_C
hart.pdf)
ITs are funded by IUTS (technology)
They manage the dual reporting, but it’s not ideal.
She wouldn’t recommend it.
16. What else would you like to tell me
about your Center?
Comments/Observations_____Director (Pratibha Varma-Nelson) was very enthusiastic about our efforts
and feels that it is critical to address potential issues now while in the development stage. She feels
there is much that they have been through and things they’ve figured out that could help us avoid
pitfalls and get the center off to a smooth start. She offered to come to us/talk with us about this
initiative.
149
Name of School: ___Indiana University Purdue University Fort Wayne (The Center for the Enhancement
of Learning and Teaching (CELT)
10. What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
11. How do you conduct short term and longterm planning for your Center?
How does environmental scanning inform
this planning?
(Planning strategies)
12.
The Center for the Enhancement of Learning and
Teaching (CELT) supports the Indiana University—
Purdue University Fort Wayne core mission by
promoting excellence in teaching and learning
and by encouraging the creation and sharing of
knowledge. The purpose of CELT is to help faculty
become reflective practitioners who seek
opportunities to learn from and with their
students and who continually assess the
effectiveness of their teaching practices in light of
student learning. At the same time, CELT
enhances the teaching and learning environment
by providing a single “front door” to the variety of
resource providers required in order to teach in
today’s classroom.
CELT relies on the advice, support, talents, and
energy of IPFW faculty. A faculty advisory board
helps direct CELT activities, and members
frequently lead CELT workshops.
Ex-officio Member are from Faculty Affairs and
Information Technology Services
How do you define the “success” of your
Center?
What are the measures that you use to
evaluate this success?
(Measures)
Do you “take your show on the road”) to academic
departments for example) as well as maintain
programs and services in one location?
Yes, they provide a wide variety of training
options as well as collaborate with Information
Technology Services.
150
If so, how do you maintain this balance?
(Physical and mobile presence)
17. Do faculty members lend their expertise
to your programs and services?
Yes, they have Teaching Fellows.
Information on the Teaching Fellows
If so, how do you make these connections
and tap this expertise?
(Leveraging expertise)
18. What do you see as the connectedness
between teaching and technology? How
is this connectedness reflected in your
programs and services?
How does your Center focus on the
development of research skills and
expertise
(Connecting teaching, technology and
research)
19. Please describe your staffing models and
your funding sources.
CELT collaborates with other IPFW departments,
such as the Information Technology Services (ITS)
and the Division of Continuing Studies (DCS) to
ensure that faculty receive quality service in
support of teaching.
CELT office is right across the hall from
Information Technology Services to assist with the
collaboration.
Staffing for CELT
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
20. What else would you like to tell me about
your Center?
They work on a variety of topics both on teaching
and technology.
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Name of School: ___Indiana University Bloomington Center for Innovation Teaching & Learning (CITL)
13. What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
Mission: The Center for Innovative Teaching and
Learning supports effective teaching in pursuit of
transformative learning experiences.
(Focus on student learning)
14. How do you conduct short term and longterm planning for your Center?
How does environmental scanning inform
this planning?
15.
(Planning strategies)
How do you define the “success” of your
Center?
What are the measures that you use to
evaluate this success?
(Measures)
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services in
one location?
If so, how do you maintain this balance?
(Physical and mobile presence)
21. Do faculty members lend their expertise
to your programs and services?
See the CITL’s 2013 Annual Report for summaries
of our services and programs, as well as
descriptions of the ways the center has promoted
instructional innovation at Indiana University
Bloomington.
They count how many workshops and
consultations they provide.
Services they provide:
• Service-Learning Program
• Scholarship of Teaching and Learning
Program
• Writing Program
• Letter of Recommendation for Instructors
• Individual Consultations
• Department Consultations
• Assessing Student Learning
• Class Observation
• Course Development
• Portfolios
Not that I could find.
If so, how do you make these connections
and tap this expertise?
(Leveraging expertise)
152
22. What do you see as the connectedness
between teaching and technology? How
is this connectedness reflected in your
programs and services?
How does your Center focus on the
development of research skills and
expertise
(Connecting teaching, technology and
research)
23. Please describe your staffing models and
your funding sources.
The effective use of teaching and learning
technologies is an increasingly important part of
good teaching. CITL provides support for a wide
variety of technology needs—from the selection
of the right tools to understanding the best ways
of implementing them in your teaching. Our
consultants always put teaching and learning first,
so talk to us about your instructional goals and we
will help you find the right technologies and
pedagogies to meet your needs.
CITL Staff
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
24. What else would you like to tell me about
your Center?
Comments/Observations____A partnership between the Office of the Vice Provost for Undergraduate
Education and University Information Technology Services, the CITL provides leadership and
expertise to enable innovation in curricula, implementation of powerful technologies and pedagogies
in and beyond the classroom, and student engagement with learning resources and materials to
promote critical analytic and research skills.
Office of the Vice President for Information Technology and CIO
Learning Technologies
I also found that in some of the Colleges they had their own resources for working with faculty on
Instructional Consulting. They Library also provided resources for Teaching and Research.
A list of all of their support for Teaching & Learning
153
Name of School: ____Center for Teaching Excellence: Miami of Ohio
16. What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
17. How do you conduct short term and longterm planning for your Center?
How does environmental scanning inform
this planning?
18.
(Planning strategies)
How do you define the “success” of your
Center?
What are the measures that you use to
evaluate this success?
(Measures)
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services in
one location?
Embody & promote engagement with scholarly &
reflective teaching practices to develop faculty &
students
Long Term goal driven by President Hodge.
Learning models that are inquiry driven and
student centered.
“Top 25” Program assessment.
1. Content Mastery
2. Critical Thinking
3. Student Satisfaction
Yes, Including Assessment
If so, how do you maintain this balance?
(Physical and mobile presence)
25. Do faculty members lend their expertise
to your programs and services?
If so, how do you make these connections
and tap this expertise?
(Leveraging expertise)
26. What do you see as the connectedness
between teaching and technology? How
is this connectedness reflected in your
programs and services?
FLC Faculty Learning Committee, cohort based
and topic based.
•
•
Learning Committees
Teaching Associates
The center is Center for Teaching Excellence, no
mention of technology
154
How does your Center focus on the
development of research skills and
expertise
(Connecting teaching, technology and
research)
27. Please describe your staffing models and
your funding sources.
Do you look for other sources of funds
within or outside of the university?
1 director, 1 asst. director, 1 communication
specialist, 2 assessment coordinators, 1 academic
integrity coordinator, 1 adm. Assistant, 5 teaching
associates (one with tech background)
(Other funding sources)
28. What else would you like to tell me about
your Center?
Comments/Observations New center, driven by the vision of the new university president
155
Name of School: _________ Tennessee Chattanooga ____________________________________
19. What is the overall mission of your
Center? How is the focus on student
learning a part of this mission?
(Focus on student learning)
20. How do you conduct short term and longterm planning for your Center?
Support strategic planning & academic initiatives
to facilitate excellence in university interaction by
providing information, learning sessions, and
consults in teaching learning, & technology
integration.
How does environmental scanning inform
this planning?
21.
(Planning strategies)
How do you define the “success” of your
Center?
What are the measures that you use to
evaluate this success?
(Measures)
4. Do you “take your show on the road”) to
academic departments for example) as
well as maintain programs and services in
one location?
They hold several webinars
If so, how do you maintain this balance?
(Physical and mobile presence)
29. Do faculty members lend their expertise
to your programs and services?
No mention
If so, how do you make these connections
and tap this expertise?
(Leveraging expertise)
30. What do you see as the connectedness
between teaching and technology? How
is this connectedness reflected in your
programs and services?
Separate center for academic & innovative
technology
156
How does your Center focus on the
development of research skills and
expertise
(Connecting teaching, technology and
research)
31. Please describe your staffing models and
your funding sources.
Do you look for other sources of funds
within or outside of the university?
(Other funding sources)
32. What else would you like to tell me about
your Center?
1 director, 1 experiential learning coordinator, 5
grad asst., 1 office manager, 1 tech specialist, 2
instructional developers
Distinct technology and teaching/learning centers.
Comments/Observations______Technology has 3 areas: 1. Center for Academic & Innovative
Technology. 2. Think Active QEP. 3. UTC Learn (Blackboard)
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Appendix 2: Proposed Ideas on Structure of the Center
(1) Maintain a focus on student learning. All programs and services offered should lead to this end
goal. (Focus on student learning)
a. The Center should be involved in the assessment of the teaching and learning
process, including the course evaluation process, and providing class observation
and course review services.
b. The Center should be involved in the assessment of service and experiential
learning.
c. The Center should be housed in Academic Affairs and include faculty-level
personnel who actively teach courses.
(2) Plan strategically; engage in both short and long-term planning. Work to support institutional
flexibility and adaptability (conduct environmental scans based on # of retirements, # of new
faculty, arrival of new pedagogical methods and/or technology, forthcoming accreditations, etc.).
(Planning strategies)
a. The Center’s initiatives should be driven by the University strategic plan, as well as
the priorities within Academic Affairs at all levels.
b. The Center should be represented in faculty governance and maintain regular
contact with department chairs and Deans.
c. As the Center is established, the Director should formulate its own strategic plan
with input from administration, department chairs, Deans, and individual faculty,
to include strategic goals based on current university and faculty trends and needs
at that time. These goals will include both overarching university needs, as well as
needs specific to the North Central and Calumet campuses.
(3) Create a physical center on both campuses, so faculty have a location to visit for programs and
services, but also have the ability to be mobile and visit the places where faculty
“live.” (Physical and mobile presence)
a. Equal presence and access to resources such as computer lab space, office space,
and other necessary equipment should exist at both campuses.
b. An assistant director should be housed at each campus to run day-to-day operations
and serve local needs.
c. The Center should be the “go-to place” for the needs of faculty at an individual
level, as well as at the departmental and college level.
(4) Develop clear and appropriate measures of success. Determine measures that support the mission
and guiding principles of the Center. (Measures)
a. Center staffing should include a Research Associate with the task of conducting
assessment on effectiveness of programs and initiatives offered by the center. The
Research Associate will provide the data needed to support whether the Center is
meeting its goals as defined by the strategic plan.
(5) Leverage faculty expertise for mentoring other faculty, for workshop delivery, for faculty
158
fellows. Be “plugged” in on and off campus to be able to know about this
expertise. (Leveraging expertise)
a. A Faculty Fellow program should be established to allow faculty to participate in
special semester-long or year-long projects regarding the assessment and
scholarship of teaching and learning. Depending on available funding and the scope
of the specific project, this may involve a quarter-time or half-time course release
for the Faculty Fellow.
(6) Design the Center’s programs and services to underscore the interconnectedness between
technology, teaching (and help with research?). (Connecting teaching and technology)
a. The Center should collaborate with Information Services closely, but clear lines
should be drawn as to the responsibilities of each when it comes to technology needs
and services.
b. The Center’s primary mission should be teaching, learning, and scholarship,
supported by technology. It should not offer Helpdesk functions, as this service is
already part of Information Services. However, the Center and IS should consult
anytime there is a need regarding questions, concerns, and issues regarding
classroom technology.
c. The Center serves as a liaison and advocate for faculty voices when it comes to
technology needs.
d. At least one Center staff member and one IS staff member should be in regular
contact with ITaP in West Lafayette. This includes participating in system wide
weekly conference calls and other meetings as appropriate.
(7) Ensure that the Center director be a member of the faculty, but the Center should include faculty
and staff members as appropriate (people should be appropriately qualified, with the proper
training, degrees, background, etc.. (Staffing)
a. Center should include a director, two assistant directors, a research associate, and
two instructional designers at a minimum. Student staff and/or graduate assistants
would also be able to play a valuable role in Center operations.
b. See proposed organizational chart below. Job descriptions from Northern Illinois
attached for potential use in forming PNW job descriptions.
(8) Fund the Center with recurring funds: for faculty, staff and student workers of the CTLT; for new
technologies; basic functions including professional development and memberships for staff;
faculty fellows; licenses (Quality Matters); hospitality; professional development for faculty.
(Funding)
a. Recurring budget needed for licenses for Quality Matters and other subscription
services needed
b. Center requires budget for hospitality, faculty grants and stipends, and other
professional development costs
c. Center budget should allow for new technologies to be available to faculty for checkout and use in classes or in research activities.
159
(9) Explore additional sources of funding (for new initiatives, etc.). (Other funding sources)
a. A fee structure for work-intensive projects should be established, with a budget
maintained by the Center.
b. The Center should be actively included in grant efforts throughout the university,
particularly where technology and assessment are concerned, where appropriate.
c. The Center should be free to pursue grant projects should it be advantageous to do
so.
Proposed Organization Chart
Vice Chancellor
for Academic
Affairs
Director, Center
for Teaching and
Learning
Research
Associate
Assistant
Director, PUC
Instructional
Designer
Assistant
Director, PNC
Instructional
Designer
160
If we’re thinking ideally (understanding that this would be a considerable increase in resources), the
Center for Teaching, Learning & Technology might include the following types of positions:
• Director of CTL&T
o Assistant Director (Hammond campus)
 Instructional Designer (1-2)
 Instructional Technologist (1-2)
 Clerical
 Graduate Assistant (1-2)
 Student Workers (2-3)
 Faculty Fellow – SOTL
 Faculty Fellow – EXL
 Faculty Fellow – Digital Learning
o Assistant Director (Westville campus)
 Instructional Designer
 Instructional Technologist
 Clerical
 Graduate Assistant
 Student Worker
 Faculty Fellow – SOTL
 Faculty Fellow - ??
o Media Specialist (covers both campuses – would work with video, media creation, etc.)
o Course Evaluation Administrator
Other notes/considerations:
• Must ensure some direct connection to IT/IS, perhaps with a position lateral to the Director
• Must have an Advisory Committee
• May be able to create a full-time staff position related to SOTL/Research support
o Could aid faculty with evaluation plans, Research designs, IRB, grant proposals
o Could be funded by grants?
161
Working more in line with the current resources, we might consider two centers with Directors at each
campus reporting to the Assoc. VC of Institutional Effectiveness.
• Director of CTLT – Hammond (NEW)
o Instructional Designer
o Instructional Technologist
o Graduate Assistant
o Student Workers (2)
o Clerical (NEW)
o Faculty Fellow – Digital Learning
o Faculty Fellow – SOTL (NEW)
o Course Evaluation Administrator
• Director of CTLT – Westville
o Instructional Designer/Technologist (NEW)
o Graduate Assistant (NEW?)
o Student Worker (NEW?)
o Clerical (NEW)
o Faculty Fellow - ?? (NEW)
Other notes/considerations:
• Must ensure some direct connection to IT/IS
• Must have advisory committee
1 full time director over both campuses
1 full asst. directors (each campus)
instructional designer (1PNC campus, 2 2PUC campus)
instructional technology (1PNC campus, 2 2PUC campus)
media specialist (1 over both campuses)
graduate aid workers (1PNC campus, 2 2PUC campus)
faculty fellows (2 PNC campus, 2 2PUC campus)
162
163
164
Proposal for Unified office of “Continuing Education and Outreach”
PNC/PUC
1 November 2014
Overview:
In July 2014, Peggy Gerard, Provost of PUC, and Karen Schmid, VCAA of PNC, formed a
Continuing Education Taskforce. This taskforce was given the following charge: “By November
1, 2014, develop a proposal for a new office of ‘continuing education’ or ‘academic outreach
and contract training’ for the unified campus.”
The taskforce was composed of administrators and staff from both campuses. The membership
included:
Chairs:
• Michael Lynn, Interim Associate Vice Chancellor for Academic Affairs (PNC) – co-chair
• Beth Pellicciotti, Assistant Vice Chancellor for (PUC) – co-chair
Members
From PUC:
• Donna Adelsperger, Associate Comptroller
• Marvery Griffin, Assistant Vice Chancellor
• Lisa Hopp, Interim Dean, College of Nursing
• Jane Mutchler, Dean, College of Business (replaced by Niaz Latif, College of Technology)
From PNC:
• Cassie Boehlke, Coordinator of Graduate and Extended Learning
• Chris Holford, Dean, College of Science
• Cindy Roberts, Dean, College of Business
• Jayni Rush, Business Manager for Academic Affairs
The committee met six times during the period from August to October 2014 with additional
meetings held by the co-chairs.
The following proposals result from these meetings and the additional research completed by
members of the committee.
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The Committee committed to the following process, which may be a model for future
committee work related to unification.
1.
Determined the different “continuing education” models followed by Graduate and
Extended Learning at Purdue North Central and Academic Outreach and Contract Training at
Purdue Calumet.
For example, PNC offers (mainly) non-credit courses, emphasizes community outreach and
workforce development, and operates as a self-sustaining unit. Purdue Calumet’s Office of
Academic Outreach and Contract Training offers (mainly) credit courses, supports academic
departments’ curriculum innovation and outreach to new markets (income streams), and is not
based on a self-sustaining model.
2.
Discussed the pros and cons of each model.
Purdue Calumet
Pros
Support academic departments’
entrepreneurship
Support curriculum innovation/
New market development
Faculty oversight and scheduling
Can meet alumni needs
Some Cons
Diverts money from general fund
Very limited number of non-credit
offerings. Does not engage community in
non-credit offerings.
Tracking between BANNER and SAP could
be more streamlined.
Waiting for departments to initiate
efforts and ideas
System for registering students and
collecting fees is broken
Purdue North Central
Pros
Cons
Emphasis on outreach to companies
Self-sustaining can be a budget challenge
Economic and leadership development along
with some workforce development
IVY TECH mission versus Purdue mission?
166
Adult learners may move from non-credit to
credit if comfortable with classes/college
Can work as a recruitment tool
Can meet alumni needs
Faculty oversight should be there
Not always as rigorous as might be
Tracking courses with Banner or some other
system to accept payment, etc.
Try to collaborate with other units.
Programs discounted for current students, et
alia
Outreach
3.
Closing programs and getting money to
departments takes too long
Developed a set of Guiding Principles which took the best parts of each model.
Guiding Principles:
The committee developed the following guiding principles to help them in their discussions:
The new office should:
• Offer support for academic entrepreneurship and innovation (courses, offerings and
programs)
• Provide customer friendly services (easy registration, etc.)
• Work toward engagement and outreach with the community (and how to assess needs
of that group)
• Integrate with other units (development, careers, internships, etc. ) and with the
mission of the university and its “brand”
• Support economic, leadership, and workforce needs of community and alums
• Contribute to the overall growth and mission of the University
• Form a synergistic relationship with Purdue Extension and other outreach services
• Be structured, staffed, and administered to balance costs and services rendered to other
units (academic or other)
o CE need not be self-sustaining
• Work in concert with academic departments as appropriate
4.
Benchmarked best practices at other institutions’ Continuing Education units with these
Guiding Principles used as a guide for systematically interviewing leaders of these units (see
167
Appendix One for interview questions and responses). We examined Continuing Education
units at the following campuses:
• IPFW
• Indiana University-South Bend
• Southern Illinois University
• University of Michigan-Dearborn
• University of Wisconsin System
• Valparaiso University
These institutions varied in terms of the size of their student body, the community in which
they were embedded, their mission, and the extent of their Continuing Education programs.
While they varied enormously, the committee felt certain components of their programs were
worth emulating. These included:
•
Mission: The University of Wisconsin System has a review process of all non-credit
programs to “ensure the degree of coordination and compatibility of program offerings
with institutional mission.”
•
Mission: The University of Wisconsin’s President’s Advisory Group on Extension set up
seven criteria for determining university involvement in the “extension function.” These
criteria may well be adopted for use by Purdue University Northwest:
1)
2)
3)
4)
5)
6)
7)
•
Relatedness to mission
Acceptance of financial responsibility
Compatibility of institutional and system wide extension program priorities
Availability of faculty and staff with appropriate disciplinary competencies
Accessibility of meaningful clientele
Evidence of clear and substantial institutional commitment
Likelihood of minimum critical mass of resources reflected in a meaningful
proportion of each faculty appointment designated for extension activity.
“Friendliness” of service and ease of access: A surprisingly large number of websites
were difficult to navigate or even find.
The University of Michigan Dearborn offers a “one stop shop” for corporate partners as
a “gateway” for all corporate partners to interact with the University (this includes
internships, donations, research or training).
168
5.
•
Engagement with both academic and community partners: The more seemingly
successful programs offered academic, for-credit programs in addition to appropriate
non-credit programs focused on economic and workforce development as well as other
perceived needs. Relationships with the academic programs: The University of
Wisconsin System in particular appeared to have strong bonds with the academic units
as a whole. The systems does this in a number of ways, as it “integrates a scholarly
approach to outreach across many academic disciplines” with the Milwaukee campus
having a “significant partnership with academic faculty and extension services.”
•
Financial Model: University of Dearborn provides academic units with 50% of revenue
earned from students enrolled in their “credit” classes. IUSB has a 20% discount
available to alumni (note that IUSB offers mainly noncredit courses).
Recommended structure and functions for the Office of Continuing Education and
Academic Outreach.
Structure and Name:
The proposed new name is: “Continuing Education and Academic Outreach”
The structure would be:
•
Director of Continuing Education and Academic Outreach (a full-time position over
both campuses which reports to Provost/VCAA or designee)
o Coordinator, in conjunction with the academic units, of for both credit and
non-credit courses (one person for both campuses)
 Courses for degree seeking students
 Courses for non-degree seeking students
 Develop of both credit and non-credit contract training
 Administration of some certificates (depending on the department)
 Academic innovation in departments
 Economic, leadership and, as appropriate, workforce development
 Coordinator of conferences
o Administrative support (at least one full time with others as needed)
o Other areas of activity that need to be addressed include:
 Outreach
 Work with centers and institutes on campus
 Continual needs assessment
 Liaise with accounting and financial offices
169
o Oversight Council -- Ensures alignment with academic and institutional
missions through review of all offerings
The committee recommends the Director position be funded out of the general fund
(recurring). This commitment on the part of the University serves to illustrate the importance
of continuing education as a part of the Purdue mission. However, it is the expectation of the
committee that work done by the Director will lead directly and indirectly to an increased
presence in the community, raise the profile of the university, and assist in recruitment efforts.
The supporting positions (coordinator and administrative support) should be selfsustaining (as a whole) within three years. Profits should be shared with sponsoring
departments, sponsoring colleges, the Provost/VCAA office, and a percentage to the general
fund for overhead costs.
The new structure should have a physical presence on both campuses, and staff should
work at least part of each week on both campuses.
offices:
The structure would not include the following areas which could be handled by existing
•
•
Study abroad and travel study (in the US) courses
Concurrent enrollment/dual credit (it is anticipated that a model for concurrent
enrollment/dual credit is being created for unified campus by another committee).
Functions:
Mission: The Office of Continuing Education and Academic Outreach would support the landgrant tradition with its emphasis of service and outreach to the community. However,
communities served may be more targeted under this new model, with an emphasis on
professional development of alumni, support for contract training of employees in area
companies, and “testing” of markets for development of bachelor and master’s degrees.
The Purdue “Brand”: Credit and non-credit offerings would be worthy of and would promote
the Purdue name. Non-credit courses, in particular, would need to be evaluated as worthy of
the Purdue brand and would need to fit in with our mission as a regional campus. Careful
consideration will need to be taken to ensure non-credit courses meet the needs of our
“community,” fulfill our mission, and do not overlap with the work allotted to the Ivy Tech
system.
170
Outreach: Budgetary and time constraints mandate that continuing education outreach efforts
be coordinated across various departments on both campuses. In addition, best practice in
benchmarked institutions as well as in the literature point to the “continuing education”
function being a cross-campus magnet for outreach efforts. Previous work done by Purdue
North Central involved an alignment of all offices involved in outreach – the Career Center,
Advancement, and Admissions – meeting with companies and organizations to describe a menu
of services. Doing a needs assessment (see “Strong Recommendation” below) which also
meets the planning needs of academic units in the development of new courses and new
programs also supports coordinated outreach.
Such outreach activities should also serve to enhance the Purdue “brand” in northwest
Indiana, serve to establish the position of the unified “Purdue University Northwest,” and aid in
recruitment.
“Friendliness” of Service: “Friendly” service involves customer-oriented staff members, easy to
use and responsive registration and payment systems, easy to navigate WEB sites with a clear
presence on the main university webpage, optimal timing of offerings, availability of CEU’s,
support for conferences, etc.
Integration with Other Service and Academic Units: Continuing Education and Academic
Outreach must partner with and collaborate with all units on campus. Some of this
collaboration involves Outreach (see above), but in many cases, the collaboration is internal, in
the design of new courses and programs for new markets, in the referral of non-credit students
to the credit entry process, in the serving of alumni with programming for lifelong learning.
Academic Innovation: Continuing Education and Academic Outreach offers academic units a
financial incentive for trying out new courses and programs (curriculum innovation) and/or
repackaging, perhaps through delivery style or new content, programs for new markets.
However, financial incentive needs to be balanced with maintaining the health of the general
funds which supports all university units and functions.
Financial Model: The Continuing Education & Academic Outreach Unit will have two main sources of
funding. These are general fund support for one director position and support from unit sponsored
projects to fund other administrative and clerical positions, supplies and expenses.
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•
General fund support for one director position salary plus associated fringe benefits.
Director position not only provides leadership for the unit but also collaboration and partnering
with all units on campus.
• Individual projects both credit and non-credit must be self-sustaining and are to include
expenses that recognize:
o University Overhead at a standard rate (rate and basis of application to be determined
for unified campus).
o Support of the Continuing Education & Academic Outreach unit (variable rates and the
basis of application to be determined for unified campus). Rates will vary based on a
sliding scale that is tied to the level and type of support provided by the Continuing
Education & Academic Outreach unit to the project.
Individual projects must be supported by an approved Form 36 which details budgeted revenues, fees,
and expenses including University Overhead (A) and support of the Continuing Education & Academic
unit (B) and account distributions for resulting project funds.
Project Account Funds distribution- resulting project funds will be distributed according to campus
guidelines.
It is expected that any non-recurring positions within Continuing Education & Academic Outreach unit
will be self- sustaining within 3 years of establishment.
Additional Recommendations:
We strongly recommend that the first task undertaken by the new director of
Continuing Education and Academic Outreach should be a needs assessment. As outlined by
Mary Lindenstein Walshok in her article “Reinventing Continuing Higher Education [Continuing
Higher Education Review 76 (2012): 38-53], continuing education must understand the “trends
and needs in the larger society” in which it functions, build “partnerships and collaborations,”
and develop “multiple ways of packaging and delivering knowledge.” (50-51)
The new director should identify the various constituencies served by continuing
education including alumni, business/industry, and other “communities” as defined by our
mission.
We also strongly recommend that an Oversight Council review the offerings and
operations of this new unit, with the Council’s members reviewing the unit’s operations using
the Guiding Principles and reviewing the offerings questioning fit with mission and support for
the Purdue brand.
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Appendix One: Benchmark Questions Based on General Principles
•
•
•
•
•
•
•
•
Support for academic entrepreneurship and innovation (courses, offerings and programs)
Customer friendly services (easy registration, etc.)
Engagement and outreach with the community (and how to assess needs of that group)
Integration of CE with other units (development, careers, internships, etc. ) and with the mission of
the university and its “brand”
Support economic, leadership, and workforce needs of community and alums
CE should form a synergistic relationship with Purdue Extension and other outreach services
CE office should be structured, staffed, and administered to balance costs and services rendered to
other units (academic or other)
o CE need not be self-sustaining
CE offerings should be created in concert with academic departments as appropriate
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Interview Template
Name of School: _____________________________________________________________________
Name/title of interviewee: _____________________________________________________________
Committee
member____________________________________________________________________________
1. How does your “continuing education
unit” contribute to the overall growth and
mission of your University? (Mission)
What are the ways you might reinforce
your campus’s brand through the work of
your unit? (Brand)
2. How does your unit engage with and
reach out to the community? Do you
have a special focus in this outreach (for
example, alumni)? (Community
outreach)
Is there a process for systematically
assessing the needs of your community?
3. How would you describe your most
customer-friendly services (such as
registration, payment) and the least
friendly? (“Friendly services”)
4. How does your continuing education unit
integrate services and programs with
other departments on your campus (such
as development, career centers,
recruitment, etc.)? What do you see as
the goal of this integration?
(Integration with other units)
5. Do you support academic
entrepreneurship and innovation (for new
174
courses, offerings and programs)? If so,
how? (Academic Innovation)
6. How is your unit financed? Selfsustaining or supported in part or in full
by the campus? (Financial model)
How is the success of your unit
measured?
(Success indicators)
7. What else should I know about your unit
that I have not asked?
Comments/Observations_________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
175
Name of Institution:
Committee Member:
University of Wisconsin System
Cindy Roberts
UG population
Grad
1. How does your “continuing
education unit” contribute to the
overall growth and mission of
your University? (Mission)
Eau Claire
Milwaukee
Parkside
10,500
23,000
4500
547
4800
128
To fulfill the "Wisconsin
Idea" by serving our
communities with UWEau Claire-quality
educational resources.
"School of Continuing
Education" (SCE)
creates innovative and
accessible lifelong
learning opportunities
that support workforce
and economic
development and
community education
through personal
enrichment programs
and services, consulting
and applied research.
SCE is a driving force in
Southeastern
Wisconsin, throughout
the rest of the state
and beyond.
The Continuing
Education Program
provides quality noncredit professional
development and
educational
programming for
adults, professionals
and organizations in
the Kenosha and
Racine area.
In addition, UW-Extension supports the University of Wisconsin System mission by: Providing strong leadership
for the university’s statewide public service mission; integrating a scholarly approach to outreach across many
academic disciplines; and Addressing the specific educational needs of under-served, disadvantaged and nontraditional students.
What are the ways you might
CE plus extension
aligned with extension; extension; alumni
reinforce your campus’s brand
core competency is
connection
through the work of your unit?
workforce, business
(Brand)
and economic
development;
significant partnership
with academic faculty
and extension services
176
2. How does your unit engage
with and reach out to the
community? Do you have a
special focus in this outreach (for
example, alumni)? (Community
Outreach)
Contract/Custom Training
Consulting/TAP
Certificate programs, workshops
SBDC/SBA
Center for Business
Solutions
Center for Business
Solutions
business, education,
healthcare, human
services, nonprofit
Center for Business
Solutions
X
Community Classes
Youth classes
X
Ed2Go/Online Non-credit
X
Conference and Meeting Services
Online Degree Programs
International/Travel study
internal (faculty),
external clients
X
X
Center for Study of
Workplace
business, human
services, early
childhood, engineering,
nonprofit
X
education, IT,
nonprofit, business,
youth level,
entrepreneurship
X
X
X
X
X
X
X
X
Egypt, Italy, Korea
Centers
X
Applied Research
X
Service Learning
Ctr. for Comm.
Partnerships
VISTA, Service
Learning
X
Lifelong Learning Membership
3. Is there a process for
systematically assessing the
needs of your community?
part of IR process
UW Madison offers assistance with market analysis
4. How would you describe
your most customer-friendly
services (such as registration,
payment) and the least friendly?
(“Friendly services”)
177
5. How does your continuing
education unit integrate services
and programs with other
departments on your campus
(such as development, career
centers, recruitment, etc.)?
What do you see as the goal of
this integration?
integrated with career
development, under
academics
under academics,
administered by Dean,
integrated with main
faculty (programming
and research), adjuncts,
staff
under academics
(Integration with other units)
6. Do you support academic
entrepreneurship and innovation
(for new courses, offerings and
programs)? If so, how?
(Academic Innovation)
7. How is your unit financed?
Self-sustaining or supported in
part or in full by the campus?
(Financial model)
not mentioned on any of these campuses but was noted as a function at the
Madison campus (see attached "Division of Continuing Studies") this division
also covers summer coursework
25% by general fund
remainder by
programs, grants,
contracts
UW extension is an integral part of outreach on all campuses. Will provide
fiscal support for programs, faculty. UW has universal system on competitive
pricing, however, exceptions apply to recovering costs if activity is integral to
mission and approved by chancellor (see attached policies on extension,
pricing, non-auxiliary budgets)
8. What else should I know
about your unit that I have not
asked?
All CE has connection across the state through Division of Continuing
Education, Outreach and E-Learning (CEOEL) which is part of UW extension.
UW extension also supports function through provision of some funding to
each site.
178
Indiana University South Bend Lifelong Learning Department
IUSB Lifelong Learning Staff:
Tim Ryan – Director – (574) 520-4168, timryan@iusb.edu
David Eastman – dteastma@iusb.edu
Michael Mancini – Program Coordinator – (574) 520-4415, mmancini@iusb.edu
Laurie – Part-Time Secretary
Note: Back in the 1990s, their department had 25 full time staff members, including their own accounting and
marketing staff
Types of Programs Offered (Based on Interview and Website Content):
Non-Credit:
•
•
•
•
•
•
•
Credit:
•
Customized Training
On-Campus Workshops and classes
o Professional Development
o Personal Enrichment
Career Training/Certification Programs
o Some on campus
o Some online through a third-party vendor
Pre-Licensing – Real Estate Broker Program
Scholastic Prep and Testing
o SAT Prep Program
o CASA Testing (Coming Soon)
Online Short-Term Non-Credit Programs (through a third-party vendor)
Summer Reading Skills Program
Paralegal Program (the only reason this runs through their department is that it started out as a noncredit program and years later became a credit-bearing program that students can take as their minor in
partnership with their Political Science department)
179
Interviewee Name: Michael Mancini
Interviewee Title: Program Coordinator, IUSB
Interviewer Name: Cassie Boehlke
Interviewer Title: Extended Learning Coordinator, PNC
Interview Date and Time: Thursday, September 11, 2014 at approximately 1:30 p.m. CST
Question #1 – How does your “continuing education unit” contribute to the overall growth and mission of your
University? What are the ways you might reinforce your campus’ brand through the work of your unit?
Answer to Question #1 – They are visible in the community and through their programming and efforts, they are
representing IUSB. By interacting with them and having positive experiences through their continuing education
programming, people are having a positive experience with IUSB which may contribute towards a future decision
to take credit-bearing courses at the university in the future. Their positive experience with IUSB through noncredit programming may also be shared with friends, colleagues or family who may then choose to do business
with the university in the future because of the good things they had heard from someone they trusted.
They reinforce the campus’ brand by hiring instructors that are experts in what they do and offering quality
programs. They believe that whenever anyone puts the IUSB name on a program or even a piece of paper, that
program or piece of paper becomes an extension of whom and what IUSB is.
Question #2 – How does your unit engage with and reach out to the community? Do you have a special focus in
this outreach (for example, alumni)? Is there a process for systematically assessing the needs of your
community?
Answer to Question #2 – They don’t specifically focus on alumni when reaching out to the community but he
wishes that they had the resources to be able to do so. They do have a 20% discount available to members of
IUSB’s alumni association in good standing though.
As far as how they engage with the community, their staff members make a point of being involved in local
professional groups, chambers and other networking organizations.
They do not have a systematic method or process for assessing the needs of their community, although he wishes
that they did. He cites lack of manpower and resources as the primary reason for being what he describes as
“somewhat anecdotal and reactive.” When he describes them as somewhat anecdotal, he means that they depend
a lot on evaluation feedback from program participants and information learned about needs in the community
through conversations with people (including their instructors) to determine what programming they should offer.
He also noted that they do not use IUSB faculty to teach their non-credit programming, even customized training.
He said that there are several reasons but only named one, which was that it costs more to use IUSB faculty than it
does to use subject matter experts in the community.
180
Question #3 – How would you describe your most customer-friendly services (such as registration, payment) and
the least friendly?
Answer to Question #3 – He describes the programs that they offer themselves as being the most customerfriendly part of what they do. He mentioned that they have “a really great group” of instructors that “do a great
job of engaging participants during their programs.”
He cited their registration process as the least customer-friendly aspect of their services. Recently, their flagship
campus in Bloomington centralized their registration and payment functions, so IUSB staff in their Lifelong
Learning department no longer handle those tasks like they used to. As a result, there are now a few more steps
involved in the registration and payment process and it can be more cumbersome for the customers than it used
to be.
Question #4 – How does your continuing education unit integrate services and programs with other
departments on your campus (such as development, career centers, recruitment, etc.)? What do you see as the
goal of this integration?
Answer to Question #4 – He says that they don’t have a lot of integration with other units of the university. They
are currently working a little bit with Development to share prospects and cross promote one another’s
programming and offerings. They are primarily keeping one another in the loop about which companies they are
talking to so that Development can possibly open up some customized training business for Lifelong Learning and
so that Lifelong Learning can possibly open the door to conversations about donating between the companies and
Development.
Their paralegal program (which is their only credit-bearing program) is offered in partnership with IUSB’s Political
Science department but this is because the program was non-credit and offered solely through Lifelong Learning
for years first.
They’ve done a little bit with their career services department. They are currently helping Business & Econ with
one small project.
Question #5 – Do you support academic entrepreneurship and innovation (for new courses, offerings and
programs)? If so, how?
Answer to Question #5 – In terms of credit programming, no. The paralegal program is unique and only runs
through their department in partnership with Political Science because of its long history as a non-credit program
that ran through their department first.
181
In terms of non-credit programming, he said that they do a lot of innovation, coming up with new courses,
offerings and programs, in the same way that PNC’s extended learning department does.
Question #6 – How is your unit financed? Self-sustaining or supported in part or in full by the campus?
Answer to Question #6 – They are self-sustaining.
Question to #7 – What else should I know about your unit that I have not asked?
Answer to Question #7 – Nothing that he could think of. We exchanged contact information and promised to get
in touch if either of us thought of anything else. He was extremely helpful and very friendly. It turns out that they
will be becoming a CASA testing center and he asked me a couple of questions about our program, which I was
happy to answer.
Additional Comments/Observations:
•
I like that they continue to put together a catalog, which is offered in digital format online, and wonder if
they run a print version anymore.
• I sent Michael an email thanking him for his willingness to answer my questions. Since they do not use
IUSB faculty to teach their non-credit programming and do not offer these programs in partnership with
internal units most of the time, I asked him if he could share anything about how they select and vet
instructors. I’ll revise this report to include that information if I hear back with his response.
They offer a fairly wide range of programming and, like us, if a program doesn’t meet its minimum enrollment,
they will usually cancel it.
182
Continuing Education Benchmarking Project
Name of School: University of Michigan – Dearborn
Name/title of interviewee: Dawn Roult, Assistant Controller
Committee member: Donna Adelsperger
1.
How does your “continuing education unit”
contribute to the overall growth and mission
of your University? (Mission)
What are the ways you might reinforce your
campus’s brand through the work of your
unit? (Brand)
2.
How does your unit engage with and reach
out to the community? Do you have a
special focus in this outreach (for example,
alumni)? (Community outreach)
Is there a process for systematically assessing
the needs of your community?
3.
How would you describe your most
customer-friendly services (such as
By fostering collaboration through partnerships on
campus and in the community.
Extended Learning & Outreach (ELO) is a program
administered on the academic side through the
College of Engineering & Computer Science. Provides
certificate programs in various fields of engineering as
well as corporate onsite programs (primarily for Ford
due to proximity), online learning, K-12 partnerships
for specifically defined support and training for
corporate customers and other organizations.
We offer very few courses that are not-for-credit. We
do offer some courses that are related to very specific
areas/programs (Center for Labor and Community
Studies) or related to our English Language Proficiency
Program (ELPP). The ELPP assists with accessibility and
increases enrollment by allowing international
students a gateway to enter the University and be set
up for success. These are each run through their own
offices with their own budgets.
The Business Engagement Center ( BEC ) is the “one
stop shop” for Corporate Partners with the goal of this
being the gateway for all corporate partners to interact
with the University, whether their needs be
internships, donations, research or training. The BEC is
part of Career Services. The goal is for this area to be a
gateway for all corporate partners so the BEC works
closely with development, four internship offices in the
various college, Research & Sponsored programs,
alumni office and the Office for Metropolitan Impact.
We also have a designated office for community
outreach which is the Office for Metropolitan Impact.
The main mission of this department is to collaborate
with non-profit and community partners.
The ELO utilizes admissions to help with recruiting but
in general ELO doesn’t go through regular processes
183
registration, payment) and the least friendly?
(“Friendly services”)
4.
5.
6.
7.
How does your continuing education unit
integrate services and programs with other
departments on your campus (such as
development, career centers, recruitment,
etc.)? What do you see as the goal of this
integration?
(Integration with other units)
Do you support academic entrepreneurship
and innovation (for new courses, offerings
and programs)? If so, how? (Academic
Innovation)
How is your unit financed? Self-sustaining or
supported in part or in full by the campus?
(Financial model)
What else should I know about your unit that
I have not asked?
but rather uses their own internal registration process
outside of Banner. Payment services are relatively
friendly in terms of offering many options for payment.
One area we are seeking improvements with is
streamlining student advising to be more consistent
and more value added for students.
Reaching out to other areas and setting up meetings to
partner with other offices around campus, such as
Career Services, Registration, Admissions,
Development, etc. The goal would always be to enroll
the student and set them up for degree completion.
Again, we don’t have a lot of not-for-credit activity, so
this isn’t completely applicable.
Our budget model functions to provide the 4 academic
colleges (Arts, Sciences,
Letters/Business/Engineering/Education, Health, and
Human Services) with 50% of the revenue they earn
from students enrolling in their courses. Again there is
very little non-credit activity. Colleges also get an
additional bonus for 3 years on any new program they
start. This provides necessary funding to get the
programs off the ground and incentivizes colleges to
offer new and innovative programs that meet student
demand. Colleges and units are expected to spend
within their annual budget model allocation and make
necessary cuts where needed.
See above.
Comments/Observations_________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
184
Date of Interview: September 9, 2014
Name of School: Valparaiso University
Name/Title of Interviewee: Zsuzsanna Szaniszlo, Ph.D, Associate Dean, Graduate School & Continuing Education
Committee Member: Jayni Rush
1.
How does your “continuing education unit”
contribute to the overall growth and mission
of your University? (Mission)
What are the ways you might reinforce your
campus’s brand through the work of your
unit? (Brand)
2.
How does your unit engage with and reach
out to the community? Do you have a special
focus in this outreach (for example, alumni)?
(Community outreach)
Is there a process for systematically assessing
the needs of your community?
3.
How would you describe your most customerfriendly services (such as registration,
payment) and the least friendly? (“Friendly
services”)
4.
How does your continuing education unit
integrate services and programs with other
departments on your campus (such as
development, career centers, recruitment,
etc.)? What do you see as the goal of this
integration?
(Integration with other units)
VU’s Mission: Valparaiso University, a community of
learning dedicated to excellence and grounded in the
Lutheran tradition of scholarship, freedom, and faith,
prepares students to lead and serve in both church
and society.
VU’s continuing ed department also encompasses
their graduate offerings – 42 masters and 2
doctorates. This keeps students learning and moving
into leadership roles. These many offerings keep their
brand out to not only their alumni but also the local
community or religious affiliated members.
They are always looking for new markets to grow their
community. Currently they are in the process of
working with the U. of Chicago to develop a program
regarding Associate Degrees in Nursing at the U of C
campus. They also have a few programs for seniors
on campus – auditing classes or monthly group
sessions.
There is one staff member that works on the
continuing ed type of program that PNC’s GEL offers
and this staff member comes up with the ideas.
(Essentially, they are more concerned with getting
enrollment in their graduate programs.)
Dr. Szaniszlo said the best part is the individual
customer service and they want students to call.
When I went on the website, there were many
references to calling for further information. She
wouldn’t give anything least friendly but on two
consecutive days they had two difference website
main pages which I found confusing!
They also offer certificates through their Executive
Development program. This gives professionals an
opportunity to gain a competitive edge in the
workplace and get certifications through professional
development. (As an example, Six Sigma). These
courses can be also be taken as graduate credit
courses (so they would try to sell students on the
benefit of getting a graduate degree).
185
5.
6.
7.
Do you support academic entrepreneurship
and innovation (for new courses, offerings
and programs)? If so, how? (Academic
Innovation)
How is your unit financed? Self-sustaining or
supported in part or in full by the campus?
(Financial model)
For traditional academics they offer small grants to
faculty for new ideas. This would generally be for a
summer online course.
What else should I know about your unit that
I have not asked?
She wasn’t really going to give me any more
information. She viewed us as potential competition
for which she had a valid point. VU’s community is
defined much differently than Purdue’s as they have
religious affiliation and that makes for a very core
group they can market to.
Their financing funding comes from all the graduate
programs. There are so many of them, they can
afford to hire one staff member to concentrate on
community continuing education which really doesn’t
do too much. If she’s not busy with her ideas, she can
help out on the graduate end.
Comments/Observations: When I went on their website, there was one class being offered that was not a
graduate/certificate course. This was a course in investments, retirement and estate planning taking place in March
and April. I find these courses to be a bit self-serving as the hope is to get one or two people to say they would leave
the sponsoring institution in their will somewhere. But it points out that there is very little here that isn’t graduate
or certificate related because that’s where the money is.
186
Dual Credit/Concurrent Enrollment
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly reports due until May 1, 2015—final report
Dual Credit/Concurrent Enrollment
Rex Morrow and Lisa Goodnight
Purdue University North Central
Rex Morrow, co-chair
Dean, College of Liberal Arts
Paul McGuiness, Vice Chancellor for Enrollment Management &
Student Services
Sue Wilson, Director of School Partnerships
Chris Holford, Dean, College of Science
Jonathan Swarts, Associate Professor of Political Science
Pat Cannon, Clinical Assistant Professor for CEP
Jessica Thomas, Assistant Professor of Chemistry
Purdue University Calumet
Lisa Goodnight, co-chair
Dean of Students and Asst. Vice Chancellor for Student Affairs
Colin Fewer, Associate Professor of English
Peggy Gerard, Vice Chancellor for Academic Affairs and Provost
Cathy Gillotti, Associate Professor of Communication
Ronald Corthell, Dean of Liberal Arts and Social Sciences
Roberta Allan, Associate Registrar
Charge:
Recommend possible dual credit and concurrent enrollment model based on best practices from
NACEP and HLC.
“Provide the current student enrollment by department and modality (on-ground, on-line, iTV, etc.) at
the institution.
Outline plans in progress to support students through the transition and to assist students who may
need or want to be transferred and taught-out if existing programs will be terminated or modified in
the next twelve (12) months.
Describe the anticipated student body subsequent to the transaction, the plans and targets for
recruitment, and the basis on which these plans are deemed attainable.”
(Higher Learning Commission Application, Institutional Statement, #4)
187
Progress Report:
Subcommittee has consistently met to discuss and better understand program differences and
similarities in order to make progress toward a more unified program for CEP. Dual Credit for
PNW.
Tasks: (What are your committee’s tasks?)
Click here to enter text.
Final Recommendations:
The committee met twice to discuss the unification of our dual credit/concurrent enrollment
programs. The focus of the second meeting was to describe and discuss the two programs with an
eye on the similarities and differences. Of primary importance is the unanimous agreement of the
committee that the PNW dual credit/concurrent enrollment program be housed and managed by
Academic Affairs with faculty being solely responsible for the quality and rigor of each course. This
report includes: (1) general information about dual credit/concurrent enrollment in Indiana; (2) a
description of the Purdue North Central program; (3) a description of the Purdue Calumet program;
and, (4) a list of the areas that need resolution before the programs can be merged.
1. Background on Dual Credit/Concurrent Enrollment in Indiana
Dual Credit/Concurrent enrollment programs offers high school students the opportunity to
progress towards degree completion by allowing students to enroll in high school and
university courses simultaneously. The state of Indiana requires universities to charge
significantly less for these courses thus allowing students and their families cost savings.
Dual credit/concurrent enrollment programs in Indiana must be certified by NACEP or ICHE.
IDOE requires high schools throughout Indiana to offer two or more dual credit/concurrent
enrollment courses. ICHE mandates that public universities provide two or more general
education college courses to high schools.
2. PNC Background on Current CEP Program.
The process is significantly twofold: 1) a high school teacher must be approved by the PNC
subject-content faculty as having appropriate academic qualifications as associated by the
standards established by National Alliance of Concurrent Enrollment Partnerships (NACEP) our
national accreditation organization, and 2) the review and approval of the enriched high
school course syllabi and textbooks by the appropriate academic faculty at PNC. PNC does not
require that the same textbook as used on the PNC campus be used by the CEP affiliated high
school, however the school’s textbook must be sufficiently rigorous to align with the subjectcontent expectations of the college course. The approval process is teacher specific so if for
some reason a CEP approved teacher leaves MCAS employment, the replacement teacher will
need to apply with the University for CEP approval.
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Likewise if the course is substantially modified or altered from the approved syllabus the new
course syllabus must be reviewed and CEP approved.
Academic Liaisons from PNC will continue to visit and communicate with CEP high school
teachers for assessment and status updates. Teachers will be further contacted by other PNC
offices, such as by Dr. Patrick Cannon, CEP Academic Coordinator for program-related issues
and academic program updates.
PNC does not offer Associate degrees, with a couple of technology program exceptions. So
high school students can earn upward to 60 credit hours for transfer credit to all public
colleges and universities, and to some private colleges. Students and parents are encouraged
to investigate with private colleges as to whether CEP coursework will transfer. With the
reduced tuition fee charged, students taking CEP courses in high school will save cost on their
college education. Whether a student earns a few CEP credits, or more than a year’s worth of
college credits, this program can save students and their parents thousands of dollars in a
student’s pursuit of a bachelorette degree.
CEP at PNC follows and is nationally accredited by the National Alliance for Concurrent Enrollment
Partnerships (NACEP).
CEP at PNC operates within 48 northwestern regional high schools primarily in Porter, LaPorte, Starke,
and other counties in Indiana.
CEP at PNC generates approximately 24,000 credit hours per academic year for high school students.
CEP programs at PNC utilize full time and part time faculty for program liaisons located in all four
existing colleges at PNC.
CEP at PNC offers professional development to all CEP High School teachers annually, as mandated in
our organizational accreditation with NACEP.
Academic departments at PNC offer professional development opportunities individually throughout
the academic year for teachers.
CEP at PNC offers a half-day orientation workshop for high school administrators and school
counselors each summer in July. PNC also offers a separate half-day orientation workshop for
new high school teachers in July.
PNC maintains a web page for the CEP program on its home page, which provides information and
materials for (l) high school students, (2) school administrators, and (3) parents.
3. PUC Background on Dual Credit
Our model creates partnerships with local high schools to train and collaborate with high
school teachers to instruct Purdue Calumet courses. Quality controls are developed to ensure
rigor of the dual credit courses. Purdue Calumet faculty are listed as the “instructor of
record.”
Development of dual credit courses is a year-long process. Syllabi, assignments, textbooks,
curriculum and assessment tools must be aligned. A Memorandum of Agreement describes
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the responsibilities of the high schools and Purdue Calumet. Purdue Calumet Lead Faculty are
solely responsible for the quality and rigor of the course. By the fall semester, courses
offered at the high schools are the SAME courses offered on campus.
Assessment tools include both quantitative assessment (like exams) and qualitative
assessments (like essays, reports, and speeches). These tools are used at Purdue Calumet and
at the partnering high schools. Thus, at the end of the semester we have comparable data
between high school and university student learning outcomes. In addition, Lead University
faculty (tenured only) will blind grade about 15% of randomly selected qualitative
assessments. We use a metric called inter-rater reliability to measure how the grading rubrics
are used by the high school faculty. This metric is calculated in “real time” so that
adjustments can be made at the high school.
Lead faculty visit each classroom at least twice each semester. A formal observation is done
once a year for each teacher. High school teachers send final semester grades to the Lead
Faculty member who is then responsible for submitting the grades to the Registrar.
Purdue Calumet faculty meet with all the high school teachers once a year in June at a daylong workshop. Sessions during the day vary based upon discipline, but everyone involved in
our program meets in one morning session to discuss the ongoing strengths and weaknesses
of the program. Thus, all partners share resources, manage issues and problems, and
coordinate on policy initiatives.
Throughout the year, lead faculty interact with high school teachers through email,
Blackboard, and face to face meetings. This allows for continuous faculty development
We have partnerships with five area high schools (two are charter schools), all in Lake County,
and enroll between 700-800 students per semester. On average, about 3,000 credit hours are
earned each semester. All courses offered are designated as general education courses and
are in the Indiana College Transfer Library.
A tenured faculty member serves as the Dual Credit Program Coordinator (Dr. Lisa Goodnight)
who receives a stipend for this work. Each lead faculty member receives a stipend ($2500)
or .25 FTE to oversee a course. The Program Coordinator collaborates with Admissions and
the Registrar for admissions, registration, and grade processing.
Pending Issues: (Does your committee need any additional help or information?)
Challenges for Purdue Northwest
1. Different minimum requirements for lead faculty/liaisons at the university level.
2. Different rewards/stipends/releases for lead faculty/liaisons at the university level.
3. Different requirements for curriculum at high schools (equivalent vs. identical). This includes
standardizing courses across the university and in each high school to ensure uniformity.
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4.
5.
6.
7.
8.
9.
10.
11.
12.
Standardization of assessment tools within courses to ensure quality and rigor.
Different requirements for observations/classroom visits.
Accreditation by NACEP for PNC and accreditation by ICHE for PUC.
Pay for summer workshop participation for lead faculty/liaisons and high school teachers.
Different credentials of the high school teachers and the designated university instructor of
record, tied to HLC guidelines.
Means by which high school teachers can be credentialed (graduate study opportunities).
PNW will need to merge the two programs under unified leadership after 2017-2018.
Recruitment of dual credit/concurrent enrollment students to PNW.
Need to continue to work with school corporation superintendents, high school principals,
and community leaders (like Ready NWI and CEP Council) to expand opportunities
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Experiential Learning
Unification Committee
Final Report
Topic/Program:
Chair/Co-Chairs:
Members:
Experiential Learning
Tom Brady and John Rowan
Purdue University North Central
Tom Brady, co-chair
Dean, College of Engineering and Technology
Laura Weaver, Service Learning Coordinator
Mary Jane Eisenhouer, Associate Professor of Early Childhood Ed.
Sam Rohr, Assistant Professor of Human Resources
Natalie Connors, Director of Career Development Services
(represents both campuses)
Purdue University Calumet
John Rowan, co-chair
Dean, Honors College
Gokarna Aryal, Associate Professor of Statistics
Michael Mick, Associate Professor of Information Systems
Judy Hack, Associate Professor of Hospitality & Tourism Management
Natalie Connors, Director of Career Development Services
(represents both campuses)
Charge:
Recommend experiential education models based on best practices and current research, drawing from highimpact practices
(https://www.aacu.org/sites/default/files/files/hip_tables.pdf) and the Gallup-Purdue Survey.
“Outline the educational programs that the institution offers and explain how those programs will be continued
and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how these programs will be
developed and by whom.
Explain the learning support resources for current and future programs. Include an academic plan prepared by
the institution…that outlines planned academic programs and support services for the next five years.”
Higher Learning Commission Change Application, Institutional Statement, #2
Progress Report:
Click here to enter text.
Tasks: (What are your committee’s tasks?)
Click here to enter text.
Final Recommendations:
Pending Issues: (Does your committee need any additional help or information?)
Click here to enter text.
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Experiential Learning
Purdue University Calumet
Purdue University North Central
Charge: recommend experiential education models based on best practices and current research,
drawing from high-impact practices 1 and the Gallup-Purdue Survey 2.
Committee Members
John Rowan, co-chair
Tom Brady, co-chair, College of Engineering & Technology
Purdue Calumet committee members:
Gokarna Aryal
Judy Hack
Michael Mick
Purdue North Central committee members:
Laura Weaver, Center for Serving Learning & Leadership
Mary Jane Eisenhauer, College of Liberal Arts
Sam Rohr, College of Business
Natalie Connors, The Career Center
This document details the Experiential Learning environment at Purdue University Calumet and
Purdue University North Central. The document is organized into three sections: Section 1
details the current Experiential Learning program and activities at Purdue University Calumet.
Section 2 details the current Experiential Learning program and activities at Purdue University
North Central. Section 3 presents recommendations for the unified university.
1
2
https://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf
http://www.luminafoundation.org/files/resources/galluppurdueindex-report-2014.pdf
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Section I: Experiential Learning at Purdue University Calumet
Context
Purdue University Calumet began looking at experiential learning seriously 10 years ago, and in
that time has implemented an academic requirement, developed curricular review processes, and
expanded the number of types of courses that are experiential in nature. In 2013, after a number
of years with experiential learning in place, the academic leadership, consisting of deans and
assistant vice chancellors for academic affairs, affirmed a commitment to its positive results by
recommending that the “culture” of experiential learning be strengthened across campus.
Experiential learning at Purdue Calumet is about gaining active, hands-on experience in the real
world as part of the academic program. The idea is that learning is enhanced when students
integrate the formal classroom instructional process with practical experience.
There are various types of activities which can include seven different types or categories:
1. Cooperative Education: a formal, structured plan of education in which students
alternate periods of full-time study with periods of paid, supervised, and
progressively responsible training related to their academic major.
2. Cultural Immersion: a travel experience which involves both academic learning
and value added experiences designed to enhance student awareness of cultural
differences.
3. Design Project: a problem-solving activity to provide students with a supervised
experience within a particular course.
4. Internship: combining practical experience with a structured learning experience
to support academic and career goals.
5. Practicum: a supervised clinical lab, work or service experience done by a
student to make the connection between theory and practice of a particular
discipline.
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6. Service Learning: a structured experience in the community with specific learning
objectives whereby the learner will partake in active collaboration that builds on
the resources, skills, expertise and knowledge of the campus and community.
7. Undergraduate Research: a scholarly or artistic activity that leads to the
production of new knowledge.
Academic Requirement
Experiential learning was introduced as a graduation requirement for students beginning with
those entering the university in Fall, 2008. The requirement is that every student must take two
courses that have been approved by the Faculty Senate as being experiential.
•
•
Because these kinds of experiences can serve to enhance a student’s prospect
for employment and success in a number of ways, the courses do not need to be
in the student’s degree program. (For example, an engineering student may
study abroad and earn experiential learning credit through cultural immersion;
doing so would enable him/her to have a broader perspective on society and a
better-developed ability to understand various backgrounds.)

Because it is the experience itself that is crucial, the requirement does not
identify a minimum number of credit hours needed for graduation. Rather, the
requirement is that the student must have two experiential learning “experiences”
which can be noted on the transcript as courses with variable-level credit,
including zero credit.
Those courses designated as counting towards the experiential learning requirement are noted on
the plan of study for every degree program, making it clear to students, advisors and others how
each student can satisfy this requirement.
Standards of Practice
Courses accepted for experiential learning credit at Purdue Calumet must meet all eight
standards of practice, as set forth by the National Society for Experiential Education:
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1. Intention: All parties must be clear from the outset why experience is the chosen
approach to the learning that is to take place and to the knowledge that will be
demonstrated, applied or result from it. Intention represents the purposefulness that
enables experience to become knowledge and, as such, is deeper than the goals,
objectives, and activities that define the experience.
2. Preparedness and Planning: Participants must ensure that they enter the experience with
sufficient foundation to support a successful experience. They must also focus from the
earliest stages of the experience/program on the identified intentions, adhering to them as
goals, objectives and activities are defined. The resulting plan should include those
intentions and be referred to on a regular basis by all parties. At the same time, it should
be flexible enough to allow for adaptations as the experience unfolds.
3. Authenticity: The experience must have a real world context and/or be useful and
meaningful in reference to an applied setting or situation. This means that is should be
designed in concert with those who will be affected by or use it, or in response to a real
situation.
4. Reflection: Reflection is the element that transforms simple experience to a learning
experience. For knowledge to be discovered and internalized the learner must test
assumptions and hypotheses about the outcomes of decisions and actions taken, then
weigh the outcomes against past learning and future implications. This reflective process
is integral to all phases of experiential learning, from identifying intention and choosing
the experience, to considering preconceptions and observing how they change as the
experience unfolds. Reflection is also an essential tool for adjusting the experience and
measuring outcomes.
5. Orientation and Training: For the full value of the experience to be accessible to both the
learner and the learning facilitator(s), and to any involved organizational partners, it is
essential that they be prepared with important background information about each other
and about the context and environment in which the experience will operate. Once that
baseline of knowledge is addressed, ongoing structured development opportunities should
also be included to expand the learner’s appreciation of the context and skill requirements
of her/his work.
6. Monitoring and Continuous Improvement: Any learning activity will be dynamic and
changing, and the parties involved all bear responsibility for ensuring that the experience,
as it is in process, continues to provide the richest learning possible, while affirming the
learner. It is important that there be a feedback loop related to learning intentions and
quality objectives and that the structure of the experience be sufficiently flexible to
permit change in response to what that feedback suggests. While reflection provides input
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for new hypotheses and knowledge based in documented experience, other strategies for
observing progress against intentions and objectives should also be in place. Monitoring
and continuous improvement represent the formative evaluation tools.
7. Assessment and Evaluation: Outcomes and processes should be systematically
documented with regard to initial intentions and quality outcomes. Assessment is a means
to develop and refine the specific learning goals and quality objectives identified during
the planning stages of the experience, while evaluation provides comprehensive data
about the experiential process as a whole and whether it has met the intentions which
suggested it.
8. Acknowledgment: Recognition of learning and impact occur throughout the experience by
way of the reflective and monitoring processes and through reporting, documentation and
sharing of accomplishments. All parties to the experience should be included in the
recognition of progress and accomplishment. Culminating documentation and celebration
of learning and impact help provide closure and sustainability to the experience.
Because the National Society for Experiential Education sets the benchmarks for best practices,
curricular documents submitted to the faculty senate for consideration of a particular course for
experiential credit must cite evidence that each of these standards will be met by that course.
Section II: Experiential Learning at Purdue University North
Central
Introduction
Purdue University North Central (PNC) has a long history of providing experiential and highimpact educational 3 learning opportunities across the curriculum. From its inception as a
regional-based university to service GI Bill recipients, PNC has always provided educational
programs with strong experiential components. As PNC grew from associate’s granting
institution to a master’s granting institution, so did the quality, types and amount of experiential
learning opportunities. The diversity of the PNC student population, which has always included a
3
https://www.aacu.org/sites/default/files/files/LEAP/HIP_tables.pdf
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large percentage of adult and working students, has further added to the richness of curricular
experiences. All experiential-based programs and components have been developed, initiated,
assessed, monitored and administered by the degree programs and/or organizational units. There
is no formal experiential requirement at the campus level; however individual degree programs
have the authority to institute curricular requirements through faculty governance policies and
procedures.
PNC has numerous courses that utilize high-impact and experiential educational practices. The
types of curricular experiences include but are not limited to: capstone courses/senior projects,
clinical practice, curricular service-learning/community-based learning, field work, internships,
practicums, travel study, and undergraduate research.
Experiential activities and programs at Purdue University North Central are administered
through the Center for Service Learning & Leadership, the Career Center, and the four colleges.
Details of the programs and activities by unit are provided below.
Center for Service Learning & Leadership
In 2008, PNC established the Center for Service Learning & Leadership to support the curricular
service-learning efforts of University faculty and students, and collaborate with external
constituents throughout northwest Indiana and the campus service area. The Center for Service
Learning & Leadership adheres to Principles of Good Practice for Service-Learning Pedagogy 4
by Dr. Jeff Howard (2001). In 2010 PNC earned the Community Engagement Classification
from the Carnegie Foundation for the Advancement of Teaching 5, a designation awarded to 361
campuses nationwide that place a significant focus on community engagement between the
university and the community to produce scholarly works and contribute to the public good.
PNC has been named to the President’s Higher Education Community Service Honor Roll 6 since
it was launched in 2006. In 2014, PNC was recognized in the Education category as well as with
distinction on the General Community Service Honor Roll 7.
Howard, J. (2001). Principles of good practice for service-learning pedagogy. In J. Howard (Ed.). Michigan Journal
of Community Service Learning, Service-Learning Course Design Workbook (pp.16-19). Ann Arbor, MI: OCSL PRESS.
5
http://nerche.org/index.php?option=com_content&view=article&id=341&Itemid=92
6
http://www.nationalservice.gov/special-initiatives/honor-roll
7
http://www.nationalservice.gov/special-initiatives/presidents-higher-education-community-service-honorroll/2014-presidents-higher
4
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The University’s commitment to civic engagement is also evident through its recognition by and
engagement with Campus Compact at the national and state level. PNC Chancellor James B.
Dworkin has served as the chair of Board of Directors for national Campus Compact (July 2011June 2013) and chair of the Presidents and Chancellors Board for Indiana Campus Compact (July
2008 – June 2010). Numerous PNC faculty and administration have won Campus Compact
awards, including Dr. Mary Jane Eisenhauer the 2015 Brian Douglas Hiltunen Faculty Award for
the Outstanding Contribution to the Scholarship of Engagement, Laura Weaver the 2012
Community Service Director Award, and Judy Back the 2008 Community service Director
Award from Indiana Campus Compact. PNC students Victoria DeMan (2015), Matthew
Migliorini (2014), Gregory Mohlke (2013), Katheryn Hines (2012), and Amy Boren (2011) have
been recognized with the Campus Compact Frank Newman Civic Fellow Award, honoring those
student leaders who are committed to finding solutions for the challenges facing communities
throughout the country. Additionally, PNC faculty, staff and students have been awarded over
$175,000 in funding (2008 to present) to support curricular and co-curricular engagement
activities from various sources.
The Career Center
The Career Center develops formal relationships with employers seeking to establish internships
with academic programs on both the Purdue University Calumet and Purdue University North
Central campuses. The Career Center does not award nor arrange for academic credit for
internships. It is the responsibility of the student to seek approval for academic credit from the
appropriate academic department prior to accepting an internship for credit. The Career Center
serves as an ambassador to the employer assisting them in establishing a connection with the
appropriate academic unit based on the employer’s internship project requirements.
The Career Center does serve as a monitor for internship experiences, in that we review
internship submissions through our job and internship posting system, CareerTrax, which is a
shared resource for both universities. The Career Center provides a general definition, benefits,
and an explanation of the internship process for both campuses via our Employer Services Web
pages. This information is attached to the end of this report.
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College of Engineering & Technology
The College of Engineering & Technology exists as a professional degree-granting unit and has
extensive experiential activities embedded throughout its various degree programs, both of a
formal and informal nature.
Internships
There is no formal definition or requirement for an internship. Internship opportunities are
provided by the Office of Career Development and informal relationships between companies
and faculty members. Many of our students acquire positions that offer employment throughout
the student’s academic career that in some cases leads to full-time employment upon graduation.
A significant percentage of our students participate in professional working positions at some
time during their studies.
Senior Project/Capstone courses
The following degree programs have formal senior design courses that are degree requirements:
All Mechanical Engineering, Electrical Engineering, and Civil Engineering students
are required to take ENGR 46100, Senior Design Experience. This is a three credit hour
course that requires students to assemble into teams, form a corporation, and respond to a
Request for Proposal that involves a comprehensive engineering project. The project is
annually developed in conjunction with a local company. For the previous three years,
the project has been developed with Sullair Corporation, the South Shore Railroad, and
Northern Indiana Public Service Company.
All Electrical Engineering majors are required to take ECE 40200, EE Design Projects
where students are required either individually or as a team to develop, build, and present
a project of their own interest.
All Electrical and Computer Engineering Technology students are required to take
ECET 49900A, Senior Project Phase I and ECET 49900B, Senior Project Phase II in
which students are required to develop and build a project based on their interests in the
field.
All Mechanical Engineering Technology students are required to take MET 49900,
Mechanical Design I and MET 49900, Mechanical Design II in which students develop,
design, and build projects according to their interests in the field.
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All Computer and Information Technology majors are required to take CNIT 48000,
Management of Information Technology Projects where students work with local
industry on projects. Recent projects have included work with the LaPorte County Court
System and the Salvation Army.
All Construction Engineering Management Technology students are required to take
CEMT 49000, Senior Project in which students are required to develop a project
according to their interest in the field.
Student Competitions
A number of students participate in sanctioned competitions held by professional organizations.
These include:
Construction Engineering Management Technology students compete annually in the
National Association of Home Builders design completion. This is an international
competition that involves up to ten students in a comprehensive design completion that
runs for approximately ten weeks. This is a voluntary opportunity for students.
Mechanical Engineering Technology students compete annually in the American
Society of Mechanical Engineers Design Competition. We normally enter one to three
teams of four students per team in this competition. This is a two month national
competition. Students may participate in a voluntary fashion or they may use
participation in the completion to fulfill the second senior design course requirement.
Computer and Information Technology students have competed in numerous
networking competitions over the years. The most recent participation was in a
competition sponsored by Ball State University. This is a voluntary participation activity.
Laboratory Courses
Degree programs in the College of Engineering & Technology require many laboratory-based
courses.
The Civil Engineering program requires 15 laboratory courses.
The Mechanical Engineering program requires 13 laboratory courses.
The Electrical Engineering program requires 11 laboratory courses.
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The Computer and Information Technology program requires 4 laboratory courses.
The Construction Engineering Management Technology program requires 14 laboratory
courses.
The Mechanical Engineering Technology program requires 13 laboratory courses.
The Electrical and Computer Engineering Technology program requires 12 laboratory
courses.
Other Experiential Activities
The PNC College of Engineering & Technology participates in the ArcelorMittal SteelWorker
for the Future Program as a partner college. This nationally based program develops students for
careers in the steel industry. Over thirty PNC students have participated in one or more
internship assignments and five have accepted full-time employment since the inception of this
program.
The Construction Engineering Management Technology program requires all students to
complete a minimum of 800 hours of construction work experience before graduation. Summer
jobs and construction internships may be used to satisfy this requirement. Properly documented,
any (voluntary) time donated to a community construction project can count toward the
construction work experience requirement.
College of Liberal Arts
Education Department
Purdue North Central’s Education Department has a close relationship with local schools and
educational agencies, which provides varied opportunities for teacher candidates to learn to be
effective educators, to discover the fulfillment of becoming life-long learners, and to engage in
the educational process as catalysts for educational reform. Candidates develop the appropriate
knowledge, performance and dispositions reflected in our standards and rubrics through
engagement in service learning projects, field experience, practicum and clinical practice. The
Education Department provides students in Elementary Education, Early Childhood, and
Secondary Education Programs with the opportunity for 16-weeks of student teaching in their
last semester. The student teaching practicum is the most satisfying and enriching phase of
teacher preparation. This full-semester clinical practice opportunity carries many additional
responsibilities and will be one of the most challenging and rewarding opportunities in becoming
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an effective educator. The Education Department also offers courses with a service-learning
component for which the PNC Center for Service Learning and Leadership definition is used.
English Department
English Department internships involve 120-hours of supervised work in a professional
environment. Students and their faculty supervisors establish goals and expectations in advance
and both parties evaluate progress at midterm and at the end of the semester. Students also
submit periodic reports of their activities and hours. Their primary activities at the internship
must be related to writing, English studies, or other related disciplines such as marketing,
communications, public relations, law, theatre, museum studies, library science, or education.
English students pursue an internship as part of a course (ENGL 42001: Careers in English)
which also includes 8 class meetings where we discuss the job search, professionalism, and other
related topics. The goals of the internship include (1) gain exposure to a job related to English or
creative and professional writing, (2) decide whether to continue your education beyond your
bachelor’s degree, and (3) gain experiences that may help you to find employment after
graduation.
College of Business

There are many opportunities in our community through internships to
expand learning, gain valuable experience and develop your network for
future employment possibilities.

An academic internship is a form of experiential education that integrates
the knowledge and theory learned in the classroom with practical
application and skill development in a professional setting. Students earn
academic credit connected to their degree. This work/learning
arrangement is overseen both by a PNC faculty or staff member, and by a
designated employee of the work organization. The internship is usually
the length or equivalent of an academic term and may be paid or
unpaid. An integral component of the internship, that distinguishes it from
other types of work, is the requirement for a structured and deliberate
reflection contained within learning objectives that is formally reviewed at
the completion of the internship.
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
Academic credit may be an option for relevant experiences. In order to
obtain academic credit for an internship the following process must be
followed. The maximum number of credits for an internship experience is
three (3). A maximum of two (2) internship experiences, or six (6) total
credits shall be considered toward graduation requirements for a College
of Business degree.
Internship Procedure
1. Prepare for an internship opportunity. Author a current, up-to-date résumé and investigate
potential internship opportunities.
2. Identify the organization and position. This may be accomplished by accessing the Office of
Career Development website, http://www.pnc.edu/careers/index.html. In addition, students have
made connections through their advisor or faculty mentor. Students are also able to
independently procure an internship position through their own contacts within the business
community.
3. Identify an appropriate faculty sponsor for defining the scope of the work, relevance, required
assignments, etc. The College of Business internship coordinator may be able to facilitate that
connection for you. Note: The faculty sponsor shall assign the internship course grade at the end
of the semester.
4. Complete the Special Projects Registration Form and submit this form to your faculty sponsor.
5. If approved, register for one of the following courses:
 GBG 300 Business Internship
 GBM 300 Business Internship
 OLS 491 Internship Program
 GBA 300 Accounting Internship
6. Within one week following the beginning of the internship semester, meet with the faculty
sponsor and provide a rough draft of the expectations of the project/study to be performed.
7. With your instructor, create a contract underscoring the terms and conditions of the
project/study. Inherent to the contract is the understanding that the intern will spend a minimum
of 48 hours at the place of the internship.
8. At the conclusion of the internship:
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 Your work supervisor must complete an Internship Feedback Form and you must return it
to the College of Business.
 Provide your faculty sponsor with a paper/final project detailing the following: The work
performed, the knowledge/skill acquired, and the relationship(s) of the knowledge
acquired to your chosen curriculum.
Internship Policies
1. A student eligible for academic credit for an internship must be a Bachelor Degree
seeking student within the College of Business (COB) that has successfully
completed a minimum of 15 credit hours in relevant COB courses, (2.0 or better in
each business course), has earned at least 60 credits toward degree completion,
and be in good academic standing.
2. The scope of the project must be clearly relevant to the student’s degree objective
(i.e. accounting, economics, human resources, management, marketing, or
leadership).
3. The engagement must encompass a special project or other pre-approved
substantive work. For the student who has an existing employee relationship with
his or her employer, new job duties for the purpose of an internship must be at a
substantively higher level or in a different level/area than currently employment
duties require. Warning: Internships for credit are not designed to award credit for
current job duties.
4. Internships must encompass at least 48 relevant contact hours within the
organization.
5. Academic credit is NOT retroactive. Students must meet with their faculty sponsor
prior to beginning an internship for credit. Requests for credit after the engagement
has started will not be honored.
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College of Science
Biology has a three course series called “Careers in Biology.” Majors take BIOL 11400
– Freshman Experience (1cr), in addition to the campus GS-19100. They are also
required to take BIOL 407 – Capstone Experience (1cr). In between, the take one of
the following BIOL 29300 – Planning your future in Biology (1cr) or BIOL 39300 –
Preparing for your future in Biology (1cr). The total for the series is 3cr. Additionally, all
majors have a defined Experiential Learning Requirement. They must choose from 1 of
the following experiences: 1) take a course with an explicit experiential learning
component (e.g. BIOL 30600), 2) participate in an external internship with defined
outcomes, or 3) work with faculty on research projects. This is a degree requirement,
not a credit requirement.
Section III: Recommendations
Philosophy
Given the current practices at each campus, the committee recommends continued commitment
to experiential learning. In its effort to serve the students and citizens of Northwest Indiana,
Purdue University Northwest can be – and should be – out front in the effort to ensure that
graduates are prepared to excel in the local workforce. A commitment to experiential learning,
backed up by appropriate university resources, will benefit all parties.
The impact on university stakeholders
 Students: Experiential learning is one way Purdue University Northwest can give
students a competitive advantage when applying for jobs or even for admission
to graduate school. There has long been talk from employers about the
importance of “learning how to learn” which includes skills in communication,
critical thinking, interpersonal relationships, and general life skills. Experiential
learning contributes positively to these and can equip students with fodder for job
interviews and then the tools to achieve success once hired.
 Faculty: Experiential learning broadens opportunities for faculty to teach in
different ways and to apply research and learning in a particular field of study.
Those faculty who take advantage of the opportunity can then be part of a
showcase experiential learning program, especially since experiential learning
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continues to grow into an important area of development for the future of
education.
 Community Partners: Experiential learning has the potential to generate benefits
for university partners such as businesses of all sizes, research facilities,
nonprofit organizations, community service groups, government offices and
medical facilities to design structured, supervised programs that benefit the
students as well as the community partners. The partners can gain a source of
highly educated and motivated pre-professionals. With dozens of majors, Purdue
University Northwest can help its partners find talented students and design and
develop a specialized program to fit the organization’s needs and time
commitments.
 Northwest Indiana: The economic stability of the region can be enhanced over
the long run with its largest university generating a consistent supply of talented,
well-educated graduates who are ready to work and contribute to local industry.
 Purdue University Northwest: As indicated in the previous sections of this report,
both campuses, Purdue Calumet and Purdue North Central, are already engaged
in experiential learning to a significant degree. Therefore, without amending any
of its current major initiatives, the university will be able to market itself (perhaps
as a national figure) in contributing to the field of experiential education.
Models
The continued commitment to experiential learning may be realized in one of the following three
models, each of which is necessarily general at this stage:
1. Non-Academic: Experiential learning will be encouraged at Purdue Northwest,
and some central resources will be available to faculty and academic units
wishing to pursue experiential opportunities within and beyond the classroom.
2. Academic by Unit: Experiential learning will be an academic requirement at
Purdue Northwest. The specific requirements will be determined at the college
(and perhaps departmental) level. Some central resources will be available for
the colleges/departments, along with the faculty therein, to pursue these
opportunities.
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3. University-wide: Experiential learning will be an academic requirement at Purdue
Northwest. The nature of the requirement will be consistent for all university
students, but the specifics can be flexible, allowing for individual units to adopt
their own experiential learning requirements (provided they are consistent with
the general university-level guidelines). Central resources would have to be
available to ensure that appropriate execution and development.
Although additional discussion with the stakeholders of and general community at
Purdue Northwest is recommended, at this stage, the committee feels that in line with
the charge to utilize “best practices current research, drawing from high-impact
practices and the Gallup-Purdue Survey,” the third model, calling for the establishment
of a university-wide academic requirement, is most beneficial.
-
Experiential learning should be an academic requirement. Given the
recommendation for a continued commitment to experiential learning, the first
model runs the risk of inadequate emphasis, which may well carry the additional
consequence of finding/resource issues. Having a requirement in place also
allows Purdue Northwest to market the university accordingly and “boast” of all
its graduates having this included in their curricula.
-
High-impact educational practices are most effective when experiential learning
is tied directly to academic coursework. Examples of these practices include
first-year seminars and experiences, writing-intensive courses, capstone
courses, and other academic opportunities.
-
The academic requirement should be university-wide. Directing each academic
college or department to develop, oversee and assess their own individual set of
experiential learning requirements runs the risk of inconsistency with desired
standards. It also carries a likelihood of imposing on these units the costs
associated with curricular oversight.
-
Experiential learning is already occurring on both campuses. This means there
is virtually no work needed to develop new initiatives. Rather, the work involved
would be centralizing the repository of courses and providing a vehicle for their
organization, approval, and assessment. Model 3 above allows for maximum
benefits overall with very little in terms of cost/effort.
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-
Best practices are met most effectively when there is a central mechanism to
ensure standards and consistency.
-
The NSEE Guiding Principles of Ethical Practice are best met with model 3
above. The responsibilities of experiential educators, including such values as
civil discourse, social/personal responsibility, empowerment, and fairness (and
the means to facilitate their promotion) are carried out most effectively when a
university-wide requirement is in place.
-
Issues identified in the Gallup-Purdue survey are best handled with model 3
above. Because experiential learning helps students understand more closely
and personally what their future careers may be like, it can play a crucial role in
promoting long-term well-being after graduation. As one aspect of the survey
notes. “If college graduates are engaged at work, the odds are nearly five times
higher that they will be thriving in all five elements of well-being. The odds of
thriving in all areas of well-being more than double for college graduates when
they feel their college prepared them well for life outside of it.”
-
Stakeholder impact is maximal. The various benefits for students, faculty,
community partners, the region, and the university itself can be realized fully
when model 3 above is employed.
-
Importantly, model 3 above allows for flexibility within this model:
o There are various options for the specific means of curricular oversight,
and the faculty can develop an approach that is deemed most appropriate
and effective;
o The nature and scope of the university-wide requirement is not defined by
this model but is left open to the judgment of the faculty;
o Individual academic units may, at their discretion, adopt more specific
experiential learning requirements, provided that they fall within the more
general university-wide guidelines.
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Attachments
Internship Services
Definition
A successful internship combines practical work experience with a structured learning
experience. Work is substantive and supports academic and career goals. There is a
supervised effort to promote critical thinking, observation and reflection, which fosters
intellectual, personal and professional development.
How Can An Employer Benefit?
Many supervisors simply enjoy sharing their expertise as professional mentors. In
addition, some tangible benefits include:
•
•
•
•
•
Year-round source of highly motivated pre-professionals
Quality candidates for temporary or seasonal positions and projects
Freedom for professional staff to pursue more creative projects
Flexible, cost-effective work force not requiring long-term employer commitment
Proven, cost-effective way to recruit and evaluate potential employees
How Does it Work?
As a sponsoring organization, you can offer substantive work experiences that support
students’ academic and career goals. Students at PNC realize the importance of
gaining practical experience from internships. They seek internships locally during the
Fall and Spring semesters and a small number seek nationwide internships in the
summer months.
Because of the diversity of our degree programs, our Internship “program” is
decentralized. This means that each academic unit has an established policy on
internships in reference to their degree programs. The Career Center staff believes that
quality internships are extremely effective way for organizations to test, train and recruit
potential full time employees, while at the same time offering students an opportunity to
learn and gain practical work experience. The Career Center is committed to assisting
organizations in their efforts to recruit PNC students for internship positions. Students at
PNC are encouraged to log onto the CareerTrax system to seek out internships.
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What is Expected of the Employer (Internship Supervisor)?
We expect you to provide career-related work experiences that are of sufficient
challenge to college-level students. In addition to providing work that contributes to your
organization’s mission, we also hope you actively support the student’s learning
endeavor. Someone who has a heart for professional development of others should be
assigned to supervise the student. That person should:
•
•
•
•
•
Provide a clear job/project description for the work experience
Orient the student to the organization, its “culture” and their work assignment(s)
Assist the student in developing/achieving personal learning objectives
Offer feedback to the student on a regular basis
Complete any formal written evaluations throughout and at the conclusion of the
work experience (as required by the faculty advisor).
Must An Internship Be Paid?
In order to comply with Federal Labor Laws 8, internship must either be paid or for
academic credit if they are at a for-profit agency. Non-profits and government agencies
may host interns without awarding any compensation. If you would like to offer an
internship for academic credit, PNC asks that you take the following steps:
•
•
•
Complete the online Internship Vacancy Form 9
Include with your Vacancy form a job description/project outline of the duties,
responsibilities and qualifications that would be expected of the intern
The documents submitted will be sent to the appropriate Department Chair of the
appropriate academic program for review to determine if the internship is an
appropriate learning experience
The Career Center encourages all companies and organizations to consider offering
compensation. This will help you to attract more quality candidates, as well as solidify
time commitments from interns. Many students work their way through college and often
8
9
http://www.dol.gov/whd/regs/compliance/whdfs71.htm
https://purdue.qualtrics.com/SE/?SID=SV_5yFvq4y43H2Tzoh
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give up part time employment to take an internship, so receiving some form of
remuneration is appreciated. Average hourly pay for interns ranges from $8-$20 an
hour. Work hours for interns during the Fall and Spring semesters should be in the area
of 10-20 per week, and can reach up to 40 hours per week during the Summer.
Employers are encouraged to be flexible during times such as midterms and finals.
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Faculty Honors and Awards
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly progress reports. Report due May 1, 2015
Faculty Honors & Awards
Rex Morrow and Peggy Gerard
Purdue University North Central
Rex Morrow, co-chair
Dean, College of Liberal Arts
Karen Schmid, Vice Chancellor for Academic Affairs
Purdue University Calumet
Peggy Gerard, co-chair
Vice Chancellor for Academic Affairs & Provost
Carolyn Boiarsky, Professor of English
Charge:
Consolidate faculty honors and awards program into a single program.
“Outline the educational programs that the institution offers and explain how those programs will be
continued and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how these
programs will be developed and by whom.
Explain the learning support resources for current and future programs. Include an academic plan
prepared by the institution…that outlines planned academic programs and support services for the
next five years.”
Higher Learning Commission Change Application, Institutional Statement, #2
Progress Report:
Click here to enter text.
Tasks: (What are your committee’s tasks?)
Click here to enter text.
Final Recommendations:
Click here to enter text.
Pending Issues: (Does your committee need any additional help or information?)
Click here to enter text.
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PURDUE
C a l u m e t
a n d
N o r t h
Change of Organization Application
Report
C e n t r a l
PURDUE Committee Progress
NORTH CENTRAL
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly progress reports. Report due May 15, 2015
Faculty Honors & Awards
Rex Morrow and Peggy Gerard
Purdue University North Central
Rex Morrow, co-chair
Dean, College of Liberal Arts
Karen Schmid, Vice Chancellor for Academic Affairs
Purdue University Calumet
Peggy Gerard, co-chair
Vice Chancellor for Academic Affairs & Provost
Carolyn Boiarsky, Professor of English
Charge:
Consolidate faculty honors and awards program into a single program.
"Outline the educational programs that the institution offers and explain how those programs will be
continued and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how these
programs will be developed and by whom.
Explain the learning support resources for current and future programs. Include an academic plan
prepared by the institution...that outlines planned academic programs and support services for the next
five years."
Higher Learning Commission Change Application, Institutional Statement, #2
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Progress Report:
The recognition for outstanding teaching, scholarship and service is an important aspect of the
role of an academic faculty member.
Tasks: (What are your committee's tasks?)
Make recommendations to unify full time Faculty Awards and Recognition at the university
level for PNW
To examine and promote equity and objectivity in the selection of faculty for awards and
recognitions.
To promote awards and recognitions among faculty at PNW in the categories of Teaching,
Scholarship and Service
Final Recommendations:
The Unification Subcommittee for Faculty Awards and Recognitions recommends the following:
PURDUE
CALUMET
HLC Change of Organization Application
Committee Progress Report
PURDUE
NORTH CENTRAL
•
The awards system currently in place on the PNC and PUC campuses should remain in
place and active until the academic year 2017-2018.
•
AY 2017-2018 --PNW should consolidate the awards on each campus by allotting one
award for each campus in each of the three categories of Teaching, Scholarship and
Service.
•
Only full time faculty in either tenured/tenure/track, continuing lecturers or clinical
professorial ranks should be eligible for these awards.
•
The responsibility for the awards should be under the jurisdiction of the joint Faculty
Senate of PNW in a continuing effort to show support for outstanding faculty through a
departmental/degree neutral, non-bias support structure.
•
The Senate should establish a Committee for Awards and Recognition to oversee the
awards. The Senate should determine the representation of the Committee. Consistent
with current practices a new awards committee should be selected each year. Members
on the awards committee should not be nominees or applicants for such awards during
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the year that they serve on the university faculty awards committee.
• A faculty member should not receive an Outstanding Faculty Award in Scholarship,
Teaching or Service within five years of having received an award in the same category.
•
Consistent with present practices on the PNC and PUC campuses, a $1,000 per year
award should be presented to each faculty award recipient in each of the respective
categories of (1) Teaching (2) Scholarship and (3) Service for each campus. Therefore
an ongoing annual award budget of $6,000 is necessary.
•
Awards for teaching for Limited Term Lecturers should continue on the PNC campus
and should be extended to the PUC campus through the Faculty Senate Committee for
Awards and Recognition, with each campus making the awards for its own campus
respectively.
Pending Issues: (Does your committee need any additional help or information?)
None have been identified at this time.
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Freshmen Experience Program
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly progress report. Report due May 1, 2015
Freshman Experience
Rex Morrow (PNC) and Jose Pena (PUC)
Purdue University North Central
Rex Morrow, co-chair
Dean, College of Liberal Arts
Paul Hecht, Associate Professor of English
Kenny Kincaid, Associate Professor of History
Aaron Waren, Associate Professor of Physics
Purdue University Calumet
Dhanfu Elston, co-chair
Executive Director of Student Success & Transition
Barbara Mania-Farnell, Professor of Biology
José Peña, Associate Professor, Civil Engineering Technology
Charge:
Create plan for organizational framework for freshmen experience courses.
“Outline the educational program that the institution offers and explain how those program
will be continued and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how these
programs will be developed and by whom.
Explain and learning support resources for current and future program. Include an academic
plan prepared by the institution…that outlines planned academic programs and supports
services for the next five years.”
Higher Learning Commission Change Application, Institutional Statement, #2
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Progress Report:
Full Subcommittee Report attached
Tasks: (What are your committee’s tasks?)
Unification of FYE experience and courses at PUC and PNC.
Final Recommendations:
Report on Freshman Experience
Prepared by
Committee Co-Chairs: Rex Morrow, Dean of the College of Liberal Arts, PNC; José A. Peña,
Associate Professor Civil Engineering technology and Faculty Fellow, PUC
Committee Members: Barbara Mania-Farnell, Professor of Biology, PUC; Paul Hecht,
Associate Professor of English, PNC; Kenny Kincaid, Associate Professor of History, PNC;
Aaron Warren, Associate Professor of Physics, PNC.
Background
During the Fall of 2014, Peggy Gerard, VCAA and Provost of Purdue University Calumet
(PUC), and Karen Schmid, VCAA of Purdue University North Central (PNC), established an
HLC Change of Organization Committee on Freshman Experience. The committee was given
the following charge to create a plan of organizational framework for freshmen experience
courses, following the Higher Learning Commission Change of Application, Institutional
Statement # 2, which states that it is required to:
•
•
•
Outline the educational program that the institution offers and explain how those
programs will be continued and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how
these programs will be developed and by whom.
Explain any learning support resources for current and future programs. Include an
academic plan prepared by the institution that outlines planned academic programs and
support services for the next five years.
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Report Overview
This report contains a description of the current freshman experiences at Purdue University
Calumet and Purdue University North Central. This report also presents recommendations from
this committee on practices, partnerships, resources and the establishment of a culture of
assessment and continuous improvement for the fragments of this program and for the program
as a whole. These recommendations summarize the vision of what will be the Freshman
Experience Program for Purdue University Northwest, based on the programs currently existing
at PUC and PNC and on a collection of data gathered from the literature on best practices for
freshman experience programs nationwide [1].
Both Purdue North Central (PNC) and Purdue Calumet (PUC), as public regional campuses
in service to the Purdue University Land-Grant University mission, seek to provide higher
educational experiences leading to the baccalaureate degree and higher to the citizens of Indiana,
especially those citizens of Northwest Indiana.
Freshman Experience Program at PUC
Since 2003, every academic department at PUC has developed its own version of Freshman
Seminar [2]. Initially, some departments embedded the content of such seminars within existing
courses, while others created stand-alone freshman seminars. At first, some of these freshman
seminars were purely focused on the program discipline, while others included academic skills,
study habits, use of university resources, etc. Some of the stand-alone seminars were 3 credit
hour courses with a duration of 15 weeks, while others were 1 credit hour and as short as 5
weeks in duration.
In April 2012 the Purdue University Calumet (PUC) Senate approved a revision of the
Senate Document 96-15 (initially approved on January 13 1997) [3]. The revised document was
presented by the Research and Educational Policy Committee recommending the adoption of
basic general education requirements to satisfy the General Education Competencies described
in Senate Document 95-4 [4].
Document 96-15 establishes a description of Freshman Experience Courses, while
Document 95-4 describes the General Education Competencies. Competency No. 9 Demonstrate
knowledge of university and personal resources is described as “Academic success requires that
students know what resources are provided by the university and what resources they have
within themselves. This knowledge includes utilization of campus resources, goal setting, values
exploration, relationship of academic planning and life goals, discipline specific career
exploration and critical thinking” [4]. Currently, every academic programs plan of study for
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bachelor degree at PUC includes a course categorized as freshman experience course, as shown
in Table 1. There is a total of 23 courses. All the courses:
PUC Parallel Initiatives for freshman Experience
One Book One University
“One Book/One University is designed to provide incoming students with a shared
academic experience through reading a common text. A different book will be selected each
academic year based on recommendations from the campus community. Steering and Book
Selection committees with representation from numerous university departments administer
the program and determine which book will be used each year.
Through One Book / One University experiences new students will be able to make
connections with faculty and peers, as well as be encouraged to participate in campus activities
related to the book” [5].
Learning Communities
“New Center for Learning and Academic Success (CLAS) freshmen participate in learning
communities through a predetermined block schedule of first-semester course and activities
specifically aimed at first-year students. Taking part in a learning community provides students
the opportunity to develop personal connections with faculty and other students, take courses
that research has shown are vital to student success, and broaden their learning experience. [6]
Assessment of Freshman Courses at PUC
During the academic year 2006-2007, PUC’s leadership team established a goal of assessing
first year experience initiatives and determining the impact these initiatives have on student
success. A document entitled : Assessment of Freshman Experience Seminar at Purdue
University Calumet indicates that “In 2007, the Student Affairs Committee of the Academic
Leadership Team led an assessment of the First Year Experience, including the charter of a
Freshman Seminar Project Team which was charged with identifying the objectives of the
Freshman Seminar as recommended in the University Senate document; Review results of a
student survey of Freshman Seminar courses at PUC; Conduct an analysis of what is being
taught in the Freshman Seminar courses; and Develop recommendations to improve the quality
of Freshman Seminar courses. Based on findings recommendations were established for
improvement of the freshman experience courses.”
Currently, Freshman Experience courses and seminars are assessed based on student
outcomes established when each course was created. These assessments are usually part of the
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self-study of the various programs for external accreditation or as part of a self-study for internal
program assessment.
Freshman Experience Program at PNC
PNC has been actively implementing Freshman Year Experience (FYE) since 2008-2009.
The campus acknowledges that many first generation college students are cautious about the
college experience for a variety of established reasons:
1. No or little family experience with college attendance.
2. A lack of peers of one’s age bracket seeking to attend a four year college.
3. Historically the region has provided good paying jobs in the industrial sectors which no
longer exist in vast numbers.
4. Financial challenges to affording a four year college education.
5. A lack of educational preparation of skills for high school graduates to enter and meet
college study expectations.
6. A lack of career-oriented degree programs or college majors, which would address
statewide job shortages in Northwest Indiana and elsewhere.
As a result PNC, like many other four year colleges, has a high level of college drop-outs
during the first and second year of the college experience. In order to reach the educational goals
established by Reaching Higher [7] of the Indiana Commission of Higher Education, PNC must
engage in serious efforts to increase overall retention among college students in the first two
years of degree study.
In 2008, a group of faculty worked to create a university FYE course, GS 19100, First-Year
Experience I, required for all entering undecided students, as well as pre-nursing students,
biology students, and students in some liberal arts programs. Other entering students take FYE
courses from a Faculty Senate-approved FYE list, including students in business, education,
engineering, and technology.
PNC Faculty Senate Document 12-23 [8] establishes outcomes for all of these courses, which
link to PNC’s general education Essential Learning Outcomes [9].
FYE courses are subject to yearly revalidation, but general education revalidation
procedures have been implemented more gradually than originally anticipated, and as yet, GS
19100 is the only course that has established a full gamut of assessments, including analyses
of student retention and success, focus groups, and surveys of students and faculty. A study of
retention conducted in 2014 indicated a baseline 4% positive effect on retention from the
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course, with higher effects in some student GPA categories. Students have generally reported
that the course fulfills its objectives, and satisfaction has gradually gone up since its inception.
The GS 19100 course was originally designed by full-time faculty, with a focus on big
questions designed to introduce students to a variety of disciplinary lenses. However, the
course has also welcomed appropriately credentialed instructors from a variety of campus
units, including professional advisors and other staff members, as well as qualified limitedterm lecturers. New instructors are given orientation sessions, and are mentored by more
experienced FYE instructors. GS 19100 includes several books required for all sections, as well
as opportunities for instructors to shape course content around a common set of outcomes.
All instructors are observed and given feedback on their teaching and on student evaluations
of their teaching.
Assessment of Freshman Courses at PNC
Assessment and continual improvement of the First‐Year Experience course GS 19100 is done
in three primary ways:
1. From Institutional Research. - PNC Institutional Research office produced a report on
December 17, 2014, looking at the first five years of the existence of GS 19100, and
comparing fall‐to‐fall first‐time, full‐time, degree- seeking student retention between
those who took the course and those who did not.
2. From Qualtrics survey. - The most recent data was gathered from a survey sent to
students in the fall of 2014 GS 19100 course. 19% of students completed the survey
compared to 18% of students completing the survey in 2012.
3. Faculty Development and Assessment. - Instructors are continually consulted about
course materials and successful teaching strategies, and information is incorporated
into course guidelines. There are regular meetings for instructors to share information
as well as pre-semester orientation meetings and information sessions on topics of
special interest. All instructors are observed in the classroom and get feedback at least
once a year. While mentoring of newer instructors has taken place informally,
formalization and incentive of instructor mentoring including classroom visits and
collaborating assignments are being planned for fall 2015.
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Freshman Experience Program at Purdue Northwest (PNW)
In order to realize the goals of the Indiana Commission for Higher Education’s plan,
Reaching Higher [7], the unified efforts of PNC and PUC as they unify to become Purdue
Northwest (PNW) are critically important. Both PNC and PUC have been actively engaged in
development, implementation, and assessing the outcomes of the Freshmen Experience on each
individual campus.
Furthermore, it is apparent that both PNC and PUC have been heavily focused on increasing
students’ retention and success. Both PNC and PUC have utilized some interdisciplinary FYE
course models and some discipline-based course models with measurable degrees of success.
Such structure could entail a possible University Division for both undeclared and declared
majors. This section of the report encompasses a series of recommendations for the Freshman
Experience Program at PNW which through application of best practices, assessment and
continuous improvement will result in higher rates of retention and success of new and
continuing undergraduate students.
The freshman experience program at Purdue Northwest will be a comprehensive and
coordinated program of integrated learning experiences focused on the achievement of the
institution’s strategic goals [10]. The freshman experience program at PNW will be modeled
after the existing programs at PUC and PNC improved with the application of the best practices
in this type of program found across the nation [1].
The goal of the freshman experience program at PNW will be to facilitate the acquisition of
abilities, knowledge and attitudes that will serve as the basis for lifelong learning and for
academic and career success. This basis includes the capacity to engage in critical thinking and
critical inquiry, gain awareness of the broader human experience and its environment and
understanding of the students’ responsibilities toward their future, toward others and the
community.
The freshman experience program is directed towards new freshmen students and transfer
students with less than sixty credits, and includes the freshman experience course and other
parallel activities and support aimed to ease the transition to college life by introducing students
to academic and personal survival tools, available resources and services, to faculty and to other
students.
Freshmen Experience Course
The Freshman Experience course will follow a model with common learning outcomes and
pedagogies, and it will be a requirement for all undergraduate degree programs which may use
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their own one-to-three credit course with variable content related to each program. However,
extra attention must be given to these courses to prevent them from becoming an introduction
to the discipline, disregarding the core function and learning objectives of the Freshmen
Experience course. These courses will be linked to other institution initiatives to conform to the
freshman experience program.
Although the number of credits varies, all courses must address the same objectives:
•
•
•
•
•
•
•
Strengthen students’ academic performance and facilitate their transition to college
Enhance students’ essential academic skills, including critical thinking and critical
inquiry
Increase student-student and student-faculty interaction both in and outside of the
classroom
Stimulate use of campus resources and services
Encourage students’ self-assessment, goal definition/clarification and personal
development
Increase students’ involvement and connection with the institution
Develop support network
Class Size
It is recommended that each Freshman Experience course has a maximum of 20 students
and that it is taught by either a full-time faculty member or a recommended adjunct faculty who
has attended training on freshman experience instruction. The small sections will foster dialogue
and participation in learning, support intellectual development, increase student interaction with
ladder faculty and peers and expose students to new areas of scholarship in environments that
allow them to feel comfortable exploring varied areas of the curriculum.
Course Content
The course’s design will strive to enhance academic and campus integration though
strategies and parallel initiatives. This course is a basic skills seminar focusing on the
development of study skills and time management and improvement of students’ academic and
social adjustment to college.
All sections of the Freshmen Experience Course will cover a standardized list of topics, but
instructors may adapt and/or expand topics according to the dynamics of the group of students.
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The required course topics to be built-in the course address academic, communication and
life skills as well as personal growth topics. These include but are not limited to:
Academic skills focus on:
• Developing study strategies,
• Critical thinking and problem solving skills
• Time Management
• Academic Computing and skills
• Undergraduate Research
• Library skills
• Online learning
• Academic Integrity
• College Policies and Procedures
Communication skills stress:
• Oral, writing and reading communication skills,
• Group dynamics and
• Leadership.
Life skills emphasize on:
• Money management/ financial literacy,
• Alcohol/drugs use,
• Health/fitness/nutrition,
• Stress management
• Relationships/sex
• Ethics
Personal growth topics include:
• Exploration of career opportunities and fields of study,
• Diversity and cultural differences,
• Civic engagement and community service
Online Components
It is recommended that online components be introduced in the freshmen experience course.
This could be done by approaches as simple as the use of course management software, such as
Blackboard to more integrated elements such as conducting discussions, emailing students,
posting assignments, turning papers, taking quizzes and providing course syllabi.
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Use of High Impact Educational Practices in First Year Experience
It is recommended that the use of known High Impact Practices (HIPs) in the Freshmen
Experience Program be implemented. Some of the high impact educational practices to be
included are:
•
•
•
•
•
•
•
Collaborative assignments and projects - educational experiences that require
collaboration and teamwork with other students [11];
Diversity and global learning - educational experiences inside or outside the classroom
that help students explore cultures, life experiences, and worldviews different from their
own [11];
Writing Intensive Assignments - educational experiences that develop students' ability to
produce and revise various forms of writing [11];
Service Learning – non-remunerative service as part of a course [11];
Learning communities - linking a cohort of students in the freshmen experience course
to one or more other courses or to a common set of theme-based experiences; each
Freshman Experience course class is linked to another core curriculum course as part of
a larger Freshman Learning Community [11]. These learning communities bring faculty
and students together to discuss, explore, and learn about a shared academic interest or
common topic. The purpose of these communities is to make it easier for students to
form study groups and integrate class material while making friends, meeting faculty,
exploring majors, and discovering potential career choices. Instructors of these
communities meet often to discuss student successes and concerns, course assignments,
and possible connecting points between the classes. Theme learning communities that
include a minimum of three first-year courses including the freshman experience course
which would function as anchor to integrate learning around common theme explored in
the linked courses
Common reading experience – first-year reading experience or summer reading
program; [11]; Integrating the One Book One University initiative as an integral part of
the Freshmen Experience Program
Undergraduate research - scientific inquiry, creative activity, or scholarship guided by
a mentor from the faculty or research staff.
Faculty and Instruction Training
It is recommended that extensive training through workshops, meetings to discuss
strategies and techniques and/or other methods be provided to the instructors prior to teaching
the course. Initiatives like the Faculty Academy on Creating and Enhanced First-Year
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Experience and the Indiana Higher Education Institution Supporting Student Persistence Grant
should be supported and reinforced. Additionally, it is recommended that faculty and support
staff be provided to assist in the achievement of the learning outcomes.
It is of paramount importance that training of faculty designing and teaching Freshmen
Experience courses emphasize the difference between a freshman experience course and an
introduction to the discipline course. Instruction also must include an overview of the course
and its role, guidelines for developing a syllabus, required and suggested course content,
grading and feedback procedures, advice from experience instructors (mentorship) and review
of textbooks and instruction manuals. The instructors must also be provided with tools –
announcements, course reminders, information about campus resources and activities, and
early detention tools such as the Early Alert System [12].
It is recommended that a system of support for faculty teaching Freshmen Experience
Course be implemented through partnership and collaboration across campus consisting of:
-
Library Staff
Career Services
Health Services Peer Leaders
Community Service Learning experts
Financial Aid office
Intercultural Programs
Tutoring/College Success Workshops
Residence Life –Living/Learning Communities
Student Leadership
Student Government Association
Bridge Program
Student Organizations
Degree Audit/Liberal Studies Program Presentations
Faculty Mentorship from Various Departments
Program Outcomes and Assessment
In order to produce assessment and to apply corrections/improvement, a series of outcomes
must be established for the Freshmen Experience Program. Assessment is required to determine
the level of achievement/success reached with the application of established learning objectives
and to determine the effect of the freshman experience program as a whole and the effect of
each one of its components on Academic performance, retention and through hierarchical
logistic regression analysis the effect on graduation rates.
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These outcomes could be categorized as student retention outcomes; academic
performance/achievement outcomes
Student retention outcomes
- Persistence to completion of first semester
- Persistence to completion of first year
- Persistence to sophomore year
- Cumulative (total) number of College Units/Credits completed
- Persistence to degree/program completion
- Time taken to degree
Academic Performance/Achievement outcomes
- Grade-point-average at the end of first year
- Grade-point-average attained beyond the first year
- Increased academic abilities
- Total Number of first-year student in good academic standing
- Total number of first-year courses passed
- Total number of first-year courses completed with a grade of C or higher
- Percentage of Students who qualify for the Dean’s list and Honors Program
Other outcomes
- Improve peer connections
- Increased student satisfaction with the institution
- Increase use of campus services
- Increase out-of-class faculty/student interaction
- Increased level of student participation in campus activities
- Increased satisfaction of students with faculty
- Instructor Survey
- Peer-leader survey
For assessment of the Freshmen Experience Program, any qualitative analysis must be
supported by quantitative data and findings to reflect a deeper understanding of the effectiveness
of the program and the identification of issues requiring improvement.
It is recommended that the statistical analysis of variances and covariance be used to
determine the effect of freshman experience on first semester grade point average. It is
recommended that a survey with Lickert items be designed to assess students’ perception of
course benefits, learning gains, satisfaction, course structure and content etc. Also, instruments
should be designed and applied to determine the following:
228
Effectiveness of the program in increasing self-confidence
Effectiveness of the program in promoting peer support
Effectiveness of the program in increasing students’ literary skills
Effectiveness of the program in promoting student success
These instruments could include but are not limited to: follow-up interviews after the survey,
study of samples randomly selected, eliminating the possibilities of preexisting trends, and
opening the possibilities of inclusion of additional rubrics as potential scoring elements.
It is recommended that historical data files on all students involved in the Freshmen
Experience Program must be gathered and analyzed. This data will include demographic
information, course enrollment history, and student data such as retention and high school or
previous college attended grade point average (GPA). In addition, at the end of each semester,
a student satisfaction questionnaire of all students participating in the Freshman Experience
Program should be required. Survey data would be merged with historical data to produce
comprehensive analysis and recommend improvements.
Responsibilities and Leadership
It is recommended that the first year Program be administrated by the office of academic
affairs with involvement of institutional effectiveness office, academic advising and center for
academic success, working in close relationship with student affairs office and their orientation
and convocation initiatives. It is recommended that the program be under the purview of a
dean/director/coordinator as it is the case in 62.1% of the institutions across the country [ref].
These responsibilities could be assumed by the director of student success and transition.
The director of the freshman experience program will be responsible for screening all
faculty working as instructors on the Freshmen Experience Courses, with special attention being
given to academic preparation, communication skills and the ability/desire to relate to freshmen
students. As part of the continuous improvement cycle, the director evaluates faculty at the end
of the semester to determine avenues of improvement and continue participation with the
program
229
References
[1]
Peña, J. A. (2015). Freshman Experience at Purdue University Calumet and
Best Practices around the Nation.
University Calumet, Hammond, IN.
Unpublished
manuscript,
Purdue
[2] Assessment of Freshman Seminar at Purdue University Calumet 2006-2007.
Retrieved
February
9,
2015,
from
https://www.google.com/url?q=http://www.purduecal.edu/aqip/efolio/Category3/3P2/Fir
st_Year_Student_Data_1_Freshman_Seminars.doc&sa=U&ei=u85UVeOsOJGTNsHage
gC&ved=0CAQQFjAA&client=internal-udscse&usg=AFQjCNGkUdDqfjCOXbyyTCPh31B6zUWnZA
[3] Green, l., Edwards, A., Jancich, H., Merkovshy, R., and Wegner, G. Senate
Document 96-15 – Basic General Education Requirements. Retrieved March
4,
2015
from:
https://www.google.com/url?q=http://webapp.purduecal.edu/facultysenate/files/2011/06/
Senate-Document-96-15Revisions.docx&sa=U&ei=2DsMVYrNB8mWyASP1YCACg&ved=0CAUQFjAA&clie
nt=internal-uds-cse&usg=AFQjCNGAB8ghGZafWt6EJk9e4HpbH823zQ
[4]
Green, l., Edwards, A., Jancich, H., Merkovshy, R., and Wegner, G. Senate
Document 95-4 – General Education Competencies. Retrieved Mar 9, 2015
from:
https://www.google.com/url?q=http://webapp.purduecal.edu/facultysenate/files/2011/06/
Senate-Document-95-4Revisions.docx&sa=U&ei=LjwMVcnuBMynyATZoICwAQ&ved=0CAUQFjAA&clien
t=internal-uds-cse&usg=AFQjCNHRyAwCl58PhgW2wr6Evu_BtjmCmA
[5] One
Book
One
University.
Retrieved
March
10,
2015
from:
https://www.google.com/url?q=http://webs.purduecal.edu/clas/events-programs/onebook-oneuniversity/&sa=U&ei=AdJUVY2KDoS8ggTUnYCgCA&ved=0CAQQFjAA&client=int
ernal-uds-cse&usg=AFQjCNFGJG71Q8gIHephH8bioT0sycdZ2Q
[6] 2014-2016 Purdue University Calumet Academic Catalog. Center for Learning
and Academic Success. Page 152. Retrieved on March 9, 2015 from:
https://www.google.com/url?q=http://webs.purduecal.edu/catalog/&sa=U&ei=rdJUVa68
HoyrgwST74DoAg&ved=0CAUQFjAA&client=internal-udscse&usg=AFQjCNFKIgndfi7KNtmhFShdzBSOsyjhbQ
230
[7] Indiana Commission for Higher Education. Reaching Higher Achieving More.
Retrieved May 4, 2015 from: http://www.in.gov/che/files/2012_RHAM_8_23_12.pdf
[8] Purdue University North Central Senate Document 12-23. Retrieved on May
4, 2015 from: http://www.pnc.edu/facsenate/wp-content/uploads/sites/43/2013/07/12-
23_FYE-Outcomes-and-Course-List.docx
[9]
Purdue University North Central Senate Document 12-10. Retrieved on May
4,
2015
from:
http://www.pnc.edu/facsenate/wp-
content/uploads/sites/43/2013/07/12-10-General-Education-Subcommittee-on-FYEOutcomes.docx
[10] Purdue Northwest 2020 Strategic Goals. Retrieved on April 28, 2015 from:
http://www.unifynorthcentralcalumet.com/strategic-plan-2016-2021-draft/
[11]
Young, D. G. and Hopp, Jessica M., (2014). 2012-2013 National Survey
of First Year Seminars: Exploring High-Impact Practices in the First
College Year. National Resource Center for the First-Year Experience &
Students in Transition. University of South Carolina.
[12] Early Alert Systems and Resource Links – NACADA. Retrieved on January
30,
2015
from:
http://www.nacada.ksu.edu/Resources/Clearinghouse/View-
Articles/Early-alert-systems-and-resource-links.aspx
Pending Issues: (Does your committee need any additional help or information?)
Further faculty involvement in the review and assessment of FYE courses will be necessary as
these recommendations are implemented. Review full report.
231
General Education
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly progress reports. Report due April 1, 2015
General Education
Paul Hecht and Leslie Rittenmeyer
Purdue University North Central
Paul Hecht, co-chair
Associate Professor of English
Jessica Thomas, Faculty Senate
Mary Jane Eisenhouer, Faculty Senate
Purdue University Calumet
Leslie Rittenmeyer, co-chair
Professor of Nursing
Rebecca Stankowski, Professor of Library Science
Lizbeth Bryant, Associate Professor of English
Charge:
Create plan for organizational framework, courses and general education assessment that are
consistent with the Statewide General Education Core and best practices, drawing from AAC&U.
“Outline the educational programs that the institution offers and explain how those programs will be
continued and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how these
programs will be developed and by whom.
Explain any learning support resources for current and future programs. Include an academic plan
prepared by the institution…that outlines planned academic programs and support services for the
next five years.”
Higher Learning Commission Change Application, Institutional Statement, #2
Progress Report:
Click here to enter text.
Tasks: (What are your committee’s tasks?)
Click here to enter text.
Final Recommendations:
Click here to enter text.
Pending Issues: (Does your committee need any additional help or information?)
Click here to enter text.
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Grade Appeal Policy and System
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly progress report. Report due May 1, 2015
Grade Appeal Policy and System
Karen Schmid and Peggy Gerard
Purdue University North Central
Karen Schmid, co-chair
Vice Chancellor for Academic Affairs
Mick Lantis, Faculty Senate
Purdue University Calumet
Peggy Gerard, co-chair
Vice Chancellor for Academic Affairs and Provost
Michael Roller, Faculty Senate
Charge:
Recommend consolidated grade appeals policies and systems.
Progress Report:
Click here to enter text.
Tasks: (What are your committee’s tasks?)
Click here to enter text.
Final Recommendations:
Click here to enter text.
Pending Issues: (Does your committee need any additional help or information?)
Click here to enter text.
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Graduate Programs
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
April 17, 2015
Graduate Programs
Chris Holford and Joy Colwell
Purdue University North Central
Chris Holford, co-chair
Dean, College of Science
Michael Lynn, Interim Associate Vice Chancellor for Academic Affairs
Henry Williams, Assistant Professor of Organizational Leadership
Jacqueline Covault, Assistant Professor of Literacy Education
Purdue University Calumet
Joy Colwell, co-chair
Director of Graduate Studies
Jane Walker, Graduate Program Coordinator, College of Nursing
Lori Feldman, Associate Dean of College of Business
Wei-Tsi Evert Ting, Department Head, Biology
Rebecca Stankowski, Professor, LASS
Charge:
Develop a process for aligning graduate program policies and procedures.
“Outline the educational programs that the institution offers and explain how those programs will be
continued and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how these
programs will be developed and by whom.
Explain the learning support resources for current and future programs. Include an academic plan
prepared by the institution…that outlines planned academic programs and support services for the
next five years.”
Higher Learning Commission Change Application, Institutional Statement, #2
Progress Report:
The Committee met three times to discuss the issues as charged, and further reviewed the
recommendations. The recommendations are attached, and this concludes the work of the committee.
Tasks: (What are your committee’s tasks?)
Subcommittees are to meet on academic alignment of existing and planned programs.
Final Recommendations:
See attached report and Appendixes.
Pending Issues: (Does your committee need any additional help or information?)
Alignment of MBA programs; MS in Leadership proposal
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Graduate Unification Committee Final Report and Recommendation
May 15, 2015
Joy L. Colwell and Chris Holford, Co-Chairs
The Graduate Unification Committee was given a charge with four components. The Committee’s
recommendation appears below, with supporting documents attached as Appendices.
1. Develop a process for aligning graduate program policies and procedures.
Graduate study at the Purdue regional campuses is not academically autonomous and falls within the
purview of the Graduate School for the Purdue system. The Purdue Graduate School has a robust set of
policies and a system level Graduate Council to manage curriculum approval and other matters related
to graduate study at the system level. Since many policies and procedures are set at the system level,
there are relatively fewer items for which the colleges and regional campuses determine policy.
Although some administrative authority has been delegated to the campuses, broad policy is still set by
the system as a whole, and exercise of the delegated authority is expected to comply with system policy.
Unification of the two campuses will not change the role of the Purdue system Graduate School in
setting the framework for campus (PNW) decisions.
However, there are still matters of curriculum and policy which are left to the regional campuses in
relation to graduate education. This being the case, the committee recommends that there be a single
institution level Graduate Council for PNW to manage graduate curriculum review and local approval,
and those items of graduate policy and practice which are within campus control.
The committee recommends that the PNW Grad Council consist of the faculty chairs of the Graduate
degree programs and at large members from the Colleges of PNW. Each College will have one at large
member from the Calumet campus, and one at large member from the North Central campus. As such,
the at-large members will provide a voice for graduate faculty located on each campus. Although
currently most of the graduate programs are located at the Calumet campus, this could change in the
future. This being the case, the PNW Grad Council will schedule the Council meetings using locations at
the two campuses, or may schedule them in a third location convenient to both campuses. In order to
make a single Graduate Council more convenient and accessible, the committee recommends that
WebEx or equivalent technology be available so that councilors from both campuses may easily
participate in meetings. The Grad Council for PNW will be chaired by the Director of Graduate Studies.
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Processes—Curriculum approval and degree approval will follow existing system Grad School processes
upon unification. Programs of graduate study may set some additional administrative requirements
(test scores, etc.) by decision of the academic program. Unification will not impact those processes.
Curriculum approval process and degree approval process maps are attached and outline the role of the
PNW Grad Council in the process.
2. Outline the educational programs that the institution offers and explain
how those programs will be continued and supported subsequent to the
transaction.
PNW will offer degree programs in the following areas, organized by degree and the campus where
these programs are currently offered. In future, courses that contribute to these programs could be
offered on both campuses. In addition, some of these programs may be offered in part or in their
entirety at either campus, based on need. The grant of graduate degrees at a campus not currently
approved for offering of degrees will need to be approved for the grant of graduate degree by the
Indiana Commission of Higher Education.
Calumet
Doctoral level
Doctor of Nursing Practice
Master’s level
Master of Accountancy
Master of Business Administration
Master of Arts:
Communication
English
History
Master of Science
Biology
Child Development and Family Studies
Computer Science
Mathematics
Nursing
Technology
MS in Education
MSE (Master of Science in Engineering) in Interdisciplinary Engineering
MSME (Master of Science in Mechanical Engineering)
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MSECE (Master of Science in Electrical and Computer Engineering)
MSMSV (Master of Science in Modeling Simulation and Visualization)
(Grad certificates and concentrations available in the appendix.)
Non-degree admissions are available in the above areas as well as in Graduate Continuing Studies.
North Central
Master’s level
Master of Business Administration
Economics certificate
Non-degree admissions are available in the MBA program and also in Grad Continuing Studies at the
North Central campus. The North Central campus is expanding non-degree admissions to support its
concurrent enrollment project through a grant-funded initiative to provide additional discipline-specific
graduate education to secondary teachers. The courses for these secondary teachers will be developed
and offered in eight disciplines.
The MBA programs are in discussions to align the MBA programs. The programs are currently
accredited by different accrediting bodies. North Central is accredited by ACBSP and Calumet is
accredited by AASCB for its Business programs.
These programs will continue to be offered upon unification, with a faculty chair for each program, as is
now the case.
Unification will expand the resources available to support the graduate programs by increasing the pool
of qualified graduate faculty who may qualify to teach graduate level courses and serve on graduate
committees for students. There are a significant number of graduate qualified faculty on each campus
who could support the graduate programs.
3. Identify any new programs the parties intend to initiate in the next five
years and how these programs will be developed and by whom.
Over the last several years the Calumet campus has developed a number of graduate degree programs,
most recently the MSME and MSECE, which were approved in 2014. There are no current degree
proposals pending from that campus.
The North Central campus has two pending graduate degree proposals. Based on discussions by the
relevant programs, the proposal for a Professional Science Master (PSM) in Biology will be tabled. The
Biology faculty have agreed that the PSM model can be developed as a concentration in the existing MS
in Biology now offered at Calumet. The science faculty, including Biology, have had some very
preliminary discussions about proposing a PSM in Interdisciplinary Sciences for PNW, but that proposal
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would be a few years in the future, although possibly in the five year period following unification.
Development of this degree will be based upon need.
The other PNC proposal currently pending is for an MS in Leadership. Faculty at both campuses are
currently in discussions on alignment of the proposed curriculum with existing programs. The plans for
this degree have been in progress for the past four years. The concept paper was initially approved by
the Purdue system Graduate School in the summer of 2014. The pre-proposal as well as needs analysis
are complete, and several letters of support are on file. Submission to the Graduate School is pending,
awaiting revision based on degree alignment considerations.
The North Central campus, in collaboration with the Calumet graduate degree programs, may wish to
develop formally approved graduate certificates for the secondary teachers in the disciplines for which
graduate degrees are approved; these would be History, English, Mathematics and Biology. If
developed, these graduate certificates would consist of 12-18 credits of graduate level work in each of
the disciplines above. Secondary school teachers participating in the Concurrent Enrollment project
would also be eligible to pursue Master’s level education in any of the disciplines which offer Master’s
level study.
4. Explain the learning support resources for current and future programs.
Include an academic plan prepared by the institution…that outlines
planned academic programs and support services for the next five years.
Although currently most of the graduate programs are offered on the Calumet campus, there are
qualified graduate faculty at both campuses. Since graduate qualified faculty are located on both
campuses, and graduate courses can already be offered on both campuses (based on need), it is possible
some existing graduate programs could, in future, be offered entirely on either campus (as may be
approved by Indiana Commission for Higher Education, if a location request is required). New graduate
programs will draw on faculty from both campuses and will be offered on both campuses, based on
demonstrated need.
The graduate programs will be supported by the Graduate Studies Office for PNW. For the Calumet
campus, the GSO at Calumet currently processes admissions, conditions and holds, plans of study,
degree clearances and audits, thesis support, and provides general administrative support for the
graduate programs, along with some support for marketing and recruitment. In addition, the GSO acts
as a satellite Registrar’s office by managing operations aspects of admissions (Banner data entry, holds
and encumbrances, etc.). The GSO also processes fee remission requests for grad staff (graduate aides,
graduate teaching assistants and graduate research assistants).
The committee recommends that the GSO extend its support serves to the North Central campus, and
that it maintains a presence on each campus to provide student and faculty support services.
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Due to the increased workload created by centralization of graduate school functions and expanded
mission across the unified campus, the committee recommends that the load assignment be adjusted in
several areas: 1) the Director of Graduate Studies should be converted to a full-time position (1.0 CUL)
to provide effective administration and oversight of the programs; 2) a full-time clerical position (or
shared position with ORGS) should be added on the North Central campus; and 3) the Clerk V position
be gradually expanded to full-time as needed. This would allow the GSO to maintain a physical presence
on both campuses, and provide a comparable access to services. It is anticipated that the “back office”
functions could be centralized, if needed, under the unified instance of Banner.
The increased needs for processing of applications and records should be supported with a half-time
position in Enterprise Services or similar for database administration and software bridge support. This
position can be shared with VCIS.
The North Central campus would maintain an office for Graduate Studies in a location convenient to
student and faculty services, with space for an Assistant Director (part-time faculty appointment) and
the secretary mentioned above as an additional position. The Director and other staff would maintain
hours on the NC campus as needed.
See chart (next page) for recommended staff structure.
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Proposed Organizational Chart for PNW GSO
(New positions in dark type)
Director (FT)
Assistant
Director--PNC .25
Operations/Database
Mgr. .5 FTE
Hrly Thesis
Coord.
Coordinator of Admissions and Records
(Functional Supervisor)
PNC Sec.
Clerk V (.5)
Sec. V Calumet
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Purdue University Northwest (PNW)
Grad Council Roles and Responsibilities
DRAFT
April 15, 2015
The Purdue University Northwest Graduate Council (2 at-large members per college-- 1 faculty
representative per college from each campus), in conjunction with the Purdue University Northwest
Graduate Chairs Committee (1 faculty representative per degree program), advises on academic policies
related to post-baccalaureate study and graduate degree programs, as to how those policies affect the
Calumet campus. The PNW Graduate Council approves graduate curriculum requests, except for those
requests which are administrative only and do not require a PWL Grad Council vote for approval.
Areas for the Graduate Council include approval of graduate curriculum requests, review of enrollment
in the graduate programs, support for marketing and recruitment of graduate students by the programs,
assessment of graduate courses and programs, as well as the dissemination of information from the
Graduate School Dean and system-wide Graduate Council.
The final authority for such policies resides with the Graduate Council at PWL, which is the Graduate
Council for the Purdue Graduate School system-wide, and final curriculum approval rests with that
Graduate Council. Policies which are the responsibility of the system-wide Graduate Council include
those involving admission to graduate study, standards of work, courses and programs of study, foreign
language requirements, registration requirements, and all other requirements for advanced degrees.
Policies involving the employment of graduate staff are also within the responsibility of the Graduate
School.
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Appendix A
Programs at Calumet
Program
Accountancy
Biological Sciences
Child Development
and Family Studies
Communication
Computer Science
English
Education
History
Interdisciplinary
Engineering
Mechanical
Engineering
Electrical and
Computer Engineering
Master of Business
Administration
Mathematics
Modeling, Simulation
and Visualization
Nursing
Degrees
MAcc
MS
MS
Concentrations and Certificates
Biotechnology (conc. And cert)
Marr & Fam Ther/HDFS (conc)
MA
MS
MA
MS, MSEd,
online
MA
MS, MSE
Mental Health Counseling, School Counsel., Spec. Ed, Ed
Admin (conc)
ME, ECE, Industrial, Multidisc.: Engineering Project
Management (conc and certify)
MSME
MSECE
MBA
MA, MAT
MSMSV
DNP, MS
Technology
MS
Grad Cont. Studies
NonDegree
Accounting; Management Info Systems: Forensic Accounting
and Fraud Investigation (cert)
Math Teaching
Family Nurse Practitioner, Adult Gerontology CNS; Nurse
Executive: Nursing Education; FNP; Adult Gerontology CNS
(conc and certif)
Technology Leadership and Management; Computer
Information Technology; Electrical Eng. Tech., Mech. Eng.
Tech.: OLS; Six Sigma; Database Integration (conc and certif)
Plus ND admissions for all programs
PNC Programs
Master of Business Administration
Economics Certificate
Graduate Continuing Studies (ND)
(ACBSP Accredited)
Proposed programs
MS in Leadership (12 BUS credits, 21 OLS credits, 9 elective credits)
MS in Biology (PSM, 36 credits: 18 hours Biology; 12 credits professional skills; 6 credits experiential
component) TABLED
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Honors Program/Honors College
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly progress reports. Report due May 1, 2015.
Honors Program
Heather Fielding and John Rowan
Purdue University North Central
Heather Fielding, Assistant Professor of English
Purdue University Calumet
John Rowan, Dean, Honors College
Charge:
Create plan for consolidating Honors Program/College into one administrative and operational
structure.
“Outline the educational program that the institution offers and explain how those programs will be
continued and supported subsequent to the transaction.
Identify any new programs the parties intend to initiate in the next five years and how these
programs will be developed and by whom.
Explain the learning support resources for current and future programs. Include an academic plan
prepared by the institution…that outlines planned academic programs and support services for the
next five years.”
Higher Learning Commission Change Application, Institutional Statement, #2
Progress Report:
Click here to enter text.
Tasks: (What are your committee’s tasks?)
Click here to enter text.
Final Recommendations:
Click here to enter text.
Pending Issues: (Does your committee need any additional help or information?)
Click here to enter text.
251
Unification and Honors
Submitted by John Rowan, Dean of the PUC Honors College, and Heather Fielding, Director of the PNC
Honors Program
The Purdue Calumet Honors College and Purdue North Central Honors Program share core values. Both
programs are dedicated to creating enhanced learning experiences, building a community of high
achieving students, and giving back to the campus and region. Both programs have a record of
supporting student research and other special learning experiences in honors coursework, offering peer
and faculty mentoring, promoting volunteerism and service learning, organizing events to enrich campus
and community life, and creating opportunities for students to engage in intellectual and artistic
communities in the region.
In unifying these two programs into the Purdue Northwest Honors College, it is crucial to ensure that
equal opportunities are available to all honors students, whether they take most of their courses at the
Calumet or North Central campus.
Size, composition, and admission requirements
In 2014-15, there are 100 students in the PUC Honors College and 50 in the PNC Honors Program. When
the PUC Honors College was formed, the long-term plan was to eventually have 500 students in the
college, with incoming classes of approximately 100 freshmen. Ideally, the total enrollment in the PNW
Honors College would reach 600 students, with 400-500 primarily housed at the Calumet campus and
100-200 at the North Central campus. To reach these enrollment targets, the Honors College will need
substantial recruitment efforts.
Currently, the PUC Honors College has more rigorous admission standards than does the PNC Honors
Program, which has valued inclusivity since its inception. We anticipate that the PNW Honors College
will follow the admissions standards developed by the PUC Honors College and that there will be one
application process for the college. We hope to maintain the inclusivity valued at PNC, however, by
providing mentoring and extra support for students who begin in the Honors College but then struggle
academically, with the goal of helping those students succeed and retaining them in the college.
Although we anticipate a temporary decline in honors enrollment at the North Central campus when
these new admission standards are put into practice, that decline can be kept to a minimum with an
appropriate timeline for implementation.
The admissions statement on the current application at PUC states the following:
Admission to the Honors College is competitive. We seek students who not only are gifted
academically but are also energetic, highly motivated, and active outside of the classroom.
Students should also possess exceptional character and wish to be involved in extracurricular
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activities across campus. In short, the Honors College seeks students capable of significant
extracurricular engagement while also maintaining high levels of academic achievement. In
reviewing each application, the Honors College therefore considers the entire person. There are
no firm minimum criteria in terms of scores; however, it is recommended that students have a
current GPA of at least 3.4 and SAT scores (or ACT equivalents) of least 500 in each area.
The flexibility built into the admissions standards works to the advantage of a gradual increase in
standards at the North Central, as measured by preferred minimum GPA:
Calumet
North Central
2016-17
3.4
3.1
2017-18
3.4
3.2
2018-19
3.4
3.3
2019-20
3.4
3.4
Administrative organization, personnel, and staffing
Currently, the PUC Honors College is staffed by a dean, a full-time program coordinator, and a secretary
as well as a faculty advisor who receives release time. The PNC Honors Program is staffed by a faculty
director who receives release time and is assisted by other faculty from a Faculty Senate committee.
Both programs offer paid student work positions to students to assist in day-to-day operations.
The appropriate staffing structure for the PNW Honors College will consist of a dean, housed at the
larger campus but with responsibility to spend regular time at the smaller campus, and a campus faculty
director or assistant dean (a halftime appointment), housed at the smaller campus. Each campus should
have a faculty advisor who will work with the dean and campus director. A secretary, housed at the
Calumet campus, can provide support to staff on both campuses. Two program coordinators, one
housed at each campus, will organize events, advise students, and troubleshoot. Depending on the
student population at the North Central campus, the program coordinator at that site will also provide
students with academic advising. The Calumet campus will eventually have a full-time academic advisor.
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Facilities
At the Calumet campus, the Honors College has three staff offices, a meeting room, and a student
resource room with computers. Currently, there is no dedicated honors space at the North Central
campus. In order to ensure equal access to the Honors College to students at both campuses of Purdue
Northwest, it is essential that honors should have a “home” at North Central as well as at Calumet. The
National Collegiate Honors Council defines campus space as a requirement of a fully developed honors
program:
The program is located in suitable, preferably prominent, quarters on campus that
provide both access for the students and a focal point for honors activity. Those
accommodations include space for honors administrative, faculty, and support staff
functions as appropriate. They may include space for an honors lounge, library, reading
rooms, and computer facilities.
At each campus, the honors space will provide offices for staff, who will be available for student advising
and consultation during business hours. In the honors space, students will be able to study and
collaborate with each other as well, greatly enhancing the sense of community that is a core value of the
PUC Honors College and the PNC Honors Program.
Budget
One crucial component of Honors College budgeting involves student scholarships. Currently, a
significant discrepancy exists in this respect. All new PUC Honors College students receive scholarships in
the amount of $2500/year, renewable annually as long as the criteria continue to be met. At PNC, 10
incoming freshmen from certain high schools may receive a renewable $1000 scholarship. Plans are
already underway to identify funding from the joint scholarship pool that will enable all students
admitted to the PNW Honors College to receive the more significant scholarship, which is needed in
order to meet the strategic goal of helping the university continue its positive trajectory of admitting
academically strong students.
Otherwise, an appropriate recurring budget will be needed for the Honors College to operate and fulfill
its mission. At this point in time, the goal is to expand the PUC budget ($411,000 annually as of 2018) by
approximately 50% in order to have resources for personnel, supplies and expense, marketing and
recruiting, instruction and faculty development, undergraduate research initiatives, education abroad,
and student leadership programming. This will be a separate budget from the one housing the regular
scholarships.
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Advancement
The existence of an Honors College at PNW presents a unique opportunity for the new university to
develop strategic partnerships and ultimately secure resources that will benefit the students in the
college and the entire university. Because of its broad-based mission and inclusivity of students from all
degree programs,
Specifically, the dean will work with the Office of Advancement to pursue and maintain relationships
with appropriate corporations, local governments, honors alumni, parents of Honors College students,
and other friends of the university. The college will institute an annual fund drive, an alumni board, and
an external advisory board that will provide feedback, logistical support, advocacy, and various
curricular and co-curricular opportunities for students in the college. Among the prospective programs
and activities toward which gifts may be targeted are undergraduate research, student travel,
scholarships, a faculty institute for instructors of Honors courses, a named professorship, and even a
college naming gift (which would require a significant endowment).
Curriculum
According to the National Collegiate Honors Council, honors coursework should be 20-25% of a
student’s total undergraduate coursework and should include an honors capstone or thesis. The PUC
Honors College has met this goal and established honors plans of study in all degree programs. The PUC
honors curriculum for incoming freshmen includes an honors course in each of the student’s first three
semesters, a “stacked” course where a student in a regular course pursues an extra enrichment project,
a thesis, a special topics course, and a capstone course. Additional opportunities for completing the
curriculum include mentored courses in Honors Leadership, Honors Mentoring, and Honors Teaching.
The PNC Honors Program currently requires only 12 hours of honors coursework, or 10% of a students’
total coursework. PNC offers one honors-only course, GS19100, though that course is not accepted by
all majors and it is not anticipated that this course will continue in its current form after unification.
We anticipate that the PNW Honors College will follow the PUC Honors College’s curriculum, and that
most successful pieces of the honors GS19100 curriculum will be incorporated into the Honors freshman
cohort curriculum at PNW. The process of bringing PNC’s Honors Program into alignment with PUC’s
began in 2014, when PNC adopted PUC’s stacked course system. As degree programs unify, honors staff
must work with faculty to ensure that honors plans of study are available for all degree programs on
both campuses. The hope is that much of this work will need be carried out during the 2015-16
academic year. Because there will inevitably be a period after official unification before degree
programs are unified, it will be necessary to establish different honors curriculum tracks—one for PNC
programs and one for unified or PUC programs—so that all students can complete the honors
requirements even if they are not in a unified degree program. For example, PNC students may need to
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have more stacked courses where it is not possible to build the full honors curriculum into degree
programs. These tracks must be established during 2015-16 so that access to the Honors College can be
established for students in as many degree programs as possible when PNW opens in Fall 2016.
Regardless of the actual timeline for alignment of the curriculum, all students admitted for Fall 2016 will
be Honors College students in good standing and, by following the curriculum in place at the time of
matriculation, will graduate from the PNW Honors College.
PUC currently offers a number of honors-only courses, and in the spirit of equal access, it is crucial that
similar opportunities are available for students who take courses primarily at the North Central campus.
Whenever possible, sections of required honors-only courses (HON 100 and 400 and special topics
courses) should be available to students on both campuses. It is a particular priority that the sequence
of first-year honors courses are available on both campuses, since those courses are crucial to
developing an honors community and engaging students in honors. Where it is not possible—due to
enrollment or staffing—to offer honors-only sections on both campuses, technology may make it
possible to offer one course to students located at both campuses, without making a course entirely
online. During 2015-16, it will be important to plan to make sufficient honors-only courses, especially
the freshman sequence, available to students at both campuses.
Because of the substantially different curriculum requirements of the PUC Honors College and the PNC
Honors Program, it will be important to establish a plan to grandfather current PNC students into the
PNW Honors College curriculum, especially where it is not feasible for current honors students to meet
Honors College curriculum requirements before graduation.
Concurrent enrollment poses challenges for honors curriculum requirements. As the number of honors
students who already have credit in first-year composition and communication by the time they enter
college continues to increase, it is important that the Honors College figure out how to ensure that
incoming students with concurrent enrollment credit can participate fully in the honors curriculum
without repeating courses they completed through concurrent enrollment in high school. Toward this
end, the Honors College may need to work out honors plans of study specifically for students with
concurrent enrollment credit.
Campus engagement
Both the PUC Honors College and the PNC Honors Program have a record of campus engagement. At
PUC, the Honors College helps to coordinate the Science Olympiad and Student Research Day. At PNC,
the Honors Program has been particularly dedicated to promoting research on campus by hosting
lectures by faculty and visiting researchers as well as a student-faculty research expo. The PNW Honors
College will continue this work. The Honors College can contribute to the effort to create a unified
culture at PNW through its campus engagement—by, for instance, uniting the various research days
held on both campuses into a series of connected events accessible to both campus communities.
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Co-curricular activities and student engagement
Both the PUC Honors College and the PNC Honors Program build community and create extracurricular
learning experiences for students with activities outside of the classroom. Unifying these activities will
create more opportunities for students on both campuses.
Each campus has a student governance structure, including officers and committees. PNC’s governance
structure was developed to closely follow PUC’s structure, with a few modifications. We anticipate
merging these structures while ensuring that students at both campuses are equally involved in student
governance. We plan to hold a series of retreats for student leaders at both campuses during 2015-16,
where they will develop a unified governance structure for the college. One issue with such efforts is
that currently the students in the two programs do not know each other. During 2015-16, we hope to
hold a series of events to create community between the campuses. We also plan to identify several
student ambassadors to help facilitate this process.
Both campuses have requirements for extracurricular engagement. PNC is moving to a points system
similar to PUC’s in 2015-16. Student leaders will work with the dean and director during 2015-16 to
establish a unified set of requirements that take the most effective aspects of each campus’s current
system.
Recruiting
During the 2015-16 academic year, recruitment efforts may still need to be tied to PNC and PUC. We
anticipate a letter discussing the plans for PNW to accompany marketing materials for both campuses.
In order to be able to effectively recruit students for 2016 and 2017, it will be important to have clear
admission standards, curriculum requirements, and scholarship opportunities.
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Institutional Effectiveness
Unification Committee
Final Report
Date:
Topic/Program:
Chair/Co-Chairs:
Members:
Monthly Progress Reports. Draft of Structure due January 2015
Institutional Effectiveness
Paul Hecht and Lin Zhao
Purdue University North Central
Paul Hecht, co-chair
Associate Professor of English
Vivian Ott, Assistant Professor of Nursing
Cindy Roberts, Dean, College of Business
Joe Ward, Institutional Research Specialist
Purdue University Calumet
Lin Zhao, co-chair
Associate Professor of MIS
Neil Nemeth, Associate Professor Communications
Cathy Murphy, Department Head Math, Computer Science & Statistics
Ron Corthell, Dean, College of Liberal Arts and Social Sciences
Gillian Leonard, Director of Institutional Research & Assessment
Charge:
Develop recommendations for possible structure (this might include Center for Teaching, Learning
and Technology, accreditation oversight, and Institutional Research as well as job description for
leader of this Office of Institutional Effectiveness).
Determine how we organize and integrate assessment processes on the two campuses. Assessment
plan has focus on program review, general education and experiential learning assessment, and
course evaluations.
“Explain the institution’s current efforts to assess student learning and what efforts will be
undertaken subsequent to the transition to ensure continuity or improvement of these efforts.
(HLC Application, Institutional Statement #12)
Progress Report:
Click here to enter text.
Tasks: (What are your committee’s tasks?)
Click here to enter text.
Final Recommendations:
Pending Issues: (Does your committee need any additional help or information?)
Click here to enter text.
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APPENDIX B
ICHE Persistence Grant: Data Sources
Fall 2013 Data:
First Generation, Low-income, and Hours Worked off Campus
Purdue Calumet and Purdue North Central
First-generation students compared
to the total undergraduate
population
Purdue Data Digest, 2013-2014
Percent of Undergraduate and
Graduate Commuting Students
(Purdue Calumet Office Institutional
Research {Fall 2014})
Percent of Undergraduate students
who are low income (Title IV eligible
students receiving PELL grant,
SEOG, Work Study)
(2013 Title III eligibility applications;
For information on applications,
contact Offices of institutional
Research – Purdue Calumet and
Purdue North Central)
Percent of freshmen and seniors
working more than 20 hours/week
off campus
(National Survey of Student
Engagement student-reported
characteristics 2010; For
information on NSEE results, contact
– Purdue Calumet and Purdue North
Central)
Purdue Calumet
Purdue North Central
66%
64%
92%
100%
45%
55%
38% freshmen
37% seniors
43% Freshman
58% Seniors
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