DRAFT
CHANGE OF CONTROL, STRUCTURE, OR ORGANIZATION:
COMMISSION PROCEDURE 1
DRAFT Updated April 16, 2015
Will be updated periodically
Deadline for Submission to the Higher Learning Commission: August 1, 2015
Peggy Gerard, Karen Schmid, Beth Pellicciotti, Robert Ennis, Michael Lynn, and Paul Hecht
INTRODUCTION
This document provides an overview of the review process and a list of required materials for a
Change of Control, Structure or Organization (hereinafter, “Change of Control”). Institutions
contemplating a Change of Control should consult Commission Policy INST.A.20.040: Change of
Control, Structure, or Organization available in Commission Policies on the Commission Web site,
ncahlc.org, and should contact the staff liaison as early in the process as possible. Candid and timely
communication between the Commission and the institution will facilitate the review process.
Policy Background
Commission policy on Change of Control, Structure or Organization, revised in June 2009 and in
February 2010, makes clear that Commission oversight extends beyond transactions such as merger
or sale to transactions that change, or have the potential to change, the control of an institution or its
fundamental structure and organization. The policy also stipulates that only the Board of Trustees can
take action on a Change of Control request; Commission staff and peer reviewers provide information
to the Board for review. See Policies INST.B.20.040 and INST.F.20.070 for the complete policy,
including a more comprehensive list of transactions that this policy affects.
Institutional Eligibility for Change of Control
1
See Change of Organization Information. Higher Learning Commission. 2014. pp 1-2.
https://www.ncahlc.org/Monitoring/institutionalchange.html?highlight=WyJzdHJ1Y3R1cmUiLCJvcmdhbml6YXRpb24iLCJjaGFuZ2UiLCJvZiIsImNvbnRyb2wiLCJjaGFuZ2Ugb2
YiLCJjaGFuZ2Ugb2YgY29udHJvbCIsIm9mIGNvbnRyb2wiXQ==
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Approval of any proposed Change of Organization is at the discretion of the Board of Trustees of the
Higher Learning Commission. An institution must file an appropriate application, as described in this
document. The Board will determine whether the proposed Change of Organization meets the
requirements of the Commission. The Board may consider a Change of Organization for an institution
under Commission sanction or Show-Cause only when there is substantial evidence that the
proposed transaction will help the institution resolve all the issues that led to the sanction or the
Show-Cause order. The Board will not consider a Change of Organization for an institution that has
had its Commission accreditation withdrawn, even if that action is not yet a final decision, or where
the institution has been notified of the Board’s intent to withdraw accreditation. An institution that has
had its accreditation withdrawn or that has been placed on sanction or Show-Cause by another
recognized accreditor will not be considered for inclusion as a component of an institution accredited
by the Commission.
Approval Factors
The Board will review a Change of Organization against the approval factors outlined in Commission
policy:
1) Extension of the mission, educational programs, student body and faculty that were in place
when the Commission last conducted an on-site evaluation of the affiliated institution;
2) The ongoing continuation and maintenance of the institution historically affiliated with the
Commission with regard to its mission, objectives, outreach, scope, structure, and related
factors;
3) Substantial likelihood that the institution, including the revised governance and management
structure of the institution, will continue to meet the Commission’s Eligibility Requirements,
Assumed Practices, and Criteria for Accreditation;
4) Sufficiency of financial support for the transaction; and
5) Previous experience in higher education, qualifications, and resources of new owners, Board
members or other individuals who play a key role in the institution or related entities
subsequent to the transaction.
If the Board determines in its sole discretion that the institution or the transaction fails to meet any of
the approval factors, the Board will not approve the proposed Change of Control.
PROCESS OVERVIEW
Process Timeline
When an institution considers a Change of Organization, it should initiate a conversation with its
Commission staff liaison as soon as possible. Because the Change of Organization policy requires
that the Board of Trustees review and act on these requests, the deadline for a Change of
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Organization application is based on the Board of Trustees meeting schedule. An institution seeking a
Change of Organization should submit its application no later than six months prior to the Board
meeting at which it wishes the Board to review the proposed change.
The dates below are for planning purposes. They may be revised due to HLC changes or for other
reasons.
Deadline for Change of Organization Applications
Board Meeting
August 1 (of the previous year)
February
December 1 (of the previous year)
June
May 1
November
Submission of a Change of Organization application by the deadline for a particular meeting does not
guarantee that the application will be reviewed at that meeting. The Commission staff liaison will
notify the institution of the review process and timeline.
Step One: Initial Interaction Review by Staff (July 14, 2014)
An institution should begin the process by requesting an Initial Interaction Review by staff.
Commission staff will review any available relevant documents, such as Contract of Sale or Letter of
Intent, to determine if the change being contemplated requires formal approval under this policy. The
Initial Interaction Review will give Commission staff the necessary context to plan for further review.
Step Two: Application Submission (August 1, 2015)
The application should be received by the deadlines provided for Board review at a particular meeting
(again, note that submission by the stated deadline does not guarantee review at the next Board
meeting). The required list of materials is below. These documents should be in final form and signed
by the appropriate parties. The buyer or other parties should contribute to those portions of the
document that discuss the institution after the closing. Commission staff will review these materials
and, as needed, may request revisions or additional information to better assess the projected impact
of the change. All institutional materials must be submitted electronically. Commission staff will
provide specific instructions for submission during the Initial Interaction Review or upon request.
The burden is on the institution to prepare and submit a thorough application that contains all
documents relevant to explaining the transaction and the effect on the accredited institution.
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In some cases, the institution may need to submit documents not listed herein to establish that the
proposed Change of Organization meets the Commission’s approval factors. It is the institution’s
responsibility to determine what additional documents in its initial filing and in any subsequent filings
will make that showing.
Step Three: Fact-Finding Review
(HLC dependent: August – February, 2016)
Commission staff may determine that the complexity of the transaction necessitates additional review.
A Fact-Finding Review can take a variety of forms, and some transactions may require a combination
of these forms:
 A two-day campus visit that includes Commission staff and peer reviewers;
 A meeting in the Commission office with institutional leadership and proposed buyers,
investors or other relevant parties;
 A desk review of the Change of Organization application by an external expert, such as a
transactional attorney.
Reviewers will provide a report to staff and the Board, but will not make a formal recommendation to
staff or the Board. The Fact-Finding Report, if applicable, will be embedded in the staff report.
Step Four: Staff Report (HLC dependent: August – November, 2015)
Commission staff will prepare a staff report that may contain a recommendation regarding the
extension of accredited or candidate status of the institution subsequent to the proposed transaction.
Commission staff will provide the Board of Trustees and the institution a copy of the staff report as
well as the Fact-Finding Report, if applicable.
Step Five: Institutional Response (14 days after Staff Report:
August – November, 2015)
The institution will have fourteen (14) calendar days to respond to the staff report. In this response,
the institution should address any concerns that staff raise in the report. The response will be shared
with the Board prior to the meeting at which it will review the proposed change.
Step Six: Board Decision (February, 2016)
The Board will consider the approval factors listed above in determining whether to approve the
Change of Organization. Again, if it is determined that the proposed transaction does not meet one or
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more of the approval factors, the Board will not approve the Change of Organization.
The Board has several options available to it upon review of the proposed transaction, including, but
not limited to, the following:
 Approve the proposed Change of Organization with or without conditions, such as limitations
on new educational programs, student enrollment growth, development of new campuses or
additional locations;
 Defer consideration of the proposed transaction until the next scheduled Board meeting
pending receipt of additional information or action by a third party;
 Require additional review through the Eligibility Process or a Fact-Finding Review regarding
whether the proposed Change of Organization constitutes the creation of a new institution
such that the Board requires the institution to undergo a period of time in candidacy or an initial
status evaluation;
 Deny the proposed Change of Organization.
The Commission staff will communicate the Board of Trustees decision to the institution and the U.S.
Department of Education through an official action letter subsequent to the Board meeting. The Board
action will also be included in the list of Board actions available on the Commission Web site. In those
circumstances where the proposed transaction is highly publicized, the Commission may at its
discretion post a Public Disclosure Notice on the Commission Web site.
 In the event of approval or approval with conditions: See Steps Seven and Eight.
 In the event of additional review by the Eligibility Process or a Fact-Finding Review: The Board
will set forth the purpose and timeline for this review, and the results of the additional review
will be available to the Board at its next meeting. If the Board determines that the transaction
forms a new institution requiring a period of time in Candidacy, then the institution will have the
opportunity to appeal the Change of Organization Candidacy as described in Policy
INST.D.90.010 Appeals.
 In the event of deferral: The Board will outline the specific information it requires and will set a
timeline for the submission of that information and the Board review of the Change of
Organization.
 In the event of denial: Denial of a Change of Organization is not appealable. An institution
denied a Change of Organization may resubmit its request for approval. However, it will be
treated as a new request, subject to the same processes and fees as the previous review.
Commission staff will provide a timetable for consideration of the new application at the time of
submission.
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If the Board denies the Change of Organization, nothing in the Board’s action prevents the institution
from proceeding with the transaction for reasons it determines to be appropriate. The Board’s action
denies the extension of accreditation after the closing of the transaction, however. Should the
transaction close without the prior approval of the Board, Commission policy allows the Board to
withdraw the accreditation of the institution. The Board would do so in a separate meeting (as
provided for in the Commission Bylaws) and in a separate action from the Change of Organization
denial. Withdrawal of accreditation is an appealable action under Commission Policy
INST.D.90.010 Appeals.
Step Seven: Institutional Acknowledgement and Transaction Closing (February, 2016)
If the Board approves the transaction (with or without conditions), the institution and other parties
involved in the transaction have fourteen (14) calendar days after receipt of the Board action letter to
indicate in writing that they accept the approval and any conditions. If the institution and other parties
do not respond in writing to accept or decline the approval and any conditions, the Board may
immediately act to rescind approval. That action may be taken through a regularly scheduled or
special meeting of the Board as provided for in the Commission Bylaws. The Board’s action may
designate an effective date of approval of a change of Organization, structure or organization
provided that such effective date will be not later than 30 days from the date of the action.
The institution must also notify the Commission in writing when the transaction is closed.
Step Eight: Subsequent Evaluation
(Focused Visit by August 2016 and Comprehensive Visit by August 2021)
The Commission will conduct a focused visit or other evaluation visit to the institution within six
months of the close of the transaction. Additionally, the next comprehensive evaluation will take place
no more than five years after the close of the transaction. These visits will verify that the institution,
subsequent to the change, continues to meet the Commission’s Criteria for Accreditation and
Eligibility Requirements and that it is meeting commitments it made to the Commission as part of the
recommendation and approval process.
The visiting team may recommend that the institution be continued in status as a Candidate for
Accreditation if it appears that the institution has changed significantly such that it no longer meets
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the Criteria for Accreditation but does meet the Eligibility Requirements.
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
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 returning 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-builidng, 167-acre campus is
located in the Northwest Indiana city of Hammond, 25 miles southeast of downtown Chicago. Purdue
Calumet offers 50 baccalaureate and master’s degrees in dozens of fields of study for more than
9,500 students.
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 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
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Central also has two buildings located in Porter County, where undergraduate courses and the
Saturday MBA are offered.
The Purdue System is governed by its Board of Trustees. The Board is made up of ten members,
including a student member. 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. Unification will give students more programmatic choices,
and faculty will have additional research possibilities, including more colleagues for collaboration. By
combining resources, programs can be developed or strengthened such as Honors and a Center for
Teaching, Learning and Technology. 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 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.
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-regarded
Purdue degree in more than 50 programs – baccalaureate, graduate and doctorate levels. 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 positions
that serve both institutions until unification is complete.
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
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Northwest. The governance structure for Purdue University Northwest will remain essentially the
same.
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 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, SEC filings and pre-acquisition packet (as this is not a change of
ownership application, according to the USDE). 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.
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There are no new Corporate Bylaws, Operating Agreement (LLC), Partnership or Joint Venture
Agreement, etc. arising out of the proposed transaction.
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 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.
Letter to HLC for Purdue North Central and Purdue University Calumet (PDF) 2
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.
Link to current budget:--added 3
Link to current financial report for the period ending June 30 2014, including audit: 4
Link to the last published form 990: 5
2
3
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/Letter-to-HLC-for-Purdue-NC-and-PUC.pdf
http://www.purdue.edu/business/budgetfp/pdf/2014-15BOT%20Report.pdf
4
http://www.purdue.edu/business/account/pdf/Annual%20Financial%20Report.pdf
5
http://www.purdue.edu/business/account/pdf/990T_2012-2013.pdf
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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.
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Key Administrators Currently in Place
PURDUE UNIVERSITY CALUMET
Position:
Personnel:
Chancellor
Vice Chancellor Academic Affairs and
Provost
Vice Chancellor Enrollment Management and
Student Affairs
Vice Chancellor Information Services
Vice Chancellor Institutional Advancement
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
Thomas L. Keon, Ph.D.
Peggy Gerard, Ph.D.
PURDUE NORTH CENTRAL
6
7
Link to Organizational Chart (PDF) 6
Carmen Panlilio. Ph.D.
Sarah Howard, Ed.D.
Regina Biddings-Muro, M.A.
Stephen 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.
Link to Organizational Chart (PDF) 7
Position
Personnel
Chancellor
Vice Chancellor Academic Affairs and
Provost
Vice Chancellor Enrollment Management and
Student Affairs
Vice Chancellor Information Services
Vice Chancellor Marketing and Campus
Relations
Vice Chancellor Finance & Administration
Services
Dean, College of Business
Dean, College of Engineering and
Technology
Dean, College of Liberal Arts
Dean, College of Science
James B. Dworkin, Ph.D.
Karen L. Schmid, Ph.D.
Paul M. McGuinness, M.A.
Sarah Howard, Ed.D.
Judith N. Jacobi, M.P.H.
Stephen Turner, M.B.A.
Cynthia Roberts, Ph.D.
Thomas F. Brady, Ph.D.
S. Rex Morrow, Ed.D.
Kenneth (Chris) Holford, Ph.D.
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/Purdue-University-Calumet-Organizational-Charts.pdf
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/PNC-Top-Level-Administration-Chart.pdf
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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. The Board is made
up of ten members, including a student member. Three members of the Board are selected by the
Purdue Alumni Association, one of whom must be a graduate of the College of Agriculture. The
governor appoints the remaining seven members of the Board, including a 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
Board of Trustee Profiles 8
Information regarding the President of the Purdue University System
Mitchell E. Daniels, Jr. was unanimously selected by the Purdue 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.
He was elected as the 49th governor of Indiana in 2004, in his first bid for any elected office. He was
re-elected in 2008 to a second and final term, receiving more votes than any candidate for any public
office in the state's history.
8
http://www.purdue.edu/bot/index.html
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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.
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 by the context within Indiana and the Purdue 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:
Policy on Regional Campus Roles and Missions 2013 Revision (PDF)
9
Reaching Higher Achieving More (PDF) 10
A Draft Purdue University System Plan was completed in 2013, which includes the following mission:
9
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/Policy-on-Reg-Campus-Roles-and-Missions-2013Revision.pdf
10
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/Reaching-Higher-Achieving-More-ICHE.pdf
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“The Purdue System encompasses the historic aims of a Land-Grant institution: to provide highquality 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 committed to
maintaining the high value of all Purdue degrees and to collaboratively increase access to the
broad spectrum of educational opportunities.”
Draft of Purdue University System Mission Statement and Operating Principles (PDF) 11
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.
During this first year of unification (2014-2015), a new mission has been 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
following map of the Northwest Indiana region and areas of Illinois and Michigan illustrates this
greater geographic reach:
Link to Map 12
The new mission was created with input from students, staff, and faculty on both campuses and with
input from members of the community. The new mission statement of Purdue Northwest clearly
incorporates ideas from the previous missions while pushing the new, larger institution into a stronger
11
12
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/Purdue-System-Mission-and-Operating-Principles.pdf
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2014/09/combined-enrollment-profile-map.pdf
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position within Northwest Indiana. As such, the current and planned academic programs, support for
student success, and enrollment goals are all encapsulated within the mission and vision statements:
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 newly crafted 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.
Fall 2014
PNC and PUC Program Listings by CIP Code
PNC
PUC
Associate's
15.03
15.08
52.02
52.99
-
Electrical Engineering Technologies/Technicians
Mechanical Engineering Related Technologies/Technicians
Business Administration, Management and Operations
Business, Management, Marketing, and Related Support Services, Other
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


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PNC and PUC Program Listings by CIP Code
Fall 2014
PNC
PUC






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
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
- 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
- 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
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PNC
PUC
*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 - Communication and Media Studies

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17
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PNC and PUC Program Listings by CIP Code
Fall 2014
PNC
PUC
Bachelor's
11.07
11.08
13.01
14.01
15.15
19.07
23.01
26.01
27.01
51.38
52.02
52.03
54.01
-
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
Business Administration, Management and Operations
Accounting and Related Services
History














Fall 2014
PNC and PUC Program Listings by CIP Code
PNC
PUC
Doctorate
51.3818 - Nursing Practice

Fall 2014
PNC and PUC Program Listings by CIP Code
PNC
PUC






Other Programs
Certificates
Degree-seeking (Pre/ Prep, Undecided, Undeclared, Transfer, Licensure, etc.)
Non-degree
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 both campuses has been formed to
study differences and similarities in general education requirements. At the present time, a joint
general education curriculum is moving through both Faculty Senates (include update using General
Education Committee recommendations).
A moratorium on new programs in general has been agreed to unless the degree proposal is joint.
New programs in development include baccalaureates in Criminal Justice and in Instructional
Technology, a professional Master’s in Science, and a Master’s in Leadership. Also in development
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are eight certification programs designed for dual credit instructors, which will provide graduate
credits in the discipline. 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.
All of the discussions concerning academic programs have been framed by the principle from both
vice chancellors for academic affairs that current students on either campus would not be required to
drive between campuses to complete their programs of study. 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 faculty have engaged in articulation discussions
with their colleagues from like departments to ease the ability of students to move easily between
courses and programs.
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 to new faculty on one campus or the other or in special
instances the possibility of working on both campuses.
Year Five: Program Alignment: Within the next five years, academic departments plan to align and
unify academic programs within a new academic structure; and for those programs with specialized
accreditation, department heads seek to align accreditation cycles while addressing all specific
accreditation standards. As part of this ongoing process of alignment, faculty members from like
programs and departments are discussing “articulation” of courses, and deans from both campuses
meet on a regular basis. (Add chart showing program-specific accreditation cycles and accreditation
guidelines and timelines concerning mergers).
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
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geographic locations. However, the key approval steps in the curricular process overall will remain
and will 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.
The following table describes unification committees which were created in Year One and the
charges given to these committees by the Vice Chancellors for Academic Affairs. All of these
committees are focusing on planning learning and support services. While initial reports from the
majority of these committees are 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 teaching, scholarship,
and service.
Faculty Honor and Awards
Freshmen Experience Program
Create plan for organizational framework for
freshmen experience courses.
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
AAC&U.
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Committee Name (Year One)
Charge
Grade Appeal Policy and System
Recommend consolidated grade appeals policy
and system.
Graduate Program
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).
Honors Program/Honors College
Institutional Effectiveness
Charge (part two): 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.
New Faculty Orientation
Committee and charge being formed.
(Extensive addition to this section will be made once committee reports have been filed in May 2015).
3. 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
PNC
PUC
Certificate
15.15 - Engineering-Related Fields

23.01 - English Language and Literature, General

52.02 - Business Administration, Management and Operations
PNC and PUC Online Programs by CIP Code

PNC
PUC
Associate
52.99 - Business, Management, Marketing, and Related Support Services, Other
DRAFT

21
DRAFT
PNC and PUC Online Programs by CIP Code
PNC
PUC
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
PNC
PUC
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
PNC
PUC
Doctorate
51.3818 - Nursing Practice

The faculty capacity for teaching any variation of “online” exists on both campuses to ensure the
flexibility of this type of delivery modes. Both campuses have high quality faculty development
progress which support faculty members in their design or redesign of courses in an online delivery
model or via 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. Future assessment of students’ preferences in
course and program selection will guide the unified institution in the future.
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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, on-line,
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.
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 MS in Technology. The third online program, the Doctorate of
Nursing Practice, is active in 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’ 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.
Enrollment for the two intentionally online programs at Purdue Calumet is 1264 students in the RN to
BS in Nursing and 29 students in the MS in Technology for Fall 2014.
Fall 2014
PNC and PUC Fall 2014 Enrollment by CIP Code
PNC
PUC
Associate's
15.03
15.08
52.02
52.99
-
Electrical Engineering Technologies/Technicians
Mechanical Engineering Related Technologies/Technicians
Business Administration, Management and Operations
Business, Management, Marketing, and Related Support Services, Other
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31
14
28
2
23
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Fall 2014
PNC and PUC Fall 2014 Enrollment by CIP Code
PNC
PUC
74
282
77
127
119
240
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
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
-
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
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
**Includes 1,264 Students enrolled in the Online Only program
DRAFT
150
184
14
52
79
77
120
94
71
126
141
3
91
51
129
243
110
113
75
3
174
103
41
221
115
4
159
47
62
205
100
13
11
36
26
238
120
166
34
278
90
13
1600**
165
380
228
231
66
49
464
22
91
24
DRAFT
PNC and PUC Fall 2014 Enrollment by CIP Code
Fall 2014
PNC
PUC
Master's
09.01
11.07
11.08
13.01
14.01
15.15
19.07
23.01
26.01
27.01
51.38
52.02
52.03
54.01
-
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
Business Administration, Management and Operations
Accounting and Related Services
History
35
36
39
3
192
110
143***
37
24
26
12
140
169
50
10
***Includes 29 Students enrolled in the Online Only program
Fall 2014
PNC and PUC Fall 2014 Enrollment by CIP Code
PNC
PUC
Other Programs
Certificates
Degree-seeking (Pre/ Prep, Undecided, Undeclared, Transfer, Licensure, etc.)
Non-degree**
3
639
21
28
1389
325
** ESL programs changed from Degree-seeking to Non-degree Fall 2014 at PUC
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.
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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.
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.
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). “Graduate” education is one area which has been a focal point for Purdue Calumet
expansion in the last ten years, and serves as a possible expansion for Purdue North Central.
“Welcoming” is an important word choice, as 66% of students at Purdue Calumet and 67% of
students at Purdue North Central are first-generation college students who need extra guidance in
learning the system and being successful.
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.
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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 services, schedule of classes, academic catalog,
student records and degree audits. The consolidation of computing will also involve a Request for
Information (RFI) for the purchase of a Customer Relation Management System (CRM), integration of
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 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-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
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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 multi-county 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 is 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 2014, 67% of the first time in college freshmen at Purdue Calumet enrolled in 15 credit
hours compared to 27% in the Fall 2012, Purdue Calumet continues support for on-campus
employment (100 supplemental instructors and tutors 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
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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, strategic/tactical recruitment under a unified identity
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.
Link to Purdue Calumet Projection Tables (PDF) 13
Link to Purdue North Central Projection Tables (PDF) 14
13
14
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/PUC-Projection-Tables-for-HLC-Draft.pdf
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/PNC-Projection-Tables-for-HLC-Draft.pdf
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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
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
15
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)
I.
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
15
http://www.unifynorthcentralcalumet.com/marketing-plan-overview/
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30
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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.
II.
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:
III.
•
FY 2017
$10,455,146
•
FY 2018
$ 9,427,080
•
FY 2019
$ 8,989,703
•
FY 2020
$ 8,718,394
•
FY 2021
$ 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
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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 system. Functions
centrally managed for the entire Purdue system, such as preparing the
consolidated financial reports and submitting state appropriation requests will
continue to be handled in this manner.
IV.
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
provide for the relocation of the College of Nursing and the Department of
Biological Sciences.
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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. The building addresses several crucial facilities and infrastructure
issues including relocation of programs and services currently housed in the one
of the oldest structures on campus. The new facility will include offices, research
and teaching labs for the Department of Biology, house the College of Nursing,
and include a testing research center.
North Central Campus
In May 2016 the new Student Services and Activities complex 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 Activities
complex will provide additional office space for anticipated growth in faculty, as
well as additional classrooms and labs.
V.
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 a single VIOP phone system.
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 system contributes a proportional share to licensing and
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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. In addition, computers for students are funded
through the technology fee. Technology needs for staff and support services are
funded through departmental budgets.
VI.
Other Equipment Needs
The unified institution will continually reassess the allocation of resources to
ensure the technology available used in classrooms and instructional labs is
meeting the needs of the students.
VII.
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 System, each has a
separate instance of the student information system, Banner. In January 2015,
chancellors from both campuses created an eighteen-month project during which
functional users in enrollment services 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, 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,
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Blackboard; and both have hosted pilots through which courses have been merged
virtually within this Blackboard 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 on-line 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 on-line. 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 by July 1, 2016, so that students attending the two campuses will pay
the same amount in fees.
Year Five Source of Funds: Joint appointments of administrative positions since the
announced of unification have produced over one-half million dollars in recurring
savings as of January 31, 2015. Another $400,000 in non-recurring savings has been
realized as of that date. In the announcement of unification by the Purdue Board of
Trustees (Purdue University Calumet Release. February 26, 2014), this savings and
subsequent savings are to be reinvested in new faculty and academic programs 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
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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.
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 have been 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 2015, more than 100 faculty, staff, and
students from both campuses are meeting 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.
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Draft Purdue Northwest Strategic Goals/Areas of Focus
--Student Success and Academic Excellence
--Collaboration, Communications, and Inclusivity
--Community and Business Partnerships/Involvement
--Learning through Engagement and Discovery
--Student Success and Academic Excellence
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 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
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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 appointment have been made for the following positions:
Vice Chancellor of Information Services
Vice Chancellor of Finance and Administrative Services
Associate Vice Chancellor of Finance and Business Services
Associate Vice Chancellor of Human Resources
Director of Career Development and Services
Associate Vice Chancellor of Enrollment Management and Student Affairs
Director of Space Management, Planning and Design
Facilities Projects Assistant
Director of Facilities Management
Director of Facilities Operations
Associate Vice Chancellor of Facilities and Capital Projects
Director of Sponsored Programs
Associate Vice Chancellor of Sponsored Program and Graduate Studies
Director of Graduate Studies
Academic structure is in discussion and under serious review by both faculty senates,
by the faculty at large, and eventually by the Joint Senior Leadership Team
(Chancellors and those directly reporting to them).
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
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University is well-versed in both public policy and state-level leadership (having served
as governor for two terms), and the Purdue Board of Trustees has Purdue alumni,
business owners and executives, and a student trustee.
11. Describe the number of faculty members in each department (see files below),
1) a summary of their qualifications (insert college catalogs’ listings),
2) the nature of their employment relationship (tenured, union, etc.) at the
institutions (see files below)
Calumet Employee Report for HLC 16
PNC Employee Report for HLC 17
3) and plans in progress to terminate, retain, or supplement those faculty
members after the completion of the transaction. There are no plans in progress to
terminate or supplement those faculty members after the completion of the transaction.
The need to supplement faculty will be based on review of increases in program
enrollment over time.
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 policies. Specific employment documents are
under review for updating on both campuses. Unification of promotion and tenure
procedures will take place after the Purdue System promotion and tenure revisions are
16
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/Calumet-Employee-Report-for-HLCdata-effective-Aug-31-2014-report-run-March-31-2014.pdf
17
http://www.unifynorthcentralcalumet.com/wp-content/uploads/2015/04/PNC-Employee-Report-for-HLC-dataeff-Aug-31-2015-date-of-report-March-31-2015.pdf
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approved by the Board of Trustees, which is expected in May 2015. Possible impact of
unification on tenure has been incorporated in this revision, 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 18
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.
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.
18
http://www.purdue.edu/senate/docs/Academic%20Tenure_03112015.pdf
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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 VCAA 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 nonaccredited 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 the
department, appropriate dean, and vice chancellor for academic affairs. For nonaccredited programs at Purdue Calumet, a peer-based external visiting panel also
provides input.
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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, is moving a common core of
courses and course categories through both bodies, with plans to follow this with
common student learning outcomes and assessment procedures in line with state and
national standards.
The Institutional Effectiveness Committee has recommended a new structure for both
campuses which would include institutional research, accreditation and assessment
functions. The Freshmen Experience Committee and the Committee on Academic
Success are evaluating the effectiveness of the current freshmen experience offerings
(a general education requirement at Purdue Calumet); and the Experiential Learning
Committee is reviewing best practice models for experiential learning and the
assessment of experiential learning overall. More recently formed, the Committee on
the Center for Teaching, Learning and Technology is benchmarking 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.
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.)
This section will be posted later.
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?
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Any challenges raised during comprehensive visits have been addressed (links will be
added with reports and institutional responses). Purdue North Central’s last
reaffirmation of Accreditation was 2010-2011 and Purdue Calumet’s was 2014. Both
institutions have been accepted into the Open Pathway. Within this Change Application,
both institutions provide evidence of adherence to the new Commission Criteria for
accreditation and associated Assumed Practices.
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 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 and academic programs. To that end, both 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.
CHANGE OF ORGANIZATION AND TEACH-OUT
An institution that pursues a Change of Organization during a period of financial
exigency or other circumstances that could force the institution to close must submit a
Teach-Out Plan (See Institutional Teach-Out Arrangements Document) for Commission
approval with the Change of Organization packet. The Teach-Out Plan should address
what arrangements the institution would provide for students if the Change of
Organization were denied and the institution did not proceed with the transaction. The
Teach-Out should also address what arrangements the institution would provide for
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students if the Change of Organization were denied and the institution did proceed with
the transaction, risking withdrawal of accreditation.
ADDITIONAL INFORMATION
Fees for Change of Organization
The Commission assesses fees for Change of Organization requests. All fees must be
paid before the Board will review the proposed transactions. The fees for a Change of
Organization are listed in the Commission’s schedule of dues and fees posted on its
Web site. The fee schedule is revised annually; new fees are effective on September 1.
 The Initial Interaction fee is nonrefundable, even if the transaction does not
proceed or the Commission determines that it does not need to approve the
transaction.
 If the transaction proceeds and the Commission determines that the transaction
is a Change of Organization requiring Commission approval, then the
Commission will bill the Filing Fee upon the formal application filing.
 If the Commission incurs costs through the Fact-Finding Reviews or because of
additional fees charged by professionals retained by the Commission to assist
with the review, the Commission will bill the institution for those costs plus 15
percent.
QUESTIONS: Contact the Commission staff liaison or Legal and Governmental
Affairs with questions or concerns.
Check the Commission website for updates ncahlc.org
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