Valley City State University
Self-Study Report 2011
Prepared by the Faculty, Administration, Staff, and Students
Submitted to The Higher Learning Commission of the
North Central Association of Colleges and Schools
Table of Contents
Table of Contents
List of Illustrations .................................................................................................................vii
Table of Acronyms ................................................................................................................ viii
Chapter 1: Introduction .......................................................................................................... 1
Historical Overview ..................................................................................................................... 1
Primary Themes from the Last Report ....................................................................................... 1
Technology Emphasis ............................................................................................................. 1
Shared Administration ............................................................................................................ 2
Enrollment Challenges ............................................................................................................ 2
Legislative Changes ................................................................................................................ 2
Accreditation History ................................................................................................................... 3
The Self-Study Process ............................................................................................................... 3
The Self-Study Report Organization ........................................................................................... 4
Chapter 2: Building Momentum ............................................................................................. 5
The 2009 Flood: The Laptop Initiative Matures ....................................................................... 5
Administrative Changes Speed Strategic Initiatives .................................................................. 7
The President’s Office ............................................................................................................. 7
Changes in the Vice President Offices ................................................................................... 9
Program Development Builds Enrollment Growth .................................................................. 10
Relationships with Others .................................................................................................... 10
Campus Program Development .......................................................................................... 11
Masterplanning and Facility Upgrades................................................................................ 11
Chapter 3: Concerns from the 2002 Comprehensive Visit ....................................................13
Concern 1 ................................................................................................................................. 13
Concern 2 ................................................................................................................................. 14
Concern 3 ................................................................................................................................. 16
Concern 4 ................................................................................................................................. 17
Concern 5 ................................................................................................................................. 18
Chapter 4: Mission and Integrity ..........................................................................................20
The North Dakota University System Mission and Mandates ................................................ 20
Vision and Mission at Valley City State University .................................................................. 21
University Purposes and Core Values ..................................................................................... 21
Core Component 1a. The organization’s mission documents are clear and articulate
publicly the organization’s commitments. .............................................................................. 22
Evaluation of Core Component 1a ................................................................................. 23
Core Component 1b. In its mission documents, the organization recognizes the diversity of
its learners, other constituencies, and the greater society it serves. ................................... 24
Valley City State University ♦ HLC Self-Study Report 2011 ♦ i
Table of Contents
Evaluation of Core Component 1b ................................................................................. 25
Core Component 1c. Understanding of and support for the mission pervade the
organization. ............................................................................................................................ 26
Evaluation of Core Component 1c ................................................................................. 26
Core Component 1d. The organization’s governance and administrative structures promote
effective leadership and support collaborative processes that enable the organization to
fulfill its mission. ...................................................................................................................... 27
Administrative Structure ................................................................................................. 27
North Dakota University System Collaboration.............................................................. 28
Governance and Collaboration ....................................................................................... 29
Evaluation of Core Component 1d ................................................................................. 31
Core Component 1e. The organization upholds and protects its integrity. .......................... 31
Relating to Students ....................................................................................................... 32
Relating to Faculty .......................................................................................................... 36
Relating to Staff .............................................................................................................. 38
Relating to Safety ............................................................................................................ 38
Relating to Community ................................................................................................... 41
Evaluation of Core Component 1e ................................................................................. 43
Chapter 5: Preparing for the Future ........................................................................................... 45
Strategic Planning .................................................................................................................... 45
Core Component 2a. The organization realistically prepares for a future shaped by multiple
societal and economic trends. ................................................................................................ 47
Graduate Program .......................................................................................................... 47
Grant Funding Initiatives ................................................................................................ 50
STEM Education Funding and the Great Plains STEM Education Center ................. 51
Bush Foundation Valley Partnership .......................................................................... 51
Project Nexus: Institute of Museum and Library Services......................................... 52
Expanding the Undergraduate Education Enterprise .................................................... 53
Out-of-State Articulations ............................................................................................ 53
Agreements with North Dakota Colleges and Universities ........................................ 53
Additional Benchmark Accomplishments ...................................................................... 54
Evaluation of Core Component 2a ................................................................................. 55
Core Component 2b. The organization’s resource base supports its educational programs
and its plans for maintaining and strengthening their quality in the future. ............................ 56
Human Resources .......................................................................................................... 56
Faculty ......................................................................................................................... 57
Staff ............................................................................................................................. 59
Fiscal Resources ............................................................................................................. 60
Valley City State University ♦ HLC Self-Study Report 2011 ♦ ii
Table of Contents
Revenue Trends ......................................................................................................... 61
Expenditure Patterns ................................................................................................. 62
Budget and Accounting System................................................................................. 62
Physical Plant .................................................................................................................. 64
Changes Over the Past Decade ................................................................................. 64
Plans for the Future ................................................................................................... 65
The VCSU Foundation Office........................................................................................... 65
Achievements of the Foundation............................................................................... 66
Challenges Facing the Foundation ............................................................................ 66
Evaluation of Core Component 2b ................................................................................. 67
Core Component 2c. The organization’s ongoing evaluation and assessment processes
provide reliable evidence of institutional effectiveness that clearly informs strategies for
continuous improvement. ........................................................................................................... 67
Goal 1: Quality and Innovation ...................................................................................... 68
Teacher Education ...................................................................................................... 68
Business and Information Technology Program Revisions ....................................... 70
Chemistry Classroom and Program Assessment ....................................................... 71
Goal 2: Enrollment and Academic Success .................................................................. 72
Goal 3: Fiscal Strategies ................................................................................................ 73
Information Technology 2008 Budget Review........................................................... 73
Goal 4: Facility Support of VCSU’s Enrollment Initiatives, Program Development, and
Student Needs ................................................................................................................ 73
The 2009-2010 Master Plan...................................................................................... 73
Commitment.................................................................................................................... 74
Evaluation of Core Component 2c ................................................................................. 74
Core Component 2d: All levels of planning align with the organization’s mission, thereby
enhancing its capacity to fulfill that mission. ............................................................................. 75
Budget Process and Planning ........................................................................................ 76
Implementation of Planning ........................................................................................... 77
Flexibility for Reprioritization .......................................................................................... 77
Evaluation of Core Component 2d ................................................................................. 78
Chapter 6: Student Learning and Effective Teaching................................................................80
Building a Culture of Assessment ............................................................................................... 80
Core Component 3a. The organization’s goals for student learning outcomes are clearly
stated for each educational program and make effective assessment possible..................... 81
The University Abilities ..................................................................................................... 81
General Education........................................................................................................ 81
Undergraduate Portfolio Review .................................................................................. 82
Valley City State University ♦ HLC Self-Study Report 2011 ♦ iii
Table of Contents
Content-Knowledge Learning Outcomes......................................................................... 83
Graduate Program Core Values ....................................................................................... 83
Evaluation of Core Component 3a .................................................................................. 84
Core Component 3b. The organization values and supports effective teaching. .................... 85
Faculty Qualifications ....................................................................................................... 85
Graduate Faculty .......................................................................................................... 87
Adjunct Faculty ............................................................................................................. 87
Teaching Evaluation ......................................................................................................... 88
Student Course Evaluations ........................................................................................ 88
Tenure-Track Faculty Evaluation ................................................................................. 89
Post-Tenure Evaluations .............................................................................................. 89
Faculty Evaluation Policy Review Process ................................................................... 90
Professional Development and Pedagogical Support .................................................... 90
Professional Affiliations ............................................................................................... 91
Evaluation of Core Component 3b .................................................................................. 92
Core Component 3c. The organization creates effective learning environments. .................. 92
Enrollment Services ........................................................................................................ 93
Learning to Live Program................................................................................................ 93
Academic Advising .......................................................................................................... 94
Counseling Services ........................................................................................................ 95
Health Services ............................................................................................................... 95
Residential Life ............................................................................................................... 96
The Student Center & Student Activities........................................................................ 97
Intercultural Experiences and Study Abroad Opportunities .......................................... 97
Career Services ............................................................................................................... 98
Internships .................................................................................................................. 99
Prior Learning Assessment (PLA) ............................................................................... 99
Evaluation of Core Component 3c ............................................................................... 100
Core Component 3d. The organization’s learning resources support student learning and
effective teaching. ..................................................................................................................... 100
Allen Memorial Library .................................................................................................. 101
Facilities and Collections .......................................................................................... 102
History and Special Collections ................................................................................ 103
Effects of the 2009 Flood ......................................................................................... 103
Changes in Staffing Workflow................................................................................... 104
The Information Technology Center ............................................................................. 104
The Learning Center ..................................................................................................... 107
Valley City State University ♦ HLC Self-Study Report 2011 ♦ iv
Table of Contents
Student Academic Services .......................................................................................... 109
Evaluation of Core Component 3d ............................................................................... 109
Chapter 7: Acquisition, Discovery, and Application of Knowledge .......................................... 111
Core Component 4a: The organization demonstrates, through the action of its board,
administrators, students, faculty, and staff, that it values a life of learning. ......................... 111
Policies That Support Academic Freedom and Expression ......................................... 111
Financial and Planning Support for the Life of Learning ............................................. 112
Support for Faculty........................................................................................................ 113
Support for Students .................................................................................................... 115
Evaluation of Core Component 4a ............................................................................... 119
Core Component 4b: The organization demonstrates that acquisition of a breadth of
knowledge and skills and the exercise of intellectual inquiry are integral to its educational
programs. ................................................................................................................................... 119
General Education ........................................................................................................ 119
Undergraduate Academic Programs ............................................................................ 122
Advanced Degree Programs ......................................................................................... 123
Co-Curricular Activities: Contributions to Breadth of Knowledge and Abilities.......... 124
Evaluation of Core Component 4b ............................................................................... 124
Core Component 4c: The organization assesses the usefulness of its curricula to students
who will live and work in a global, diverse, and technological society. ................................... 125
Curricular Assessment .................................................................................................. 125
Connections with External Constituents ...................................................................... 127
Learning Outcomes ....................................................................................................... 129
The Curricula of Social Responsibility .......................................................................... 129
Evaluation of Core Component 4c ............................................................................... 130
Core Component 4d: The organization provides support to ensure that faculty, students, and
staff acquire, discover, and apply knowledge responsibly....................................................... 130
Policies that Support Responsible Scholarship ........................................................... 131
Academic Support Programs that Promote Responsible Use of Knowledge ............. 133
Evaluation of Core Component 4d ............................................................................... 134
Chapter 8: Engagement and Service..................................................................................... 136
Core Component 5a: The organization learns from the constituencies it serves and analyzes
its capacity to serve their needs and expectations. ................................................................. 136
Defining Commitments ................................................................................................. 136
Feedback and Communication .................................................................................... 137
Evaluation of Core Component 5a ............................................................................... 140
Core Component 5b: The organization has the capacity and the commitment to engage with
its identified constituencies and communities. ....................................................................... 141
Strategic Planning: Building on Areas of Strength ...................................................... 141
Valley City State University ♦ HLC Self-Study Report 2011 ♦ v
Table of Contents
Student Engagement with External Communities ....................................................... 142
University Engagement with the Community ............................................................... 143
Evaluation of Core Component 5b ............................................................................... 144
Core Component 5c: The organization demonstrates its responsiveness to those
constituencies who depend on it for service. ........................................................................... 145
Transfer Agreements and Collaborative Enrollment.................................................... 145
Articulations and Memorandums of Agreement .......................................................... 145
Evaluation of Core Component 5c ............................................................................... 147
Core Component 5d: Internal and external constituencies value the services the University
provides. ..................................................................................................................................... 148
Access to University Activities and Facilities ................................................................ 148
Community Support of the University........................................................................... 149
Accreditation Support of the University Programs ....................................................... 150
Evaluation of Core Component 5d ............................................................................... 151
Chapter 9: Federal Compliance………………………………………………………………………………………..152
Chapter 10: Substantive Change Request for Distance Delivery………………………………………..159
Valley City State University ♦ HLC Self-Study Report 2011 ♦ vi
List of Illustrations
List of Illustrations
Figure 2.1 Class Format by Credit Hour ...................................................................................... 6
Table 3.1 Enrollment Growth by Targeted Area......................................................................... 14
Figure 3.1 Total Net Assets ....................................................................................................... 15
Figure 3.2 Total Scholarships Awarded, 1993-2010 ............................................................... 16
Table 4.1 Census Data .............................................................................................................. 24
Table 4.2 Strategic Quality Planning ......................................................................................... 26
Figure 4.1 Administrative Organizational Structure at VCSU .................................................... 29
Table 5.5 Salary Increase in each Band over 10 years............................................................ 60
Table 5.6 Revenues by Source................................................................................................... 61
Table 5.7 Appropriations by the North Dakota Legislature...................................................... 62
Table 5.8 VCSU Expenses by Function ..................................................................................... 63
Table 5.9 University Response to Change ................................................................................ 79
Table 6.1: University Abilities and Skills ................................................................................... 81
Table 6.2: Full-time Tenured and Tenure-track Faculty by Degree Types ............................... 86
Figure 6.1 First Year Retention ................................................................................................. 94
Table 7.1 Expenditures per FTE (FY 2008) ............................................................................ 112
Table 7.2 Bush Grant-Supported Summer Workshops ......................................................... 113
Table 7.3 Faculty Development Travel ................................................................................... 114
Table 7.4 Crosswalk of the LEAP outcomes, Lumina Degree Qualifications Profile, and VCSU
University Abilities ....................................................................................................... 122
Table 8.1 Noel Levitz Student Satisfaction Inventory results compared with other National
Four-Year Institutions.................................................................................................. 138
Table 8.2 VCSU average employee satisfaction levels in comparison to NDUS. .................. 139
Table 8.3 Other surveys at VCSU ........................................................................................... 140
Table 8.4 Field Experiences and Clinical Practice by Program .............................................. 142
Valley City State University ♦ HLC Self-Study Report 2011 ♦ vii
Table of Acronyms
Table of Acronyms
ALA/AASL
APAC
APU
American Library
Association/American Association of
School Librarians
Academic Policy and Affairs Council
Annual Program Update
ASUG
BIT
CASS
CCF
Americas’ SAP Users’ Group
Business & Information Technology
Communication Arts & Social Science
Council of College Faculties
CND
Connect ND
CIFT
Campus Interfunctional Team
DCB
Dakota College at Bottineau
F2F
Face to face
GERTA
General Education Requirement
Transfer Agreement
IVN
Interactive Video Network
L2L
Learning to Live, Living to Learn
LRSC
Lake Region State College
MSHPE
Mathematics, Science and Health &
Physical Education
Mayville State University
MaSU
MSU-M
MiSU
Minnesota State University –
Moorhead
Minot State University
ND EPSCoR
North Dakota Experimental Program
to Stimulate Competitive Research
NDSCS
North Dakota State College of Science
NDSU
North Dakota State University
NDUS
North Dakota University System
Valley City State University ♦ HLC Self-Study Report 2011 ♦ viii
National accrediting agency for libraries and
school library education, a division of the
American Library Association
VCSU VPAA and academic division chairs
System to examine progress and changes in
academic programs annually
Professional organization for SAP users
VCSU academic division
VCSU academic division
NDUS representative faculty group for
liaison to SBHE
State-wide, web-based application for
financial, human resources, and student
administration
VCSU staff charged with administration of
student information within Connect ND
Public two-year institution 230 miles from
VCSU
Traditional, synchronous classroom
environment where students and instructors
are physically located in the same room
Approved set of general education courses
transferable among NDUS campuses and
the ND Tribal Colleges
NDUS statewide system of two-way
interactive video
A one-credit orientation course required of
all incoming freshmen.
Public two-year institution 137 miles from
VCSU
VCSU academic division
Public baccalaureate institution 75 miles
from VCSU
Public Minnesota baccalaureate/master’s
institution 200 miles from VCSU
Public baccalaureate/master’s institution
200 miles from VCSU
Federal grant program providing research
support for baccalaureate and research
institutions
Public two-year institution 110 miles from
VCSU
Public research university 60 miles from
VCSU
All public higher education entities in North
Dakota, consisting of 10 institutions and
one branch campus
Table of Acronyms
SAP
SBHE
System Analysis Program
development
State Board of Higher Education
SEGS
School of Education and Graduate
Studies
SPAC
Staff Personnel Advisory Committee
TAC
Technology Advisory Committee
UABCS
Universidad Autónoma de Baja
California Sur
University of North Dakota
University Policy Committee
UND
UPC
URSE
ZJETP
Universidad Regional del Sureste
Zhejiang Economic and Trade
Polytechnic
Valley City State University ♦ HLC Self-Study Report 2011 ♦ ix
Enterprise software applications for
business
The governing board for all NDUS
institutions
VCSU academic School which implements
graduate studies and teacher education for
elementary and secondary school preservice teachers
The representative organization for staff at
VCSU
VCSU committee that plans IT development
and equipment purchases for VCSU
VCSU’s partner university in La Paz, Baja
California Sur, Mexico
Public research university 120 miles away
Committee that assists the President in
systematic review of policy revisions and
requests
VCSU’s partner university in Oaxaca, Mexico
VCSU’s partner institution in Hangzhou,
China
CHAPTER 1 ♦ Introduction
Chapter 1: Introduction
Historical Overview
Valley City State University was established by the North Dakota
Constitutional Convention as a land grant institution in 1889. From the
beginning, the institution was a product of both local community initiative and
direction from the North Dakota legislative assembly. Eager for early action,
representatives of the Valley City community prevailed upon the first
legislative assembly to pass a bill implementing the constitutional provision.
The Normal School opened on October 13, 1890, in rented quarters in Valley
City, and in September of 1892 moved to its present location. In 1894, the
first graduating class, consisting of three members, received normal school
certificates.
In 1921, the legislative assembly authorized the State Normal School at
Valley City to award a Bachelor of Arts degree in Education (later changed to
Bachelor of Science in Education), and designated the institution as Valley
City State Teachers College, effective July 1, 1921. The new collegiate status
subjected the College to new standards of academic quality and breadth of
program. The curriculum in the liberal arts and general education expanded
to provide a broader intellectual foundation. The purpose of the institution
was enlarged to include the preparation of secondary school teachers and
supervisors as well as elementary school teachers, and preparation of
students for vocations and professions other than teaching. In 1939, an
important development in governance of the institution occurred with a
constitutional revision creating a State Board of Higher Education (SBHE) and
placing all of the state’s institutions of higher education under its control.
Although the College had offered a liberal arts program since 1946, it was
not until 1963 that the legislative assembly recognized the expanded mission
and designated the institution as Valley City State College. In 1987, the name
was changed to Valley City State University. The University saw further
expansion of its mission in 2005, when the State Board of Higher Education
authorized the University to offer a Master’s of Education degree.
Primary Themes from the Last Report
In retrospect, four major items stand out in the 2001-02 self study report’s
discussion of VCSU during the 1990s:
•
•
•
•
The implementation of the laptops and VCSU’s technology emphasis
The shared administration with Mayville State University
The state-wide concern about a “precipitous decline” of high school
seniors in North Dakota during the following decade
The expected impact of the newly established Roundtable and
Legislative changes in funding models for the University System
Technology Emphasis
VCSU’s emphasis on technology, designated by the State Board of Higher
Education in 1990, and the implementation of the laptops in 1996, have had
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 1
The University saw
further expansion of its
mission in 2005, when
the State Board of Higher
Education (SBHE)
authorized the University
to offer a Master’s of
Education degree.
CHAPTER 1 ♦ Introduction
a continued impact on teaching and learning at VCSU. The culture of blended
learning developed by over a decade of 24/7 laptop access made recent
campus challenges easy to overcome, most notably the Spring 2009 regional
flood, when the physical campus was forced to close but courses continued
online.
Shared Administration
The shared administration with Mayville State University ended in 2002,
following the recommendation of a consultant panel hired by the SBHE to
assess the viability of continuing the arrangement. The Success II report
prepared by these consultants provided a number of suggestions for
differentiating the two institutions and program development, advice which
has helped both institutions plan effectively over the past decade.
Enrollment Challenges
In response to the concern over impending enrollment challenges, faculty
and staff at VCSU implemented additional programs that built on program
strengths—an online master’s in education (with an emphasis in teaching and
technology), a “transition to teaching” program to help prepare postbaccalaureate individuals for K-12 licensure in shortage areas—and
programs that responded to unmet needs in the community and region,
through collaboration with partner institutions, specifically a 3+1 Fish and
Wildlife program and a nursing degree offered through collaboration with
Dakota College Bottineau. The maturation of these programs during the past
two years has resulted in enrollment growth even though the number of high
school seniors in North Dakota continues to decrease. VCSU has now
experienced three consecutive years of enrollment growth; headcount in Fall
2010 was a 19% increase over Fall 2009, with the largest freshman class
since 1988.
Legislative Changes
The establishment of the Roundtable on Higher Education (authorized by
state legislation in 1999) and the development of a long-term finance plan
for campus funding established by the Legislature in 2001 resulted in statewide accountability measures for the North Dakota University System, tuition
revenue retained by campuses, and an emphasis on the university system as
an engine for economic growth. This “flexibility with accountability” has
encouraged higher education across the state to become more engaged with
its communities and more entrepreneurial in its efforts to partner with
stakeholders throughout the state, changes that have forged a new
relationship between Higher Education, the business sector, and elected
leaders.
The long-term finance plan for campus funding included a peer-funding
model and allowed campuses to retain tuition. At VCSU, the expected
benefits of peer-funding have not been realized, primarily because the
comparative analysis shows that VCSU funding is close to its peers. In the
years following the 2001 change in how tuition funds were managed, VCSU
and several other campuses in the system explored the possibilities of per
credit tuition, and in 2005 VCSU received permission to move to that tuition
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 2
This “flexibility with
accountability” has
encouraged higher
education across the state
to become more engaged
with its communities and
more entrepreneurial in
its efforts to partner with
stakeholders throughout
the state.
CHAPTER 1 ♦ Introduction
model. This change has worked well for managing online and graduate
enrollment, and for students taking a combination of online and on-campus
credits. It has also lowered the cost for part-time students, and VCSU’s parttime enrollment headcount has increased. On the other hand, it has
decreased the number of credits students complete at graduation, reduced
enrollment in performance courses (such as band), and minimized the
number of credits students might take to explore studies outside their major
field.
Accreditation History
Valley City State University is currently accredited by the North Central
Association of Colleges and Schools, by the National Council for the
Accreditation of Teacher Education, and by the National Association of
Schools of Music. The State Normal School at Valley City received its initial
accreditation by the North Central Association in 1915. Recent accreditation
history includes comprehensive evaluations conducted in 1982-83, 1991-92,
and 2001-02, followed by recommendations for continuing accreditation.
In 2005, VCSU received initial approval for a change in accreditation status to
the master’s level, limited to the M.Ed., with two concentrations (Technology
Education and Teaching and Technology), and up to 20 credits hours (or not
more than 5 courses each year) of additional, non-program graduate credit,
with a progress report due in June 2007. The progress report was submitted
in April 2007 and an additional change request to add a third concentration
(in Library and Information Technologies) in May 2007. The report was
accepted with no further follow-up required, and the change request
approved. In October 2009, the Commission removed the limits on
concentrations and on the number of non-program credits allowed for
professional education graduate courses.
In 2009, VCSU received permission from the Higher Learning Commission to
add four “course locations” in order to extend delivery of the elementary
education program to students at four community colleges in Wyoming-Casper, Riverton, Powell, and Torrington. At that time, VCSU was delivering
five courses in person at Northwest College (Powell, WY) which were then
transmitted via intervideo network to the other campus sites; this number
has since decreased to four courses. The remaining coursework for the
program is delivered online. In 2011, the Commission approved the addition
of three more course locations in Wyoming, at Gillette, Laramie County
Community College (Cheyenne), and Rock Springs.
VCSU received its most recent NCATE approval in 2009, with the next site
visit scheduled for 2015. VCSU received ongoing approval from NASM in
2007, with the next site visit scheduled for 2017; most recently (June 2010),
NASM approved distance delivery of the music major.
The Self-Study Process
The campus community began to engage in self-study as the School of
Education and Graduate studies prepared for the NCATE continuation visit in
2008, and programs began to review their curricular and assessment
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 3
Valley City State
University is currently
accredited by the North
Central Association of
Colleges and Schools, by
the National Council for
the Accreditation of
Teacher Education, and
by the National
Association of Schools of
Music. The State Normal
School at Valley City
received its initial
accreditation by the North
Central Association in
1915.
CHAPTER 1 ♦ Introduction
processes in preparation for that report/visit. Since almost every program on
campus provides teacher education program majors, NCATE preparations
provided continuity for thoughtful, thorough review and continued focus on
assessment despite changes in leadership.
In October 2008, VCSU sent a small planning group to a PEAQ workshop in
St. Louis. These efforts laid the groundwork for planning the self-study
process. In the following spring, the President appointed the self-study
coordinator. The self-study plan was developed in summer 2009, and the
criterion chairs were appointed. They served as the Steering Committee for
the self-study process in addition to directing five task groups, each charged
with researching one of the criteria.
Only one member of the initial planning group was able to attend the Higher
Learning Commission’s Convention in 2009, but the self-study coordinator
and several administrators have attended the 2010 and 2011 Conventions
to assure their understanding of the processes and to assist those new to
accreditation with a strong background in Commission expectations.
On VCSU’s campus, the kick-off for the self-study process was announced
during Welcome Week activities in August 2009. Task groups collected and
analyzed data and wrote preliminary drafts relating to their assigned sections
during 2009-2010; writing/revising the self-study draft followed during the
2010-2011 academic year. Committee report materials are available in the
Resource Room.
Drafts of the report were reviewed by the Steering Committee during Spring
2011, and the report was completed in summer 2011.
The Self-Study Report Organization
The report that follows first discusses significant changes at VCSU over the
past decade that have built momentum for continued success. The next
section outlines the University’s responses to the concerns of the 2002
comprehensive visit team report. This is followed by chapters presenting
evidence for each of the five Criteria of Accreditation, a chapter documenting
VCSU’s compliance with federal mandates, and a Substantive Change
Request for Distance Delivery. Please see the Table of Contents for more
detail.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 4
The kick-off for the selfstudy process was
announced during
Welcome Week activities
in August 2009.
CHAPTER 2 ♦ Building Momentum
Chapter 2: Building Momentum
The 2002 Self-Study Report identified a number of significant
transformations as Valley City State University responded to the changes in
the North Dakota University System and North Dakota’s economic and
political environment. The story of that decade is presented in former
President Dr. Chaffee’s publication, A Decade of Transformation: Changes in
Teaching and Learning at VCSU (available in the Resource Room, and
excerpted in Chapter 1 of the 2002 Self-Study Report). The most notable
transformation in the 1990s was the laptop initiative, which made every
student and faculty member a participant in the State Board-mandated
mission of developing instructional technology applications. The 1990s also
saw the development of a campus-wide assessment plan, based on ability
assessment, and the implementation of a required, digital portfolio for all
graduating seniors.
The first decade of the new millennium positioned VCSU in an
implementation phase, as faculty, staff, and students adapted, re-invented,
and sought new innovations that built on the transformative culture
established in the 1990s. The events of this period fall into a series of
narratives that point to a developing momentum throughout the decade, a
momentum that has generated optimism, program expansion, increased
enrollment and funding, facility renovation, and increased energy for the
opportunities that lie ahead.
The 2009 Flood: The Laptop Initiative Matures
The story of the 2009 flood offers the best illustration of a maturing initiative
that in turn provides energy for new efforts. During the Spring 2009 term,
VCSU cancelled classes for snow-related issues more frequently than any
other year this past decade. And before the snow had completely melted, the
University again cancelled classes for several whole and part days to assist
the city with sandbagging, as the Sheyenne River, which threads its way
through town and provides one boundary for the campus, rose to flood stage
early—and then began to rise again. When students left campus for Easter
Break, they had already missed five days of classes due to weather and
sandbagging.
By Easter Monday, the river level reached record flood height, and several
levee breaches brought the mayor to call for a voluntary, city-wide evacuation
and VCSU’s President to cancel classes for the week. The Information
Technology Center began moving VCSU’s data center to the Regional
Technology Center, located in the highest area of the city. During this
uncertain period, it was clear the river would not fall very quickly, and until it
did, the University buildings were vulnerable to levee breach. The collapse of
a significant portion of the city’s sanitary sewer system prompted further
concern, and, since the campus was surrounded by ring dikes, with only one,
single-lane entrance/exit to campus, hurried, emergency evacuation would
be difficult.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 5
The events of this period
fall into a series of
narratives that point to a
developing momentum
throughout the decade, a
momentum that has
generated optimism,
program expansion,
increased enrollment and
funding, facility
renovation, and increased
energy for the
opportunities that lie
ahead.
CHAPTER 2 ♦ Building Momentum
At this point there were four weeks left in a semester already interrupted
repeatedly by weather and sandbagging. Ending the semester early seemed
like a betrayal of campus values, and so the decision was made by mid-week
to move all classes online for the remainder of the semester. Of course, not
all classes and activities could be smoothly moved to the online environment,
and a few faculty had to end classes early. Figure 2.1 illustrates the ways in
which courses were handled over these last four weeks:
In fact, VCSU
experienced no enrollment
decline, perhaps because
the University was able to
use its online presence to
keep students and the
public engaged.
Enrollment grew by 6%
in Fall 2009.
Figure 2.1 Class Format by Credit Hour
•
•
•
•
•
“Online”—used
Blackboard
“Combination”—
Blackboard plus other
specified web-based tools
“Email”—ONLY this mode
for instruction
“Other”—off-campus
courses, not affected
“Completed”—courses
that were ended early
Only 12% of the courses were unable to continue, along with theatre
productions, concerts, and athletics. Other coursework continued, using
Blackboard, other web-based tools, and email, allowing VCSU faculty to
provide some academic value and program continuity in the midst of
disruptive circumstances.
VCSU was able to make this decision and succeed in implementing it
because of the campus culture developed through the laptop initiative a
decade earlier: email is the official mode of communication, so everyone is
accustomed to checking there for information; all courses are required to
have a Blackboard presence, so faculty already had laid the groundwork for
online courses; and, since every student and faculty member had a laptop,
above-average computer literacy could be expected. In addition, all student
services, including the Business Office, Financial Aid, the Registrar, even the
Bookstore, are accustomed to working online with students; though
occasionally challenged, student services were not disrupted. Documents
from this period, including communications to students, news articles, and
VCSU’s “Flood of 2009” booklet are available in the Resource Room for
further review.
By mid-May the river had receded and the faltering sewer system was
stabilized, allowing VCSU to hold commencement on campus and welcome
back graduating seniors who had missed the last month of their college
experience. Looking forward, however, the campus faced a significant
concern: the impact of this event on Fall 2009 enrollment, as other
universities have noted significant enrollment drop after a forced, spring
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 6
CHAPTER 2 ♦ Building Momentum
closure. For example, when the University of North Dakota closed campus as
a result of the 1997 flood, its enrollment in Fall 1997 decreased by 8%.
In fact, VCSU experienced no enrollment decline, perhaps because the
University was able to use its online presence to keep students and the
public engaged. Enrollment grew by 6% in Fall 2009. Faculty clearly felt
energized by the validation of the laptop initiative and by a new respect for
technology tools in the classroom. In Fall 2009 VCSU prepared for a potential
H1N1 influenza outbreak by training all faculty in a new tool--Panopto®--that
would allow faculty to record lectures and post them in Blackboard for
students who might have to miss class. While this measure proved
unnecessary, some faculty continue to use this and similar tools to increase
access and improve student learning. In addition, newly aware of the reach
of technology, more faculty began teaching online sections and the climate
for program delivery to place-bound students (called “customized learning” in
the 2002 Self-Study) finally began to see significant development through an
increase in articulations with two-year schools and a growth in the number of
majors available for distance delivery.
Administrative Changes Speed Strategic Initiatives
During the past decade, VCSU has experienced leadership changes in three
of the four top administrative offices. While these changes could have
deflected important initiatives or destabilized campus planning, VCSU has
remained focused on steady implementation of program plans and has
moved forward vigorously with strategic initiatives.
The President’s Office
The shift from shared administration (with Mayville State University) to a
single president on each campus was completed early in the decade and is
described in detail in Chapter 3 (Concerns). VCSU was fortunate to retain the
shared president, Dr. Chaffee, when that partnership was dissolved by the
State Board of Higher Education.
Dr. Chaffee’s immediate area of focus was development of the Foundation
Office (new to VCSU in the 1990s) and some modest retrenchment efforts as
enrollments and the economy both dipped. She also guided three major
initiatives that have matured over the past five years to attract major
enrollment:
•
Based on an identified need in North Dakota for a four-year program
in Fisheries and Wildlife Science, Dr. Chaffee encouraged the
development of a new collaborative program with a two year school in
the NDUS (Dakota College at Bottineau) that built on their program
strength in this area to offer a 3+1 program. VCSU hired its first new
faculty line in over a decade, initially using grant funding to support
this program. The new major was approved in 2005, with Dr. Bob
Anderson hired to develop the relationship with Dakota College,
prepare the curriculum for VCSU, and recruit students. Today there
are 65 students in this program and a second faculty member has
been hired to support the necessary advising and instruction.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 7
The President also guided
three major initiatives
that have matured over
the past five years to
attract major enrollment.
CHAPTER 2 ♦ Building Momentum
•
In 2004, Dr. Chaffee worked with the Valley City Development
Corporation to bring Eagle Creek, a company specializing in off-site
support for Oracle software applications, to the Valley City area. As
part of the agreement with this company, VCSU provided softwarespecific training for Eagle Creek’s new employees, shortening the inhouse training required to make them “billable” in approximately six
months. In support of this training, Eagle Creek’s CEO assisted Dr.
Chaffee in securing state funding for a Center of Excellence, the
Institute for Customized Business Solutions, later renamed Enterprise
University (EU), which hired the instructors, furnished a computer lab,
and provided some financial support for students.
Although the work of Enterprise University is done, the economic
impact of Eagle Creek on the city continues to be significant, and Ken
Behrendt, Eagle Creek’s President, has indicated publicly that the
training model was critical to the company’s long-term success. In
addition, the interactions with Eagle Creek helped VCSU develop two
new certificates in enterprise applications, while the addition of a new
faculty member (originally hired for the Eagle Creek program) brought
contacts in the business world that resulted in VCSU’s participation in
the SAP University Alliance, curriculum upgrades, and improved
programs in CRM, which are integrated throughout the business
program.
•
Given VCSU’s strength in undergraduate teacher education, its faculty
have long wished to develop graduate programs in education to
better serve alumni in the K-12 teaching field who need continued
professional education programs and who would find a master’s
degree beneficial. In early 2004, Dr. Chaffee and the Education
faculty began an extended effort to establish such a program at
VCSU. The State Board of Higher Education approved the addition of
the new Master’s of Education degree in 2005, and the Higher
Learning Commission approved the change in 2005. In addition, the
program has been reviewed and approved by NCATE during its last,
regularly scheduled visit. As of August 2010, 80 students have
graduated from the program; currently 156 graduate students are
enrolled.
Dr. Chaffee’s training and skill in strategic planning, apparent throughout her
tenure, provided the basis for continued growth when she announced her
plans to retire. During the year of the presidential search, Dr. Chaffee led the
development of a campus growth plan in order to maintain momentum as the
new president began his work, thus providing continuity for the first year of
the new presidency. This plan targeted specific growth areas, provided
funding for initiatives related to enrollment growth, and laid the groundwork
for the addition of new athletic programs. The resulting enrollment increases
over the past two years in music, elementary education (Wyoming program),
health science, and athletics demonstrate the effectiveness of the plan.
Meanwhile, Dr. Steven W. Shirley was selected as the 12th VCSU President. A
native North Dakotan, Dr. Shirley brought an understanding of North Dakota
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 8
Given VCSU’s strength
in undergraduate teacher
education, its faculty have
long wished to develop
graduate programs in
education to better serve
alumni in the K-12
teaching field.
CHAPTER 2 ♦ Building Momentum
politics, economy, and culture that has made it possible for him to work
effectively from his first days on campus. Dr. Shirley’s experience at two
other laptop campuses (University of Minnesota, Crookston and Dakota State
University, Madison SD), gave him an immediate understanding of the
academic culture at VCSU. He was soon immersed in the politics of the 2009
Legislative session; the initiatives and planning developed under Dr.
Chaffee’s guidance meanwhile provided continuity, allowing Dr. Shirley to
delay his own strategic planning initiatives until Fall 2009, when he was
secure in his understanding of the campus and community issues. The new
strategic plan, VCSU 2015, builds on the strategic initiatives of the former
administration while also promoting much needed facility improvements and
student academic services.
Changes in the Vice President Offices
Since 2002, VCSU has experienced several changes in the Vice President for
Academic Affairs Office. After Dr. Wong left VCSU for the presidency at
Northern Michigan in 2003, Dr. Chaffee chose to fill the vacant VPAA position
with an interim for two years, a retired professor of education (Dr. James
Wigtil) who was able to oversee the successful implementation of the new
Graduate program. This change in VPAAs occurred at approximately the
same time as Dr. Chaffee’s transition to full-time presidency at VCSU, thus
offering continuity through the additional administrative attention she was
able to bring to campus. The two-year interim allowed VCSU to complete a
full, national search for the next VPAA, hiring Dr. Joseph Bessie in 2006.
Dr. Bessie was influential in establishing the Growth Plan strategic initiatives
and providing continuity as VCSU transitioned between presidents in 2008.
When he decided to move to a similar position in Washington in 2009, Dr.
Shirley filled the position with an internal interim, Dr. Margaret Dahlberg,
whom he later named to the permanent position after conducting a national
search. As a long-time professor and department chair, Dr. Dahlberg brought
her knowledge of policy, campus culture, faculty and students to the position,
allowing for seamless transition in the move forward to support a new STEM
initiative and a number of new program articulations and collaborative
ventures (described below).
The Vice President for Business Affairs position also experienced transition in
2006, when long-time comptroller and VPBA Bill Ament retired. The new
VPBA, Trudy Collins, CPA, brought expertise in budget development and grant
funding management, a new and growing funding area at VCSU; her care and
attention to detail have brought VCSU praise from NDUS auditors.
Continuity during this period was also provided by the Vice President for
Student Affairs, Glen Schmalz, who has held this position for 20 years, the
Assistant Vice President for Academic Affairs, Dr. Terry Corwin, who has
served the Academic Affairs Office in a variety of support positions over the
past decade, and the CIO, Joseph Tykwinski, who has also held this position
since the early 1990s. Their knowledge of campus culture and practice, and
North Dakota University System expectations, has smoothed transitions and
helped VCSU maintain the momentum for continued growth.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 9
The new strategic plan,
VCSU 2015, builds on the
strategic initiatives of the
former administration
while also promoting
much needed facility
improvements and
student academic services.
CHAPTER 2 ♦ Building Momentum
Program Development Builds Enrollment Growth
The Success II consultant report in 2002 identified enrollment growth as
VCSU’s key concern during the first decade of the 21st century, and virtually
every major action and the fundamental principles of the 2007 strategic plan
(the Growth Plan) respond to this issue. Growth has come to VCSU,
generated by efforts to nurture relationships with other campuses and to
develop or improve viable programs that meet regional needs, and by much
needed facility upgrades.
Relationships with Others
Museum of Science Boston. In February 2008, VCSU signed an agreement
with the Museum of Science Boston, National Center for Technological
Literacy. This partnership provides access and input on curriculum
development and revision to the most comprehensive STEM specific
curriculum currently available. The curriculum was developed over the past
six years with millions of support dollars and includes elementary, middle and
secondary levels. This partnership has allowed VCSU to move forward quickly
in developing curriculum for its STEM Education Center workshops and
offered a solid basis for several successful grant applications. During its first
year of operation, the STEM Education Center has offered 53 workshops for
K-12 teachers and enrolled over 800 students in workshops and coursework.
Elementary Education in Wyoming. Valley City State University and Northwest
Community College in Powell, Wyoming signed an articulation agreement in
May 2008 that allowed the School of Education and Graduate Studies at
VCSU to deliver the elementary education program to students at Northwest
College in Powell, Wyoming. Contact with faculty from NWC helped the
School of Education faculty identify the need for this articulation and interest
in the program was evident from the start. Eight students expressed interest
in the program and registered for classes in fall semester 2008. Three other
Wyoming community colleges expressed interest in the elementary education
program by fall semester 2008. Articulations were signed with Casper
College in Casper, Wyoming in December, 2008, Eastern Wyoming College in
March 2009 and Central Wyoming College in Riverton, Wyoming in April
2009. This past year two other Wyoming community colleges signed
articulation agreements with VCSU: Western Wyoming Community College in
December, 2010 and Laramie County Community College in February 2011.
This relationship was identified in the 2007 Growth Plan as an area of
enrollment focus (Objective 1.3), although the impact was not estimated.
Currently about 60 students from Wyoming are enrolled in the VCSU
elementary education program.
Collaboration with Dakota College at Bottineau. In addition to these
collaborations outside the state of North Dakota, VCSU has nurtured its
relationship with colleges and universities within the state. The most notable
relationship has been the various program agreements developed with
Dakota College at Bottineau (DCB), a small two year campus in north central
North Dakota. The success of the 3 + 1 Fisheries and Wildlife Science
agreement, discussed above, has led to several more agreements, including
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 10
VCSU has nurtured its
relationship with colleges
and universities within
the state. The most
notable relationship has
been the various program
agreements developed
with Dakota College at
Bottineau.
CHAPTER 2 ♦ Building Momentum
participation in the Dakota Nursing Project, which allows local residents the
opportunity to seek a Practical Nursing or Associate Degree Nursing
qualification while staying in the Valley City community, and a college
preparation program for students who do not meet VCSU entrance
requirements, located on the VCSU campus, called “Bridges.” Most recently,
DCB and VCSU have reached an agreement allowing DCB to offer several twoyear AAS degree programs on the VCSU campus, providing additional access
to college programs for placebound adults in the region, and articulations to
move those students into baccalaureate programs upon completion of the
two-year degree.
Campus Program Development
The Graduate Program, the Fisheries and Wildlife Science major, and STEM
Education programs, all described above, are examples of new programs
developed during the past decade that respond to regional needs and result
in strong enrollment growth. In addition, the following programs are new to
VCSU in the past decade and have brought with them enrollment growth and
valuable program depth:
•
•
•
•
•
•
Health Science
Enterprise Applications (and the infusion of SAP software into the
existing Business programs)
Psychology
Professional Communication
New Intercollegiate Athletic Programs (Golf, Track & Field, and Cross
Country)
Prairie Waters Education and Research Center
Masterplanning and Facility Upgrades
The most recent Masterplanning update was completed in 2010, in
preparation for the request to the North Dakota Legislature for the Rhoades
Science Center renovation and addition. This $10.3 million renovation and
expansion project, approved by the Legislature in April 2011, marks the first
major building project on campus in over thirty years (since the Rhoades
Science Center was completed in 1973). A number of maintenance projects
during the last decade have kept the campus facilities safe, attractive, and
accessible, including a boiler upgrade (2002), underground steamwork
upgrades (2007-2009), Graichen Gym entry (2003), repairs to the W. E.
Osmon Fieldhouse roof (2009) and Vangstad Auditorium balcony (2010),
remodel of the data center (2009), north parking lots resurfacing (2009),
Vangstad Auditorium lighting upgrade (2010), Vangstad Fire Escape
replacement (2010), and a variety of necessary office, classroom, and IT
upgrades.
Two renovations, however, have focused directly on student enrollment: the
remodeling of two residence halls, Kolstoe Hall (2004) and Snoeyenbos Hall
(2010) to provide a more appealing residential experience for on campus
students. Both halls, built in 1967 and 1971, respectively, were upgraded to
suites with private bathrooms and common areas. The two remaining
residence halls, also built in the 1960s, have been maintained and refreshed
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 11
The Graduate Program,
the Fisheries and Wildlife
Science major, and STEM
Education programs …
are new to VCSU in the
past decade and have
brought with them
enrollment growth and
valuable program depth.
CHAPTER 2 ♦ Building Momentum
with paint, carpet, and window improvements over the years; students
choosing to live in one of these halls may forfeit a private bath but gain the
comfort and privacy of a spacious single room.
The 2010 Masterplan identified several program needs which likely will
receive attention in the coming biennium: the Business and Information
Technology Division, currently located in the basement of McFarland Hall,
needs more visibility and a more modern setting, and the Learning Center,
currently located in the basement of the Library, is growing past its temporary
quarters, both in terms of usage and potential for program growth. A
renovation predesign of Vangstad Hall offers potential solutions to both, and
the Vangstad renovation project will be VCSU’s number one priority budget
request for the 2013-15 biennium. In addition, members of Student Senate
along with a team of University officials, spent time evaluating Student Center
space usage and needs this past year, and have employed architectural
services to develop pre-design concepts for better use of Student Center
space. Included in the discussions are remodeling of current space,
consideration of adding space to the current structure, and repurposing
areas within the current building.
The existing W.E. Osmon Fieldhouse and adjacent Lokken stadium and
football and softball fields make up the athletic facilities on campus. In order
to accommodate growth in both the number of sports programs and the
number of student athletes, the 2010 masterplan included a predesign for
expanded and renovated athletic space. The resulting design focused on
four components: a fitness and wellness addition to be accessible by all
students, staff and faculty; renovated academic and administrative office and
classroom space in the existing fieldhouse; an addition to house locker
rooms and an athlete-specific weight training room; and construction of a
multi purpose addition to the fieldhouse to be used by all sports programs
and intramurals.
In the summer of 2010, a decision was made to install artificial turf on the
football field. The concept of artificial turf was introduced in the 2008
Masterplan as part of a comprehensive plan for athletics facilities. The grass
surface at the football field dated back to the 1960s and was in poor
condition due to the unevenness of the surface and lack of a crown for
proper drainage. The VCSU Foundation successfully raised $815,000 to fund
the majority of the project to correct the crown and install artificial turf. The
installation of the turf in Summer 2011 significantly modernizes this facility
and will provide a better experience for VCSU students. Artificial turf will also
provide opportunities for use by other sports programs in the spring when
grass fields are still covered in snow.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 12
The VCSU Foundation
successfully raised
$815,000 to fund the
majority of the project to
correct the crown and
install artificial turf. The
installation of the turf in
Summer 2011
significantly modernizes
this facility and will
provide a better experience
for VCSU students.
CHAPTER 3 ♦ Concerns
Chapter 3: Concerns from the 2002
Comprehensive Visit
The team report from the comprehensive evaluation visit of 2002
emphasizes the dedication and collaborative spirit of faculty, students, and
staff at Valley City State University. Some of the points identified as
particular strengths include
•
•
•
•
The commitment of faculty, staff, and administration who are focused
on improving institutional effectiveness
Strong student services with an array of exemplary programs focused
on student needs
Technology initiatives, including the notebook initiative and digital
portfolios, which have made a large impact on the quality of
instruction and service to constituents
A clean, well-maintained, attractive campus
The concerns identified by the team in the team report, and VCSU’s progress
in each area, are discussed below.
Concern 1
The institution lacks a comprehensive, focused enrollment management plan
that utilizes a range of strategies based on research data. Current plans are
not necessarily coordinated with institutional goals and available student
financial aid. Staff and resources are limited.
In 2002, when VCSU and other universities in the state anticipated a
“precipitous decline” of high school seniors in North Dakota during the
following decade, this concern from the team report articulated the issues
succinctly. In the ensuing decade, VCSU has made substantial investment in
Enrollment Services and developed deliberate enrollment strategies that
have enabled growth despite challenging demographics.
Since the 2002 Comprehensive visit, VCSU has added one full-time
admission counselor and created a position within the Enrollment Services
office that focuses on transfer and international students, in direct response
to several strategic planning initiatives, including development of articulation
agreements and supporting relationships with universities in Mexico and
China. This investment in staffing has been supported with budget increases.
In addition, the University developed a new position in 2004, a Director of
Marketing and Communication, which has helped plan and support
marketing strategies designed to increase enrollment.
At the same time, the University has been engaged in strategic curricular
development based on market data, state needs, and data gathered from
Enrollment Services. The addition of several majors demonstrates the
success of this development: Psychology, Fisheries and Wildlife Science,
Health Science, Professional Communication, and the Graduate School are
all new programs developed mid-decade that provide strong enrollment each
year.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 13
The team report from the
comprehensive evaluation
visit of 2002 emphasizes
the dedication and
collaborative spirit of
faculty, students, and
staff at Valley City State
University.
CHAPTER 3 ♦ Concerns
Enrollment growth in these areas has been plotted carefully by the 2007
Growth Plan, with leadership provided from all areas on campus. Developed
in response to demographic concerns, the Plan identified five-year growth
strategies, encompassing curriculum, marketing, and athletics, with specific,
projected enrollment increases in each target area:
•
•
•
The Marketing Director worked with Enrollment Services and the
Division Chairs to develop a comprehensive, multi-media marketing
strategy to increase the visibility of VCSU to prospective students.
The athletic program launched a plan to add several intercollegiate
athletic programs.
The plan specified internal funding awards for academic areas
pursuing growth.
The enrollment increases over the past four years provide evidence of this
Plan’s success. Table 3.1 illustrates enrollment growth in key areas over this
period:
Table 3.1 Enrollment Growth by Targeted Area
Targeted Area
Fish and
Wildlife
Health
Science and
Biology
Music
Elementary Ed
Wyoming
Track & Field
Transfer
Grad
2007
2008
2009
2010
29
31
26
65
60
81
66
80
18
214
NA
NA
54
82
21
212
8
NA
62
113
26
198
20
NA
81
120
35
253
30
23
117
141
In addition to the success of careful enrollment planning, VCSU’s Enrollment
Services has benefited from the system-wide implementation of Hobsons
EMT™ Connect™. This software, implemented state-wide in 2009, provides
systematic communication tools for maintaining contact with potential new
students. The increasing support of the Foundation Office (detailed below,
under “Concern 2,”) has also made it possible to meet the financial needs of
many more prospective students.
Concern 2
The institution’s financial base is very limited. The institution can enhance
the strengths of the current annual fund to build a development effort that
substantially contributes to endowment and other needs. These efforts can
assist the institution in moving donors to the next level of giving.
The institution’s financial base relies in large part on state appropriations,
tuition revenue, grants, and auxiliary enterprises, which fund operating
expenses, salaries, and projects. North Dakota’s economy has been less
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 14
The addition of several
majors demonstrates the
success of this
development: Psychology,
Fisheries and Wildlife,
Health Science,
Professional
Communication, and the
Graduate School are all
new programs developed
mid-decade that provide
strong enrollment each
year.
CHAPTER 3 ♦ Concerns
affected by economic downturn because of western North Dakota’s oil boom
and the state’s sound fiscal management. The institution’s finances are
discussed in Chapter Five.
This concern, however, appears to focus on the Foundation Office, which had
been newly reorganized in 1996, about five years before the 2002 visit.
When Dr. Chaffee became the full-time president of VCSU in 2002, she
focused more time and attention on her role with this office in an effort to
develop a stronger culture of giving and engagement in the community and
on the Foundation Board. This attention and the efforts of the office director
and staff have made additional financial resources available to students and
had a positive effect on enrollment.
The Foundation Board has
made scholarship support
its priority, relying on the
University budget for
partial support of salaries
and publications.
The net assets of the Foundation have increased rapidly over the past
decade. Figure 3.1 (Total Net Assets) illustrates this growth:
Figure 3.1 Total Net Assets
7,000,000
6,000,000
5,000,000
4,000,000
3,000,000
2,000,000
1,000,000
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
One can see both the impact of Dr. Chaffee’s role (visible by 2004, after a
year of full-time presidency at VCSU) and the effect of the market downturn in
2009. The addition of 1 FTE staff position in 2008 has also supported this
growth trend; in planning for the future, the Foundation Office’s main
challenge is staffing, as the pursuit of a capital campaign (a goal identified by
the VCSU 2015 Strategic Plan) or other major fund-raising activities will
require additional support.
The Foundation Board has made scholarship support its priority, relying on
the University budget for partial support of salaries and publications. While
such a commitment makes it challenging to finance additional staff FTE since
these requests must be prioritized against all the other staffing needs of the
institution, the priority is based squarely on data about why students choose
to attend VCSU: the scholarship package. The CIRP Survey of New Freshmen
reports that over 60% of VCSU’s freshman rank “I was offered financial
assistance” or “Cost of attending this college” as “very important” in
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 15
CHAPTER 3 ♦ Concerns
influencing their decision to attend VCSU. Figure 3.2 (Total Scholarships
Awarded) illustrates the growth in scholarship support the Foundation Office
has been able to offer students over the past decade:
Figure 3.2 Total Scholarships Awarded, 1993-2010
From an internal control
or risk mitigation
perspective, ConnectND
provides excellent audit
trails and tracks all
transactions by User ID.
800,000
700,000
600,000
500,000
400,000
300,000
200,000
100,000
0
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
The reorganization of the Foundation Office and its priority on scholarship
awards have been major factors in the enrollment increases at VCSU over the
past few years. Recognizing the significance of the Foundation Office role in
supporting enrollment growth, VCSU has invested some of its current gains in
tuition revenue in an additional, full-time position in the Foundation Office, to
assist in locating new donors and corporate sponsorship to further support
new initiatives on campus. This position will be added in Fall 2011.
Concern 3
The current information base is based on old software. A new Enterprise
Resource Planning system through the North Dakota University System
should be implemented as soon as possible.
In 2003, VCSU participated as one of two pilot institutions in the
implementation of “ConnectND,” North Dakota’s version of
Oracle/PeopleSoft web-based applications for financial, human resources,
and student administration (Campus Solutions). By 2005, all eleven
campuses in the North Dakota University System were live with version 8
(upgraded in 2008 to version 9).
In addition to the financial and human resource efficiencies, which
ConnectND offers to all government employees and offices in the state, the
Campus Solutions module provides VCSU (and the other universities in the
System) with user services (registration, recruitment, financial aid, student
records) and data resources for institutional research and planning.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 16
CHAPTER 3 ♦ Concerns
ConnectND is a more efficient and integrated system than previous legacy
systems. The system administrators work with the system users to develop
reports and modify delivered reports as agreed upon by the eleven
campuses. Financial statement reporting for the NDUS is now streamlined
and standardized across the 11 campuses due to system-developed
reporting tools. Prior to ConnectND each campus developed their own
financial statements based on their in-house expertise.
From an internal control or risk mitigation perspective, ConnectND provides
excellent audit trails and tracks all transactions by User ID. In addition, the
business rules established within CND provide standardized, consistent
processing and do not allow manipulation of data outside of those business
rules. Access to enter, update, view, or query data within CND is limited by
security roles. Employees are assigned security roles that permit access only
to fields, data, and processing that are within their areas of responsibility.
The security roles protect student and employee data from unauthorized use
and protect the integrity of the system by preventing unauthorized
transactions. ConnectND is reliable and stable. The CND staff are quick to
resolve issues and answer questions related to CND processing.
The implementation of ConnectND has given VCSU ready access to more and
better data. Most requests for information can be easily accommodated with
readily available queries. The ConnectND systems are maintained centrally
by NDUS employees. Local expertise in the form of a query writer or
institutional researcher is needed to allow VCSU to better utilize the wealth of
data available in the system; extracted and analyzed, this data would further
inform decision-making across campus.
Concern 4
The current shared administration with Mayville State University has limited
the time that may be necessary for the institution to deal with a fluid,
competitive environment.
The concerns expressed in the 2002 Team Report regarding the shared
administration with Mayville State University led Dr. Chaffee, at that time
president of both institutions, to ask the State Board of Higher Education to
hire a consultant panel to assess the viability of continuing the shared
administration. The Success II report prepared by these consultants provided
a number of suggestions for differentiating the two institutions and for
program development, advice which has helped both institutions plan
effectively over the past decade. In addition, the panel recommended that
the SBHE “move as quickly as possible to formally dissolve the joint
presidency and re-establish presidencies at each campus” (“Success in the
New Century,” Recommendation 39).
The recommendations of the Success II report were presented to the SBHE at
their June 20-21, 2002, meeting, and, following the Chancellor’s
recommendations, the Board approved separate presidencies for MaSU and
VCSU, and appointed Dr. Chaffee as president of VCSU (SBHE Minutes, June
20-21, 2002, page 6).
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 17
The appointment of Dr.
Chaffee as president at a
single institution allowed
her to focus her energies
and abilities in directing
the campus vision and in
implementing new
initiatives.
CHAPTER 3 ♦ Concerns
As noted elsewhere in this self-study, the appointment of Dr. Chaffee as
president at a single institution allowed her to focus her energies and abilities
in directing the campus vision and in implementing new initiatives; the
decade which followed this decision demonstrates repeatedly the flexibility
and growth opportunities her energy, attention, and vision brought to VCSU.
Concern 5
Assessment is at an intermediate level of implementation. Analysis of
portfolios is scheduled for the first time this next summer. Data from
assessment strategies could be used to provide positive enrollment
strategies. VCSU is using data to improve its academic program in the
departmental majors. The institution has the capability to use data in
general education to enhance effective study learning and shows promise of
doing so in the next year.
The campus-wide graduation requirement of a digital portfolio was
implemented in the Fall 1998 catalog, for students graduating under this
catalog in Spring 2002; at the time of the team visit, only students in a pilot
study in the Teacher Education program had completed senior portfolios, and
the development of assessment tools or an understanding of the ways data
could be used for improvement were necessarily in early stages.
In the decade following the comprehensive visit, VCSU’s commitment to
Ability Assessment and the Senior Portfolio has remained strong. While
details have necessarily changed as the University Assessment Plan of 2001
was implemented, the fundamental plan has remained constant. The
University Abilities shape the General Education program and provide linkage
between General Education and the majors; the portfolio remains the
culminating senior experience for all undergraduate students.
University-wide assessment of the Abilities is undertaken each summer, when
teams of faculty review the projects completed for each ability, including
projects drawn from general education courses and from senior portfolios
across campus. Data gathering from these reviews has been an evolving
process over the past decade, as initial plans resulted in too slow a process
for review, and the rubrics and scoring tools required several summers of
tinkering before faculty were satisfied.
The faculty assessment teams now have gathered several years of data from
projects at both levels (general education and senior). Two newly-formed
faculty committees, the Academic Assessment Committee and the General
Education Council, have now taken on the responsibility of reviewing and
using this data, along with several other survey tools, to make curricular and
faculty development recommendations. As the General Education Council
continues to explore connections between our current University Abilities and
the recent Lumina Degree Profile and LEAP Learner Outcomes, the use of
data comparing student work at the general education and senior levels will
provide useful insights about student academic growth while on campus and
the areas that need further attention across the undergraduate curriculum.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 18
The University Abilities
shape the General
Education program and
provide linkage between
General Education and
the majors; the portfolio
remains the culminating
senior experience for all
undergraduate students.
CHAPTER 3 ♦ Concerns
The School of Education and Graduate Studies has made extensive use of
the data gathered from student portfolios, and has led the way for other
Divisions in using this data to inform curriculum decisions. While each
Division has programs that fall under the oversight of Teacher Education, and
each Division reports data each semester from senior portfolio assessment
and identifies this assessment as part of their three required assessments
for the NCATE/North Dakota Board of Examiners content review, actual use
of the data for program improvement is harder to document in every Division.
Fine Arts maintains a robust program assessment/improvement plan that
uses data from a variety of student inputs, including the Abilities;
Communication Arts and Social Sciences uses the portfolio assessment
process to inform regular updates of its program ability maps and course
projects; Business and Information Technology has made efforts to connect
the University Abilities to industry expectations of graduates and assure that
these outcomes are being met in its programs. On the other hand, Math,
Science, and Health & Physical Education has found application of the
University Abilities more challenging in their content areas, although their
faculty recognize the value of the reflective capstone experience and do learn
about their program strengths from the portfolio review process.
To assist faculty in the various programs with tracking and reflecting on
assessment data, to include that gathered from the divisional portfolio
assessments and other tools used by each program to measure learner
outcomes specific to their areas, the Academic Affairs office began requiring
annual program updates in Fall 2010. These updates will provide for annual
report of program data and make program review (completed every 5-7
years) more meaningful. Recognizing the important role assessment should
have in curricular revision, along with the realization that every program
should have annual data available, the Curriculum Committee has begun to
require a more detailed rationale for curricular change requests, that
includes, where applicable, assessment information in support of the
request.
The changes the assessment plan has undergone over the past decade and
its current use and status are discussed further in Chapter 7; the ways in
which the Graduate School has transformed this assessment concept for a
similar capstone experience is also described in Chapter 7.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 19
To assist faculty in the
various programs with
tracking and reflecting on
assessment data… the
Academic Affairs office
began requiring annual
program updates in Fall
2010.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
Chapter 4: Mission and Integrity
The organization operates with integrity to ensure the fulfillment of
its mission through structures and processes that involve the board,
administration, faculty, staff, and students.
The mission and purposes of Valley City State University are influenced by two
distinct groups: the North Dakota University System (mission and mandates
as directed by the State Board of Higher Education) and the Valley City State
University community (the educational philosophy of its faculty, staff,
administration, and students).
The North Dakota University System Mission and Mandates
Organized as a system in 1990, the North Dakota University System (NDUS)
is made up of 11 public colleges and universities governed by the State
Board of Higher Education. The NDUS is composed of two research
universities, four regional universities, and five campuses that offer associate
and trade/technical degrees. Each institution is unique in its mission to
serve the people of North Dakota.
The eight-member State Board of Higher Education is the policy-setting body
for the North Dakota University System. The board includes seven citizen
members appointed by the governor, who serve four-year terms, and one
student appointed by the governor for a one-year term. A non-voting faculty
advisor and a non-voting staff representative, selected annually by their
state-wide Councils, ensure that the issues and concerns of each group have
a voice.
The North Dakota University System vision is
Leading the nation in educational attainment through access,
innovation, and excellence.
Its mission is
To enhance the quality of life for all those we serve and the economic
and social vitality of North Dakota through the discovery, sharing, and
application of knowledge. (NDUS Policy Manual, 100.4, 2011)
The State Board of Higher Education reviews and approves the mission
statement of each campus, to ensure that each campus expresses the
general purposes of the system. The Board also mandates an institutional
mission for each campus. In February 1990, Valley City State University was
given the institutional mandate “for superior small-college preparation of
teachers and of small-business personnel for its region” and a statewide
mission for leadership in the effective use of instructional technology and
service to rural areas (SBHE Minutes, February 1990). These mandates and
the NDUS mission itself provided a cornerstone for the development of
VCSU’s mission and vision statements.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 20
The North Dakota
University System vision
is to serve as “the vital
link to a brighter future”
for its students and the
citizens of North Dakota.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
Vision and Mission at Valley City State University
In 2002, the SBHE dissolved the shared administration between VCSU and
Mayville State University, allowing the institutions to begin the process of
differentiating themselves and developing new initiatives to respond to
changes in technologies, learning environments, the economic climate, and
the business world. VCSU’s response to this change was to take time over
the next year to reflect and plan, through a series of convocations and a
focused review by the Institutional Improvement Committee (IIC). New
mission and vision statements resulting from this period of reflection were
drafted by the IIC and approved by the Faculty Association on February 20,
2003. The current mission was approved by the State Board of Higher
Education at its February 19, 2004, meeting and printed in the 2004-2006
catalog.
University Purposes and Core Values
The University Purposes, also revised by IIC during this period of reflection
and planning in 2003, express the general curricular purposes in terms
useful for strategic planning:
•
•
•
•
•
Award degrees in education, business, and the liberal arts and
sciences, with all students documenting their competency in
Aesthetic Engagement, Communication, Global Awareness,
Technology, Collaboration, Effective Citizenship, Problem Solving, and
Wellness.
Deliver a quality educational experience in an innovative culture and
a technologically enhanced environment.
Serve the best interests of our students, region, and society.
Lead in effectively applying information media technologies for
learning.
Promote the appreciation of diversity, a multicultural perspective, and
global awareness.
These purposes inform the specific curricular and resource planning of all
academic units of the institution, providing a foundation for goal-setting and
strategic planning in each unit (discussed in 1c, below).
In addition, the Core Values provide central guidelines for the decisionmaking process:
MISSION DRIVEN: We are committed to a learner-centered philosophy. We
make education meaningful with positive relationships and effective
practices.
QUALITY AND INTEGRITY: We have high expectations for results, integrity,
and positive interpersonal relations in all we do.
INNOVATION: We are flexible, creative, and free to try new things. We have
a strong work ethic, positive attitude, and open mind. We embrace change.
COMMUNITY: We trust each other, we work well together, and we are
involved with our local and extended communities.
DIVERSITY: We believe that diversity of all kinds enriches the quality of
thought, discussion, and learning.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 21
In 2002, the SBHE
dissolved the shared
administration between
VCSU and Mayville State
University, allowing the
institutions to begin the
process of differentiating
themselves and developing
new initiatives to respond
to changes in technologies,
learning environments,
the economic climate, and
the business world.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
The statement of core values, reviewed along with the University mission,
vision, and purposes in 2003, remains unchanged. Together, these four
documents provide the defining commitments of Valley City State University.
Core Component 1a. The organization’s mission documents are
clear and articulate publicly the organization’s commitments.
In presenting the new mission and vision to the SBHE in March 2003, Dr.
Chaffee indicated that these statements make “defining commitments to
applying technologies for learning and growth, service, innovation, attracting
and retaining talented people, and growing the economy and society. These
commitments join the University’s long-standing mission in preparing people
for life, teaching and learning, and providing quality learning opportunities”
(“Vital Links,” March 20, 2003, page 1).
The University vision statement indicates the broad educational philosophy
and intent to pursue excellence in education and the role of the institution as
an economic engine for the state:
Valley City State University is nationally acclaimed for attracting and
retaining talented individuals who advance quality learning
opportunities and economic growth through technology and
innovation.
The mission statement emphasizes the State Board’s belief in a brighter
future for students prepared to interact in an increasingly diverse and
complex society:
Valley City State University prepares people for life through visionary
leadership and exemplary practices in teaching, learning, and
service.
The new mission and vision emphasize key traditional strengths and highlight
new priorities for Valley City State University. The traditional strengths appear
in the words “prepares people for life,” “teaching, learning, and service,” and
“quality learning opportunities.” Connections to the SBHE mandate for VCSU
from 1990 may be seen in “technology and innovation,” and “leadership and
exemplary practices.” New priorities, resulting from the dissolution of the
shared administration and VCSU’s plan to differentiate itself, are expressed
in “service,” “attracting and retaining talented individuals,” and “economic
growth.”
In adopting this mission, VCSU reaffirmed its commitment to place teaching
and learning at the center of its focus, and to exemplary practice, primarily
through innovation and technology. In addition, it extended itself to serve the
regional population and economic growth. The connection to the NDUS
mission and vision, with its emphasis on service, quality education, and
economic and social growth, is clear. Likewise, the University Purposes
reiterate the areas of academic focus (education, business, and the liberal
arts and sciences), identify the key assessment framework used by the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 22
The new mission and
vision emphasize key
traditional strengths and
highlight new priorities
for Valley City State
University.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
University (competency in the eight Abilities), and underscore the importance
of diversity.
The VCSU mission, vision, and purposes are shared through many channels.
Faculty and staff receive copies of Baselines, a publication which includes
organizational documents to explain the University’s purposes, values, and
organizational structure. Students, including prospective students, media,
and community affiliates have access to the mission documents on the VCSU
website; the mission, vision, University purposes, and core values are also
published in the current catalog (page 2). In addition, every press release
from VCSU ends with a statement of the VCSU mission and vision. The
Employee Directory, the VCSU Policy Manual, the Alumni Bulletin, Teacher
Education and Student Teaching handbooks, the VCSU Student Handbook,
and various departmental program documents also include the mission
statement.
Evaluation of Core Component 1a
VCSU’s mission documents were reviewed and updated in 2002-2003, when
the institution’s shared presidency with Mayville State University was
dissolved. The University’s mission, vision, and purposes are posted on the
website, the University Catalog, and a variety of other documents used by
students and employees.
Strengths: The mission and vision articulate ideas central to the thinking of
the University, with a focus on teaching and learning. The mission and vision
are closely aligned with those of the North Dakota University System.
New Initiatives: The new strategic plan, VCSU 2015, was implemented in Fall
2010. Its goals and successful early implementation of several significant
initiatives (the Learning Center, The Great Plains STEM Education Center,
Prairie Waters Education and Research Center, several new articulations,
enrollment growth, and the new science building) have helped energize the
campus to look forward, think creatively, and build on success.
Challenges: The successful implementation of the new, five-year strategic
plan (described in chapter 5), and the increased efforts by faculty and staff to
develop department or program level strategic plans that work in tandem
with the campus-wide plan (also described in chapter 5) will provide
momentum for reviewing the campus mission and vision statements, which
has not undergone campus review since 2003. This review will allow for
reflection, revisioning, and reaffirmation by all constituencies of the
University’s values and direction.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 23
The mission and vision
articulate ideas central to
the thinking of the
University, with a focus
on teaching and learning.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
Core Component 1b. In its mission documents, the organization
recognizes the diversity of its learners, other constituencies, and the
greater society it serves.
VCSU’s vision situates VCSU in a national context, while its mission
emphasizes preparations for “life,” that is, for success in an increasingly
complex, global society. Since Valley City State University serves a rural and
homogenous region, a significant concern of the institution has been to
prepare students for the more diverse world beyond their hometown, to
“Promote the appreciation of diversity, a multicultural perspective, and global
awareness” (University Purpose 5).
One of VCSU’s first efforts to provide experiences with the greater,
multicultural society, has been to attract students from diverse backgrounds.
Over the past 10 years, VCSU has become more diverse, moving from 90%
White in 2000 to 86% White by 2009. During that time, the number of
students receiving cultural diversity tuition waivers has increased from 39 in
2004 to 60 in 2009.
Census data (2008 estimate) shows a strong racial homogeneity in all of
North Dakota, with Barnes County (VCSU’s location) even more markedly
White. By contrast, VCSU is slightly more racially diverse than the overall
state population, demonstrating that efforts to attract diversity to the student
body and faculty are producing positive results. Table 4.1 below presents
comparisons for 2008; additional census data for the state, county, and
University are available in the Resource Room.
Table 4.1 Census Data
Entity
Population
Black/
nonHispanic
(%)
1.1%
American
Indian/
Alaskan
Native (%)
5.6%
Asian
(%)
641,481
White/
non
Hispanic
(%)
89.6%
State
Barnes
County
VCSU
Hispanic
(%)
.7%
Native
Hawaiian/
Pacific
Islander (%)
.1%
10,682
1,245
96.6%
85.96%
.7%
3.69%
1%
1.85%
.2%
1.02%
0
.9%
.7%
1.48%
1.2%
(Sources: 2008 Census estimate for North Dakota and Barnes County; 2009
enrollment statistics for VCSU)
In addition to increasing diversity in the student and faculty population, VCSU
requires diversity practicum experiences for its education students, to
prepare them for the multicultural experiences they will encounter in their
teaching careers, and encourages study abroad opportunities through
relationships with several partner institutions, including ZJETP (Hangzhou,
China), UABCS (La Paz, Mexico), and Minot State University (ND; language
study in Peru).
The updated document, “Campus Climate with Respect to Diversity” (June
2011), provides further detail regarding diversity on campus, including
VCSU’s commitment to Equal Access and Equal Opportunity, and campus
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 24
One of VCSU’s first
efforts to provide
experiences with the
greater, multicultural
society, has been to attract
students from diverse
backgrounds.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
efforts to offer students diverse experiences in the classroom. It also
contains recent survey results that note the diversity of student and faculty
experiences.
VCSU’s strategic plan, VCSU 2015, emphasizes providing opportunities for
diversity and the importance of building an understanding of the diverse
world in which we live. Goal 1.3 specifically addresses these issues, while
goals 1.2 and 2.1 acknowledge and support other issues related to a diverse
student body, such as access to programs and learner services.
While it is challenging to help students in a homogenous culture understand
and appreciate the world beyond their hometown, county, and state, VCSU is
achieving some success in this University Purpose: Student responses on the
Noel/Levitz Student Satisfaction Inventories indicate that VCSU is above the
national average for two diversity-related items:
•
•
For “Institutional commitment to underrepresented populations,”
VCSU’s student response ranges from 5.41 to 5.81 (the national
average is 5.1).
For “There is a strong commitment to racial harmony on this
campus,” VCSU’s response ranged from 5.23 to 5.79 (the national
response ranged from 4.98 to 5.22).
In addition, student course evaluations rank faculty highly for their sensitivity
to cultural difference (3.7 on a 4 point scale).
Evaluation of Core Component 1b
Since VCSU is situated in a homogenous region, it faces significant
challenges in increasing students’ understanding of diversity. In addition to
increasing diversity on campus, faculty are engaged in offering classroom
and field experience that promote an understanding of diversity in the greater
society.
Strengths: VCSU recognizes its responsibility to broaden students’
perspectives of the world in which they will live and work. Census data and
student surveys both indicate that VCSU is succeeding in increasing student
exposure to diversity. VCSU has a long-standing sister university agreement
with UABCS in La Paz, Mexico, which has recently been renewed.
New Initiatives: VCSU signed a 3 +2 +2 agreement with the Zhejiang
Economic and Trade Polytechnic (ZJETP), Hangzhou, China, for students in
English, and is currently working on a similar agreement in Business. VCSU
already has a small group of students from ZJETP on campus; these
agreements will formalize transfer issues and open the opportunity to
increase these numbers.
Challenges: The predominately White, rural population of the region presents
an on-going challenge, and the campus has been engaged—through both
recruiting and academic experiences—in broadening students’ understanding
of the diverse world in which we live.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 25
While it is challenging to
help students in a
homogenous culture
understand and appreciate
the world beyond their
hometown, county, and
state, VCSU is achieving
some success in this
University Purpose.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
Core Component 1c. Understanding of and support for the mission
pervade the organization.
The mission is central to planning, budgeting, and innovation at VCSU.
Annual budget requests must align increases with the VCSU 2015 Strategic
Plan or Division/Department goals. Responses to campus climate survey
questions regarding strategic quality planning (which includes questions
about mission, vision, and strategic planning) in 2002, 2004, 2006, 2008,
and 2010 (presented in Table 4.2), indicate that faculty and staff understand
and approve the University’s focus.
Table 4.2 Strategic Quality Planning
Strategic Quality
Planning: How it is
now
2002
2004
2006
2008
2010
3.486
3.417
3.443
3.672
3.560
(Source: Campus Quality Survey results, 2010; based on a 1-4 Likert scale, with 4
indicating“highly agree”)
The pervasiveness of the mission can be clearly seen in the ability of the
organization to respond to the flood emergency in Spring 2009. The
“advance[ment] of quality learning…through technology and innovation” was
apparent in the response of every office and academic area: VCSU was able
to complete the spring semester online, without significant interruption of
business and student services or any academic area except those requiring
physical presence—sports, music, and theatre.
A review of all courses offered at VCSU in Spring 2011 indicates that 81%
have an online presence (at minimum the syllabus posted in Blackboard™),
and 61% have an active, online grade center. This presence indicates the ongoing commitment of faculty and students across campus to “technology and
innovation” in the advancement of learning.
Beyond the classroom, but still in support of quality learning opportunities
through technology and innovation, VCSU’s Informational Technology
department is currently engaged in virtualization projects (“cloud computing”)
that will provide leadership in this area for the University System. In the next
few years, this project will change the way offices on campus complete their
work, increase security, and make access more convenient for students.
Visionary leadership, innovation, and the use of technology – all in the service
of advancing quality learning opportunities for students – are fundamental to
the way people work at VCSU, from student services, to business operations,
to the academic classroom.
Evaluation of Core Component 1c
Faculty and staff demonstrate an understanding of the University mission,
and implementation of its tenets is clear from the behavior of faculty and
staff during the stress of responding to closure of the physical campus in
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 26
In the next few years,
cloud computing will
change the way offices on
campus complete their
work, increase security,
and make access more
convenient for students.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
Spring 2009, when the successful uses of technology and innovation were
evident throughout campus.
Strengths: A high level of commitment to technology and innovation in the
advancement of learning is pervasive.
New Initiatives: The addition of an Apple computer option for faculty and
select student groups in Fall 2011 (after 15 years with PCs) will provide
opportunities for instructional advancement as faculty and students explore
the use of these new options. In addition, VCSU’s leadership in the use of
virtualization will benefit both students and offices on campus and other
state entities that are considering its applications.
Challenges: Newer faculty may require more support to fully integrate
laptops in their classrooms; the successful implementation of virtualization in
the next two years will raise questions about the current process of providing
laptops for students when access to needed software can be provided
virtually.
Core Component 1d. The organization’s governance and
administrative structures promote effective leadership and support
collaborative processes that enable the organization to fulfill its
mission.
Administrative Structure
The mission of the institution is approved by the State Board of Higher
Education (SBHE). Any change in mission or any activity that is outside of the
scope of the mission must be specifically approved by the State Board of
Higher Education, in addition to major changes in curriculum or governance
structures. For example, the SBHE reviewed VCSU’s request to offer a
graduate program and the change of the Education “division” to a “School” of
Education and Graduate Studies, just as it reviewed the proposed Fisheries
and Wildlife Science major, or the addition of the Prairie Waters Education
and Research Center. The review process for these types of requests is
outlined in SBHE Policy section 403.
The SBHE enables the organization’s chief administrative personnel to
exercise effective leadership. This occurs by delegating sufficient authority to
perform administrative duties without undue interference. The hiring of a
new President illustrates the cooperation between the campus and Board of
Higher Education. The campus search committee performed the bulk of the
work, from crafting advertisements to hosting campus visits, while the NDUS
Chancellor selected the committee membership and the external consultant
who managed the search process. Two finalists—selected by the campus
search committee--were forwarded to the Board for interviews and Dr.
Steven Shirley was offered the position by the SBHE. Similarly, when the
2009 flood threatened the campus, the NDUS Chancellor was consulted but
decisions were made locally.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 27
The SBHE enables the
organization’s chief
administrative personnel
to exercise effective
leadership.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
The President works closely with the three vice-presidents (for Academic
Affairs, Student Affairs, and Business Affairs) and the Executive Team (those
who report directly to the President, plus staff and faculty representatives), to
foster collaboration and good communication across campus. The minutes
of the Executive Team meetings are distributed to all faculty and staff via
email. Each vice-president, in turn, meets with those areas reporting to that
office, to manage the policies and administrative functions of their
designated responsibilities effectively.
In addition, to improve inter-office communication, directors in offices most
impacted by student issues and changes in state technology and system
practices have organized a “Campus Interfunctional Team” (CIFT) which
meets twice monthly to share information from their offices and system group
meetings that may have campus-wide implications. With the implementation
of the new graduate program, and the increase in collaborative agreements
and articulations, this communication is vital to the organization’s ability to
provide accurate and timely information to students, and to design efficient
processes and services. The organization of this group demonstrates the
commitment across campus to placing students first.
The roles and duties of each member of the administrative team are
described in Policy V307.1, Administrative Designations of Responsibility; a
chart illustrating the organizational structure of the institution may be found
in Figure 4.1.
North Dakota University System Collaboration
The NDUS organizational structure promotes collaboration and a spirit of
shared governance. At each level of administrative structure within the
NDUS, counterparts from campuses across the system meet regularly to
consult, review policy, and develop common approaches to campus
concerns. Currently, for example, the Chancellor’s Cabinet (the Presidents
from each NDUS campus) is discussing various funding models; the
Academic Affairs Council (the Academic Affairs officers from each campus) is
discussing guidelines for dual credit coursework and developing a common
template for articulation agreements; the Student Affairs Council (the Student
Affairs officers from each campus) has made recommendations on a change
in insurance providers for international students and on a policy for
meningitis vaccines; and the Administrative Affairs Council (Business Affairs
officers from each campus) is reviewing a risk assessment audit completed
recently and considering the practicality of single tuition rates across the
state.
Each director-level position—e.g., Registrar, Human Resources, Financial Aid,
Library—has its own system-wide group and listserv, where they may check
frequently for campus practices across the state and provide support for
individuals new to their positions. These groups, in turn, research and
recommend policies to the NDUS Councils, who then direct their
recommendations to the Chancellor’s Cabinet and then to the State Board of
Higher Education for approval.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 28
The President works
closely with the three vicepresidents and the
Executive Team to foster
collaboration and good
communication across
campus.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
Figure 4.1 Administrative Organizational Structure at VCSU
Governance and Collaboration
This approach to shared governance is mirrored on the VCSU campus and is
central to the decision-making process at VCSU, as well. Students, staff, and
faculty each have a Senate which organizes committees to manage the
affairs of its constituency. In turn, these senates and their members
participate in shared governance through a variety of committees. These
committees are divided into two groups: those that are structured by the
Faculty Association constitution and report to the Faculty Association; and
those that are designed to meet administrative needs and report to the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 29
The NDUS
organizational structure
promotes collaboration
and a spirit of shared
governance.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
administrative office that developed them. Faculty Association committees
are described in the Faculty Association Constitution; Administrative
committees are described in Policy V302.4.1.
This committee structure serves several important purposes. First, it shares
the work of the University across campus, involving faculty and staff more
widely in making plans and decisions where their expertise and interests may
be put to valuable use. Second, it increases opportunities for communication
and provides a vehicle for discussion, collaboration, and recommendations
for change or resolution of issues. Since many of these committees have
deliberate representation from each organizational area on campus, the
membership is expected to take back to their constituents the information,
issues, and questions for further discussion. Two examples of these
committees demonstrate the responsibilities and process of shared
governance at VCSU:
Curriculum Development. The Curriculum Committee is a Faculty Association
committee comprised of faculty (who vote) and several administrators who
serve in an advisory capacity. Any changes to the published catalog of
courses and programs must be presented to this committee for review and
approval. This includes program and course changes, including graduate
school revisions, changes in the General Education program, and policies
governing academic processes, graduation requirements, and degree
requirements. Items approved by this Committee are forwarded to the
Faculty Senate for review and approval, at which point they are implemented.
New programs, which must be approved at the state level (by the SBHE),
begin with this campus review and approval process before they are
submitted to the Board office for review and approval. Because
administrators serve only in advisory capacity, there is a very real sense that
the faculty “own” the curriculum and maintain the academic structure at
VCSU.
Policy Development and Review. The President is responsible for all
university policies and the VCSU Policy Manual. The University Policy
Committee (UPC), with broad campus representation, meets monthly to
review policies proposed by any individual or group on campus. This
committee serves as a clearinghouse for policy discussion, by assuring that
all groups or individuals affected by a policy have had opportunity for
discussion, and then by forwarding policies to the President for review and
approval.
This committee was established in 2008 to assist the President in systematic
review of policy and to review policy requests and revisions from campus
constituents, thus assuring better communication of policy across campus.
Described in VCSU Policy 100.1, its charge is
first and foremost, to act at the direction of the President as a
consulting body in the development and maintenance of VCSU
policies. To this end, the UPC shall (a) establish and maintain a
process for annual review of university policies, (b) continually
monitor and respond to relevant policy changes from the State Board
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 30
Because administrators
serve only in advisory
capacity, there is a very
real sense that the faculty
“own” the curriculum
and maintain the
academic structure at
VCSU.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
of Higher Education that may impact university policy, and (c) to
receive policy proposals from university personnel for consideration
and, if appropriate, development and recommendation to the
President. It is expected that the committee will develop any
proposed revisions to university policies in consultation with other
relevant officers or entities before submission to the President.
Since this committee began its work in 2008, a number of policies from the
1990s have been reviewed and updated; in addition, the process for policy
development has become more transparent and inclusive for all groups
across campus. The efforts of this committee to engage all constituents in
discussion of policy has increased both communication and a sense of
responsibility for process and policy across campus.
Evaluation of Core Component 1d
VCSU’s governance and administrative structures are designed to promote
shared governance and responsibility across campus for the work of the
institution. The state system as a whole, and VCSU’s policy and organization
in particular, provide a structure that encourages a sense of collaboration
among all parties.
Strengths: The committee structure allows for broad communication and
shared responsibilities across campus.
New Initiatives: Several new committees have been formed to meet
emerging needs on campus: the Online Standards Committee, to help
ensure quality in VCSU’s online courses; the Academic Assessment
Committee, to provide oversight of academic assessment processes and
ensure communication to all programs; and most recently, the General
Education Council, to provide oversight and development of the General
Education program.
Challenges: Faculty Association reviews its committees each year as part of
its constitutional review and requires annual reports from each committee
chair. However, the institution does not have a review process in place to
examine the effectiveness of its committee and administrative structure,
making it possible that some groups may not be operating as effectively as
possible. Efficiencies need to be identified, because shared governance
requires many hands, and on a small campus, these efforts often overload
already very busy faculty and staff.
Core Component 1e. The organization upholds and protects its
integrity.
Institutional integrity must include adherence to local, state, and federal law;
professional ethics; standards of honesty and fair practices in all interactions
with internal and external entities; publication of materials which accurately
describe the mission and programs of the institution; publication of policies
and procedures which are clearly communicated and consistently followed;
confidentiality of records or open records, as appropriate; academic freedom;
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 31
VCSU’s governance and
administrative structures
are designed to promote
shared governance and
responsibility across
campus for the work of the
institution as a whole.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
and fair evaluations and fair workloads. By offering academic programs, the
University implies that those programs are of high quality. The reputation of
the institution depends upon the credibility of those who represent it; thus, a
high standard of behavior must be modeled by the institution’s
administrators, faculty, staff, and students.
The primary documents through which the institution disseminates
information to its constituencies are the Catalog, published biennially in hard
copy and on-line; the University website, updated continuously; the VCSU
Student Handbook, printed annually and also available on the website; the
staff handbook (NDUS Human Resource Policy Manual); and the faculty
handbook (SBHE/VCSU Policy Manual) (both available online, and excerpted
in The Employee Handbook). As the new Human Resource Director and VPAA
have become more experienced in their positions, both have noted the need
for more accessible handbooks for faculty and staff and have begun
organizing new handbooks. Copies of documents published by the University
are located in the resource room.
Evidence that the University is committed to ethical standards is found
throughout the institution’s printed literature. The University Purposes speak
to a “quality educational experience;” the Core Values include “quality and
integrity.” The VCSU Student Handbook states that “Academic integrity in
students is recognized as a fundamental objective of higher education.” The
objectives of the teacher education program include the awareness “of the
importance of professional and personal characteristics of effective teachers,
such as…ethical behavior.” Policies and publications relating to institutional
integrity may be found in the resource room.
Effective July 1, 2010, new VCSU employees must certify that the employee
has read and agrees to comply with the code of conduct per Policy V308.1.
In addition, all employees participate in fraud awareness training annually
and are reminded biannually of Policy 611.14, Reporting and Investigating
Theft and Fraud. VCSU contracts with Eide Bailly to provide an anonymous
fraud hotline. In addition, employees provide annual disclosures of any
nepotism or conflict of business interest.
VCSU’s examination of institutional integrity included a review of campus
documents and policies, as well as the practices of specific offices and areas,
to discern the qualities of clarity and fairness in the University’s relationships
with students, faculty, staff, and the community.
Relating to Students
In its interactions with students, the University follows North Dakota
University System (NDUS) and Federal rules and guidelines. To ensure
multiple opportunities to locate information, VCSU publishes significant
student documents both online and in hard copy form. The VCSU Student
Handbook is available in the annual planner, which also includes significant
deadlines throughout the year. In addition, the VCSU Student Handbook is
available online and embedded in the Blackboard course template provided
for every online course. The more pertinent items, for example, the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 32
Evidence that the
University is committed
to ethical standards is
found throughout the
institution’s printed
literature.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
incomplete policy, course withdrawal, academic integrity, and computer
usage, are posted separately in the template, to make certain these items
are readily available without additional search. The Catalog, available online
and in hard copy, also documents academic policy and guidelines.
Recruitment & Admissions. NDUS guidelines direct the campus admission
policy. The guidelines describe the high school core curriculum
requirements, potential exceptions, and the appeal process for candidates
who are denied admission. The University conducts its recruitment process
in a nondiscriminatory manner; a wide variety of activities are utilized
throughout the recruitment process and applied to all students consistently
and fairly. The application process and admissions requirements are
described in the Catalog.
Tuition & Refunds. Tuition rates and the refund policy are printed in the
Catalog and on the Business Office website. Tuition is assessed based on
the number of credits for which the student has registered, delivery method,
and the residency status of the student. When a student drops a course or
withdraws from all classes, tuition refunds, if applicable, are calculated in
accordance with the policy published in the Catalog.
Housing & Refunds. Residence hall students sign a VCSU Room and Board
Contract at the beginning of each year. The specific language of the contract
addresses residence hall cancellation or withdrawal. In addition, all
residence hall students receive timely e-mail notices on upcoming dates and
deadlines.
Bookstore. The NDUS Registrars’ Council recommended to the Academic
Affairs Council a procedure for making required textbook information
available to students within the functionality of Campus Connection (the
NDUS student information system). Effective July 1, 2010, class textbook
information, including ISBN information, was made available through a web
link on the internet course schedule. The live web link allows the
Bookstore to provide students with a current and accurate list of textbooks
for each class (HEOA 2008-112, HEA-133).
Financial Aid. Valley City State University follows the rules and guidelines for
distributing financial aid as outlined in Federal Regulations and the
Department of Education Student Financial Aid Handbook. The University
practices debt management that reflects well in the Department of Education
Cohort Default Rate.
Orientation. The University’s orientation activities are outlined in the Catalog.
Prospective students and admitted students are informed of the schedule for
summer orientation and opening school activities through direct mail pieces,
brochures, and newsletters; these activities are also explained to new
students and parents during the summer orientation/registration program.
The “Learning to Live, Living to Learn” program is a required freshman
seminar program facilitated by upper-level students and faculty members
that further assists student orientation efforts during the first semester.
Assessments are conducted annually on all orientation programs, and
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 33
To ensure multiple
opportunities to locate
information, VCSU
publishes significant
student documents both
online and in hard copy
form.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
committees of students, faculty, and staff are involved in annual planning to
make certain that communication—the purpose of orientation—is clear and
effective.
Student Records & Privacy Act. The Office of the Registrar maintains
directory information and educational records for all students, ensuring full
protection and confidentiality of these records in accordance with the Family
Educational Rights and Privacy Act of 1974 (FERPA). These records are
maintained in a password-secured student information system (Campus
Connection) or, in the case of paper documents, in files secured by locks.
Students are notified of their rights under the FERPA policy (as it pertains to
release of directory information and educational records) through the Catalog
and the VCSU Student Handbook.
Student Policies. The VCSU Student Handbook is updated and printed on an
annual basis. The Handbook contains policy statements on Academic
Integrity, Sexual Harassment, and Student Rights and Responsibilities. Each
policy is reviewed annually prior to reprinting. Hard copies are made
available throughout the campus (in the annual planner) and distributed at
new student orientation activities, in addition to student access through the
VCSU Website and their Blackboard courses.
Policies related to Campus Security, The Drug Free School Policy, Sex
Offenses, and Campus Crime Statistics are reviewed, updated, published,
and distributed to all students annually. Institutional records of student
complaints are kept on file in the Vice President for Student Affairs Office and
in accordance with federal regulations. Records are kept of all formal written
complaints, signed by a student, and submitted to an institutional officer with
the responsibility to handle the complaint.
The Academic & Scholastic Standing Committee (Vice President for Academic
Affairs, Registrar, Director of Student Academic Services, two faculty)
considers petitions and routine matters concerning student academic affairs
and advises the VPAA on academic and scholastic standing. The Judicial
Council (membership representing faculty and students) handles appeals on
decisions regarding violations of the Student Code of Conduct and hearings
on judicial matters. The University Hearings & Appeals Board (membership
from administration, faculty, and students) provides an avenue of final
appeal of a decision by a University official or by an established University
committee and serves as a hearing body in matters dealing with alleged
violations of the Student Bill of Rights.
Departmental Publications for Students. In addition to the Catalog, academic
program requirements are communicated to students through Fact Sheets
developed by the Office of Enrollment Services and various departmental
publications. Documents are reviewed and updated regularly to ensure
consistency and currency.
Guidelines for Student Athletes. Valley City State University is a member of
the National Association of Intercollegiate Athletics and competes as a
member of the Association of Independent Institutions. VCSU follows rules
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 34
Assessments are
conducted annually on all
orientation programs, and
committees of students,
faculty, and staff are
involved in annual
planning to make certain
that communication—the
purpose of orientation—is
clear and effective.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
for eligibility, participation, length of season, and dates of practice as
established by the NAIA.
Student Government. The Student Senate is the governing body for the
Student Association that includes all Valley City State students. All student
organizations are directly responsible to the Student Senate. The Senate is
comprised of officers and student senators elected each spring semester.
Through the Student Senate Finance Commission, the Student Senate
controls and administers the student activity fee. The Student Senate
appoints numerous student representatives to University and Senate
administrative duties and committees such as Faculty Senate, Athletic
Committee, Curriculum Committee, Diversity Waiver Committee, Financial Aid
Committee, Library Committee, Marketing Committee, and Teacher Education
Committee. Students have also participated in searches for faculty and
administrative positions.
Information Technology Center. Valley City State University has several
policies and procedures that govern use of information technology. The
following policies and procedures apply to all faculty, staff, students and
other users of the information technology, unless explicitly stated otherwise.
The North Dakota State Board of Higher Education policies 1901.2, 1902,
and the related procedures provide the foundation for VCSU policies related
to computer and network usage. VCSU has participated in the creation and
modification of these policies and procedures. The procedures define the
basic privileges and responsibilities of internal constituents, as well as the
privileges and responsibilities of the NDUS and individual institutions,
including VCSU. VCSU has expanded the SBHE procedures associated with
1901.2 and these addendums and procedures are published in the VCSU
Policy Manual.
VCSU has several other procedures related to information technology
published in the VCSU Policy Manual, including the following:
•
•
•
•
Employee Access to Computing Resources
Computer Rental and Buy up Procedures
Employee Reimbursement for Mobile Communication Devices
Computing Resources Contract
With the exception of a few cases of illegal sharing of copyrighted music
titles, there have been no cases identified that utilized VCSU computing
resources to facilitate an illegal act. A record of security issues and illegal
acts is maintained by the Information Technology Security Officer. A few
cases of inappropriate use (as defined in the student contract) occur each
semester and are referred to the Vice President for Student Affairs for
disciplinary action: their nature is rarely malicious (a typical example is an
electronic message intended for a specific person inadvertently sent to an
individual who is offended by the message).
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 35
The Student Senate
appoints numerous
student representatives to
University and Senate
administrative duties and
committees.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
VCSU has made efforts to comply with Title II of the Digital Millennium
Copyright Act (DMCA) of 1998 and the Higher Education Act, as passed in
August 2008, including the following actions:
•
•
Facilitated the use of a legal service for several years, until the
service was discontinued by the vendor. VCSU is seeking an
appropriate alternative and is advising students to purchase their
copyrighted materials.
Several email reminders to users and instructor-led training for all
incoming students concerning illegal file sharing of copyrighted
materials. This is covered in the SBHE 1901.2 procedures.
Student violations related to the responsibility for computer hardware cause
the greatest concern for Information Technology Center staff. A few
computers are lost each year due to students leaving with the computers and
not returning them by the specific dates listed in the contract.
Relating to Faculty
The VCSU Policy Manual follows the framework of the NDUS Policy Manual
and conforms to its requirements. Web links allow all employees ready
access to system and University policy via their laptops or desktop
computers. Policy changes made by the State Board of Higher Education at
scheduled board meetings are distributed to faculty and staff by the
President’s Office. Academic policy, grievance, personnel issues, and tenure
and promotion procedures are clearly identified in both Policy Manuals.
Academic Policy. VCSU review of academic programs complies with national,
state, and disciplinary accreditation and statutory responsibilities. NDUS
sections 100–900, in addition to the Century Code of the State of North
Dakota, govern delegated authority for oversight of academic programs
ranging from the hiring and termination of academic staff to program review.
The VCSU Policy Manual, publicly available on the VCSU website, provides the
local policy additions for the VCSU campus. These policies range from
Academic Freedom (401) to admissions policies, curriculum review, program
termination, program review, enrollment reporting, common NDUS academic
calendar, and continuing education.
Orientation. New faculty sign the state-mandated loyalty oath for teachers,
affirming that they will support the constitutions of the United States and
state of North Dakota and faithfully discharge their duties as assigned.
Copies of the signed oath are retained by the President’s Office. In addition,
all faculty and staff sign the VCSU Code of Conduct certification.
Rights and Responsibilities/Policy and Practice. North Dakota delegates
governing authority of higher education to the State Board of Higher
Education. Their authority is vested in the Chancellor while campus
presidents exercise statutory and delegated authority. Board policy flows
from the state government through the SBHE, to the Chancellor and the
campus President. Individual campuses are free to set their own policymaking processes that comply with and extend NDUS policy.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 36
Web links allow all
employees ready access to
system and University
policy via their laptops or
desktop computers.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
VCSU policy development honors and respects the notion of shared
governance. Policy is developed through the faculty governance processes
outlined in the charter for the Faculty Association. Committees are charged
to read, review, and recommend revisions. The Faculty Association
Constitution allows the Faculty Senate to settle most issues with a
unanimous vote. One dissenting vote from any divisional representative
moves the proposal for general consideration and vote to the entire Faculty
Association. Upon approval, the policy proposal is forwarded to the University
Policy Committee for review and recommendation. The Policy Committee
forwards revised and proposed policy to the President for final approval and
insertion in the VCSU Policy Manual. The University Policy Committee has
developed a rotating review of policies, to make certain policies are kept up
to date and to raise awareness of campus policy among all campus
constituents.
Evaluation, Promotion, and Tenure. Faculty evaluation, promotion, and the
award of tenure is conducted according to Valley City State University and
NDUS Policy (V605.1; SBHE 605.1). Instructional efforts are subject to
regular evaluations. Pre-tenure or probationary faculty have a period of six
years to attain tenure per the recommendation of the divisional evaluation
committee to the Academic Policy and Affairs Committee (APAC) and
eventually to the President. The President makes a recommendation to the
State Board of Higher Education. Tenure status is granted only by the State
Board; promotions are granted by the local campus president.
Faculty on yearly or term contracts (part time or special appointment)
complete an annual teaching evaluation which is reviewed by their Division
Chair and the VPAA. Post-tenure faculty complete an annual review process
using Form AA-04, which allows them to document achievements, set goals,
and reflect on yearly progress. These forms are also reviewed by their
Division Chair and VPAA.
Faculty Records. The official faculty files, with application materials,
transcripts, letters of appointment, and evaluation, tenure, and promotion
documents, are kept in the Office of the President. Should disciplinary letters
result from grievance proceedings or disciplinary hearings, they are also
retained in that official file. Correspondence files and other documents
relating to faculty work are kept in the VPAA and divisional offices. The
University conforms to federal and state privacy regulations.
Grievance Procedure and Resolution of Disputes. Since VCSU’s last
accreditation, the Special Review Committee has been removed from NDUS
Policy, VCSU Policy, and the Faculty Association Constitution. The Standing
Committee on Faculty Rights hears grievances from faculty. NDUS policies
describing the process of faculty appeal include 605.2 Standing Committee
on Faculty Rights, 605.3 Nonrenewal, Termination or Dismissal of Faculty,
605.4 Hearings and Appeals, 605.5 Mediation, and 612 Faculty Grievances.
There have been no incidents requiring the use of these procedures on
VCSU’s campus in the past decade.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 37
The University Policy
Committee has developed
a rotating review of
policies, to make certain
policies are kept up to date
and to raise awareness of
campus policy among all
campus constituents.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
Relating to Staff
Hiring and Orientation. Procedures for filling vacant staff positions at Valley
City State University are described in the institution’s Equal Opportunity
guidelines. Following the completion of the form, “Request to Offer a
Position,” and the return of an acceptable criminal history background check,
letters of appointment are issued to staff.
Evaluation. New employees (not in a senior administrator position) are in a
probationary status pending a satisfactory evaluation at the end of the initial
six months of employment. During such period, the employee may be
terminated with one week’s notice with no right to appeal (NDUS Policy 4).
Responsibility Reviews (evaluations) are administered to each broadbanded
staff member annually. The position description for each staff position and
the University’s values and guiding principles generate the Responsibility
Reviews. The NDUS Human Resource Policy Manual informs the campus
about policies and procedures related to staff employment.
Staff Senate. The Staff Senate was established to be a representative body
of broadbanded staff. The Staff Senate strives to promote communication
among administrators, faculty and staff employees. The Staff Senate also
informs and serves the broadbanded staff of Valley City State University.
Grievance Procedure and Resolution of Disputes. The Staff Personnel Board,
a staff grievance committee appointed by the President, hears appeals and
employee grievances as per Sections 27 and 28 of the NDUS Human
Resource Policy Manual. Potential grievances have been settled according to
Policy 28.2. Records are kept with personnel records through the Human
Resources Office.
Relating to Safety
Valley City State University places the safety and well-being of its students,
faculty, staff, and visitors above all other considerations. It is the policy of
VCSU to provide and maintain safe and healthful working conditions. VCSU
subscribes to recognized national standards of safety as defined in published
materials of the North Dakota Workers Compensation Bureau, the State Fire
Laws, and the Federal Occupational Safety and Health Act. Information about
the Campus Security Act of 1990 is available through VCSU Policy 916 and
SBHE 916.
Sexual Harassment and Hostile Work Environment. Valley City State
University does not tolerate sexual harassment. Such action shall be
reported to the next level supervisor or the Human Resources office.
Individuals experiencing harassment from co-workers shall make it clear that
such behavior is offensive and unwanted. If this does not resolve the
problem, the appropriate supervisor must be notified. Supervisors are
expected to resolve this situation by referencing Policy V603.1.1 or V603.1,
and by taking more direct disciplinary action if necessary. An individual
making a false accusation may also be subject to disciplinary action.
Workplace Violence. Employees who observe or experience violence, threats,
harassment, intimidation, or other disruptive behavior are to report the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 38
Valley City State
University places the
safety and well-being of
its students, faculty, staff,
and visitors above all
other considerations.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
behavior to a supervisor and to assist the supervisor to complete the
Workplace Violence report and Incident report. No reports have been filed in
the past ten years.
Background Checks. VCSU conducts a criminal history records check on all
employees including student employees in positions listed in Policy V602.3.
Risk Management. With the loss of sovereign immunity, the state of North
Dakota, through the Office of Management and Budget, established a Risk
Management Division. This Division manages the Risk Management Fund, a
self-retention fund, which pays liability claims against the state and its
employees. Legislative and policy changes with regard to safety and risk
management were also outlined by the State Board of Higher Education in
Section 1901.1 of its Policy Manual. This clarified the duties and
responsibilities that the Risk Management Division has with regard to the
universities and their Loss Control Committees in managing potential liability
exposures.
The VCSU Director of Facilities Services, with the assistance of the Office
Manager/Safety Coordinator, has been assigned the responsibility of
administering the University’s safety management program. All faculty,
supervisors, staff, and other persons in authority are enjoined in the
prevention of accidents and reduction of claims in the environment and
operations under their control. New staff receive instruction on general
safety rules, emergency procedures, and procedures for reporting injuries
and incidents. Various safety trainings are conducted periodically during the
year. In addition, every employee must review certain policies and provide
designated medical provider information annually.
Valley City State University follows the North Dakota Risk Management
mandates, which comply with federal OSHA Hazard Communication
Standard, 29.CFR 1910.1200. The Facilities Services Department updates
and maintains all Material Safety Data Sheets for chemicals used by the
custodians and Sodexo (food services). The chair of the Chemistry
Department maintains a master list of chemicals that are used in the labs.
Laboratory chemicals are stored in an explosion-proof, ventilated room and a
licensed, professional organization takes care of waste removal.
The campus Loss Control Committee is comprised of the Facilities Director
(who serves as chair), several staff members, a faculty representative from
each division, and a student representative. The VCSU Loss Control
Committee meets each semester and the records are kept in the Facilities
Services Office. State Risk Management and Workforce Safety keep all
incident reports and worker’s compensation claims. The Human Resources
Director manages employee aspects of Worker’s Compensation claims and
retains return-to-work documentation. VCSU offers employees defensive
driving, CPR/AED training, and other life safety trainings.
Assessments of various state facilities provide an opportunity for present and
future liability exposures to be identified and assessed; recommendations to
be made regarding risk and financial management; and supporting
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 39
Valley City State
University follows the
North Dakota Risk
Management mandates,
which comply with federal
OSHA Hazard
Communication
Standard, 29.CFR
1910.1200.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
documentation to be provided. Facilities Services and the Loss Control
Committee conduct annual assessments of the campus, in addition to State
Risk Management’s assessments which are completed every four years (the
most recent assessment was in February 2010). State Risk Management
provides a report of their finding to the Facilities Director and the Safety
Coordinator. The report is reviewed by the Loss Control Committee and
assignments are made for addressing the identified risk areas within a
specific time period.
Although students report general feelings of safety on campus and campus
crime statistics show very low levels of criminal activity, VCSU takes the
safety and security of faculty, staff and students very seriously. On the 2010
administration of the Noel-Levitz Student Satisfaction Inventory, the item The
Campus is Safe and Secure for All Students, received the third highest
satisfaction score, (6.22 on a 7.0 scale) out of 72 items. Campus crime
statistics are published and distributed every year according to the Clery Act
and committees of students, faculty and staff meet regularly to discuss
campus safety issues. A Loss Control Committee and a Student Senate
Campus Security Committee work to achieve similar goals for a safe and
secure campus. Campus security efforts include:
•
•
•
•
•
A night watchman, who provides building security and observation of
campus activities.
A night-lighting review of campus each year with students and VCSU
administration; yard lights and building lights are added to the
campus to address specific areas of student concern. In addition,
hedges near entryways and doorways are kept trimmed to maintain
good visibility.
Security cameras as part of a video surveillance system. During the
summer of 2011, VCSU deployed an additional 40 cameras in
building entryways and parking lots, bringing the total to over 70
security cameras. The cameras are networked to the server and
access to view the captured images is reserved for those with
responsibility for safety and security of people and property.
Partnership with the Valley City Police Department, who patrol streets
in and around campus and provide quick response to calls for
campus emergencies.
Controlled access to buildings and rooms through a tightly managed
key issuance procedure.
In 2008, Homeland Security / ND Fusion visited the campus and assessed
critical assets and security. In their report, Homeland Security / ND Fusion
stated,
Valley City State University has implemented a rather extensive and
aggressive security program for its staff, students and facilities.
Several critical facilities have had cameras installed with adequate
monitoring and recording procedures and capabilities. The campus is
well on its way in implementing the long awaited mass notification
system known as NotiFind. Management and maintenance staff are
professional and sincere in their efforts to provide a safer and more
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 40
Although students report
general feelings of safety
on campus and campus
crime statistics show very
low levels of criminal
activity, VCSU takes the
safety and security of
faculty, staff and students
very seriously.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
secure environment. Having said this, the campus is one of the
oldest in the state, which is apparent within the infrastructure of the
campus itself. The buildings are in a wide range of secure status
from none to very good. Local Law Enforcement and Emergency
Management have been engaged throughout the process of providing
security for the campus and it is apparent that their efforts are taken
seriously. There is a very good working relationship between these
agencies and the campus.
As this report demonstrates, the University takes seriously its responsibility to
provide safe facilities and a secure campus environment.
Relating to Community
Full Disclosure / Public Access. North Dakota has an open meetings/open
records law. The open meetings portion of the law applies only to campus
entities to which the State Board of Higher Education has specifically
delegated decision-making authority. In addition, a limited number of
meetings to review personnel grievances are open only if the grievant
approves. Generally speaking, minutes of campus groups are posted on a
shared computer drive accessible to all faculty and staff.
The open records law provides that virtually all University documents may be
viewed upon request and copies provided for a nominal fee. The University’s
annual budget is placed in the University library each year. The University
reports campus crime statistics in accordance with federal law.
Fraud Reporting. The VCSU Policy 308.1 Employee Code of Conduct, adopted
in accordance with SBHE Policy 308.1, applies to all Valley City State
University employees. The State Board of Higher Education, NDUS and VCSU
are committed to uphold the highest ethical and professional standards. All
VCSU officers and employees must, at all times, comply with all applicable
laws and regulations. Activities that achieve results unlawfully or by unethical
behavior, including, but not limited to, payments for illegal acts, indirect
contributions, rebates, and bribery, are not tolerated and must be reported.
All conduct must meet or exceed minimum standards established by law.
The SBHE Policy 600 index details employer and employee personnel
responsibilities and activities to ensure that the organization operates legally,
responsibly, and with fiscal honesty. Specifically, SBHE Section 611.10
states that each employee, as a basic condition of employment, assumes
responsibility for safeguarding and preserving the assets and resources of
the state and University system and its institutions. The VCSU Policy 611.14
Reporting and Investigating Theft and Fraud provides specific procedures for
campus employees who suspect or detect fraudulent activity.
The University has other programs and policies in place which are designed
to deter fraud and unethical practices:
•
Identity Theft Prevention Program (located on the Business Office
website): to detect, prevent, and mitigate identity theft in connection
with the opening of a covered account or an existing covered account
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 41
Valley City State
University has
implemented a rather
extensive and aggressive
security program for its
staff, students and
facilities….Management
and maintenance staff are
professional and sincere in
their efforts to provide a
safer and more secure
environment.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
and to provide for continued administration of the program in
compliance with Part 681 of the Code of Federal Regulations
implementing Sections 114 and 315 of the Fair and Accurate Credit
Transactions Act (FACTA) of 2003.
•
Security Incident Responsibility Policy V1901.5: defines responsibility
and specifies appropriate actions needed to ensure that information
security incidents are handled in a consistent, thorough, and timely
manner in order to protect the availability, confidentiality and integrity
of VCSU systems, applications, data, or networks.
•
Electronic Financial Transactions Policy and Procedures V802.7: the
University recognizes that accepting credit cards as payment for
goods or services has become a common practice that improves
customer service, brings certain efficiencies to VCSU's cash collection
process, and may increase the sales volume of some types of
transactions. In addition, the use of technology, such as the World
Wide Web, provides easy access for many, making the use of credit
cards essential when sales are conducted electronically. It is the
University's responsibility to protect the privacy of its customers, as
well as maintain compliance with the Gramm Leach Bliley (GLB) Act,
and Payment Card Industry (PCI) Standards and Red Flag Rules.
Policy V802.7 provides expectations and guidelines for protecting
customers’ credit card information.
•
Guidelines for Protecting Sensitive Data V802.7.1: Protecting
confidential data is crucial. VCSU is a custodian of personal
information belonging to students, staff, faculty, researchers, and
those who use its outreach services. As custodian of that
information, VCSU is responsible for protecting and securing
intellectual property, and personal, student-related, financial, and
health information from misuse, theft, compromise, and unauthorized
disclosure.
•
Use of University Property V802.6:
o establishes authority for employees to use university property
at an off-campus location.
o informs employees of state policies regarding personal use of
state property.
o establishes campus policy governing disposal of surplus
property.
A Risk Assessment Framework. The SBHE contracted with a third party to
conduct an entity-wide risk assessment of each of the 11 campuses of the
NDUS. An enterprise-wide risk assessment is the first step in a risk
management program of assessing risks, evaluating risks and controls,
reviewing control effectiveness, and implementation of strategies to achieve
the Board’s acceptable risk level. The enterprise-wide risk assessment
project was designed to provide Valley City State University with insight to
inherent and specific risks throughout the institution. The next step will be
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 42
VCSU is responsible for
protecting and securing
intellectual property, and
personal, student-related,
financial, and health
information from misuse,
theft, compromise, and
unauthorized disclosure.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
for VCSU administration to determine mitigative actions to address identified
risks.
Public Relations. The Director of Communications and Marketing serves as
the University’s public relations officer. He/she works with the President’s
administrative assistant to produce a weekly campus newsletter called the
Hotline, with input from all on campus. All significant press coverage of the
University is sent to the Office of the Chancellor for distribution to the Board.
The Director of Marketing and Communication is the primary point of contact
for relations with all media. The President and the Director of Marketing and
Communication are the designated spokespersons for the University on all
major events.
The primary vehicle for internal communication is email and voice mail with
mass distribution lists available for faculty, staff, students, and other groups.
In addition, the Hotline newsletter is published weekly and distributed
electronically to all faculty and staff. Baselines is a key publication
distributed annually to all university employees at the beginning of the school
year which contains the University’s mission, vision, core values, University
purposes, strategic plan, progress report, organizational chart, committees,
and other fundamental information.
The University strives to maintain and enhance relations with the community
through diverse methods. The Director of Marketing and Communication
prepares and distributes press releases on university news, and coordinates
with various departments and divisions that are authorized to issue their
own. The President writes a bi-weekly column for the local newspaper. The
University has a voting ex-officio seat on the Chamber of Commerce board of
directors, and a university representative actively participates in that
organization. The President is a voting ex-officio member of the Valley CityBarnes County Development Corporation, the local economic development
organization. That group has formally declared that the information
technology skills of VCSU graduates are the area’s most valuable renewable
resource, making information technology the focus of many initiatives. At
their own initiative, VCSU employees are also actively involved in many
community committees, events, and projects.
Evaluation of Core Component 1e
VCSU values good communication and transparency in its dealings with its
students, employees, and external constituencies.
Strengths: VCSU has established policies and processes to ensure fair and
safe treatment, and it complies with all laws and regulations established by
the federal government, state constitution, and the State Board of Higher
Education. These policies and processes are provided to internal
constituents through email, print, and web-based documents, and to external
constituents through the Director of Communications and Marketing.
New Initiatives: Having recently become aware of the expectation that
distance delivery requires state authorization in many states, VCSU has been
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 43
The University strives to
maintain and enhance
relations with the
community through
diverse methods.
CHAPTER 4 ♦ Criterion 1: Mission and Integrity
making efforts to determine expectations in each state where programs are
delivered online so the University is operating legally in each state.
Challenges: Communicating policy and processes with distance students has
become an increasing challenge as the University has developed more
articulation agreements. In Fall 2011 the Academic Affairs office plans to
publish a “Distance Programs” catalog in tandem with the biennial VCSU
Catalog, to make access to important information more accessible to
students at a distance.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 44
Valley City-Barnes
County Development
Corporation, the local
economic development
organization…has
formally declared that the
information technology
skills of VCSU graduates
are the area’s most
valuable renewable
resource, making
information technology
the focus of many
initiatives.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Chapter 5: Preparing for the Future
The organization’s allocation of resources and its processes for
evaluation and planning demonstrate its capacity to fulfill its
mission, improve the quality of its education, and respond to future
challenges and opportunities.
Valley City State University has a long-standing history of strategic planning
that relies, in part, on informed analysis of societal and economic trends, not
only within North Dakota but also beyond its borders. While operating within
the broader context of the North Dakota University System and accountable
to the State Board of Higher Education, the institution retains its own identity
and designs initiatives in congruence with its vision, mission, goals and
priorities.
The current North Dakota University System Strategic Plan covers the
timeframe of 2009-2013. Its vision and goals are as follows:
Vision: Leading the nation in educational attainment through access,
innovation, and excellence.
•
•
•
•
Goal 1: The North Dakota University System is accessible, a
view held by all North Dakotans.
Goal 2: North Dakotans recognize that the North Dakota
University System is affordable at a level that can be
sustained.
Goal 3: The North Dakota University System increases the
overall vitality of the state through exceptional education,
research, training, and service.
Goal 4: The eleven institutions comprising the North Dakota
University System work together to achieve the vision
effectively.
Progress toward each goal “will be assessed through objectives that are
specific, measurable, and actionable with assigned responsibility and
timeframes. The majority of these stated objectives are directly linked to the
required accountability measures outlined in SB 2038 adopted during the
2009 legislative session” (NDUS Strategic Plan, 2009). Each year the
University System office publishes a document indicating annual campus
performance for the accountability measures required by state law; campus
planning is shaped in part by the System goals and relies on accountability
measures data to measure progress toward those goals.
Strategic Planning
Over the past decade, VCSU has operated under three strategic plans. The
first, published in Fall 2001 and intended to shape planning process from
2001-2007, was based on the Cornerstones of the North Dakota Roundtable
report, which was adopted in July 2000 by the State Board of Higher
Education, and responded to legislative changes that allowed each campus
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 45
While operating within
the broader context of the
North Dakota University
System and being
accountable to the State
Board of Higher
Education, the institution
retains its own identity
and designs initiatives in
congruence with its
vision, mission, goals and
priorities.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
to keep its tuition revenues. The Fall 2001 Strategic Plan document provides
a full background of the context in which this plan was developed and the
campus process and data used.
In 2006, the campus began a new planning process that focused on VCSU’s
need to improve recruitment and retention as full-time enrollment began to
drop. The resulting Growth Plan in 2007 identified a series of actions that
would achieve results (growth) by 2010, to include marketing of selected
majors, articulations with several two year campuses, the addition of several
intercollegiate men’s and women’s athletic programs, increased scholarship
funding, and the development of the new graduate program. Funds were set
aside specifically to support marketing efforts of designated majors and
articulation development with Wyoming community colleges.
In developing this plan, members of the Executive Team visited with each
academic unit to identify growth opportunities. Information from these
meetings was used by the Executive Team to draft the initial version, while
the newly formed University Council, made up of division chairs from each
academic area, the Executive Team, and leadership from key offices (such as
the Registrar), reviewed the later draft versions of the Growth Plan, and met
monthly during the next year to report on its implementation.
The current strategic plan, developed in 2009-2010 by a specially appointed
committee with broad campus representation, maintains the campus focus
on enrollment growth, while bringing attention back to the need for facility
improvements. VCSU 2015 provides a framework for growth and
improvement over five years. During the first year of its implementation, the
Success 2015 committee has reviewed the plan, met with those responsible
for each action, and established baseline data where pertinent. This
committee will continue its oversight and annual review as the plan is revised
and updated.
To build on the individual program efforts encouraged so successfully by the
2007 Growth Plan, the VCSU 2015 plan requires each academic area to
develop strategic plans and complete annual program updates to document
goals, decisions, planning, and results. All academic units completed their
strategic planning processes during Fall 2010, with their first Annual Program
Updates (which establish baseline data and provide planning updates) due in
Spring 2011. These planning processes helped support some of the budget
requests presented in Spring 2011’s annual budget review.
The University uses a wide range of tactics to assess current functions and
future challenges. A coordinated strategic planning process from the
president to divisional units ensures integration of the mission and purposes
of the University into individual work plans and goals. The self study has
confirmed that an integrated planning process facilitates productive work
patterns. Such integration of purpose, coupled with a ubiquitous computing
environment, facilitates communication processes. The University’s
effectiveness is predicated on its ability to assess and communicate in ways
that afford strategic and timely decision-making.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 46
…the VCSU 2015 plan
requires each academic
area to develop strategic
plans and complete
annual program updates
to document goals,
decisions, planning, and
results.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Appropriate communication and integration of purpose have enabled
constructive responses to the ever-demanding changes before small
universities in general and specifically to the unique demands before a small,
rural, public liberal arts university in North Dakota. The “Decade of
Transformation” section in chapter one of the 2001 Self-Study Report aptly
depicts the versatility and effectiveness of the University through the last
decade of the twentieth century. The institution remains well positioned to
seek the next level of excellence because the campus culture that allowed
VCSU to respond so well in a turbulent decade continues to make the
campus vital and responsive.
Core Component 2a. The organization realistically prepares for a
future shaped by multiple societal and economic trends.
Numerous trends impact planning at VCSU, and the institution ignores them
at its peril. The short list includes these:
•
•
•
•
•
•
•
•
•
•
•
•
•
Changing demographic landscape of North Dakota
Possibility of diminishing financial support from the legislature
The need to obtain funding from outside resources
Lifelong learning pursuits of the citizenry
Necessity of professional growth and development opportunities
Demand for ensuring success of all students
Commitment to meeting learning needs of the twenty-first century
The changing face of educational practice
Increasing need to be able to find information
Explosive opportunities in communication
Rapid evolution of technological developments
Globalization of business and education operations
Competition with ten other system campuses in North Dakota, in
addition to online and for-profit universities
Each of these areas presents both challenge and opportunity, and most
involve change, something the University embraces as a matter of routine
practice. VCSU’s strategic planning efforts over the past decade have
attended to these trends and have demonstrated the institution’s ability to
plan realistically to meet future challenges.
Three accomplishments in particular demonstrate this ability to meet societal
and economic changes and prepare for the future: the establishment of the
graduate program, securing grant funding initiatives, and expansion of the
undergraduate education enterprise. Additional benchmark
accomplishments further define VCSU as a progressive, innovative,
responsive organization.
Graduate Program
The mission and vision of Valley City State University in the 1990s focused on
national leadership in quality learning and innovation through technology.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 47
The institution remains
well positioned to seek the
next level of excellence
because the campus
culture that allowed
VCSU to respond so well
in a turbulent decade
continues to make the
campus vital and
responsive.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
The Master of Education, established in 2005, grew from the University’s
strong tradition of educational leadership and technological innovation. The
M.Ed. rose from the needs of the state and the historic mission of the
University, expresses the University’s continuing commitment to a mandate
from the Board, and capitalizes on strategic niche expertise the University
has been developing for well over two decades. The program is built on
strong undergraduate programs in Education and has strengthened the
University’s ability to continue doing what it already does well, while serving a
new clientele. It has enabled the University to work effectively with its own
teacher-education graduates throughout their careers.
The online Master of Education degree at VCSU is a practitioner-oriented
degree, designed for the practicing teachers. The program requires four core
courses that provide students with the foundation for educational research
and graduate study in education. Four concentrations are available: Library
and Information Technologies, Technology Education, Teaching and
Technology and Teaching English Language Learners. In each case, the
curricular concentrations build on an undergraduate strength at VCSU, and
respond to a particular market need.
Library & Information Technologies. VCSU has designed this
concentration for teachers at either primary or secondary levels who
may be required by their district to fill a part- or full-time library
position. The concentration is designed to meet the growing state
and regional needs for school library media specialists and librarians.
A 2004 ALA (American Library Association) task force conducted by
M. Harlan, S. Norton and H. Adams concluded that “over 50 percent
of all professional librarians [will be] retiring by 2014, [and] rural
school districts face a big challenge in recruiting and retaining
professional and support staff to fill vacant positions.” This
concentration has helped to meet the educational needs in an online
environment which is available not only statewide, but also regionally
and nationally.
The curriculum meets both the AASL/NCATE (American Association of
School Librarians/National Council for Accreditation of Teacher
Education) School Library Media Specialist preparation standards and
the North Dakota Department of Public Instruction standards for the
preparation of library media specialists at the highest credential level
- LM01. This is the only graduate-level library science program in the
state.
Technology Education. Valley City State University has designed this
concentration for primary and secondary level educators who are
interested in teaching Technology Education, a field that currently
faces a substantial nationwide shortage of qualified teachers. The
program is also the only one in North Dakota that provides teacher
licensure through a combination of undergraduate and graduate
courses. Curriculum in the courses is consistent with the Standards
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 48
The online Master of
Education (M.Ed.) degree
at VCSU is a practitioneroriented degree, designed
for the practicing teachers.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
for Technological Literacy defined by the International Technology and
Engineering Educators Association.
Teaching & Technology. Valley City State University has designed this
concentration for teachers at either primary or secondary levels
wishing to pursue a master's degree. It is a unique program, not only
in the state, but also in the country. Curriculum focuses on the use of
technologies to enrich teaching and learning. With the rapid changes
in technology, teachers must become effective users of technology
and develop strategies for successfully integrating technology into the
classroom to enhance the learning experience. Curriculum in this
concentration provides students with an understanding of the
National Educational Technology Standards (NETS) as defined by the
International Society for Technology in Education (ISTE).
Teaching English Language Learners. Valley City State University has
designed this concentration for teachers at either primary or
secondary levels wishing to pursue a master’s degree. The
Concentration in Teaching English Language Learners (ELL) provides
in-service teachers with the cultural and linguistic pedagogy needed
to address the ELL needs. This concentration capitalizes on the
University's excellent reputation and historic role in teacher
preparation and the University's strength in ELL teacher training and
couples it with its successful online M.Ed. The ELL endorsement is
approved by NCATE and is embedded into the concentration. One of
only two such programs in the state, it provides ELL trained teachers
for all the major public school districts across the state, including
Bismarck, Fargo, Grand Forks, the Hutterite colonies, and the Tribal
schools.
With premier programs built on a long-standing tradition of excellence, the
VCSU School of Education and Graduate Studies is accredited by the Higher
Learning Commission (HLC), the North Dakota Educational Standards and
Practices Board (ESPB), and the National Council for Accreditation of Teacher
Education (NCATE).
In 2008, NCATE granted accreditation to VCSU at two levels. VCSU's
undergraduate teacher education programs were accredited at the initial
teacher preparation level, which applies to programs that prepare students
for their first license to teach. In addition, VCSU's new online Master of
Education program received accreditation at the advanced level, which
includes post baccalaureate programs for teachers who have completed
initial preparation.
To receive accreditation from NCATE, schools must meet rigorous standards
set by the profession and members of the public. Teacher candidates must
have in-depth knowledge of the subject matter as well as the skills necessary
to convey that knowledge to students. The college or university must
carefully assess student knowledge and must have partnerships with P-12
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 49
With the rapid changes in
technology, teachers must
become effective users of
technology and develop
strategies for successfully
integrating technology
into the classroom to
enhance the learning
experience.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
schools to help students learn. Candidates must be prepared to understand
and work with diverse student populations. Faculty must model effective
teaching practices and the school must have the resources, including
information technology resources, necessary to prepare candidates to meet
new standards. NCATE revises its standards every five years to incorporate
best practice and research in order to ensure that the standards reflect a
consensus about what is important in teacher preparation today.
In their report, the NCATE Board of Examiners identified several key strengths
of VCSU's programs. The report recognized VCSU's faculty for its high quality
as evidenced by both faculty credentials and evaluation by students and
colleagues. VCSU's field experience program was recognized as giving
students opportunities to learn by participating in live classroom settings.
The report also noted VCSU's centralized assessment system that helps
students develop and model professional dispositions, as well as recent
improvements to that system developed by faculty and the VCSU IT staff.
NCATE also named as a strength VCSU's technology-rich environment,
including its laptop initiative in which every full-time student is issued a
laptop computer.
The graduate program has continued to grow at a predictable rate. Since it
was established in 2005, it has increased by ten to twenty students each
year.
Table 5.1 Graduate Student Enrollment by Concentration
Active Students in
Concentrations
Teaching and Technology
Technology Education
Library & Information
Technologies
Teaching English Language
Learners
Non-Degree Seeking
Concentration Totals by
Semester
Fall
08
49
32
Fall
09
53
23
Fall
10
66
34
31
37
31
0
1
5
2
6
4
113
120
141
Its first graduates were in 2007 when 13 students completed the degree. In
2010 the program met one of the institution’s original goals of graduating 30
students by 2010. Table 5.1 illustrates enrollment growth in the graduate
program over the last three years.
Grant Funding Initiatives
The institution has profited from grant writing activity for decades. Three
current initiatives which demonstrate a more aggressive approach to grant
writing have assumed a prominent role in strengthening educational
operations.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 50
NCATE Board of
Examiners … recognized
VCSU's faculty for its
high quality as evidenced
by both faculty credentials
and evaluation by
students and colleagues.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
STEM Education Funding and the Great Plains STEM Education Center
In December 2009, President Barack Obama signed into law an omnibus
spending bill that included $750,000 in funding for Valley City State
University to extend its role in Science, Technology, Engineering and
Mathematics (STEM) education. The funding allowed VCSU to develop the
Great Plains STEM Education Center, which provides professional
development training for K-12 teachers in STEM methodology, and which
promotes and supports STEM-related activities in the state. Further support
from another federal spending bill and funding from the North Dakota State
legislature in 2009 and 2011 allowed for further expansion of the Center’s
impact.
These efforts in STEM education are rooted in a decade of program
development which provides technology and engineering methodology for
teachers. In 2000, VCSU launched its online degree program in Technology
Education, aimed at providing technological literacy for all students based on
content standards published by the International Technology and Engineering
Educators Association (ITEEA) and endorsed by the National Academy of
Engineering (NAE). In 2005, VCSU launched a concentration in Technology
Education for its online Master of Education degree program. In 2008, VCSU
signed a memorandum of understanding with the National Center for
Technological Literacy of the Museum of Science Boston to bring quality
standards-based engineering and technology education to K-12 schools
throughout the region.
Bush Foundation Valley Partnership
Also in December 2009, Minnesota State University – Moorhead (MSUM),
North Dakota State University (NDSU) and Valley City State University entered
into a partnership to improve teacher training and effectiveness that the
Bush Foundation has committed to support with payments of up to $5.65
million over 10 years. The partnership joined 11 other institutions the Bush
Foundation is funding to redesign teacher preparation programs.
The partnership allows VCSU to redesign its curriculum to include increasing
field experiences offered to students, offering curriculum in emerging fields
such as STEM (Science, Technology, Engineering and Mathematics) and ELL
(English Language Learners), and improving the understanding and
application of assessment strategies.
According to the terms of the Letter of Commitment, the Bush Foundation is
supporting the partnership's strategy to build and implement a dramatically
redesigned teacher preparation program that will develop and guarantee the
effectiveness of 250 teachers annually beginning in 2014. The partnership
will implement recruiting strategies that target middle school students, high
school students, college students and career transition professionals with
customized approaches. Students will be offered a comprehensive range of
certificates recognizing achievement in areas of academic specialization that,
through articulation agreements, will be recognized by all of the partners.
Prospective teachers graduating from the partnership will be placed in
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 51
The partnership allows
VCSU to redesign its
curriculum to include
increasing field
experiences, offering
curriculum in emerging
fields such as STEM
(Science, Technology,
Engineering and
Mathematics) and ELL
(English Language
Learners), and improving
the understanding and
application of assessment
strategies.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
partner schools that provide trained mentors and share assessment data to
gauge new teacher impact.
Project Nexus: Institute of Museum and Library Services
Project Nexus, a grant from the Institute of Museum and Library Services,
provided $574,000 to develop and implement a successful online graduate
library program. The grant was completed in June of 2011 and met all of its
outcomes. A second grant for $232,000 was awarded in 2011 by the
Institute of Museum and Library Services. It provides professional
development support for school librarians in North Dakota and surrounding
states through 2014.
The Project Nexus outcomes and VCSU’s progress are delineated below:
1. Develop an online comprehensive, high quality, accessible graduate
curriculum in library and information technologies accredited by the
American Library Association/American Association of School
Librarians (ALA/AASL) and National Council for Accreditation of
Teacher Education (NCATE). North Dakota has been without a
master’s level library media degree program since the mid-1970s.
The curriculum will also meet the North Dakota Department of Public
Instruction and the North Dakota University System requirements to
assure program/course validity in meeting the State Library Media
Certification (Teacher) Standards. The program was reviewed as part
of the NCATE site visit and approved through NCATE in 2008. The
faculty are currently pursuing program accreditation through
NCATE/AASL. Graduates of the program are eligible for LM01
licensure through the North Dakota Department of Public Instruction.
2. Through partnership efforts recruit fifteen graduate students each
year for three years. A recruitment plan for students will be designed
based on surveys documenting extensive interest by school librarians
and prospective school librarians. Partnering with the North Dakota
Tribal Colleges broadened recruitment to underrepresented areas.
The program regularly enrolls about 30 students each term.
3. Provide tuition assistance to support disadvantaged professionals.
North Dakota K-12 educators are at a financial and geographic
disadvantage due to low salaries ranking 50th nationally and
because there are no in-state graduate library education programs.
During the three-year period of the grant, 117 grants were awarded
for tuition support.
4.
Successfully implement a library program. In an asynchronous
online environment the curriculum will be delivered to the identified
audience. The accredited Master’s degree will be implemented
during a two year cycle. The program is accredited (by NCATE in
2008) and delivers a Master’s degree students can complete over
the course of two years (six terms, including summers as regular
terms).
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 52
Project Nexus, a grant
from the Institute of
Museum and Library
Services, provided
$574,000 to develop and
implement a successful
online graduate library
program.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Assessment included evaluating enrollment, retention, completion, and
employment rates. Data from an ongoing evaluation of the Project Nexus
librarian certification and M.Ed. programs, of individual courses, and of
enrollment statistics, was gathered throughout each year and compiled and
reported at the end of each grant funding year.
All three of these grants are providing faculty with additional support to
develop curriculum and assessment tools, to improve recruitment, and to
collaborate with and have a stronger impact on the K-12 constituents VCSU
serves.
Expanding the Undergraduate Education Enterprise
Out-of-State Articulations
In 2008, VCSU signed an articulation agreement with Northwest College
(Powell, WY) that offers students in Wyoming the opportunity to complete
VCSU's Elementary Education, English Education and History Education
degree programs via distance learning. The agreements address an unmet
demand for Elementary, English and History Education degree opportunities
throughout the state.
According to the agreements, VCSU will recognize students who have
completed Northwest's Associate of Arts degree as having met VCSU's
General Education requirements (with some exceptions). They will then be
eligible to earn VCSU's Bachelor of Science degree in Education, with
Elementary, English or History Education majors, by completing VCSU's
Professional Education Sequence, other specified courses, and the student
teaching experience. VCSU will deliver these courses using methods that
allow the students to complete the program without being present on the
VCSU campus. Delivery methods will include online and summer workshops
conducted by VCSU faculty on the NWC campus. VCSU uses flexible delivery
methods (such as online and summer workshops) so that students may
complete all required coursework in Wyoming.
The original partnership with NWC has proved very successful. Other
campuses in Wyoming have contacted VCSU about developing similar
arrangements because of the positive comments NWC provided at regional
meetings. In 2010, the Higher Learning Commission granted the last of three
requests from VCSU to deliver these programs to Wyoming, approving all
seven community college sites. Agreements with these other colleges have
been set up to mimic the Northwest College program. Student enrollment
from Wyoming in Spring 2011 was 40 students, with an anticipated total of
70 students Fall 2011. This growth comes from the addition of two new
articulations added Spring 2011, and enrollment is now expected to stabilize.
Agreements with North Dakota Colleges and Universities
In 2003, articulation agreements were signed to facilitate credit transfer and
provide a smooth transition from one related degree program to another
Dakota College at Bottineau (DCB) and Lake Region State College (LRSC) with
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 53
In 2008, VCSU signed an
articulation agreement
with Northwest College
(Powell, WY) that will
give students in Wyoming
the opportunity to
complete VCSU's
Elementary Education,
English Education and
History Education degree
programs via distance
learning.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
VCSU in the programs of Music/Music Education, Music with an Emphasis in
Business, Art/Art Education, and Physical Education.
A unique agreement between VCSU and DCB was developed in 2004-2005
for the delivery of the third year of the VCSU Fisheries and Wildlife Science
major on the Dakota College at Bottineau campus. Courses in this program
are taught over Intervideo network (IVN). The success of this program has
affected VCSU in two ways: first, VCSU has experienced strong enrollment in
this program, doubling the number of majors from Fall 2009 to Fall 2010.
Second, the strength of this agreement has led to three other agreements,
each of which brings students to VCSU while also benefiting DCB’s programs
and enrollment:
•
The Dakota Nursing Program, started in 2008 on the VCSU campus,
offers residents in this region much-needed nursing credentials.
Students take some courses from VCSU, and complete the nursing
components/ADN degree through DCB on VCSU’s campus.
•
The Bridges program. This program responds to the NDUS Office’s
expressed preference that the two year colleges provide
developmental coursework, and to VCSU’s need to offer an option to
students who do not meet entrance requirements. Students are able
to live on campus and take courses from both DCB and VCSU while
completing a one year certificate from DCB. They are then eligible to
transfer to VCSU and continue their academic career. In addition,
DCB offers developmental courses to VCSU students, to assist with
student academic needs.
•
Three AAS and AA/AS Degree options. These four programs are new
to VCSU’s campus in Fall 2011. They will function much as the
Bridges program, with students enrolled in courses from both
campuses and articulations developed to allow for seamless transfer
after students complete the DCB degree.
In addition to these new programs, VCSU continues to partner with NDSU in
delivering its Elementary Education program in Fargo, and is finalizing new
agreements to collaborate in Art. Further, the institution is now collaborating
with the University of North Dakota (UND) Graduate School to offer
components of their Master’s of Business Administration degree to VCSU
students thereby allowing VCSU students to participate in their Bridge to the
MBA program. Two programs currently in development include a
collaboration to receive the Medical Laboratory Science major from UND and
an articulation to provide a four-year degree pathway for students in the
journeyworker track at North Dakota State School of Science.
Additional Benchmark Accomplishments
Accomplishment across the University is not limited to education. Other
endeavors and attributes reflect an institution committed to continuous
improvement and meaningful, planned change that will ensure its success in
meeting the needs of the broad community of learners it serves.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 54
The Dakota Nursing
Program, started in 2008
on the VCSU campus,
offers residents in this
region much-needed
nursing credentials.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
•
•
•
•
•
Taking steps toward becoming a more environmentally responsible
campus, including participation in city's new recycling initiatives, is a
reality.
Establishment of a new IT Data Center as a facility upgrade enhances
operations.
The institution added new offerings for student athletes that include
golf, track & field, and cross country teams.
The 2009 flood demonstrated the importance of technology tools for
interaction with students; the H1N1 threat the following fall
presented new scenarios where technology could solve problems.
Recognizing the practicality of these tools for all teaching, faculty
continue to explore teaching technologies to diversify the experiences
of student learners, both in the classroom and those learning from a
distance.
The new Prairie Waters Education and Research Center provides new
opportunities for student and faculty research as well as a wealth of
information and educational opportunities for regional K-12 students
to learn about science and water issues.
Just as it did in the last century, Valley City State University continues to
accomplish its purposes and strengthen its educational effectiveness, in part,
because of the planning and assessment processes that guide decisionmaking, improvements, and change, all resting in a mission statement that is
appropriate and fluid.
Evaluation of Core Component 2a
Valley City State University is well aware of changing societal and economic
trends that require it to be both innovative in shaping itself to meet the future
while responding to current needs and stresses. Concerns about changing
demographics have proved more significant than economic trends during the
past decade; VCSU has successfully identified new markets to off-set
expected enrollment declines in its traditional market and sought significant
grant support to strengthen academic offerings.
Strengths: VCSU succeeds by deliberately matching its strengths with market
needs, from developing a graduate library concentration for inservice
teachers across the state (the only such program in North Dakota), to
establishing a water education and research center (which served over 1000
visitors in its first year of operation) from the work of several biology
professors and the campus macroinvertibrate laboratory.
Ongoing initiatives: VCSU has been able to leverage grant funding to support
new initiatives and programs. They have provided support for curriculum
development and student scholarships as well as peripheral support of staff
and faculty. The three grants described in this section continue to support
the quality of the programs as they grow and become self-sustaining.
Challenges: Program growth brings challenges in staffing, policy
development, and assessment. After decades of low enrollment and a tight
budget, VCSU must now learn to manage growth successfully.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 55
Valley City State
University continues to
accomplish its purposes
and strengthen its
educational effectiveness.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Core Component 2b. The organization’s resource base supports its
educational programs and its plans for maintaining and
strengthening their quality in the future.
Valley City State University allocates resources in support of the University
mission. As countless awards and decades of successful accreditations
attest, VCSU is renowned as a high quality, stable educational institution with
a strong foundation. Fulfilling the mission and in line with NDUS goals, all
planning and assessment processes guide decision-making, improvements,
and changes within the organization. While a perpetual needs list exists,
resources are sufficient to ensure continued accomplishment. A new campus
master plan provides direction for the operation and maintenance of physical
facilities, and the institution makes budget allocations according to goals and
needs. Reported performance evidence validates wise use of all assets –
human, physical, and financial.
Human Resources
The field of Human Resources has expanded within the North Dakota
University System (NDUS) over the past ten years. One large initiative
demonstrating this growth and commitment to the field was the
implementation of PeopleSoft. PeopleSoft brought an HRMS system to the
NDUS and is used to maintain and centralize employee payroll processing,
employee data warehousing, and data security.
The Human Resources Department at VCSU expanded and reorganized in
September of 2010. The Director of Human Resources (HR) role expanded
from half-time to full to dedicate more time and attention to the field. Payroll
was extracted from the Business Office and combined with HR to form a new
Employee Services Department. Resulting from turnover, a split position of
Grant Accounting and Career Services was also reorganized in this process.
The Payroll Manager acquired the Grant Accounting responsibilities and
exchanged transactional payroll duties, which were combined with the
remaining Career Services duties. The reorganization of duties within Payroll
furthers the relationship of Employee Services with the student hiring
processes.
At VCSU, several processes have been strengthened to ensure legal
compliance. The hiring process was reviewed and improved to include
electronic application submission, consistent posting timelines, applicant
tracking and screening processes, and documents to ensure objective hiring
decisions on the part of the committee. In 2009, VCSU implemented a
background check policy that requires all new employees to successfully
complete a background check before starting in their position.
Whether students, faculty, or staff, the human resources of VCSU are notable
for their steadfast dedication to maintaining an environment conducive to
learning, providing technical and clerical assistance, keeping records, and
managing the physical plant. Valley City State University permanent
employees are either faculty or staff. Staff includes administrators and other
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 56
At VCSU, several
processes have been
strengthened to ensure
legal compliance.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
support personnel. Employees are also categorized by funding sources into
state-funded positions, or grant and local positions. In addition to permanent
employees, Valley City State University has adjunct faculty, temporary
employees, and student employees.
VCSU employs a total of 325-350 people including faculty, staff,
administrators, adjunct faculty, part-time employees, and students. The fulltime equivalent (FTE) of all permanent employees included in the 2009-2010
annual budget is 162.79, which is an increase of 2.67 FTE when compared
with the 2001-2002 annual budget. Spring semester 2010, the institution
employed a total of 326 people, with 155 of them at full-time status. Regular
performance reviews, evaluation, assessment, professional development,
and individual growth plans promote increased productivity and generate
improvements.
Faculty
Faculty Appointments. Faculty members at Valley City State University
possess the necessary professional competencies to provide effective
instruction and to carry out their related responsibilities. The table below
summarizes the distribution of degrees and tenure, across all five divisions.
Table 5.2 Faculty Degrees by Division (Full-time, tenured or tenure-track only)
Division
#Faculty
Tenured
CASS
Education
Fine Arts
MSHPE
Business
Total
14
14
7
14
11
60
5
9
5
10
7
36
Terminal
Degree
8
10
6
10
2
36
Master’s Level
6
4
1
4
9
24
The number of full-time faculty with terminal degrees has increased by 47%
over the past decade. Retention of faculty is also fairly strong: 26 faculty
members (43%) have served VCSU for more than 10 years.
While small class sizes are a hallmark of VCSU, this also results in inequities
of workload as some programs must be subsidized by larger programs and
general education courses. In addition, faculty may choose to offer
independent studies to assist students toward timely graduation, which
further add to their workloads. Efforts have been made across campus to
develop curricular options that reduce the need for these independent
studies; the addition of online courses and growing enrollment have also
reduced the number of independent studies, although not necessarily
reducing workload. Recognizing the strain overload places on both the
faculty member and the colleagues who must pick up the University service
duties, APAC has developed a policy for discussion this coming fall which
restricts faculty overload to 1/5 of a full-time contract. Such restriction will
help the Academic Affairs office more readily identify programs needing
additional faculty support.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 57
Faculty members at
Valley City State
University possess the
necessary professional
competencies to provide
effective instruction and
to carry out their related
responsibilities.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
In the middle of the past decade, VCSU faced dropping enrollment and the
possibility of reduction in force. During much of this decade, no new faculty
lines were added, and new initiatives were funded entirely through
reallocation and grant support. The Fisheries and Wildlife Science major, for
example was approved by Faculty Association vote on the condition that the
program be self-supporting within five years, with ‘self-supporting’ defined as
an enrollment of 40 majors. The start-up funding for the faculty position
came from a grant. Other new programs were developed through curricular
revision and faculty overload. The success of these ventures can be seen
with record enrollments; the challenge now lies in managing growth and
reducing faculty overload.
With the enrollment growth VCSU has experienced over the past few years
and the support of grant dollars in Education (Bush Foundation) and STEM
areas, VCSU has seen a recent increase in special, non-tenure track
appointments. As the University adjusts to growth, the use of these
appointments is deliberate: one year appointments allow the department to
gauge the continued growth of a program and to fund the position from more
flexible, local accounts. In this way, enrollment revenues directly support
instruction. Full time (even though temporary) appointments benefit students
more than a series of adjunct appointments, since faculty have more
interaction with the department and institution, and stronger commitment to
its programs and purposes, all of which strengthens continuity of instruction.
Not every new faculty hire is a special appointment, however; in areas of
institutional strategic commitment, where program stability is reasonably
assured, the University has committed to additional tenure-track positions,
believing that this is VCSU’s best way to locate quality faculty who might
otherwise be put off by low salaries (see below). Four such positions have
been developed in the past two years—psychology, technology education,
fisheries and wildlife, and elementary education.
Faculty Salaries. Salaries over the past decade remain a challenge. Table
5.3 provides a comparison of salaries by rank, demonstrating North Dakota’s
continued lag in compensation. These lower salaries make job searches
challenging, as the compensations offered to make up for these lower
numbers—low cost of living, inexpensive housing, full medical benefits, low
crime rate, excellent public education—are hard to quantify for the would-be
employee.
The news is not all bad, however: in an otherwise depressed economy, North
Dakota in general and VCSU in specific have fared well. While many
universities have frozen or even cut salaries, made mandatory furloughs, and
reduced contributions to retirement plans, VCSU has been able to offer salary
increases every year over the last ten years. This is due in part from North
Dakota’s strong agricultural sector and increasing oil production. ND is now
the fourth largest oil producing state in the US. According to the American
Association of University Professors, the average salary increase for the
2009-2010 academic year was 1.2%. At VCSU the average faculty salary
increase was 6.4% in 2009-10. Over the past decade, average faculty salary
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 58
While many universities
have frozen or even cut
salaries, made mandatory
furloughs, and reduced
contributions to
retirement plans, VCSU
has been able to offer
salary increases every
year over the last ten
years.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
increases have ranged from 2.0% (2004-05) to 6.4% (2009-10), with an
average increase over the decade of 4.6% annually.
Table 5.3 Average Faculty Salaries
AVERAGE FACULTY SALARIES, ACADEMIC YEAR 2008- 09
NDUS includes VCSU, MaSU, and DSU
Profs
Assoc
Profs
Asst
Profs
Instructors
U.S.
$ 84,488
$68,193
$56,977
$ 43,970
Regional
$ 74,458
$61,588
$52,528
$ 39,741
NDUS
Variance from
Regional
Variance from
National
$ 60,792
$52,814
$46,401
$ 41,140
-18%
-14%
-12%
4%
-28%
-23%
-19%
-6%
(Source: NDUS Employee Compensation Report dated March
2010)
Staff
Staff are placed in broad salary bands that focus on the knowledge and skills
of the individual. VCSU employs 84 full-time and 8 part-time staff, who fall
into bands as indicated in Table 5.4. The average years of service in each
band indicates the stability and experience in offices across campus, and the
dedication of staff, like faculty, to the University.
Table 5.4 Staff by Broad Band Number
Band Number
Description
2010 #
Employed
Average Years
of Service
17 FT,1 PT
17.00 years
20 FT, 1PT
9.74 years
11 FT, 1 PT
11.32 years
12 FT, 5 PT
13.8 years
Band 5000
Administration
Managerial
Professional
Technical &
Paraprofessional
Office Support
Band 6000
Crafts and Trades
14 FT
12.44 years
Band 7000
Services
10 FT
7.68 years
Band 1000
Band 3000
Band 4000
VCSU has identified market salary values for all staff positions on campus.
These values, the level of responsibilities, and internal equity are used in
determining salary increases above across-the-board increases. VCSU has a
Salary Administration Policy to address salary applications. Annual
responsibility reviews are used to assess staff performance.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 59
At VCSU the average
faculty salary increase
was 6.4% in 2009-10.
Over the past decade,
average faculty salary
increases have ranged
from 2.0% (2004-05) to
6.4% (2009-10), with an
average increase over the
decade of 4.6% annually.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Table 5.5 Salary Increase in each Band over 10 years
Band Number
2001 Mean
Salary
2010 Mean
Salary
Band 1000
$41,128
$57,926.04
Average
increase over
10 years
41%
Band 3000
$30,532
$37,306.00
22%
Band 4000
$22,063
$29,038.00
32%
Band 5000
$18,953
$25,413.53
34%
Band 6000
$21,047
$31,201.57
48%
Band 7000
$15,531
$23,670.00
52%
While staff salaries generally run about 12-15% below regional and national
comparators, Table 5.5 demonstrates the progress VCSU has made in raising
salaries. Through application of minimum dollar per month salary increases,
VCSU has intentionally increased the salaries of the lowest paid staff.
All regular employees of VCSU are eligible for three course tuition waivers per
calendar year, following the guidelines in Human Resource Policy 33. In
addition, employees enjoy many training opportunities, including customer
service workshops, computer training workshops both on and off campus,
and informational workshops during Welcome Week each August.
Fiscal Resources
Valley City State University is committed to maintaining a level of expenditure
that will provide both human resources and the environment necessary for
effective teaching and learning. Resources are allocated in a manner that
will support the goals and strategies of the institution. With enrollment
increases, budget allocations are made to hire additional faculty in high
demand growth programs. VCSU has continued its commitment to a
technology-infused teaching and learning environment by refreshing laptop
computers with the latest technology every two years and by allocating
resources for technology upgrades in classrooms.
Valley City State University, through the comprehensive North Dakota
University System financial audit, receives an unqualified opinion on its
financial statements from the North Dakota State Auditor’s Office annually.
In addition, the North Dakota State Auditor’s Office made note at the May 12,
2010 meeting of the North Dakota Legislative Audit and Fiscal Review
Committee that the 2007-09 operational audit for VCSU did not contain any
findings or recommendations.
Under the current funding model for the North Dakota University System,
state funding is allocated based on parity, equity and special initiatives. The
parity portion of the model forms the largest portion of the budget request
and includes the estimated cost of salary and benefit increases and
operating and utility inflation. The equity portion of the request is calculated
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 60
Valley City State
University is committed
to maintaining a level of
expenditure that will
provide both human
resources and the
environment necessary for
effective teaching and
learning. Resources are
allocated in a manner that
will support the goals and
strategies of the
institution.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
based on revenue per student for each campus compared to the revenue per
student at each campus’s set of peer institutions. Equity funding granted
through the legislative process has been targeted to campuses that are the
farthest behind their peers in terms of funding.
The revenue per student at VCSU is considered to be not significantly behind
the average funding at the institution’s peer set; VCSU received a small
allocation of equity funding until a minimum distribution was adopted by the
NDUS in the 2009-11 and 2011-13 bienniums. The allocations for VCSU
were $250,000 in 2009-11 and $242,000 in 2011-13. This peer-based
portion of the System budget request is no longer a priority of the Legislature
and may not exist after the 2011-13 biennium. The 2011 Legislature
established an interim committee to study funding models for the University
System. A recommendation for performance-based funding is a likely
outcome of the committee’s work.
Table 5.6 Revenues by Source
Revenues by Source
FY 2007
FY 2008
FY 2009
FY 2010
State appropriation
$ 5,956,027
$ 6,545,233
$7,121,904
$8,225,309
Tuition and fees
3,738,732
3,462,872
3,935,945
3,933,233
Federal grants and contracts
State and local grants and
contracts
Nongovernmental grants and
contracts
Sales and services of
educational dept
1,230,899
1,413,143
1,492,628
1,975,351
185,583
95,809
65,004
33,068
44,713
50,901
38,385
354,762
168,571
250,585
222,823
294,701
Auxiliary enterprises
2,264,778
2,197,226
2,246,691
2,351,259
Gifts
720,485
795,297
817,977
929,511
Investment Income
234,309
156,082
86,820
201,411
Other
36,073
16,156
27,807
17,028
Total
14,580,170
14,983,304
16,055,984
18,315,633
Source: North Dakota University System Annual Financial
Statement
Revenue Trends
Given strong state legislative support, increased grant and contract activity,
increased external scholarship funding and increased enrollment, VCSU has
experienced significant growth in total revenues available for operations (see
Table 5.6). The revenues collected are sufficient to meet current financial
obligations and commitments.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 61
Given strong state
legislative support,
increased grant and
contract activity,
increased external
scholarship funding and
increased enrollment,
VCSU has experienced
significant growth in total
revenues available for
operations (see Table 5.6).
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
The legislative appropriations to the University are primarily from the General
Fund with the exception of state bonding for capital improvements in 200305 and the allocation from the State Oil Trust Fund of $2,200,000 for
replacement of the campus steam distribution system in 2007-09. The
history of the General Fund Appropriations is presented in Table 5.7.
Table 5.7 Appropriations by the North Dakota Legislature
Appropriations by North Dakota Legislature
Biennium
Salaries
Operations &
Equipment
Capital
Improvements
State Bonding or Oil
Trust Fund Capital
Improvements
1995-97
$8,999,712
$561,694
$9,561,406
1997-99
10,291,586
904,932
11,196,518
1999-01
10,928,157
847,225
11,775,382
2001-03
11,414,513
1,240,334
12,654,847
2003-05
11,304,672
265,334
2005-07
11,836,526
658,416
2007-09
13,350,137
845,553
2009-11
16,625,501
2,563,337
785,300
Biennial Total
12,355,306
12,494,942
2,200,000
16,395,690
18,188,838
Source: University Office of the Vice President for Business Affairs
Expenditure Patterns
Total education and general expenditures include expenditures from all
sources of funding including state appropriations, federal and state grants,
and other current funds with the exception of auxiliary sales and services.
Table 5.8 (next page) gives those expenditures by function over the last four
years.
The functions of instruction and academic support are directly related to
teaching and learning. These two functions account for over 53% of total
operating expenditures for the University. The increase in the percentage of
the budget spent in the operation and maintenance of plant function in FY
2010 is the direct result of a state appropriation increase for deferred
maintenance. This temporary increase continued through the second year of
the biennium, FY 2011.
Budget and Accounting System
The financial resources of Valley City State University are managed and
records maintained in ConnectND, a PeopleSoft integrated administrative
system. The accounting methods used are in accordance with generally
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 62
The functions of
instruction and academic
support are directly
related to teaching and
learning. These two
functions account for over
53% of total operating
expenditures for the
University.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
accepted accounting standards and National Association of College and
University Business Officers guidance. The financial statements are audited
annually by the Office of the State Auditor.
The State Board of Higher Education Budget, Audit and Finance Committee,
and the ND Legislative Audit and Fiscal Review Committee review audit
reports and related recommendations. The most recent audit reports are
available in the Vice President for Business Affairs office. An electronic copy
is available in the Resource Room.
The accounting methods
used are in accordance
with generally accepted
accounting standards and
National Association of
College and University
Business Officers
guidance.
Table 5.8 VCSU Expenses by Function
VCSU Expenses by Function
Fiscal Years 2007 through 2010
Instruction
FY 2007
%
FY 2008
%
FY 2009
%
FY 2010
%
5,475,522
44.8%
5,662,422
43.3%
5,822,357
42.3%
6,506,726
42.0%
0.4%
184,135
1.3%
162,314
1.0%
Research
0.0%
56,804
Public Service
Academic
Support
203,573
1.7%
313,129
2.4%
345,844
2.5%
119,813
0.8%
1,333,203
10.9%
1,358,813
10.4%
1,520,866
11.1%
1,715,721
11.1%
Student Services
Institutional
Support
Operation and
Maintenance
of Plant
929,242
7.6%
979,608
7.5%
1,029,921
7.5%
1,157,851
7.5%
1,441,020
11.8%
1,588,887
12.1%
1,556,261
11.3%
1,837,683
11.9%
1,632,836
13.4%
1,897,546
14.5%
2,028,438
14.7%
2,498,964
16.1%
Depreciation
Scholarships
and Fellowships
798,748
6.5%
764,930
5.8%
692,292
5.0%
891,962
5.8%
405,321
3.3%
466,798
3.6%
576,554
4.2%
614,809
4.0%
$12,219,465
100%
$13,088,937
100%
$13,756,668
100%
$15,505,843
100%
Total Ed and
General
Expenses
The budget process includes development of a biennial budget and an
annual budget. The biennial budget is prepared every two years in
accordance with guidelines and requirements established by the State Board
of Higher Education and the State Office of Management and Budget. Prior
to establishing the guidelines and requirements, the State Board of Higher
Education solicits input from the eleven campuses regarding priorities and
initiatives to include in the University System biennial budget request. The
State Board also sets the guidelines and approves major capital projects to
be included in the System budget submission to the Governor. The biennial
budget provides the basis for input into what is included in the Governor’s
recommended budget for the University System, which is submitted to the
North Dakota Legislature.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 63
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
An annual budget is developed by the University by gathering input from
campus constituents, aligning budget requests with university strategic
initiatives and following State Board of Higher Education guidelines. The
State Board guidelines include consideration of legislative intent as
contained in the biennial appropriation bill. Campus input is gathered
through a budget request process which includes completion and submission
of budget request forms to the Vice President for Business Affairs. The form
requires the requestor to include justification of the budget item and an
indication of how the item relates to the strategic plan. The requestor is
encouraged to include metrics to demonstrate the need for the requested
budget allocation. The VCSU Cabinet reviews all budget requests and
estimated revenue; makes a determination about which budget requests will
advance the institution’s strategic initiatives; and allocates available funding
or reallocates existing funding to specific budget items. The finalized budget
is submitted to the NDUS Chancellor for approval.
Physical Plant
VCSU is fortunate to have an array of beautiful and historically significant
buildings. Many of these buildings were built at the turn of the last century or
at least during the first half of the 20th Century. They are well-built buildings
that have been well-maintained, and have served this campus and thousands
of students for many decades. However, with older buildings also come
significant challenges with deferred maintenance, efficiency standards,
accessibility, life safety, and the usual wear-and-tear that can accompany an
older building.
Changes Over the Past Decade
VCSU has been active in upgrading, improving, and refreshing the current
physical plant. The major capital improvement projects over the last decade
include
•
•
•
•
•
•
•
•
•
Boiler Upgrade (2002)
Graichen entry remodel (2003)
Kolstoe Residence Hall interior renovation (2004)
Osmon Bleacher Replacement (2005)
Steamline complete replacement (2008)
Osmon roof repairs (2009)
Vangstad Balcony repair (2010)
Snoeyenbos Residence Hall interior renovation (2011)
Ellig Field Turf project (2011)
Available funds are typically spent on deferred maintenance, asset
preservation, accessibility, and life-safety projects. During the past biennium
(2009-2011), over $2,500,000 has been spent on maintenance needs such
as emergency power upgrades, parking lot and sidewalk repair, classroom
renovation, tuck-pointing, and roof repair. A complete list of projects can be
found in the Campus Master Plan, page 14.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 64
VCSU is fortunate to
have an array of beautiful
and historically
significant buildings.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Plans for the Future
The 2009-10 Master Plan identified space needs for several growth areas in
science, where air quality, shared lab spaces, and the need for larger
classroom and research areas requires both renovation and expansion. In
April 2011, the North Dakota Legislature appropriated $10.3 million in state
general fund dollars for the renovation and expansion of Rhoades Science
Center, and work has already begun on this project; groundbreaking may take
place as early as October 2011.
The 2009-10 Master Plan also indicated that, while there is adequate
classroom space to serve current needs (except in Science), many of these
spaces have quality issues that affect enrollment, utilization, and learning
experiences. The space utilization study determined that technology
availability is good throughout campus, but classroom size, flexibility,
appearance, control of light, furnishings, and thermal comfort was adequate
to poor.
To make a start, VCSU identified two classrooms on the main floor of
McFarland for renovation in Summer 2011. Both these classrooms see
heavy use throughout the year, including summer workshops, and are
particularly visible to campus visitors. However, the primary focus for future
renovation must include two issues: the aging Vangstad Auditorium building,
and the needs of the Business & Information Technology Division, currently
housed in the basement of McFarland Hall, an unattractive and dated
environment for a program that has the potential for significant enrollment
growth. VCSU hopes to resolve these two issues by seeking authorization
and funding in the next biennium to renovate Vangstad as the new home for
the Business & Information Technology Division.
The 2009-10 Master Plan outlines a number of additional areas needing
attention or development. Two more of significance are renovation and
facility improvement at the Student Center (which has not seen significant
change in over 20 years), and Fieldhouse upgrades. Since almost 30% of the
student body is involved in athletic programs, the Fieldhouse provides space
for an active athletic program, in addition to intramural sports and community
activities. The dome structure, recently repaired, is adequate for its intended
purpose, but the support wing requires more space—for offices, locker rooms,
exercise facilities, and an indoor, multipurpose space. Both these areas will
require attention and planning over the next few years.
The VCSU Foundation Office
The personnel of the Foundation Office consist of an Executive Director of
University Advancement who focuses on Planned Giving, Major Gifts, and
Corporate Relations; the Assistant Director of Alumni Relations, who is
responsible for Alumni, Special Events/Activities and Commencement; and a
Data Processor and Research Coordinator, who oversees the management of
data, donor records, donor research and reporting. An Assistant Director of
Annual Giving will be added to the staff in the fall of 2011 to direct the V-500
Scholarship Campaign, coordinate Social Media functions, do research on
donor prospects, and assist with a host of other activities and events in the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 65
In April 2011, the North
Dakota Legislature
appropriated $10.3
million in state general
fund dollars for the
renovation and expansion
of Rhoades Science
Center.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
development office. The positions all report directly to the Executive Director
of University Advancement.
The Foundation Board of Directors is charged with oversight of the
Foundation. The President of the University is a member of the Board. The
Board meets quarterly with the annual meeting scheduled for the
September/October time period of each calendar year. The minutes of the
meetings are on file in the Foundation Office. An Investment Committee is
charged with oversight of the assets of the Foundation. The committee
meets a minimum of quarterly and makes recommendations to the full Board
of Directors of the Foundation.
Achievements of the Foundation
The Foundation will celebrate its 15th anniversary in Fall 2011. Assets of the
Foundation have grown from approximately $1,000,000 in 1996 to nearly
$6,000,000 in 2011. Scholarship support reached a record high of
$757,000 in the 2010-2011 academic year. In addition the Foundation has
had successful fund drives to enhance VCSU facilities over the years
including the replacement of the fieldhouse floor, a drive to secure funding
for stadium seating, planetarium lighting, equipment in the music
department, a fieldhouse lighting project, reconstruction of the university
track, and a fund drive to bring back the track and cross country programs.
During the recently completed 2010-2011 fiscal year, the Foundation led a
fund drive to install artificial turf on the football field at Lokken Stadium. That
project totaled approximately $1,000,000.
The Foundation was able to not only sustain scholarship allocations but
actually increase those allocations during a time when the markets were very
soft and interest earnings were minimal or non-existent. That was
accomplished as a result of strong annual fund drives and accessing
reserves.
The Foundation is currently in the process of searching for an additional staff
member to serve as the assistant Director of Annual giving. This individual
will have primary responsibility for the V-500 Scholarship Program. This will
be a major enhancement to the staffing and the overall operation of the
Foundation in general. The addition of this staff person will free up time for
the Executive Director to focus on Planned Giving, Major Gifts and Corporate
Relations.
Challenges Facing the Foundation
The ongoing competition for charitable dollars is one of the challenges facing
the VCSU Foundation. The local business district is stressed due to record
flooding two of the last three years. A significant number of alumni are
involved in teaching. Their earning potential is limited which impacts their
ability to provide charitable support to their alma mater.
The addition of a staff member will be a significant enhancement to the
overall operation of the Foundation. That additional resource will allow for
more focus to annual and planned giving and the procurement of major gifts.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 66
The Foundation was able
to not only sustain
scholarship allocations but
actually increase those
allocations during a time
when the markets were
very soft and interest
earnings were minimal or
non-existent.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
The Foundation has expanded outreach activities across the state and region
to build relationships with prospective donors and has created a Major Gift
Task Force within the Foundation Board of Directors who will focus on the
identification, cultivation and solicitation of major gifts.
Evaluation of Core Component 2b
VCSU has the human, financial, and physical resources necessary to support
its educational endeavors. Although salaries in general lag about 15% below
market averages, the University is aware of this discrepancy and attempts to
improve employee wages annually. The physical plant is well-maintained; the
University follows a Master Plan in planning for future improvements.
Strengths: VCSU enjoys the longevity of faculty and staff, many of whom have
been at VCSU for most of their professional lives. The stability and
institutional knowledge this longevity brings, combined with a campus culture
of innovation and change, allows the University to make the necessary
changes to meet social and economic change while remaining true to its core
values and mission.
New Initiatives: The addition to Rhoades Science Center is set to begin in Fall
2011; students will be reviewing predesign plans for a Student Center
upgrade during the 2011-12 academic year. The state legislature is
beginning a discussion of funding models for the NDUS campuses, and there
will likely be a change in this area in the next five years.
Challenges: Low starting salaries are a continued challenge, although the
current economy has favored recent searches. Maintenance on aging
buildings is also a continuing challenge.
Core Component 2c. The organization’s ongoing evaluation and
assessment processes provide reliable evidence of institutional
effectiveness that clearly informs strategies for continuous
improvement.
Prior to 2006-2007, the VCSU assessment system was a collection of
spreadsheets and databases managed by a few key individuals in various
areas. Since that time, it has been evolving into an integrated and seamless
entity with faculty, students, and staff involved as contributors and
consumers of informative data. The institution uses data from student,
faculty, staff, and employer assessments and evaluations to manage and
improve operations and programs. Effective data analysis allows knowledgebased decisions about program strengths and weaknesses. At times,
aggregated data indicate successful outcomes and promote staying on
course, other times the data necessitates change. The VCSU teacher
education program has provided institutional leadership in the academic
assessment area and a sound model to emulate, as the last NCATE report
demonstrates.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 67
VCSU enjoys the
longevity of faculty and
staff, many of whom have
been at VCSU for most of
their professional lives.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
As core components of University shared governance, campus committees
meet regularly to plan, implement, evaluate, and reflect on decisions related
to academic and administrative issues, budgets, staffing, and other matters
that are pertinent to their duties and authority. Most have a broad
representation that includes faculty, staff, student, and administrative
membership. Each decision-making body is open to input from its
constituency, and all disseminate information throughout the campus
through their connection to the group and by regularly publishing meeting
minutes.
The University uses a wealth of data and information services to guide
planning, evaluation, and decision-making. Such data often are specialized
to suit the needs of a given unit. However, governance structures and a wide
commitment to collaboration promote the use of data and information across
the University toward evaluating performance, informing sound planning and
budgetary processes, formulating strategies for improvement, continued
integration of technologies into the learning environment as well as support
systems, and implementing positive change. Thus, joint efforts and shared
communication contribute to the vitality of the organization in support of both
mission and vision.
Underlying the processes is a long-standing commitment to continuous
improvement that drives organizational reform, innovation, and
advancement, each anchored within the context of vision, mission, purposes,
values, institutional abilities, and strategic priorities. The four goals of the
2010-2015 Strategic Plan, provide a framework for specific goals among
various constituents and offices. The following examples provide specific
instances to illustrate the ways ongoing assessment process are used to
inform strategies for continuous improvement.
Goal 1: Quality and Innovation
The first goal of the VCSU 2015 strategic plan emphasizes high-quality
educational programs and experiences. While some programs are only
beginning to gather learner outcome data and use it for classroom and
program improvement, many instructional units are productively gathering
data and using it to inform academic decisions. Three examples—from three
different types of academic structures—provide examples of these uses of
assessment.
Teacher Education
The VCSU Teacher Education program has provided institutional leadership in
academic assessment and provided a strong model for other programs to
emulate. Excerpts from the 2008 NCATE report identify the types and uses of
data in the program:
Candidates are evaluated at various transition points on dispositions
and field experience successes. Final evaluations provide data for
future growth, but formative data such as the student teaching
progress evaluations after 3 weeks and 7 weeks are helpful for
continuous improvement. Candidates assess their confidence level
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 68
The University uses a
wealth of data and
information services to
guide planning,
evaluation, and decisionmaking.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
of the three domains, the INTASC standards, the University Abilities
and the conceptual framework at three transition points during their
undergraduate studies.
Advanced candidates [graduate students] are assessed at key
transition points on their perception and confidence level of the
NBPTS and VCSU core values. The assessment is used by candidates
to improve performance and help them realize how their learning
connects with the University’s model for teacher preparation as well
as NBPTS expectations. The assessment is aggregated and used by
the unit to identify the progression of candidates through the
program.
Candidates in both initial and advanced programs can monitor their
progress toward program completion by accessing their own
candidate summary on the unit’s Central Assessment System.
This assessment process allows for program improvement and quality
assurance for a program delivered to three different student groups (on VCSU
campus, online, and on NDSU campus), as the report indicates:
Assessment data collected on candidate performance in specified
preparation programs on the main campus, at off-campus sites, and
in distant learning programs suggests that program effectiveness for
intended learner outcomes is essentially the same across all three
areas of the initial teacher licensure programs. For example,
elementary education majors on campus and at the off-campus site
experience the same curriculum and same assessments.
Cooperating teacher evaluations of student teachers, PPST, PRAXIS II
tests indicate quality outcomes at NDSU (off-campus) as well as VCSU
(main campus). The off-campus program is taught primarily by the
same faculty members with the same curriculum. The disaggregated
data confirms the University’s commitment to providing an offcampus program with the same quality as the main campus. Should
outcome data demonstrate a deficiency, the unit would need to make
adjustments in the curriculum or delivery to ensure quality at both
locations. Assessment data at key transition points in the program do
not reveal any significant difference in quality performance at the
present time.
Unit faculty use data to make knowledge-based decisions about
program strengths and weaknesses. At times aggregated data
indicates successful outcomes and promotes staying on course, other
times the data necessitates change. The unit not only makes
decisions based on assessments, but the unit improves its
assessments. “Development and Reflection” has been added to the
elementary education portfolio to increase candidate reflection on
their growth in the teacher preparation experience. Field experience
forms have been made more consistent to indicate candidate growth
through transition points in the program. The student teaching data
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 69
Candidates in both initial
and advanced programs
can monitor their progress
toward program
completion by accessing
their own candidate
summary on the unit’s
Central Assessment
System.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
in categories like responsibility and dependability produced almost
identical scores on candidates, so the two attributes were combined
and additional questions on diversity and the belief that all
candidates can learn were added.
The report also describes the process used to initiate change, and lists
specific changes informed by this data analysis:
The Assessment Coordinator aggregates data every semester and
shares the information with the unit, Teacher Education committee,
and stakeholders. The Assessment Coordinator, Dean and various
unit faculty members attend focused meetings every semester with
area schools and are open to sharing data relevant to the
discussions. When university faculty, cooperating teachers, students,
or other members of the professional community express concern or
desire for change, the unit analyzes its current data or creates an
assessment tool to gather new research in order to make a
knowledge based decision.
The following data-driven changes have occurred over the past three years:
•
•
•
•
•
•
•
•
Discussion toward requiring the Global Awareness Ability
Efforts to help candidates with Praxis II preparation
Added one credit to social studies methods to improve candidate
global awareness
Faculty integration of technology and student evaluation feedback
has allowed the unit to reduce one credit in the Educational
Technology class
Student teaching increased from 10 weeks to 12 weeks
Dispositions changed to include fairness and exhibiting high
expectations toward the learning of each student
Added a development and reflection component to candidate’s
portfolio
Classroom management component emphasized in more method
courses
Business and Information Technology Program Revisions
Faculty in the Business Division have mapped all of their courses to the
Department of Labor’s Knowledge Skills and Abilities Profile for 62
occupations a graduate with a business administration major might fill.
This review has allowed them to test their curriculum against industry
expectations, to make certain proper coverage is provided for each area. In
addition, they have assessed the divisional abilities against the profile. While
the University Abilities match the knowledge and skills required in the
workplace, the faculty has determined that they may want to revise their
emphasis on global awareness since this is not a primary area in the
Department of Labor profile. Discussion of the applications of this analysis
are ongoing, as the Division prepares updated materials for the 2012-14
Catalog.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 70
Faculty integration of
technology and student
evaluation feedback has
allowed the unit to reduce
one credit in the
Educational Technology
class.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Chemistry Classroom and Program Assessment
The Chemistry program utilizes a variety of assessments to ensure quality
and innovation, but one tool has remained in place since 1983, providing
longitudinal data which help faculty understand the changes in the students
and the program over time. The nationally standardized examinations
published by the American Chemical Society are employed to assess both the
chemistry curriculum and student achievement. A summary of the results
dating from 1983 is available in the Resource Room. These examinations
are given as the final test (they count about 10% of the student's grade) at
the completion of the following courses:
1.
2.
3.
4.
Ten credit hour Chem 121 and 122 General Chemistry sequence
Ten credit hour Chem 341 and 342 Organic Chemistry sequence
Eight credit hour Chem 330 and 331 Quantitative Analysis sequence
Five credit hour Chem 116 Introduction to Organic and Biochemistry
course
In addition to meeting a number of pedagogical purposes, such as review and
integration of material and practice in taking standardized exams, this very
traditional assessment tool offers the following benefits:
•
Students can compare their individual performance to a national
standard. The perception that the quality of education at a small
school may not prepare one adequately for graduate work is quickly
cleared up, and students have a realistic appraisal of how they may
perform in a larger arena. For example, the University of North
Dakota uses these same ACS tests for qualifying examinations for
their Ph.D. program. Students must score in the 60th percentile in
their chosen major area of chemistry and 40th percentile in all other
areas. Many VCSU students meet the standards.
•
The benchmarks set by using such instruments of assessment over
time also prove useful in a number of ways. Since the sample
number of students is small, caution is advised when drawing
conclusions from the data; however, if dramatic changes in the
structure of a course are made, decreases or increases in the
average percentiles can provide solid feedback about the impact of
these changes. For example, three years ago a radically new
textbook was adopted in the Chemistry 121/122 course. This text is
200 to 300 pages shorter than the standard text for this course. It
was purposely designed to answer the current criticism in the field
that textbooks keep growing in size and the concomitant demands
upon student learning that grow with them. Although there was a
slight dip in performance after the first year of using the text, the
second year resulted in a record performance of achievement.
•
The results of these exams provide a comparison of performance
over time that allows course grade assignments to be made using a
larger data base.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 71
The University of North
Dakota uses these same
ACS tests for qualifying
examinations for their
Ph.D. program. Students
must score in the 60th
percentile in their chosen
major area of chemistry
and 40th percentile in all
other areas. Many VCSU
students meet the
standards.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Goal 2: Enrollment and Academic Success
The second goal of the Strategic Plan emphasizes efforts to improved
enrollment and student academic success. The use of various tools for
program review and unit strategic planning are described in Chapter 6, as is
the development of the Learning Center to serve student academic needs,
and the development of a successful enrollment plan. Student Affairs makes
use of a number of survey tools to improve program offerings, to make better
decisions in planning enrollment strategies, and make the University more
attractive to prospective and enrolled students alike. For example,
•
The 2008 Noel/Levitz Student Satisfaction Inventory (SSI) showed 10
items that students rated as most important. Of those 10 items, two
were related to academic advising services. Advisor is
Knowledgeable and Advisor is Approachable were very highly rated.
As a result, the Student Affairs Division made a special budget
request to receive funds to sponsor a consultant to conduct advisor
training for faculty at the start of the 2008 school year. In addition,
the Director of Student Academic Services began the process of
meeting individually with new faculty members to acquaint them with
the campus advising process. As a result of these efforts, the 2010
administration of the Noel/Levitz SSI showed significant
improvements in student levels of satisfaction with academic
advising. Out of a total of 73 programs and services rated by
students, two items related to academic advising appeared in the list
of top ten highest rated items. Both “My academic advisor is
knowledgeable about requirements in my major” and “My advisor is
approachable” were very highly rated and were significantly higher
than national averages and the average of the North Dakota
University System.
•
On the same 2008 Student Satisfaction Inventory, student safety and
security were brought into question with lower scores than the 2006
administration of the same survey. As a result, an increased
emphasis on campus safety and security took place on many levels.
Members of the student body were invited to do a campus safety
walk through with university officials. Student Senate formed a
student campus security committee, numerous lighting upgrades
were made, the topic of student safety was added to both student
and parent orientation sessions and the number of security cameras
on campus was doubled. As a result, the 2010 Noel/Levitz SSI
showed significant improvements in scores related to student safety.
Specifically, the largest of any increase of the 73 items was, “This
campus is safe and secure for all students.” On a scale of 1 to 7, the
2008 score of 5.68 increased to 6.22 in 2010. In addition, this same
item was the third-highest rated item on campus.
•
All new students are surveyed at the completion of opening school
orientation activities. One of the activities assessed is the computer
training sessions for all new students. Survey information showed
that students are coming to VCSU with more and more computer
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 72
Student Affairs makes use
of a number of survey
tools to improve program
offerings, to make better
decisions in planning
enrollment strategies, and
make the University more
attractive to prospective
and enrolled students
alike.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
skills and experience. The Information Technology staff was able to
reduce the number of hours and number of trainers needed for
computer training.
•
By monitoring the rate by which new students sign-up for summer
orientation dates, Enrollment Services determined that the earlier
sessions (early June) were the first to fill. In 2010, VCSU opened two
orientation/registration dates in April; these April dates fill almost
immediately, and academic divisions are able to make fall planning
decisions earlier because about half the freshmen are enrolled
before Spring semester ends.
Goal 3: Fiscal Strategies
The third goal of the strategic plan focuses on strategies for reallocation or
development of new financial resources. Since the implementation of the
Growth Plan in 2007, every budget request submitted to the Cabinet is
directed to include rationale connecting the request to the strategic plan
and/or other planning and assessment tools. Departmental budget reviews
also demonstrate the thoughtful use of assessment data to make informed
decisions.
Information Technology 2008 Budget Review
In 2008, VCSU users discussed a possible reduction in the student
technology fee. A comprehensive study of VCSU IT budget trends over the
previous five years and a comparison of other institutions using the
EDUCAUSE Core Data Survey were used to determine that VCSU should
maintain the current level of technology fee. The data gathered was
organized, analyzed, and published. The resulting report has been a
continued reference and it has guided many additional decisions, including
the following:
•
•
•
The development of a strategy to leverage excess revenues that
drastically reduced the cost of leasing laptops,
The amount of IT executive emphasis to place on management and
development of IT staff, as opposed to project development and
management, and
The amount of technology fee revenue versus state appropriations
that should be used to fund IT staff salaries.
Goal 4: Facility Support of VCSU’s Enrollment Initiatives, Program
Development, and Student Needs
The fourth goal of the strategic plan recognizes the important role facilities
play in attracting and retaining students, in addition to supporting programs
and maintaining a safe environment.
The 2009-2010 Master Plan
In Fall 2009, VCSU began a new campus master planning process to analyze
current physical campus situation and assess future needs. The planning
process, conducted at VCSU by JLG Architects, was funded by the 2009 State
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 73
Since the implementation
of the Growth Plan in
2007, every budget
request submitted to the
Cabinet is directed to
include rationale
connecting the request to
the strategic plan and/or
other planning and
assessment tools.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Legislature to support VCSU’s request for expansion of the Rhoades Science
Center This review analyzed all phases of the campus physical infrastructure,
including academic buildings, athletic facilities, student residence halls,
Vangstad Auditorium, landscaping, energy usage, and classroom utilization.
The Master Plan process began with architects visiting all the departments
and programs throughout campus. This gave architects an opportunity to
interview employees about the current space and structures within which
they operate, and explore opportunities for how these areas might be
maximized to best serve the needs of current and future students.
Central concerns from the outset were the safety and capacity of the Science
areas, renovation of Vangstad Hall, interest in developing capacity for growing
athletic programs, a second residence hall renovation, and improved space
utilization for all programs.
Recommendations and immediate actions from this planning process include
•
•
•
•
•
•
Snoeyenbos Residence Hall renovation, completed August 2011
Addition to Rhoades Science Center, which will provide safety
improvements for laboratories, add capacity for biology-based
science majors, and strengthen the image and accommodations for
STEM-based programs—identified as an immediate need and
recommended by the SBHE as its #2 priority to the Legislature in
Spring 2011
Predesign for Vangstad Hall renovation, presented to the SBHE as
VCSU’s #2 priority, and not included on their list forwarded to the
Legislature for funding
A classroom utilization study which assisted some reorganization of
classroom space in 2010-11, to accommodate the enrollment growth
in Fall 2010 and the simultaneous development of articulations
requiring additional IVN classroom space
A year-long discussion of student fees in Student Senate, resulting in
Spring 2011 with the hire of an architect to prepare some predesign
plans of the student center for review
Ellig Field artificial turf installation, completed Summer 2011
Commitment
VCSU is committed to the use of thoughtful, planned assessment processes
to maintain institutional effectiveness, gathering data from internal and
external sources to inform planning and budgetary decisions. Together,
effective assessment and evaluation processes at all levels represent a
critical cornerstone for continuous improvement and student learning.
Evaluation of Core Component 2c
Formerly managed by a few key individuals in various areas, assessment at
VCSU has evolved from a collection of spreadsheets and databases into an
integrated, effective, and seamless entity with faculty, students, and staff
involved as contributors and consumers of informative data. The institution
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 74
VCSU is committed to the
use of thoughtful, planned
assessment processes to
maintain institutional
effectiveness, gathering
data from internal and
external sources to inform
planning and budgetary
decisions.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
uses data from student, faculty, staff, and employer assessments and
evaluations to manage and improve operations and programs.
Strengths: An academic assessment system is set up and in use by the
School of Education; VCSU has a published assessment plan and has been
gathering data from portfolios and student projects for a decade; every
course syllabus includes an Ability project that may be collected and used for
ability assessment. The recently completed Master Plan has identified
specific facility upgrades and provided data and recommendations to guide
planning.
New initiatives: Processes have been developed that encourage data-
gathering and reflection, including Annual Program Updates for academic
areas, and required rationales for all budget requests. The Academic
Assessment Committee is in its first year, in the early stages of understanding
its role in assuring academic quality and innovation.
Challenges: VCSU does not have an Institutional Researcher or an
Assessment Office, making reliable and consistent assessment efforts
challenging.
Core Component 2d: All levels of planning align with the
organization’s mission, thereby enhancing its capacity to fulfill that
mission.
A central strategic planning process guides the University to deliver on the
mission and vision. The strategic plan is born of the University mission and
vision and influenced by the following items: SBHE mission, vision, and broad
strategic goals; environmental realities; and university assessment and
evaluation processes.
Although the committee and strategic plans have had various name
designations during the past decade, Valley City State University has
effectively and consistently used a committee with broad representation to
guide the development of a central strategic plan. The committee and the
plan are documented and widely distributed annually via Baselines. This
document contains, among other items, the University mission and vision,
strategic planning initiatives, University purposes, core values, an
organizational chart, and a complete listing of University committees, along
with their composition and duties. This scaffolding offers all faculty and staff
the opportunity to provide input into major decisions affecting the institution
and promotes a broad foundation on which to make them.
Each year the President’s Cabinet confers with the Strategic Planning
Committee, evaluates the success of the past year’s strategic plan, and
develops an annual strategic plan draft to further the purposes of the
University. This plan indicates the activities the University pursued each year
that relate to each purpose, the VCSU office responsible for overseeing the
activity, and the progress completed. An annual strategic alignment plan
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 75
A central strategic
planning process guides
the University to deliver
on the mission and vision.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
provided to the SBHE aligns applicable VCSU initiatives under the four
strategic goals of the SBHE.
Every academic program or division on campus has a strategic plan which is
updated each spring as part of the Annual Program Update goal-setting
activity required of each academic unit. These plans are “cross-walked” with
the University’s Strategic Plan, to demonstrate the interrelationship between
unit plans and the University plan. In addition, selected administrative and
support departments create plans to align with University strategic initiatives,
e.g. Information Technology Center project status report or the Library
Strategic Plan. Finally, goals within staff annual performance reviews include
items that advance University values, unit goals, and strategic initiatives.
Budget Process and Planning
The Valley City State University budget represents a plan for how resources
will be used to advance the University’s mission. The budget planning
process involves working with the campus and the System to develop a
biennial budget request of the state legislature. Tuition and fees are
reviewed annually by the SBHE. Locally, the University manages an annual
operating budget planning process as a means to respond to changes and
opportunities within the biennial period. Major capital projects are budgeted
separately from other operating expenses and budgeting is done on a
biennial basis.
In developing the initial operating budget proposal, discussion includes
changes to programs or services, especially those related to strategic
initiatives. In development of the fiscal year 2010 operating budget, a new
budget request process was used. A request was given a higher priority
ranking for funding if the reason for the proposed initiative related to the
2008-2010 University Growth Plan or was in response to a mandatory
increase required by law, regulation, or accreditation. The development of
planning and budgeting for FY 2011 and beyond will be based on mission
and objectives identified in the VCSU 2015 strategic plan.
On the revenue side, state appropriation, tuition, fees, grants and contracts,
and fundraising are taken into consideration. Then, in consultation with the
SBHE, a request is made of the legislature for both capital and operating
funding. Following legislative action on the appropriation, tuition is set and
confirmed or revised by the SBHE. Finally, the overall budget and the
timeline for strategic initiatives are revised to reflect the appropriated
revenues.
Several recent examples of this budgeting process include state
appropriation for support of STEM education, bonding authority for the
Snoeyenbos Hall renovation, and state appropriation for the Rhoades
Science Center Addition and renovation. In each case, these requests began
as part of the University’s strategic planning process, and their funding was
either approved (in the case of Snoeyenbos Hall) or appropriated (STEM
education and the Rhoades Science Center) by Legislative action.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 76
Every academic program
or division on campus has
a strategic plan which is
updated each spring as
part of the Annual
Program Update goalsetting activity required of
each academic unit.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
Implementation of Planning
Valley City State University strategic plans have resulted in significant,
intended changes. This is evident in how the campus master plan relates
facilities to strategic initiatives, and how it allocates resources to meet the
goals of the strategic plan.
VCSU’s ability to implement the master’s program, add several new
undergraduate programs, expand science research in response to needs
within the scope of the mission, deliver online programs and services, and
partner with other universities to deliver programs in response to community
needs has been possible because the University has been able to devote
resources needed to achieve these plans. Collectively these new programs
have necessitated staffing changes, technology services, library resources,
laboratories and equipment. The University has anticipated these needs and
has deployed multiple strategies to provide resources, including the following:
setting aside new funding, reallocating resources, working cooperatively
within the North Dakota University System, and obtaining outside funding.
Flexibility for Reprioritization
Changes in the University environment have been significant during the past
decade, ranging from the anticipated decline in 18–21 year olds in the region
to the flood events of 2009. Throughout these changes and many others,
Valley City State University has adapted and reprioritized strategic plans in an
effort to advance the mission.
The University response to the flood of 2009 provides the best example of
the ability to reprioritize goals due to changing environments without losing
sight of long range strategic plans. The flood disrupted city sewer service and
forced the closure of the main campus in April, 2009. Faculty adapted and
modified classes to the extent the University could go online to complete the
Spring 2009 semester instead of closing.
The flood led to many positive changes, including the creation of a new IT
data center; parking lot paving improvements, accelerated plans to migrate
journal and AV content to electronic format; and the expanded use of
technology throughout the curriculum. In turn, these changes advanced
several of the strategic items within the 2008 -2009 Growth Plan. For
instance, the improvements in the data center and migration of library
resources to electronic format supported several of the goals related to
online learning and graduate degree programs. The ability of the University to
save the semester via technology highlighted the value of this strategic asset
to prospective students and helped retain current students. Parking lot
paving improvements provided a better first impression for students visiting
campus. A year after the closure of campus, the University enrollment
increased and significant progress has been made toward nearly all of the
strategic goals.
The anticipated decline of 18–21 year olds is a significant concern. Many
strategies and goals have been implemented and modified in response to
this issue, including the following:
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 77
The University response
to the flood of 2009
provides the best example
of the ability to
reprioritize goals due to
changing environments
without losing sight of
long range strategic plans.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
•
•
•
•
•
•
•
•
•
•
A marketing and communications position was created resulting
in new approaches, e.g. promoting programs with capacity to add
more students, thereby increasing enrollment without adding
costs.
Development of the STARS waiver to attract talented out-of-state
students.
Flexible and convenient course scheduling via online learning.
A recruiter was hired to concentrate on west-central Minnesota
and the Fargo-Morehead area.
The University changed to per credit tuition to better serve nontraditional, part-time students while simplifying back office
business processes.
Several new articulation agreements were developed, e.g. North
Dakota State University for art degrees; Dakota College Bottineau
two year program in Fish/Wildlife and an agreement to admit
qualified, but underprepared students.
Several new academic programs, including the Graduate master’s
degree, and majors in Professional Communication, Psychology,
and Health Science.
Kolstoe Hall was remodeled into 27 suites; Snoeyenbos Hall is
currently undergoing similar renovations.
The implementation of Peoplesoft online student services and
more recently Hobson’s Connect CRM.
The addition of new intercollegiate athletic programs, including
men’s and women’s golf and the re-introduction of track and
cross country.
The list of items in Table 5.9 (next page) documents additional changes and
the University response.
Evaluation of Core Component 2d
The strategic planning process is central to the University’s planning
processes, including budgeting, program development, and facilities
improvements. The 2009 flood provides evidence that the University is
flexible and able to reprioritize without losing sight of long-range goals.
Strengths: VCSU has a strong history of strategic planning; campus
processes and decisions are developed on the framework provided by this
plan. The campus is flexible in responding to changes in its physical,
political, or academic environments.
Ongoing initiatives: A variety of new initiatives demonstrate VCSU’s ongoing
response to change, including the developing relationship with ZJETP in
China, the expansion of the Rhoades Science Center and continued planning
for facility upgrades across campus, the addition of collaborative programs
and new majors that build on University strengths and researched
understanding of constituent needs.
Challenges: The anticipated decline in the 18-21 year old market remains a
significant concern. The development of programs to support the needs of
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 78
A year after the closure of
campus, the University
enrollment increased and
significant progress has
been made toward nearly
all of the strategic goals.
CHAPTER 5 ♦ Criterion 2: Preparing for The Future
an older student market and efforts to increase access and flexibility are
continued priorities.
Table 5.9 University Response to Change
Change
Significance of EA
(enterprise applications) in
the operation of
businesses.
Fieldhouse temporarily
closed due to structural
concerns.
Budget constraints and
the need to resurface
Lokken track.
Continuity of operations
threatened by H1N1 virus.
Students seeking masters
degrees in education are
not served in a
convenient, flexible
manner.
The local population is
aging and is in need of
more nursing
professionals.
Increasing globalization.
National demand for
STEM education (Science,
Technology, Engineering,
and Mathematics).
University Response
The division of BIT (Business and Information
Technology) created a business advisory board in 2009.
Program delivery at Jamestown was dropped. BIT refocused efforts to incorporate EA in the curriculum.
Graichen Gym was updated for use by the volleyball
team and continues to provide an improved
environment for classroom and practice use.
Cross country and track programs were discontinued in
2002-2003. The track was resurfaced in 2008-2009
with outside funding and a partnership with the local
high school. These programs returned to Viking
Athletics in 2010-2011.
Classroom recording technology is introduced and there
is a renewed emphasis on faculty development in the
use of online environments, including the learning
management system and web conferencing.
VCSU developed and received approval to offer a
Master’s of Education with concentrations in identified
areas of need (Library, ELL).
Recognizing this program is outside the intended scope
of the University mission, VCSU cooperated with Dakota
College at Bottineau and local healthcare agencies to
offer a nursing program on the Valley City campus.
Growing partnership and exchanges with a sister
campus in China. Partnerships and exchanges with
sister campuses in Mexico. Contract with ISA and CEA
study abroad programs facilitating several student
experiences.
Addition to the Rhoades Science Center as a priority in
the 2010 Master Plan. Several successful research
grants in science and technology. Technology education
program delivered online and positioned as a national
niche. Technology Education partnership with the
Boston Museum of Science.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 79
The strategic planning
process is central to the
University’s planning
processes, including
budgeting, program
development, and facilities
improvements.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Chapter 6: Student Learning and Effective
Teaching
The organization provides evidence of student learning and teaching
effectiveness that demonstrates it is fulfilling its educational
mission.
Building a Culture of Assessment
The academic assessment plan developed during the 1990s, while updated
and refined several times during the past decade, continues to provide the
framework for assessment of student learning, through the use of student
projects that demonstrate competencies in each of the University Abilities.
The impact of NCATE on assessment at VCSU has been significant. In
preparation for the 2008 campus visit, faculty in the School of Education and
Graduate Studies designed a data system to collect the variety of
assessments already being gathered, so they could be organized and
accessed effectively. In addition, the self study process for this visit required
each content area to identify three assessments being used to guide
curricular decisions for that area. Since virtually every academic area across
campus has students in the secondary education program, this requirement
pushed faculty in every division to think more systematically about
assessment, data collection, and the uses of that information.
Comments from the NCATE Board of Examiners’ Report indicate the success
of the School of Education and Graduate Studies (SEGS) in developing and
implementing this data system:
The unit [SEGS] has invested a tremendous amount of effort to
develop a comprehensive assessment system that assesses and
monitors candidate performance. Data for initial and advanced
programs are regularly collected, aggregated, summarized and
analyzed by the dean and assessment coordinator who then route
results to selected individuals and committees who have may an
interest in the findings.
The assessment system provides regular information on applicants’
qualifications and candidate performance at key transition points at
both the initial and advanced levels. The data are drawn from
multiple assessments from both internal (rubrics and surveys
developed by the unit) and external (PPST, Praxis) sources.
Assessments are completed by many stakeholders including:
cooperating teachers, employers, graduates, faculty, candidates and
supervisors.
Current efforts to build on that momentum—the development of an
Assessment Committee in 2010 comprised of faculty from every division; the
requirement that each program submit an annual program update (APU) with
annual data, goals, and reflection; the continued improvements to
assessment of the Abilities projects in summer workshops—attest to VCSU’s
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 80
Since virtually every
academic area across
campus has students in
the secondary education
program, [NCATE
assessment] requirements
pushed faculty in every
division to think more
systematically about
assessment, data
collection, and the uses of
that information.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
concern for strengthening an understanding and use of academic
assessment at all levels—classroom, program, and institution.
Core Component 3a. The organization’s goals for student learning
outcomes are clearly stated for each educational program and make
effective assessment possible.
The University Abilities
The University Abilities provide the central learning outcomes for the General
Education program and the framework for university-wide assessment.
These eight areas, which reflect both broad content knowledge and skill
development in the General Education courses, align closely with the
“essential learning outcomes” identified by AAC&U’s LEAP initiative (this
alignment is discussed in more detail in Chapter 7, Core Component 4b).
The faculty reached consensus on the Abilities and their related skills during
the Spring of 1999, with the completion and approval of the Abilities, Skills,
and Levels booklet. This document has seen some revision over the ensuing
decade as faculty experience with the senior portfolio developed, but the
Abilities remain unchanged. Table 6.1 indicates the eight Abilities and their
skills; the Abilities are described in detail on page 39 of the current Catalog.
Table 6.1: University Abilities and Skills
Ability
Aesthetic
Engagement
Collaboration
Communication
Effective
Citizenship
Global Awareness
Problem Solving
Technology
Literacy
Wellness
Related Skills
Responsiveness; Receptivity
Positive Interdependence; Leadership
Written; Spoken; Visual; Performance
Provides Service; Teaches Others; Facilitates Change
Works with Diversity; Understands Systems
Research; Creative/Critical Thinking; Systems Analysis
Computational and Communication Technology;
General Technology
Self-Management; Self-Worth
Campus-wide consensus on this framework has allowed a common language
across campus and course-by-course implementation of projects that
demonstrate a student’s progress in each Ability area, projects that can be
used for course assessment, program assessment, and university-wide
assessment in these areas. The updated assessment plan, VCSU’s
Assessment of Student Learning, most recently revised in Summer 2010,
describes the campus processes for each use of the University Abilities for
academic assessment.
General Education
Starting with the 2000-2002 Catalog, the General Education requirements
have been organized according to Ability area, in order to make clear to
students how the required coursework relates to each part of the Ability
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 81
Campus-wide consensus
on this framework has
allowed a common
language across campus
and course-by-course
implementation of projects
that demonstrate a
student’s progress in each
Ability area.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
framework. Each course must have students complete a project that
demonstrates their level of competence in the stated Ability. Each summer
these projects are gathered and assessed using small faculty teams.
In implementing this framework back in 1998-99, the Curriculum Committee
mapped the Ability projects in specific courses, to ensure an even distribution
of the Abilities throughout the General Education Program. This map is
reviewed and updated (in 2004-5, and again in 2009-10) to assure accuracy
as faculty and curriculum change over time.
The Curriculum committee completed a syllabus review for all General
Education courses in 2005, and began work on a rubric and assessment
process that connected logically with the assessment of Abilities at the senior
(portfolio) level. The initial plan was to assess one Ability per semester, and
the Committee began with the Communication Ability in Spring 2008. Over
the next two years, it became clear that this process was too slow and could
not provide enough aggregate data to make informed decisions. The
Curriculum Committee decided it would be more effective (and make better
use of faculty time) to assess all eight Abilities each summer, during the
same time period when faculty were already reviewing senior-level Ability
projects from the senior portfolios.
The first full-Ability review was completed during the 2011 Summer Institute,
with 21 faculty members involved in the assessment process. The results of
this process will be presented to the Assessment Committee and General
Education Council as baseline data. The annual collection of data will allow
these groups to note trends and recommend improvements to the General
Education program curriculum and (through representation from each
Division on these two committees) course and project-level revisions.
Undergraduate Portfolio Review
The Senior Portfolio has been a graduation requirement for all undergraduate
seniors since the 2000 Catalog. Each division/program has identified at
least five Abilities that can be further developed in the program major;
students use projects completed in their major coursework to demonstrate
their achievement in each area. Every course must identify a project that
meets one of the program Abilities; every program has developed a map of
these courses/projects, to assist students in identifying the projects they may
use in their senior portfolios.
Students present their portfolios to faculty in their program area at the end of
their senior year. This faculty review allows for collection of data in each
program which can be used for program review and curricular revision; in
addition, these projects, representing the final or “best” work of each senior,
are used for university-wide assessment, following the same procedure used
to assess projects from the General Education program. Refinement of the
scoring tool during the past two years has allowed for a more meaningful
comparison of work at the general education and graduation point for each
Ability.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 82
Students present their
portfolios to faculty in
their program area at the
end of their senior year.
This faculty review allows
for collection of data in
each program which can
be used for program
review and curricular
revision.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Content-Knowledge Learning Outcomes
A catalog review in Summer 2009, at the start of the self-study process,
revealed several inconsistencies in articulating outcomes from program to
program. First, divisions varied in identifying statements included in the
catalog—some included a mission statement, some did not. Second,
although each division included the Abilities the student must demonstrate
for completion of the major (these are the Abilities required for a senior
portfolio in that division), learning outcomes related to content knowledge
were not always clear.
In Fall 2009, each program/division identified several learning outcomes for
inclusion in the 2010-12 Catalog; these outcomes were then included in the
initial Annual Program Update (APU), and baseline data, or a plan for
collecting this data, was submitted for these outcomes in Spring 2011. In
Fall 2011, faculty will review and revise these outcomes for the 2012-14
Catalog. While the system for gathering and using content knowledge
learning outcomes is in its early stages, and implementation and quality
varies across campus, the framework for data collection and its use has been
established.
Focus on program-level mission statements and strategic planning began in
Fall 2010, following the development of the university-wide strategic plan,
VCSU 2015. Each program/division developed a mission statement and a
program-level strategic plan that made connections with the University’s
mission and the VCSU 2015 strategic plan. All programs were asked to
report progress on their goals in their Spring 2011 APUs; in Fall 2011,
programs/divisions will revise catalog descriptions to reflect their goals and
missions in the 2012-14 Catalog. Once again, a framework is in place to
assist those programs not already in the habit of reflective planning. To
assist faculty in this process, the Assessment Committee has developed a
rubric for the APUs, which identifies acceptable and target levels. The
Committee plans to organize a workshop in Summer 2012 to further support
faculty understanding and improvement of program assessment processes.
Graduate Program Core Values
From its inception, the Graduate School has built a comparable, systematic
capstone assessment process, using six Core Values (instead of Abilities) and
a final portfolio defense to document achievement. The Core Values include
•
•
•
•
•
•
Effective use of Instructional Technologies
Expertise in Research, particularly Action Research
Expertise in Assessment
Supervisor/Leader/Coach
Expertise in Curriculum/Instruction
Diversity/Global Awareness
These Core Values and the National Board of Professional Teaching
Standards (NBPTS) lay the broad foundation for the overall program design.
At the course level, the required projects and activities provide a rich and
diverse collection of assessment opportunities for the instructor. Both the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 83
From its inception, the
Graduate School has built
a comparable, systematic
capstone assessment
process, using six core
values (instead of
Abilities) and a final
portfolio defense to
document achievement.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Core Values and NBPTS are mapped to the core courses and the courses in
each concentrations.
Some of these projects are used in the capstone portfolio, which is presented
to the student’s committee. Faculty participating in the portfolio defense
assess each of the Core Values, and this data is used by the Graduate Office
to review curriculum, assess course rigor, and make adjustments as needed.
Each of the degree concentration areas, whose curriculum has been
developed in alignment with content standards, include an additional section
in the graduate student portfolio for the assessment of projects
demonstrating achievement of content area standards.
•
Teaching and Technology has aligned its coursework with the
National Educational Technology Standards (NETS) as defined by the
International Society for Technology in Education (ISTE).
•
Technology Education has aligned its coursework with the National
Educational Technology Standards as defined by the International
Society for Technology in Education.
•
Library Information Technology has aligned its coursework with the
American Association of School Librarian (AASL) standards, and is
currently seeking initial accreditation by that organization.
•
Teaching English Language Learners has aligned its coursework with
the Teachers of English to Speakers of Other Languages (TESOL), a
global association for English language teaching professionals.
Faculty in these areas gather data from the content standards projects which
may be used for curricular improvements in their program areas, and, in the
case of the Library Media concentration, for pursuit of AASL accreditation.
Evaluation of Core Component 3a
The Abilities provide opportunities for assessment at course, program, and
institutional levels. Use of the Abilities is fully operational at this point—all
courses require projects; all seniors and graduate students prepare portfolios
(program assessment); samples from course projects are collected at all
levels for institutional assessment. Institutional Ability assessment is
beginning to generate data that will be used for curricular review and
improvement, while course and program assessment uses of ‘Abilities
projects’ has been ongoing.
Use of faculty from across disciplines for annual Ability assessment
workshops to generate institutional data promotes understanding and more
complete implementation of Ability assessment at the course and program
level. The addition of content learning outcomes has further allowed
programs to identify areas not assessed through the Abilities, to further
improve their understanding of curricular effectiveness.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 84
The Abilities provide
opportunities for
assessment at course,
program, and
institutional levels.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Strengths: VCSU has more than ten years of experience evaluating portfolios
that address the institution’s Abilities. The School of Education and Graduate
Studies has taken the initiative in analyzing assessment data and making
adjustments to their curriculum based on this data. Annual summer
assessment workshops have provided systematic direction in collecting this
data. The use of the Abilities is part of the campus culture, as evidenced by
Ability projects in every class and the senior portfolio requirement.
New Initiatives: The General Education Council is working to review and
improve the General Education program, including its mission and outcomes.
Additionally, the institution has focused on assessing general education
courses as part of this initiative. Divisions have developed program-specific
outcomes and are in the beginning stages of gathering and assessing
outcome data.
Challenges: While VCSU has ten years of Ability data collected and a strong
framework developed to encourage reflective uses of this data, actual use of
the data to improve programs is scattered across campus, with the School of
Education and Graduate Studies providing the best examples of ways the
institution can move forward in this area. The administration must remain
committed to an annual review of data and continue to require data to
support curricular and budgetary requests.
While the institution has designated a person to collect and report on the
university-wide assessment processes, faculty continue to need guidance on
course and program assessment, as well as assistance in making meaning of
the data and using the data to make changes in curriculum.
Core Component 3b. The organization values and supports effective
teaching.
Effective teaching and strong classroom interaction are vital to the success of
both the institution and its students. The faculty at VCSU demonstrate a
personal and genuine concern for their students’ personal and intellectual
development and career success. They are committed to continuous
improvement and professional development to strengthen both course
content and the practice of teaching.
Faculty Qualifications
Faculty quality is documented by credential files, by self-evaluation, and by
student and peer assessment. Policy V605.1 outlines the expectations for
faculty credentials, to include a terminal degree for tenured faculty, except in
cases where the academic discipline area recognizes the appropriateness of
other, professional qualifications. For example, a faculty member in Teacher
Education may have completed 15 years of public school teaching
experience, or a faculty member in Business may have an industry-recognized
certification that qualifies him/her to provide the desired depth of knowledge
and experience necessary for students new to that professional field.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 85
The faculty at VCSU
demonstrate a personal
and genuine concern for
their students’ personal
and intellectual
development and career
success.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
About ten years ago, the administration made a strong effort to increase
terminal-degreed faculty at VCSU, by making completion of the doctorate
contractually required for tenure. This effort has had its desired effect: in
2001, 42% of the faculty had a terminal degree; today 63% have a doctorate
or recognized terminal master’s degree.
Table 6.2 outlines faculty qualifications by division, for all full-time tenure and
tenure-track faculty; of those with non-terminal degrees, half are currently
enrolled in doctoral programs.
The impact of this decision to require a terminal degree of all faculty as a
condition for tenure has been largely positive, as faculty engaged in doctoral
studies requiring research and writing also bring these experiences into the
classroom, providing current content information and increasing course rigor.
Three drawbacks, however, brought the Academic Policy and Affairs Council
(APAC) to reconsider this decision and led to the development of the
“professionally qualified” provision in V605.1. First, the requirement places
other faculty in a program under significant strain, as they must carry the
committee work and other business of the University. Second, the new
faculty member is faced with a burdensome load and conflicting
responsibilities—to become part of the VCSU community, it is vital to
participate in university activities, and tenure requires service to the
University, while at the same time, the faculty member is a student, with a
contractual obligation to complete the doctoral program in a designated time
frame. Third, a series of challenging searches with small applicant pools and
rejected offers have demonstrated the difficulty of hiring doctorally-qualified
faculty in some areas.
Table 6.2: Full-time Tenured and Tenure-track Faculty by Degree Types
DIVISION
# Faculty
Ph. D.
DA, DMA,
EdD., JD
MFA, MLS
BIT
CASS
Fine Arts
MSHPE
SEGS
TOTALS
Percentages
11
14
7
14
14
60
2
5
3
9
5
24
40%
1
1
2
1
5
10
16%
0
2
2
0
0
4
7%
Non-terminal
(MA, MS, MM,
MEd)
8
6
0
4
4
22
37%
The “professionally qualified” provision was first used for hiring and contract
revision in Spring 2011, so its impact on faculty credentials and effective
classroom instruction remains open for review. However, the faculty remain
committed to seeking doctorally-qualified candidates as their first choice. Of
the five full-time new faculty hired for 2011-12 academic year, all of whom
responded to national searches for these positions, three have completed
doctorates, one has nationally-recognized professional certifications in his
teaching field, and one will complete her doctorate as part of her contractual
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 86
Faculty remain committed
to seeking doctorallyqualified candidates as
their first choice.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
agreement for tenure. If this hiring trend continues, the “professionally
qualified” provision may strengthen VCSU’s academic programs by providing
some industry-related experience while generally supporting the desire for
doctoral qualifications.
Graduate Faculty
Full Graduate faculty are full-time tenured or tenure-track faculty who hold
terminal degrees and have backgrounds in education. Adjunct faculty who
meet these requirements, and qualified non-tenured faculty, may be granted
Associate Graduate faculty status, which must be reviewed and renewed
yearly by the Graduate Council. Policy and procedures governing Graduate
faculty status may be found in V400.1 (Graduate Policies and Procedures).
Full Graduate faculty advise graduate students, teach 600-level courses, and
chair student committees. Associate members of the Graduate faculty may
teach 600-level courses in their degree or specialized areas of expertise,
advise graduate students, serve on student committees, and participate as
non-voting members of the graduate faculty. Currently VCSU has 25
Graduate faculty members and 9 Associate Graduate faculty (7 of these are
adjunct faculty).
Graduate faculty status recognizes a faculty member’s teaching and research
qualifications that enable him or her to conduct graduate level instruction
and to supervise and direct graduate student research and scholarship. The
Graduate faculty are expected to contribute to the advancement of
knowledge, the practice of teaching, and service to the institution and
discipline.
Adjunct Faculty
Because consistency and quality of instruction provide the best learning
environment, VCSU has a long tradition of minimizing the use of adjunct
professors. Adjunct faculty must meet the same minimum hiring
expectations as full-time faculty; that is, they must have a master’s degree in
their teaching area. This requirement has historically limited the number of
adjuncts available, as part-time faculty are rarely interested in driving from
Fargo to Valley City, and the pool of master-degreed residents in Valley City
remains low. Adjunct faculty are subject to student evaluations each term
and complete an annual faculty evaluation process with the supervising
division chair (Policy V605.1.2). Student comments, syllabi, and peer reviews
are scrutinized carefully, to assure consistency and effective instruction.
Files for adjunct faculty are maintained in the Academic Affairs Office.
During the 2010-11 academic year, the adjunct budget of $328,078
represented 10 percent of the total dollars allocated to faculty salaries. Of
this amount, two-fifths was paid to true part-time instruction, and three-fifths
to full-time faculty accepting overload assignments. Ten years ago, only 6%
of the salary dollars went to the adjunct budget, and three-quarters of the
adjunct budget was paid to true part-time instruction. Since adjunct and
overload assignments are paid the same amount per credit hour, it appears
that the number of course offerings has increased, while the use of adjunct
instruction has decreased. This can be explained in part by unusually quick
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 87
Since the current increase
in enrollment, especially
in Education, has required
the addition of some
adjunct-led coursework
and significant overload
for faculty, the
administration has
responded promptly in
recent years to approve
several full-time positions
to alleviate faculty
overloads and maintain
program strengths.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
growth over the past two years, and the need to respond by offering faculty
overload since qualified adjuncts are hard to find in this rural region.
Whether by choice or necessity, VCSU’s program growth in the Graduate
School and online programs has rested primarily in the hands of its full-time
faculty.
Since the current increase in enrollment, especially in Education, has
required the addition of some adjunct-led coursework and significant
overload for faculty, the administration has responded promptly in recent
years to approve several full-time positions to alleviate faculty overloads and
maintain program strengths. Some of these are one-year, special
appointments, and some are tenure-track, depending on the program, salary
resources, and actual on-campus growth. Given the difficulty in attracting
qualified adjunct faculty, managing growth has been problematic, with the
use of one-year, special appointments seen as the best solution at this point
in many cases.
Teaching Evaluation
VCSU uses course evaluations, peer reviews, and self-assessment processes
to assure continuous improvement and teaching excellence.
Student Course Evaluations
VCSU has long required student evaluation of one course per year for tenuretrack and non-tenure track employees; division chairs indicate these
evaluations are used for faculty growth, evaluation for promotion and tenure,
and student satisfaction. Student course evaluation procedures have varied
from division. Some divisions required all courses every semester to be
evaluated. Some used paper forms that were then tabulated by
administrative assistants and work-study students. Others used computer
versions through Blackboard and Zoomerang.
The Academic Policy and Affairs Council (APAC) noted that the inconsistent
use of these evaluations resulted in a number of problems: faculty “cherrypicking” their best classes for evaluation; the impossibility of campus-wide, or
even program-wide comparisons; and the possible avoidance of student
evaluations altogether by tenured faculty in some divisions, leaving students
with few means of communicating their concerns. These problems led APAC
to review several proprietary products available for course evaluations via
computer, and to the decision to contract with CoursEval™ in Spring 2010.
During that semester, a faculty group with divisional representation crafted a
set of questions, which were approved by APAC and piloted during Summer
term 2010.
The program was fully implemented in Fall 2010, with the requirement that
all courses be evaluated every semester. The resulting baseline data has
already proved useful in several ways. For example, in several campus
forums during Fall 2010, students expressed concern over timely response to
student work. At the end of Fall term, the “campus report card” from
CoursEval™, which summarizes scores from all courses, noted this item as
the most significant concern campus-wide; the other lower scoring item
concerned innovative instruction. Faculty were asked to maintain their
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 88
The program was fully
implemented in Fall 2010,
with the requirement that
all courses be evaluated
every semester.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
gradebook in Blackboard and urged to attend brown bag seminars during the
term to “refresh” their teaching, with a focus on improving these two scores
on the Spring 2011 report card. Both scores went up, although the “I knew
where I stood” student concern item remains the lowest score on the report
card.
Another use for these campus-wide scores has been the opportunity for
faculty to measure themselves against the campus mean, to determine
where their strengths and weaknesses might be according to the experience
students report in their classes. This has proved useful for peer evaluation
processes this spring and can be seen in some tenured faculty reflective selfassessments, as well.
After a year of implementation, there appear to be some wording
improvements necessary, and APAC will use student focus groups next fall to
assist in improving the instrument.
Tenure-Track Faculty Evaluation
Tenure-track faculty are evaluated annually by their peers, using the process
described in V605.1.2 (Evaluation) and V605.1 (Tenure—for use during the
tenure year). First-year faculty are evaluated in the spring. Faculty in their
second to fifth years are evaluated in the fall. The process is overseen by the
division’s chair, who establishes a peer review committee. Evaluations
include classroom observations, student evaluations, reflective statements,
and evaluation by the peer review committee members. The reflective
statements include discussion of the faculty member’s teaching philosophy,
scholarship, and service to the organization and community. Faculty and
committee members discuss the evaluation and make recommendations for
improvement and continued employment. The division chair then reviews
and comments on the evaluation and recommends or does not recommend
continued employment. The faculty member can submit material or
responses to the formal evaluation. Evaluations are forwarded to the Vice
President of Academic Affairs, and then to the President of the University.
In their sixth year, faculty members eligible for tenure follow the same peer
review process; they also create a digital portfolio, which is assessed first by
the divisional tenure committee, and then by the Academic Policy and Affairs
Council, which acts as the University tenure committee. The Council’s
recommendation is submitted to the President, who in turn makes
recommendations to the State Board of Higher Education. The State Board
of Higher Education makes final decisions regarding tenure.
Post-Tenure Evaluations
In accordance with NDUS policy 605.1 (section 6) all faculty members must
undergo annual evaluation. Tenured faculty members complete a reflective
self-evaluation that discusses their course, scholarly, and service
accomplishments for the year and sets up goals for the upcoming year
(V605.1.2). The evaluation must be accompanied by a composite summary
of student evaluations from CoursEval™. This evaluation is reviewed by the
Division Chair and the Vice President of Academic Affairs.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 89
Evaluations include
classroom observations,
student evaluations,
reflective statements, and
evaluation by the peer
review committee
members.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Faculty Evaluation Policy Review Process
The peer review process described here is central to strengthening teaching
at VCSU. For the past three years, the Academic Policy and Affairs Council
has met each June to review the evaluation process just completed and
make efforts to improve the process and tools used. The first year, the group
clarified the policy requirements and defined expectations for promotion; the
second year they established the “professionally qualified” track and
standardized the use of CoursEval for faculty review. During Summer 2011
they revised a rubric to assist faculty and peer committees in discussing
acceptable and target performance for each of the criteria areas. There are
still areas to work on: the post-tenure review process currently relies almost
entirely on faculty self-reflection, and the peer review committees need more
tools and training to improve their supportive, but evaluative, role.
Professional Development and Pedagogical Support
Valley City State University is known for its innovative educational uses of
technology. Since 1997, all faculty members and students have been issued
laptop computers. The campus became wireless in 2004. Each classroom is
equipped with an overhead projection system capable of projecting the
computer screen. Most rooms also include VCR capability; computers
include DVD capability. Many classrooms also have smartboards.
Classrooms have cameras that can capture and project hard copies of
papers; additionally they have wireless microphones. Each computer now
has a web camera. Students also have access to camcorders, scanners,
printers, digital cameras, and other equipment. All faculty and staff have
access to Blackboard. Beginning in 2009, faculty could choose between PCs
and Macs; in Fall 2011, students in targeted programs (Music, Spanish,
Library Science, and Art) will also have Macs.
VCSU faculty’s primary role is teaching, with most contracts calling for a 12
credit per semester teaching load that is 80% of the contractual duties. At a
local level, VCSU provides numerous faculty development and support
opportunities. These activities include
•
•
•
•
•
•
•
•
•
•
Orientation activities for new faculty
Mentors for new faculty
Grants for travel to professional conferences and workshops
Mini-grants for up to $1,500 to enhance student learning with
technology
Weekly brown bag seminars sponsored by the Instructional Design
Team
Training opportunities sponsored by IT or Instructional Designer
Library training for information literacy tools
Division-housed brown bag or lunch lectures
Welcome Week workshops
Summer Institutes and workshops on assessment, technology,
and/or pedagogical issues
New faculty are paired with mentors, who provide support in both adjusting to
the culture of the University and to the expectations of faculty members.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 90
New faculty are paired
with mentors, who
provide support in both
adjusting to the culture of
the University and to the
expectations of faculty
members.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Additionally, mentors provide assistance in managing the classroom
equipment, course development on Blackboard, and projects designed to
demonstrate specified Abilities in the classrooms.
In 2007, VCSU hired an Instructional Designer to assist faculty in improving
online instruction. In addition, this position supported a variety of training
opportunities, including the use of new technologies, such as Panopto, smart
boards, and Wimba, and workshops on tools (such as Wimba) and programs
(for example, Blogger). The instructional designer also worked with faculty to
establish best practices for online teaching, and, with the Online Standards
Committee, to develop the online standards booklet, which provides
guidelines for effective online teaching.
When this position became vacant in Summer 2010, VCSU hired an interim,
part-time director from the faculty and experimented with providing
instructional design services through a faculty Design Team, one from each
division, who were responsible for supporting faculty instructional technology
needs in their area. The experiment was largely a success and will continue
in Fall 2011 with clearer guidelines. The Interim Director successfully
provided guidance for the Design Team, organized a number of useful
workshops, instituted a popular, weekly brown bag seminar on teaching and
technology issues, and assisted in helping faculty and students prepare for
continuity of instruction in the event of a campus evacuation due to a flood
similar to the 2009 event. The position is currently open, and will include
other duties related to online program administration, when it is advertised
late this summer.
Each summer, VCSU offers faculty a variety of workshop activities focused on
assessment, student portfolios, and technology needs. Often a small group
of faculty will become beta testers of new software. In 2010, four faculty
members and an administrator tested Blackboard 9.0, then trained others
and were available to assist others as they transitioned to the new version of
Blackboard. Welcome Week, the week in August before classes begin, also
offers workshops for faculty on programs, such as Blackboard, educational
tools, such as digital portfolios, and educational resources, such as Web 2.0
tools and the library.
Professional Affiliations
Faculty members are actively involved in state, regional, national, and
international professional organizations. This activity is documented in their
annual self-evaluations.
Faculty members have held offices, peer-reviewed papers for conferences,
and edited or been on the editorial board for scholarly publications. In
addition, faculty have attended conferences sponsored by these professional
organizations, where they have presented research, attended panels of
others’ research, and participated in short courses and pre-conferences on
topics of teaching and research. Faculty may apply for travel money to
support these activities, which is allocated by the Faculty Development
Committee.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 91
Each summer, VCSU
offers faculty a variety of
workshop activities
focused on assessment,
student portfolios, and
technology needs.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Several faculty are also involved with NCATE-related accreditation review
boards in their discipline areas, bringing this expertise and knowledge of best
practice back to VCSU’s programs for improved curricular development.
Evaluation of Core Component 3b
VCSU values and supports effective teaching. The institution demonstrates
this support through its evaluation system, support of professional
development, and pedagogical support. Faculty are available to students and
each other ubiquitously. The institution is committed to strong online
learning and providing resources for faculty to develop online learning.
Strengths: VCSU provides ample opportunities for faculty growth in course
development and in technology implementation. Digital portfolios alleviate
the volumes of paperwork involved in attaining tenure. The institution
provides support for faculty development opportunities, including attending
professional conferences and seminars. Many faculty members are active
with their disciplines’ state, regional, and national organizations. The
systematic evaluation provides opportunity for faculty reflection.
New Initiatives: The institution is making strides to assure quality online
courses, as well as making available technology to deliver the courses
synchronously face to face or online. The Online Standards Committee has
created a process for ensuring quality in online courses. Each division and
school has its own instructional designer, a faculty member with a 3-credit
release, to train, answer questions, and trouble shoot difficulties. This design
team has created learning opportunities for faculty through weekly Brown
Bag seminars.
Challenges: While VCSU is technologically savvy, not all faculty members
take advantage of the opportunities made available by the technology.
Training is offered, but not always widely attended. Faculty have a variety of
tools to use, but do not always implement them in their courses. New faculty
members face a steep learning curve their first semester as they must deal
with not only their courses, but also the new technology and how to integrate
it into their courses. Additionally, online learning and educational technology
have been the focus of most workshops and training initiatives. Best
practices and methods for face-to-face courses should also be developed,
with workshops or mentorships in these areas.
Core Component 3c. The organization creates effective learning
environments.
VCSU provides a variety of opportunities and support systems to help
students excel. These include enrollment services, freshman experiences,
advising, counseling and health services, campus life, intercultural
experiences, and a career services center.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 92
VCSU values and
supports effective
teaching. The institution
demonstrates this support
through its evaluation
system, support of
professional development,
and pedagogical support.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Enrollment Services
The mission of the Office of Enrollment Services is to identify students with
interests and talents that match the University’s offerings and opportunities,
and while doing so, provide the highest quality customer service in a
professional environment. The department supports the University mission
and vision by identifying potential learners and implementing the strategies
necessary to attract, inform, and enroll talented students. As described in
Chapter 3, Enrollment Services has been active in developing an effective
enrollment management plan that has been supported by increased staffing,
budget support, and curricular development.
Enrollment Services employs a number of different strategies to accomplish
this mission, including college fairs, direct mail, high school visits, and
campus visits. Enrollment Services also utilize students as ambassadors.
VCSU Viking Ambassadors are dedicated students who love and value the
knowledge they gain from Valley City State University. This group of
enthusiastic individuals is a key factor to new student recruitment. They are
comfortable describing what they love about the school while also providing
factual details about the campus, the staff, and the student body. Thirty-six
students from all divisions on campus make up the group.
Prospective students are provided a tour of campus by a Viking Ambassador,
an appointment with faculty in their academic area, a visit with an Enrollment
Services admission counselor, and visits with other offices or classes if
desired.
Learning to Live Program
At the beginning of the freshman year, every student participates in the
Learning to Live, Living to Learn Program (L2L), a one-credit course. The
purposes of this program are (1) to orient the student to the University; (2) to
help him/her examine educational goals and objectives; (3) to develop team
skills; (4) to develop conflict resolution skills; (5) to involve students in
community projects and service learning. Collectively, these goals focus on
increasing student retention by helping students be successful and feel part
of a community. The course is conducted in small groups (14-18 students)
which meet twice weekly. A faculty or staff member serves as the instructor
for each group and is assisted by upper-level students who serve as mentors
for the new students.
The L2L program is evaluated annually, and improvements made under the
joint review of the VPSA and VPAA. In 2006, the program was changed to
improve training for the student mentors. More recently the program has
been changed to strengthen ties between students and faculty (by providing
faculty a direct instruction role in the program), and relationships between
students by allowing students to choose the section they wish to enroll in
based on section topic. In addition, to strengthen advising for undecided
students, faculty teaching the L2L sections will be assigned these students
for academic advisement and receive training to support their work in Fall
2011.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 93
Viking Ambassadors are
dedicated students who
love and value the
knowledge they gain from
Valley City State
University. This group of
enthusiastic individuals is
a key factor to new
student recruitment.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Each student is assigned
an adviser from the
appropriate academic
program area and is
encouraged to meet with
the adviser at least once
per semester to receive
assistance with class
scheduling.
Figure 6.1 First Year Retention
72
70
68
66
64
% of Students Returning
62
60
58
56
2002 2003 2004 2005 2006 2007 2008 2009
The chart in Figure 6.1 details retention rates over the past eight years.
VCSU’s retention rate averages about 65% over these years, which is higher
than the national rate of 56%, but not as strong as a decade ago. The
campus strategic plan, therefore, identifies improvement of this indicator (to
consistent 70% levels by 2015) as an expected result; improvements in the
Learning to Live curriculum and delivery, increased support and expansion of
the Learning Center (described below, in Core Component 3d), and continued
attention to strong advising and support services all support improvement of
this indicator.
Academic Advising
The program of academic advising is coordinated through the Office of
Student Academic Services. Each student is assigned an adviser from the
appropriate academic program area and is encouraged to meet with the
adviser at least once per semester to receive assistance with class
scheduling.
The adviser helps the student interpret academic requirements and
regulations, establish educational goals, and determine course schedules.
The student has the primary responsibility for meeting all appropriate
academic requirements.
When a student applies for admission to Valley City State University, an
advisement folder is prepared which contains general information, advising
worksheets, ACT Profile, a College Student Inventory summary, and any other
pertinent information. This folder is passed along to the assigned adviser,
who, in consultation with the advisee, adds or changes information as the
student progresses academically. A student may request a change of adviser
at any time. Any change is processed in the Office of Student Academic
Service.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 94
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
The 2010 administration of the Noel/Levitz Student Satisfaction inventory
shows high levels of satisfaction with academic advising. Out of a total of 73
programs and services rated by students, two items related to academic
advising appeared in the list of top ten highest rated items. Both “My
academic advisor is knowledgeable about requirements in my major” and
“My advisor is approachable” were very highly rated and were significantly
higher than national averages and the average of the eleven North Dakota
University System campuses.
Counseling Services
Mental health counseling services are available for students, faculty, and
staff at Valley City State University. Services are provided by a mental health
professional that has a Ph.D. in Human Development, Masters of Education
in Community Counseling, and is a Licensed Professional Clinical Counselor
as well as a National Certified Counselor. Currently the position is .5 FTE for
twelve months. The Counselor, however, is also a faculty member and on
campus full time, so students have ready access for scheduling
appointments throughout the day. In addition, VCSU is an approved site for
graduate student internships in counseling. Over the past three years, VCSU
has received graduate student interns from NDSU, University of Mary, and
MSU-M.
Counseling services are designed to assist clients in resolving any personal
concern of the client. Topics may include relationships with other,
unpleasant feelings, life decisions, values clarification, study problems,
depression, eating disorders, sexual identity issues, alcohol or drug use, or
general confusion.
Group counseling, workshops, seminars, consultations, and referrals are also
provided through the Counseling Services Office. Services are provided free
of charge to the VCSU campus. All information is confidential. During the
academic year 2010-11, 106 individuals were served with a total of 417
sessions.
Alcohol education is also provided through the Counseling Services. VCSU is
a member of the North Dakota Higher Education Consortium for Substance
Abuse Prevention. The North Dakota Higher Education Consortium for
Substance Abuse Prevention provides University System campuses with
resources, knowledge and networks to address student misuse of alcohol
and other substances.
The Consortium advocates for stronger prevention policies, collaborates in
campus-community partnerships and helps campuses develop evidencedbased prevention programs. The Consortium is made up of representatives
from each of the eleven campuses, the tribal colleges, Jamestown College,
and University of Mary.
Health Services
The campus employs a .5 FTE public health nurse. Services are available
free of charge for all students, and may include a health assessment and/or
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 95
Mental health counseling
services are available for
students, faculty, and
staff…Students have
ready access for
scheduling appointments
throughout the day.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
referral to MD if necessary, blood pressure checks, allergy injections (with
M.D. order, own vaccine and syringes), pregnancy testing, strep testing, and
HIV testing. Also available are first aid supplies, condoms, over-the-counter
cold medicine, Tylenol, ibuprofen, cough syrup, antacids, throat lozenges and
other over-the-counter medications, depending on the student's needs. The
Health Services office maintains immunization records and serves as a
resource for faculty, staff and students seeking information on a wide variety
of personal, medical, and social issues.
Monthly satellite clinics from the Central Valley Health Unit in Jamestown are
offered on campus. These clinics provide physical exams, sexually
transmitted disease testing, birth control, pap smears, breast exams, and
education. The nurse is actively engaged in educational programming and
serves as the campus wellness coordinator. The nurse regularly provides
programs in the residence halls, classrooms and for various student groups.
With only a half-time nurse on staff, the Health Services office is very busy. A
typical day will present anywhere from 5-10 walk-in students seeking
services. In addition the monthly satellite clinics fill quickly with all 20
appointment times being reserved. Students use the services regularly and
they give high marks to the staff. On the Noel-Levitz SSI, students report a
level of satisfaction at 5.71 compared to a national average of 5.04.
Residential Life
The primary purpose of the residence hall is to provide a living environment
that is conducive to the academic achievement and personal growth of the
residents. VCSU currently operates five residence halls and requires all
students to live on campus during their first year at VCSU. Two residence
halls have recently been remodeled into suites to provide more appealing
residence experiences. Other residence halls have been recently refreshed
with new furnishings and equipment. A staff of head residents and resident
assistants provide educational and social programming within the residence
halls and students are represented by an Inter-Residence Hall Council made
up of residents from each floor.
Residence Hall Counts
2008-2009
284
2009-2010
303
2010-2011
326
2011-2012
345 (projected)
Residence hall counts and occupancy rates have shown steady increases
over the past several years. VCSU recently remodeled and put back into
service a residence hall that was used sporadically. On numerous measures
of student satisfaction with campus residence halls, VCSU students rate the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 96
The Health Services office
maintains immunization
records and serves as a
resource for faculty, staff
and students seeking
information on a wide
variety of personal,
medical, and social issues.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
residence hall experience at VCSU quite highly. In the SSI categories of Living
Conditions are comfortable, Staff are concerned about me as an individual,
and Regulations are reasonable, VCSU scores well above national averages
and averages within the ND University System.
The Student Center & Student Activities
The Student Center provides a well-rounded program of social, cultural,
recreational, and educational activities. The Student Center is a meeting
place for students, faculty, alumni, and the community. The Center provides
conference rooms, a complete food service, a bookstore with mail service, a
game room, a swimming pool, and a number of lounge areas. The Center
strives to create and administer programs which serve the best interests of
the students. Programs and activities are planned and administered by
student groups, the Student Senate Viking Campus Activities Board (VCAB),
and the Director of Student Activities. Because of the large amount of traffic
in the Student Center and the multiple uses of the building, the need to
renovate and reconfigure space in the building is necessary. A committee of
students and staff are currently engaged in discussions with an architect to
review options for remodeling and adding space to the building. Numerous
updates of carpeting and furnishings have taken place over the past several
years.
VCAB is the governing body of student-related activities: e.g., dances,
coffeehouse singers, movies, game nights, comedians, bands, weekend
activities and informative speakers. VCAB is responsible for formulating and
carrying out a broad range of social, recreational, and cultural programs.
VCAB is advised by the Director of the Student Center and works with a
budget of student fee dollars allocated by the Student Senate Finance
Commission.
The following is a two month sample of activities sponsored by VCAB:
January 2010
20 – Welcome back to school dance
27 – International student speaker
28 – Coffeehouse entertainer
29 – Vikings After Dark – Student Center late night activities
February 2010
2 – Pool Tournament
4 -- Coffeehouse entertainer
10 – Student Dance
18 – Texas Hold ‘em
25 – Dodge Ball night
26 – Vikings After Dark – Student Center late night activities
Intercultural Experiences and Study Abroad Opportunities
Valley City State University has signed agreements with the Universidad
Autonoma de Baja California Sur in La Paz, Baja California Sur, Mexico, and
Universidad Regional del Sureste in Oaxaca de Juárez, Oaxaca, Mexico: the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 97
The Student Center
provides a well-rounded
program of social,
cultural, recreational, and
educational activities.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
three universities have had successful student exchanges. Additionally,
VCSU students have spent semesters in Honduras, Peru, and in Spain
studying their culture and practicing their fluency with the language. Faculty
have sponsored student trips to Mexico, Australia, Costa Rica, the
Netherlands, and England. The most recent agreement is with the Zhejiang
Economic and Trade Polytechnic (ZJETP) in Hangzhou, China. Presidents
and faculty members from both universities have visited each others’
campus, with faculty from VCSU teaching for eight weeks and working with
ELL students for four. Students from VCSU spent three weeks in China and
students from China have taken courses from VCSU. VCSU continues to
explore international opportunities for its students and faculty.
VCSU has recently signed formal affiliation agreements with two international
study abroad organizations. Cultural Experiences Abroad (CEA) and
International Studies Abroad (ISA) offer opportunities to experience full
semester, summer term or partial term study abroad. As a result of these
partnerships, agreements and affiliations, students have studied abroad at
rates never before experienced at VCSU. Below is a three year summary of
student study abroad:
•
•
•
•
•
•
•
2 students in Honduras
1 student in France
9 students in China
1 student in Ireland
1 student in Italy
3 students in Peru
1 student in Spain
Career Services
Career Services at Valley City State University serves as a clearinghouse for
not only job opportunities, but also as a resource for students who are
deciding about a college major or what career opportunities are available to
them. The office coordinates all placement activities, whether on/off
campus, permanent/temporary, or professional level employment. Job
vacancies are listed for schools, businesses, industries in North Dakota and
surrounding states.
Support for job seeking skills is provided to all students and alumni, free of
charge. This can be assistance with a resume, cover letter, interviewing , or
navigating the internet. Graduate and Professional School information is also
available, including catalogs, tests and other admission criteria. In the past
year, 246 resumes and 45 letters of application were reviewed by the
Director of Career Services and critiqued. In most cases, this involved face to
face meetings with the students.
For the past two years, Student Learning Outcome surveys are conducted for
every class and every event sponsored by Career Services. Consistently
students respond that the class/event met their expectations and that the
information provided was relevant and helpful to them. In addition, the
students also indicate that they would recommend the event/class to other
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 98
Faculty have sponsored
student trips to Mexico,
Australia, Costa Rica, the
Netherlands, and
England.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
students. Based on the Student Learning Outcomes, planning for the next
year is impacted and student needs are being met more effectively.
During the Spring 2009 semester, Career Services and the Division of
Business and information Technology collaborated to co-teach the Portfolio
and Senior Job Search Skills Class. Beginning with the 2010-11 school year,
this collaboration extended to similar courses offered in the Math and
Science departments, and the Division of Communication Arts and Social
Science. This collaboration connects the University Abilities, the portfolios,
and reflective statements, to the entire job search process. It is a natural fit
and is extremely useful in assisting students with their first professional job
search.
Internships
Career Services also provides the organizational framework for internships. A
number of academic programs encourage (or require) students to pursue
internships, including Fisheries and Wildlife, Business Administration,
Professional Communication, and Human Services.
Within the last ten years, students have completed 362 internships at over
200 businesses, government institutions, and/or education organizations.
Students must have reached sophomore status and maintain a 2.5 GPA to be
eligible; they may work full-time or part-time in positions that are related to
their major, minor or career interest.
Students who wish to have maximum marketability after graduation have the
opportunity to intern multiple times before graduation. Positions may be
local, regional, national or even international. Employers include small town
banks, local or regional manufacturers, local and state government or large
corporations.
Interns and employers both complete evaluations at the conclusion of the
internship experience. Both evaluations assist the University with curriculum
revisions or specific skills that may need to be added to the curriculum for
relevancy regarding a specific job market.
Prior Learning Assessment (PLA)
Another program facilitated by Career Services and administered through the
Academic Affairs Office, Prior Learning Assessment provides the adult learner
with the opportunity to earn university credit for prior collegiate level
knowledge/learning obtained through independent reading, volunteer
services, workshops, conferences, in-service training, work and other
activities.
Documentation of prior learning is assembled into a written presentation,
which is evaluated by departmental faculty to determine credit awards. The
amount of credit awarded depends on the kinds and quality of learning
outcomes presented and validated. The PLA credits may come from previous
military and employment experience, CLEP, correspondence study, on-line
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 99
Students who wish to
have maximum
marketability after
graduation have the
opportunity to intern
multiple times before
graduation.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
courses, workshops, and/or other special topics. Over the past 10 years, 66
students have completed prior learning portfolios, and 56 (85%) have
graduated.
Evaluation of Core Component 3c
Valley City State University supports a learning environment conducive to the
needs of its students. The University has established programs to assist
students both academically and socially as they navigate their role as
students inside and outside the classroom. VCSU strives to continually
improve these programs and services.
Strengths: VCSU offers a variety of programs and services to enhance the
student’s experience. The renewed agreement with the Universidad
Autonoma de Baja California Sur (UABCS) in La Paz, Baja California Sur,
Mexico, as well as its affiliation with the Zhejiang Economic and Trade
Polytechnic (ZJETP) in Hangzhou, China will continue to provide study abroad
opportunities for students and faculty. The internship program provides
valuable field experience for students. The institution provides a variety of
organizations in which students can become involved and learn valuable
leadership skills.
New Initiatives : While the Learning to Live course (first year experience) has
been an integral part of VCSU since the 1980s, it is currently in transition.
The course is in transition, moving from an 8-week peer-taught and facultymentored course to a 16-week peer- and faculty- taught and mentored
course on specific subjects. In addition, the relationships begun with ZJETP
and recently renewed with UABCS have developed new opportunities for
faculty and student exchange, as well as articulations for program transfer
agreements.
Future Challenges: Because Valley City State University is a regional
university, many students return home on weekends. While the institution
tries to provide activities on weekends, not every student takes advantage of
these activities. VCSU provides many opportunities for student involvement,
but it should integrate a system to track who is participating in these
endeavors and whether or not these endeavors have been successful.
Additionally, online students have few options. Services must be expanded to
online learners and online clubs should be developed.
Core Component 3d. The organization’s learning resources support
student learning and effective teaching.
While VCSU’s student services generally help shape an environment
productive to learning, several resource areas specifically support student
learning and effective teaching: the university library, the information
technology center, and the learning center.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 100
VCSU supports a
learning environment
conducive to the needs of
its students. The
University has established
programs to assist
students both
academically and socially
as they navigate their role
as students inside and
outside the classroom.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Allen Memorial Library
The primary mission of VCSU’s Allen Memorial Library is to support
and enhance the academic programs of Valley City State University
by providing the customized learning and teaching resources needed
by students, faculty, administration, and staff. Allen Memorial Library
provides learning resources in all formats, including access to online
databases. The library’s staff helps users to develop information
literacy – to recognize when information is needed, and to locate,
evaluate, and effectively use the information they find. (Allen
Memorial Library mission statement)
The University’s library is located at the heart of the VCSU campus, between
McFarland Hall and the Student Center. While many of the library resources
are online and accessible 24 hours a day, print and media items, access to
printers and other equipment, and reference assistance is available six days
a week, when the library building is open. The library offers building-wide
wireless access to the Internet, a student lounge and meeting areas, a
classroom on second floor, and several listening areas and computer
workstations with a variety of multimedia equipment.
To support the overall mission of Valley City State University, Allen Memorial
Library personnel provide access to resources through expedited cataloging
and technical processing procedures, information literacy instruction at point
of need and informal educational settings, efficient interlibrary loan and
document delivery systems, and a customized request-for-purchase system
that fills over 90% of suggestions for purchase.
The Allen Memorial Library is open approximately 75 hours per week when
classes are in session, and approximately 40 hours per week during other
times of the year. Professional library faculty and staff provide reference and
information literacy services to the campus community, enabling students,
faculty and staff to find, locate and use the best information available.
Because VCSU is a laptop institution, the online library resources are
extensive. Students, staff and faculty currently have access to over 100
online databases and electronic book collections through the library, with
information available in all academic areas. Available databases include
Academic Search Premier, SCOPUS, Lexis-Nexis, and ProQuest Education
Journals. The focus on these online resources continues to grow due to the
continued growth of VCSU’s distance and online educational programming.
The Allen Memorial Library is committed to providing access to those patrons
who are not on campus.
In addition to its extensive online resources, the library contains over
100,000 print volumes, a music collection which contains musical scores
and recordings, and a broad range of audiovisual materials. As well as
offering print and digital resources, the library provides interlibrary loan
services to increase the materials available to the campus community.
The Library’s web site, at http://library.vcsu.edu, provides customized access
points for a variety of resources including links to the state-wide OPAC via the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 101
Because VCSU is a laptop
institution, the online
library resources are
extensive. Students, staff
and faculty currently have
access to over 100 online
databases and electronic
book collections through
the library, with
information available in
all academic areas.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Aleph interface, state and federal government documents, online ebooks,
eReserves, electronic journals, and many other resources. On-campus
access to all resources is IP authenticated, while members of the VCSU
community from a distance can access the subscription resources through a
simple remote authentication process. In order to better serve online
information demands, the library is continually increasing the number of
online and electronic resources.
The Library systematically surveys users to determine patron satisfaction and
obtain input for improvement. A 2007 survey indicated that users were, in
general, satisfied or very satisfied with library services and collections.
Statistics provide evidence that users prefer electronic resources more than
four to one. However, fifty-eight percent of students indicated that they came
into the library facility "between 3 times a week and twice a month". Four
percent said, however, they "never" came into the Library. Student
comments for improvement suggested that extended open hours would be
appreciated. A joint effort between the Student Senate and the Library made
it possible to extend Library open hours two additional hours on the
weekends and one additional hour each night of Finals Week in the fall and
spring of 2010-2011. Library budget staff increases will make it possible for
these extended hours to be continued in the future.
The gate count for the Library has increased over the past ten-year period
from around 22,700 (2005-2006) to 33,543 (2010-2011). Ongoing efforts
to promote use of the Library facilities continue in the form of updating policy
to allow and even encourage food and beverages in the building, a renovation
to establish a more contemporary study setting, and the re-location on
campus of the Learning Center. An initiative several years ago to encourage
campus athletic study tables at the Library has also contributed to the overall
increase in gate count. Not only do students attend the required athletic
study table but often return with friends on their own time to use the Library
facility.
Facilities and Collections
The lower level of Allen Memorial Library houses the Curriculum Library which
supports the University’s undergraduate and graduate library education
programs as well as the Teacher Education Program. It provides a
representative collection of pre-school through high school instructional
resources, including textbooks and instructional multi-media, along with
children’s fiction and non-fiction books. In addition, the library cooperates
with the Valley City Area Teacher Center and the South East Education
Cooperative by housing those collections and providing office space for
administrative personnel. Resources in the Teacher Center are available for
use by university staff, students, and faculty under the cooperative
arrangement. Also housed in the lower level are a closed Periodicals
collection, the university archives, and the VCSU Learning Center. The
library’s reference collection is located on the main floor of the building, and
the main collection is located throughout all four floors of the building.
The second floor of Allen Memorial Library features an informal work area
with vending machines, microwave, and DVD and VCR equipment, a small
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 102
The Library
systematically surveys
users to determine patron
satisfaction and obtain
input for improvement. A
2007 survey indicated
that users were, in
general, satisfied or very
satisfied with library
services and collections.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
study room, and a recently remodeled classroom with wireless access, laser
printer and digital presentation equipment. A satellite dish provides access
to 128 informational, educational, and entertainment channels. The VCSU
community uses this facility for collaborative work, informal class meetings
and other campus events.
History and Special Collections
Allen Memorial Library, named after Valley City State University President
Carlos Eben Allen (1918-1936), opened its doors in 1951 and presently
houses nearly 200,000 books, periodicals, microforms, and nonprint
materials. The collection’s strengths reflect the curricular strengths of the
University: education, business, information science, the arts, as well as
general science, mathematics, humanities and social sciences. Special
collections include
•
•
•
the North Dakota Collection (which includes the centennial histories
of many towns),
a growing Germans from Russia Collection, and
the Larry Woiwode Manuscript Collection.
Over the last ten years, there have been numerous changes within the library.
The instructional services budget for the library has seen a slight increase to
allow for the purchase of materials to support several new programs of study,
including the graduate education program. New resources purchased
include access to dissertations and theses (full text and abstracts), researchlevel online journal databases, and print resources. The budget has been
increased to support new programs and initiatives. Electronic access to
resources has been greatly expanded, and an ever-increasing amount of the
financial resources of the library are being devoted to electronic resources.
The statewide consortial library management system has been upgraded,
which enables continued access to interlibrary loan resources statewide.
There have also been some minor improvements made to the library facility.
Effects of the 2009 Flood
Although Allen Memorial Library has been working to migrate selected areas
of the collection—specifically journals and reference materials—to electronic
format since 2001, the flood fight in the spring of 2009 accelerated those
plans. In the spring of 2009 the entire audiovisual, print journal, curriculum
library, and lower-level book collection had to be moved from the basement
of the library to the main floor due to the threat of flooding. Although no
water damage was sustained, re-shelving the 38,000+ titles was a major
effort and was not completed until early fall of 2009.
As a result, the Library Director, with the assistance of other professional
staff re-evaluated the library’s mission as an archive of print journal titles as
well as the VCSU community’s preference for electronic journal articles
versus print. A decision was made to purchase four additional JSTOR
collections online and then offer archival print collections to other libraries in
the state. The process of removing large runs of bound print journals
continues into Fall 2011.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 103
In the spring of 2009 the
entire audiovisual, print
journal, curriculum
library, and lower-level
book collection had to be
moved from the basement
of the library to the main
floor due to the threat of
flooding.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Another collection affected by the flood fight was the audiovisual collection.
As the items were re-shelved, circulation statistics were compiled. It was
found that in most cases audiovisual items in older formats including VHS
were not being circulated and recent requests for audiovisual items were
increasingly being made for streaming video format. The Library Director is
exploring the copyright and cost implications associated with moving the
majority of audiovisual holdings to streaming video and purchasing only
streaming video in the future when available.
Changes in Staffing Workflow
As electronic resources increasingly make up the larger portions of the
collection and are in the greatest demand by patrons, library staff workflow
and job descriptions have undergone changes to facilitate access to these
resources. Outsourcing cataloging of newly-purchased print items is currently
being tested in order to free up time for the Systems Specialist to focus on
improved library website design, more consistent access to electronic
resources, and the development of tutorials and help documents to facilitate
use by the online patron.
The Information Technology Center
To provide an innovative technology environment and
superior customer satisfaction (ITC mission statement).
The ITC provides a variety of services to the campus, including technical
support and training, help desk services, information technology resources,
and laptop initiative support.
Help Desk Technical Support. The VCSU Help Desk, located in VCSU Rhoades
Science Center 119, provides technical support for computers, computer
networking, telephone, and interactive video services. The VCSU Help Desk is
available for phone and walk-in support approximately 13 hours per day,
Monday-Thursday and 8 hours on Friday. A North Dakota University System
Help Desk provides additional phone support for approximately 16 hours per
day, seven days per week, except holidays.
Personal Web Portal. All registered students have access to a personalized
web-based portal. The portal organizes web-based services and provides a
single point of access to email, a personal calendar, custom technical
support documents, VCSU news and information, personal web site and file
storage space, software downloads, and class information. Students have
access to these services anytime, anywhere, on any computer with a web
browser and network connectivity.
Online Learning Management System. All VCSU classes use an LMS
(Learning Management System) to enhance student learning. The LMS
includes tools for course handouts, announcements, group and private
discussions, test administration, internet links, and delivery of course
content. The typical classroom course uses one or more of the tools, while
totally online classes use all of the available tools. An internet link to each
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 104
The ITC provides a
variety of services to the
campus, including
technical support and
training, help desk
services, information
technology resources, and
laptop initiative support.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
online course a student is registered for automatically appears within the
student's personal web portal.
IP Telephony and Unified Messaging. All VCSU employees and students
have an IP (internet protocol) telephone extension and a Microsoft Exchange
account. A special Cisco Systems “software phone” is available at no extra
charge for all registered students. The software phone turns an ordinary
computer into a sophisticated video phone that can be used to contact other
users. Cisco System “Presence Detection” allows a user to see when another
user can be contacted and the communication means available, e.g. voice
call, video conference, chat, or voicemail. Calls and messages between users
can be placed anywhere in the world without incurring long distance fees.
Voice mail messages appear in the user Microsoft Exchange account along
with email messages.
Web Conferencing. Faculty and students use a web conferencing system to
allow guest speakers and students located at distant locations to participate
in a live session. The system is occasionally used for general student
advising and communication purposes. Users can collaborate via chat, voice,
video, and an electronic whiteboard.
Class Recordings. Some classes use a recording system to capture voice,
computer, and video information. The system serves several purposes,
including the following: 1) students absent from a class session view missed
information, 2) students can review a class session to improve their
understanding or to review for an exam, and 3) faculty can create reusable
multimedia resources and store them in the online learning management
system.
Software Licensing and Distribution. VCSU obtains institutional site licenses
for a variety of professional software. Microsoft Office Professional and
antivirus software is available to all registered students. Other software is
distributed to users based on the unique needs of learners and courses. The
software is professionally installed on University owned computers, or it may
be distributed to distance learners for installation on their personally-owned
computers. Reference the section on Notebook Computers for additional
software available on VCSU-owned computers.
Internet Access to Electronic Library Subscriptions. Web-based servers
provide registered students with convenient access to nearly all of the
subscription-based, electronic journals of the VCSU Library. This service
extends valuable library resources to online students and to students
studying off campus.
Campus Connections for Administrative Computing. Campus Connections is
a North Dakota University System administrative computing service that
provides all students with internet access to class registration, class
schedules, grades, fee statements, and financial aid award statements.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 105
The software phone turns
an ordinary computer into
a sophisticated video
phone that can be used to
contact other users.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
Interactive Video Services. Some classes use internet based, two-way
interactive video to provide real-time collaboration with other students and
professionals at multiple locations. The North Dakota Interactive Video
Network (IVN) is a high quality system used primarily for the delivery of entire
courses. IVN classrooms are typically designed and equipped to be used
exclusively for interactive video conferencing, especially when multiple sites
are involved.
Notebook Computers. Every full-time, on-campus student is issued a
notebook computer for the entire semester. Every student enrolled in the
VCSU elementary education program at the NDSU campus, regardless of
part-time or full-time status, is issued a notebook computer for the entire
semester.
Depending on the amount of technology fee paid as part of normal course
registration, some part-time students qualify to receive a notebook computer
on a full-time basis at no extra charge. If they do not qualify under the noadditional-fee provision, part-time students may elect to pay an additional fee
in order to have a computer issued to them on a full-time basis. The rules
and process for full-time computer access by part-time students is available
at the VCSU Help Desk or online.
Finally, part-time, on-campus students have the following two options to gain
access to a notebook computer at no additional fee:
Checkout a computer from the Help Desk as needed for coursework
and as available for homework, or
2. Share a computer with one other part-time student who agrees to
joint responsibility.
1.
All users participating in the notebook initiative get new computers every 24
months and software is upgraded at least annually. Notebook computer
access includes Microsoft Office Professional (Word, PowerPoint, Excel,
Access), Adobe Photoshop Elements (image editing) and Acrobat (PDF
viewer), Pinnacle Studio (video editing and DVD authoring), Antivirus, a
computer carrying case, and a computer exchange service in case of damage
or corruption. All VCSU graduates participating in the notebook computer
initiative have the option to purchase the computer at the end of each lease.
On-Campus IT Services. In addition to notebook computers, classes and
workshops held on the VCSU campus and at extended campus classroom
locations in Fargo have access to the following IT services:
Smart Classrooms. Classrooms are equipped to take advantage of
the notebook computers. A typical classroom includes tables, chairs,
network and electrical connections for every student, a networked
laser printer, a LCD projector, and other audio/video equipment.
Network Connections. Notebook computers can connect to the
internet via Ethernet, phone modem, or cutting-edge wireless. A fiber
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 106
All users participating in
the notebook initiative get
new computers every 24
months and software is
upgraded at least
annually.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
optic backbone network connects all buildings. There are
approximately twice as many high-speed, end-user, Ethernet
connections as people. Wireless access points provide service
throughout campus. Modem and broadband connectivity is available
off-campus from a variety of local internet service providers.
IT Equipment Checkout. Digital video cameras, digital still cameras,
LCD projectors, amplified speakers, and document scanners are
available for periodic checkout from the Help Desk. This is a free
service to all users.
Effects of World-Class Technology. This rich technology environment has
enabled a transformation of nearly all aspects of the learning environment.
Faculty have become proficient at integrating technology in instruction,
including online environments. Students are more involved in the learning
process as they use their computers to take notes, conduct research,
communicate, create, and solve problems. Students develop electronic
portfolios that demonstrate Abilities not documented on a resume or
transcript. The campus website has become the preferred campus
information system, and in many cases the only source of particular
information. Multiple surveys, conducted over several years, provide
evidence that students, faculty, and staff believe the information technology
at VCSU provides a more effective learning environment.
Monitoring Levels of Usage. Usage of information technology is monitored
using electronic log files, campus surveys, and observation. Electronic log
files include network DHCP logs, server logs, server application logs, network
data flow logs, counts related to the number of courses within the learning
management system, logs within the course management system that track
student usage, and analytical software that tracks activity on websites.
Campus surveys have periodically asked questions related to the use of
technology both in and outside the classroom. Finally, direct observation and
group discussion is valuable for gathering information about general use of
classroom video and sound systems, use of laptop computers, and use of
laptop peripherals available at the help desk.
ITC decisions that directly impact students, faculty, and staff are made with
systematic attempts to gain input from all users. The CIO consults regularly
with the Technology Advisory Committee to develop technology plans and
policies. A major decision, such as the biennial laptop upgrade, is supported
by product showcases with vendors at the Student Center, student surveys,
faculty and staff surveys, rationales from programs making specific product
requests, and discussions with Student Senate.
The Learning Center
The VCSU Learning Center began as a Writing Center in the fall of 2005 in
response to direction from the State Board of Higher Education that each
campus provide writing instruction support for students who receive an ACT
score in writing of less than 16, and/or struggle in ENGL 100 and ENGL 110.
Its original purpose was to help VCSU students write more effectively. VCSU
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 107
This rich technology
environment has enabled
a transformation of nearly
all aspects of the learning
environment.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
upperclassmen were selected and trained to tutor students in need of
learning support for their writing assignments. In Fall 2009, the Center
began offering math tutoring services to students in Math 102 and 103,
using a similar tutoring model. With the direction of a new VPAA in Spring
2009 and a new Center Director in Spring 2010, discussion of the Center’s
purpose in supporting student learning increased. Now renamed the
Learning Center, in recognition of its increased scope of services, the Center
is located in the lower level of the Allen Memorial Library, and provides an
inviting yet studious environment for students.
The Learning Center continues to support the learning needs of VCSU
students as well as special requests for learning support from faculty, athletic
coaches and administration. The greatest request is for the support of
writing. Students with writing and/or research needs from non-General
Education courses continue to increase each semester. To support the
learning needs of all VCSU students, the Learning Center averages 20
available hours of math tutoring per week and 45 available hours of writing
tutoring per week. Writing and math tutors are also available during
scheduled team study tables for each athletic program.
Learning support requests from faculty and athletic coaches include the
support of research and writing needs of face-to-face and online students,
and workshops to support research writing, study skills, test taking. Praxis I
test preparation, learning intervention support for targeted athletes, and
tracking of weekly independent study table time completed by athletes.
Learning support requests from administration include delivery of ENGL 199
Composition Lab as a co-enroll to ENGL 110 for students whose English ACT
score is between 14 and 17 and learning intervention support for students
on academic probation.
Below are the numbers of students served and the hours spent tutoring for
Fall 2010 to Spring 2011.
Number of
Students
Served
Fall 2010
Spring
2011
Hours
Spent
Tutoring
Fall 2010
Spring
2011
Praxis Prep
10
13
Praxis Prep
81
109
Writing
87
102
Writing
266
302
Math
31
11
Math
184
77
Internation
al Students
3
2
Internation
al Students
44
12
Learning
Intervention
2
4
Learning
Intervention
75
208
TOTAL
133
132
TOTAL
650
708
Athletic study table time spent in the Learning Center is not included in the
above data. The Learning Center tracks in a shared calendar with the
coaches the check-in time and check-out time for approximately 125 athletes
each week. Study table requirements range from 1 hour to 4 hours per week
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 108
To support the learning
needs of all VCSU
students, the Learning
Center averages 20
available hours of math
tutoring per week and 45
available hours of writing
tutoring per week.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
pending athletic program requirements. An athlete may use study table time
to meet with a tutor for learning support.
A pilot is scheduled towards the end of the 2011 summer session for the
delivery of a student satisfaction survey to students served during the 2011
summer session. The delivery of this survey aligns with the process for
delivery of course evaluations. The Center also has an advisory board—made
up of faculty and coaching staff—who provide feedback and suggestions.
Student Academic Services
Disability Support Services. The Office of Student Academic Services
provides support and assistance to students with disabilities. Students with
disabilities are encouraged to submit their documentation to the office of
Student Academic Services as soon as acceptance to Valley City State
University has been received. The number of students seeking services has
remained steady over the past several years. In 2011-12 the office is
expecting to serve 24 students seeking a wide range of services such as
speech to text conversions, note taking, test taking assistance, and text book
conversions. In order to effectively meet the needs of various disabilities, the
office uses a number of modern tools such as screen readers, Livescribe
pens and speech to text software. The office served 21 students in 09-10,
24 in 08-09, and 25 in 07-08.
Tutoring. Tutoring services are offered in both the Learning Center and in the
Office of Student Academic Services. The Learning Center is open to all
students and tutors are available in the areas of math and composition. In
the Office of Student Academic Services, peer tutoring is available in most of
the courses at Valley City State University for two hours a week per course. In
order to qualify for peer tutoring services, a student must attend class
regularly, possess a desire to learn/willingness to improve, be receiving a
letter grade of “C” or lower, meet with the instructor prior to requesting a
tutor, and have completed any prerequisite courses prior to requesting a
tutor.
Students at VCSU appreciate and understand the need for student academic
support services. Each year, the Student Senate Finance Commission
approves an allocation of student fee dollars to support tutoring in both the
Learning Center and Office of Student Academic Services. On the Noel/Levitz
SSI, students rated both, Tutoring services are readily available 5.95 and
Academic support services adequately meet the needs of students 5.85,
significantly higher than national averages.
Evaluation of Core Component 3d
Valley City State University provides a variety of resources that support
student learning and effective teaching. The library provides a variety of
physical and online resources. IT strives to provide technology conducive to
learning. The institution provides services for student tutoring, help sessions,
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 109
In order to effectively meet
the needs of various
disabilities, the office uses
a number of modern tools
such as screen readers,
Livescribe pens and speech
to text software.
CHAPTER 6 ♦ Criterion 3: Learning and Teaching
and mentoring. Faculty and staff are dedicated to provide a strong learning
experience.
Strengths: Clearly, one of VCSU’s strengths is its access to technology.
Students and instructors are provided with laptops and software related to
their programs and what the market demands in their disciplines. The
institution researches and invests in new technologies to meet the changing
needs of the campus. Additionally, students and faculty have a robust variety
of physical and online resources to access through the institution’s library,
effective for both the face-to-face and online students.
New Initiatives: As instructional technology evolves, so do the needs of the
students and faculty. The IT Department is researching the effectiveness of
apps and cloud computing, which would enable students to use the device of
their choosing (i.e. iPad, iPhone, laptop) in which to download software.
Classrooms throughout campus are being upgraded to include Smart Boards
and projector systems that work like smart boards. Additionally, the Learning
Center is a work in progress, as hours, tutors, and programs are added and
the need increases via the number of students utilizing the Center.
Challenges: Technology is constantly evolving, and the ability to keep up with
this evolution is challenging. As more courses are placed online, more server
space is needed for these courses. Online students have different needs
from the face-to-face students, and they have limited access to campus
personnel to ask their questions. Research must look at the effectiveness of
these online courses. As the institution continues to create online programs,
it must consider the resources needed to successfully implement these
programs. Overall, research must continually be conducted and data
gathered to determine the needs and directions of these resources.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 110
The institution researches
and invests in new
technologies to meet the
changing needs of the
campus.
CHAPTER 7 ♦ Criterion 4: Knowledge
Chapter 7: Acquisition, Discovery, and Application
of Knowledge
The organization promotes a life of learning for its faculty,
administration, staff, and students by fostering and supporting
inquiry, creativity, practice, and social responsibility in ways
consistent with its mission.
Valley City State University demonstrates through its mission, policies,
resource allocations, scholarly activity, curricular development and program
review that academic inquiry, knowledge, learning, and responsible
scholarship are central to the University’s understanding of its purpose and
vision.
Core Component 4a: The organization demonstrates, through the
action of its board, administrators, students, faculty, and staff, that
it values a life of learning.
Valley City State University demonstrates through board policy, strategic
planning, financial allocation, campus policies, and faculty-student
interactions that it values a life of learning.
Policies That Support Academic Freedom and Expression
The guiding principles that support academic freedom and expression for
faculty and students on campuses in the North Dakota University System are
identified in SBHE Policy 401.1, which states in part,
The responsible academic community welcomes those who take an
ideological or policy position and jealously guards their right to do
so….The academic community must be hospitable even to closed
minds and it must welcome the conflict of ideas likely to ensue.
Academic responsibility to provide opportunity for expression of
diverse points of view generates academic freedom.
This same policy provides for faculty freedom to research, publish, lecture,
and conduct demonstrations in their field of expertise, while urging faculty
responsibility for accuracy, sound judgment, and respect for the rights of
others to express opinions.
Students’ rights are also identified in this policy:
•
•
•
•
Instruction by unfettered teachers
Access to all information pertinent to the subject of study
Freedom to select their curriculum, instructors, and associates
Intellectual disagreement with instructors and associates without fear
of reprisal
SBHE Policy 605.1 identifies tenure as a means to assure academic freedom
for faculty, and references the 1940 Statement of Principles on Academic
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 111
Valley City State
University demonstrates
through board policy,
strategic planning,
financial allocation,
campus policies, and
faculty-student
interactions that it values
a life of learning.
CHAPTER 7 ♦ Criterion 4: Knowledge
Freedom and Tenure (Rev. 1990) that was adopted by the American
Association of University Professors and the Association of American
Colleges.
VCSU Policy V530.2 provides further protection of students’ freedom of
expression:
The professor in the classroom and in conference should encourage
free discussion, inquiry, and expression. Student performance is to be
evaluated solely on an academic basis, not on opinions or conduct in
matters unrelated to academic standards.
Students are free to take reasoned exception to the data or views
offered in any course of study and to reserve judgment about matters
of opinion, but they are responsible for learning the content of any
course of study for which they are enrolled.
Students are protected through academic grievance procedures from
capricious grading or other retaliatory action.
Financial and Planning Support for the Life of Learning
All activities and learning opportunities at the University stem from and are
integrally related to the university strategic plan (VCSU 2015). The first goal
of VCSU 2015 is “to provide accessible, innovative, high-quality educational
experiences and programs for all students.” Each of the actions listed under
this goal supports, in a specific way, the life of learning—through
improvements in technology, assessment, communication with employers,
international partnerships, and development of new STEM initiatives.
Because the University values the life of learning and supports a low student
to faculty ratio, a significant percentage of revenue is allocated to direct
instructional cost. Table 7.1 compares VCSU expenditures per FTE student
with peer expenditures.
Table 7.1 Expenditures per FTE (FY 2008)
Expenditures per FTE student in selected functions (FY 2008)
Academic Institutional Student
Support
Support
Services
Instruction
Total
VCSU
$
6,965 $
1,671 $
2,465 $
1,205 $ 12,306
Peers (Average)
$
6,907 $
1,762 $
3,070 $
2,013 $ 13,752
Source: IPEDS
VCSU is comparable to its peers only in dollars allocated to direct
instructional cost. Recent budget decisions by the VCSU Cabinet
demonstrate a continued support for instruction: as increased enrollment
has increased revenues, Cabinet has approved two new faculty lines in FY 11
and two more in FY 12.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 112
The first goal of VCSU
2015 is “to provide
accessible, innovative,
high-quality educational
experiences and programs
for all students.”
CHAPTER 7 ♦ Criterion 4: Knowledge
Support for Faculty
The standard faculty contract designates 80% teaching, 10% service, and
10% scholarly activity. All faculty evaluation materials require faculty to
describe their work in each of these areas. To support this contractual
requirement, several policies indicate an understanding of the faculty need
for time and active faculty development. VCSU Policy V605.13 (Office Hours)
reserves the right of faculty to uninterrupted periods of study; policies
V605.10 and V701.2 further support the importance of faculty development
and developmental leave.
Funding for Faculty Development and Travel. The University offers its faculty
a variety of on-campus professional developmental activities, and supports
faculty participation in regional and national professional activities. During
the first half of the past decade, VCSU was the recipient of a faculty
development grant from the Bush Foundation, which supported annual
summer institutes and faculty travel to conferences. A listing of the Bushsupported summer workshops is presented in Table 7.2:
Table 7.2 Bush Grant-Supported Summer Workshops
Year
Summer Institute Title
2001 Understanding Portfolio
Assessment
2002 Tools and Strategies to Enhance
Student Learning
2003 Designing a Learning Community;
Creating Projects using Audio and
Video; Finding and Using Web
Resources for the Classroom
2004 Flexible Learning @ VCSU
2005 Blackboard (online teaching) and
Assessment (classroom through
campus-wide)
2006 New Directions in Blackboard;
Assessment of Student Learning (2
days each)
Number
of
Attendees
15
29
21
19
30
37
At the conclusion of the grant period, the University continued to support the
summer institutes, and developed a travel budget to support conference
activity. Typically the summer institutes are focused on assessment, and
directed by the Assistant Vice President for Academic Affairs. Faculty travel
requests for faculty development are reviewed by the Faculty Development
Committee and funded through the Academic Affairs travel budget. Table 7.3
indicates the number of funded requests and amount spent on faculty
development travel in AY 10 and 11. Guidelines for requesting travel support
and a description of how dollars are awarded is published on the Academic
Professional Development website, http://www.vcsu.edu/develop/.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 113
The University offers its
faculty a variety of oncampus professional
developmental activities,
and supports faculty
participation in regional
and national professional
activities.
CHAPTER 7 ♦ Criterion 4: Knowledge
Table 7.3 Faculty Development Travel
Travel Dollars from
Instructional Support
Number of approved
requests
AY 10
AY 11
$42,167
$53,738
70
81
Both the Graduate Office and the Technology Advisory Committee have
developed mini-grant processes to further support faculty research and
classroom innovation; these funding opportunities are communicated
through email each semester to faculty. Those who receive funding either for
travel or research are asked to share their results with campus, through
presentations at divisional meetings and, in the case of travel, through brief
summaries published in the Hotline.
Faculty Brown Bags and the Instructional Design Team. In Fall 2010, the
Academic Affairs office sponsored two related initiatives to support improved
instruction at VCSU. A faculty member in each division was designated the
divisional instructional design leader, for which s/he received quarter-time
release. These five individuals formed the University’s Instructional Design
Team, with responsibilities for supporting individual faculty instructional
needs, especially (but not exclusively) in technology. A campus survey in
March 2011 indicated general satisfaction with this support, and the
initiative will continue during AY 12.
The Design Team, under the leadership of an interim instructional designer,
sponsored a weekly brown bag series for faculty. Topics during 2010-11
included (complete schedule in Resource room):
•
•
•
•
Technology issues: Wimba, Blackboard (Tests, Gradebook), Panopto,
ConnectND
Web tools: Web 2.0, Wikis, Google Docs, TeacherTube, Online library
materials
Campus issues: Switching to Macs, La Paz professor visit, Emergency
preparedness
Teaching issues: Laptops in the classroom, Service Learning,
Copyright and Plagiarism
Attendance at these sessions ranged from 10-30. All materials were
archived in a Blackboard Organization “course,” so materials remain easily
accessible to all faculty when needed.
A Sampling of Faculty Publications and Presentations. A complete
bibliography of VCSU faculty and staff publications and presentations, 20052011, is available in the online resource room. The following sample
suggests the scope of activity faculty are engaged in:
Aus, Joan. “Second-Language Acquisition-Putting Theory into Practice.”
(preface) Allyn: Bacon, February 12, 2010.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 114
In Fall 2010, the
Academic Affairs office
sponsored two related
initiatives to support
improved instruction at
VCSU.
CHAPTER 7 ♦ Criterion 4: Knowledge
Aus, Joan. “Monolingual Practices of ELL Teachers in Multilingual
Schools.” TESOL Quarterly, March, 12, 2009.
Bass, Dave, Schultz, Molly, Francis, Cassie. “Peer Educators Do Work:
We Do It.” 19th Annual International Conference on the First Year
Experience, Toronto, Canada, July 2006.
Gigante Klingenstein, Beth. The Independent Piano Teacher’s Studio
Handbook, Hal Leonard Corporation, Milwaukee, Wisconsin,
2009.
Gregoryk, Kerry. “Virtual presentation and published article.” EduLearn
09 - International Conference on Education and New Learning
Technologies - Barcelona, Spain, July 2009.
Gregoryk, K. L., & Eighmy, M. A. “Interaction among undergraduate
students: Does age matter?” College Student Journal, 44(1),
2010.
Hagen, Sara. “What‘s New in Music Technology.” Washburn, ND for
Consortium inservice, August, 2009.
Hoskisson, Dale. “Teaching to the Soul in an Online Graduate Course: A
Personal Journey” Eighteenth International conference for Society
for Information Technology and Teacher Education, San Antonio,
Texas, 2007.
Hoskisson, Dale, Gary Thompson, Dave Bass. “Student Technology
Consultants: An Experiment in Collaboration.” Integrated
Technologies, Innovative Learning: Insights from the PT3
Program. International Society for Technology in Education,
Eugene, Oregon, 2005.
Russell, Julee. “Digital Video in the Methods Classroom.” Presentation to
National Council of Teachers of English conference, 2006.
Sellnow, D. & Ziniel, J. R. Rhetorical Strategies of Visual Pleasure in
Situation Comedies: “Friends” and Female Body Image.
Communication and Theater Association of Minnesota, 34, 2007.
Slator, Brian M., Richard Beckwith, Lisa Brandt, Harold Chaput, Jeffrey T.
Clark, Lisa M. Daniels, Curt Hill, Phil McClean, John Opgrande,
Bernhardt Saini-Eidukat, Donald P. Schwert, Bradley Vender, and
Alan R. White. Electric Worlds in the Classroom: Teaching and
Learning with Role-Based Computer Games. New York: Teachers
College Press, 2006.
Van Gijssel, H.E., Leil, T.A., Weinberg, W.C., Divi R.l., Olivero, O.A. and
Poirier, M.C. Cisplatin-DNA damage in p21WAF1/Cip1 deficient
mouse keratinocytes exposed to cisplatin. Mutagenesis, 22:4954, 2007. (Epub 2006 Dec 8).
VanHorn, S., Pearson, J. C., and Child, J. T. “The online communication
course: The challenges.” Qualitative Research Reports, 9, 29-36,
2008.
VanHorn, S. B. “Enhancing the face-to-face course with online material. In
Goodnight, L, & Wallace, S.” The Online Basic Course: Tips and
Tools for the Instructor. pp. 85-91. Iowa: Kendall Hunt, 2005.
Support for Students
Faculty in several academic areas have made deliberate efforts to promote
student engagement in academic research, either through coursework or in
co-curricular activities.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 115
Faculty in several
academic areas have made
deliberate efforts to
promote student
engagement in academic
research, either through
coursework or in cocurricular activities.
CHAPTER 7 ♦ Criterion 4: Knowledge
Student Scholar Symposium. Faculty members of the Communication Arts
and Social Sciences Division developed the Student Scholar Symposium in
2005, to offer students the opportunity to engage in public discussion of their
projects for specific courses. Originally, students in the Communication Arts
and Social Sciences Division created visual presentations via tri-fold poster
boards. Typically faculty required all students in specific courses to
participate. Faculty and staff members visited with the students and
evaluated their projects and presentations. Awards were then presented for
the top projects as evaluated by the judges and by the viewers. This
symposium was open to the campus community and took place at the end of
Fall and Spring semesters.
Six years later, the symposium has developed into a more deliberate
scholarly event. Faculty members now choose top projects in their courses to
be shown at the symposium. Wandering Scholars engage the students in
discussion with their projects. While the tri-fold posters still exist, many
students use other options, such as power point presentations or the large
posters seen in regional and national academic conferences. The Business
and Information Technology Division has joined in sponsoring the symposium.
Students send in applications for the symposium and programs describe the
students’ projects and the assignment created by the professor. The
symposium is now open to all divisions and occurs each spring semester.
Honor Societies. Faculty in many program areas sponsor student
organizations to enable like-minded students to socialize and participate in
service projects for the campus or community. In some cases, these
programs also support a local chapter of an honor society, allowing them to
recognize academic achievement in the program area. English (Sigma Tau
Delta), History (Phi Alpha Theta), and Business Education (Pi Omega Pi) are
examples of current, program-specific honor societies on campus.
The 2006 addition of a freshman honor society, Alpha Lambda Delta, has
increased attention on the importance of academic achievement for first-year
students. Interest in membership has been quite high, with two-thirds of the
invited students accepting membership each year. The VCSU chapter won a
national bronze award for membership in 2008; one member won a national
scholarship in 2010. The organization attempts to complete one activity
each semester to promote academic success on campus, and graduating
seniors who maintain the society’s minimum GPA receive Alpha Lambda
Delta honor cords to wear at graduation.
Science Research Opportunities. Science faculty regularly involve students in
grant-sponsored research, and students are encouraged to participate in
conferences to present their findings. The most significant are described
below:
•
A Two Phase Population Survey of Mussels in North Dakota Rivers.
(Summer 2008 through Summer 2010; North Dakota Game and Fish
State Wildlife grant; a cooperative grant with Concordia College in
Moorhead.) This grant employed 5 students in summer research.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 116
Faculty in many program
areas sponsor student
organizations to enable
like-minded students to
socialize and participate
in service projects for the
campus or community.
CHAPTER 7 ♦ Criterion 4: Knowledge
Students presented at conferences in Maryland, South Dakota, and
North Dakota.
•
Determining Aquatic Bioindicators for Atrazine. (Summer 2004
through summer of 2009; an NIH grant through the INBRE program.)
This project investigated the possible endocrine disrupting effects of
the common herbicide atrazine on aquatic insects in the Sheyenne
and Wild Rice rivers of southeastern North Dakota. This grant
employed 8 students in summer research. Students presented
posters at the National IDeA Symposium of Biomedical Research
Excellence (NISBRE) in Washington D.C in 2006, at the Third Annual
Northwest Regional Undergraduate Research in the Molecular
Sciences Conference sponsored by Minnesota State University
Moorhead and Concordia College in 2007, and at the Council on
Undergraduate Research 2007 Posters on the Hill event in
Washington DC.
•
EPA 319 Grant: Digital Taxonomic Keys for Aquatic Insects found in
North Dakota Rivers and Streams. (Summer 2001 through summer
2006.) This grant supported the development of identification keys
and established a permanent collection of North Dakota aquatic
insects; results are viewable at www.waterbugkey.vcsu.edu. This
grant employed 7 students. Two students presented posters at the
2004 North Dakota Academy of Science meeting; one received the
Dennison prize for the best undergraduate presentation and the other
was runner up.
•
Environmental health aspects of coal fly ash utilization as a medium
for plants. (May 2009 to May 2014; INBRE grant awarded by
National Institute of Health). This grant has involved 13 students to
date, eight presentations and three articles accepted for publication
in the International Journal of Environmental Sciences.
•
Chlorophenoxy Herbicides ( 2003-2008; BRIN and INBRE grants).
These two grants involved 21 active student researchers and 13
presentations at regional and national conferences.
Student Accomplishments. Over the last decade, faculty have assisted and
encouraged students to present their work at regional or national
conferences. Below is a partial list of student’s presentations.
Cromwell, Tammy. 2006. “Sitting Bull: Integrity in Adversity.” Thirty-Eighth
Annual Dakota Conference, Sioux Falls, SD.
D.J. Anton*, A. Khandelwal, H.E. van Gijssel. 2007. “Determining binding
of 2,4-Dichlorophenoxyacitic acid to the Fibroblast Growth Factor
Receptor 2b using computer modeling.” American Chemical Society
233rd National Meeting, Chicago, IL.
Fronk, M. and DeLorme, A.W. 2004. “Survey of Microcaddisflies in
Mercer County, North Dakota. Proceedings of the North Dakota
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 117
Over the last decade,
faculty have assisted and
encouraged students to
present their work at
regional or national
conferences.
CHAPTER 7 ♦ Criterion 4: Knowledge
Academy of Science 58:43.” Runner up for the Dennison award for
outstanding undergraduate presentation.
H.M. Gienger*, B.M. Blunck, H.E. van Gijssel. 2007. “Effect of
Chlorophenoxy Herbicides on Development and Growth of Drosophila
melanogaster during Multi-generational Exposure.” 99th Annual
meeting of the North Dakota Academy of Science, Minot, ND.
Hager, A.J.. L. M. Wieland, A. W. DeLorme. 2008. “Determination of
Heavy Metal Concentrations in Soil Sediment and Mussels of Eastern
North Dakota River Systems.” Proceedings of the North Dakota
Academy of Science 62:20. Runner up for the Dennison award for
outstanding undergraduate presentation.
Hohnadel, B.D. and DeLorme, A.W. 2004. “Exploring the Possibility of
Aquatic Macroinvertebrate Refugia in the Tributaries of the Upper
Sheyenne River.” Proceedings of the North Dakota Academy of
Science 58:33. Winner of the Dennison award for outstanding
undergraduate presentation.
Huber, Mark. 2007. “Beneath Lake Sakakawea.” Thirty-Ninth Annual
Dakota Conference, Sioux Falls, SD. Recipient of the Cedric
Cummings Award for best student paper.
Knapp, Manfred. 2006. “A Chief Exploited: The Tale of Little Crow.”
Thirty-Eighth Annual Dakota Conference, Sioux Falls, SD.
M.A. Bata*, H.M. Gienger, A.D. Dobmeier, B.M. Blunck H.E. van Gijssel.
2008. “Determining Gene Expression in the Drosophila Melanogaster
after Multi-generational Exposure to Chlorophenoxy Herbicides. 100th
Annual meeting of the North Dakota Academy of Science. Grand
Forks, ND.
Matthew J. Axtman*, Akash Khandelwal, Hilde E. van Gijssel. 2006.
“Computer Modeling Of Herbicides in Fibroblast Growth Factor
Receptors.” 98th Annual meeting of the North Academy of Science,
Valley City, ND. Winner of the Denison Award for best presentation.
Nettleton, Peter A*; Kawasaki, David A*; Klingenstein, Max J; Caylor,
Raymond C*; van Gijssel, Hilde E*. 2006. “The Effects of Embryonic
Exposure to Chlorophenoxy Herbicides on Development in Drosophila
Melanogaster. 47th Annual Drosophila Research Conference,
Houston, TX, poster 847C. April 2006.
Stuckle, Danielle. 2002. "Lewis and Clark: In Pursuit of the Fur Trade."
Thirty-Fourth Annual Dakota Conference, Sioux Falls, SD. Recipient of
the Johnson Award for best amateur paper.
Stuckle, Denise. 2002. “In the Wake of Lewis and Clark: Removing British
Influence in the Fur Trade.” Thirty-Fourth Annual Dakota Conference,
Sioux Falls, SD.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 118
CHAPTER 7 ♦ Criterion 4: Knowledge
Evaluation of Core Component 4a
The University demonstrates through its policies, planning, financial
allocations, and support for faculty and student research that it values a life
of learning.
Strengths: Funding for faculty travel and development activities receives high
priority. Faculty in a variety of programs across campus also support student
research by providing frameworks for the pursuit or presentation of research.
In addition, student interest in honor societies is high.
New Initiatives: The Student-Scholar Symposium is developing into a
campus-wide event, with the possibility of even broader participation as more
Divisions become involved. Several newer faculty are exploring the possibility
of advising honor societies in their field—specifically communication,
psychology, and education. Given the strong interest in the first-year honor
society, the addition of upper-level honor societies seems productive.
Challenges: The faculty developmental leave policy is new to campus, and
implementation will require some fine-tuning over the next few years.
Core Component 4b: The organization demonstrates that
acquisition of a breadth of knowledge and skills and the exercise of
intellectual inquiry are integral to its educational programs.
The University’s first purpose is to “[a]ward degrees in education, business,
and the liberal arts and sciences, with all students documenting their
competency in Aesthetic Engagement, Communication, Global Awareness,
Technology, Collaboration, Effective Citizenship, Problem Solving, and
Wellness.” The University thus offers a breadth of knowledge—education,
business, and the liberal arts and sciences—and the intellectual skills
necessary for effective educational programs. Because these skills are
integral to the introductory coursework in the student’s general education
program and also more fully developed in the major (as documented by the
student portfolio), the University demonstrates both a breadth and depth of
knowledge and intellectual skill development in its educational programs.
General Education
While State Board Policy identifies the coursework required in the general
education program at each campus in the System (Policy 403.7), at VCSU the
University Abilities provide the framework for the General Education program,
thus assuring both the introductory-level breadth of knowledge that forms the
foundation of a liberal arts education and the formation of intellectual skills
necessary for more advanced inquiry.
As described in Chapter 6, Core Component 3a, each course identifies the
University Ability it develops, and courses are organized by Ability, with a
defined number of credits required in each section. Every area of the Liberal
Arts and Sciences participates by providing introductory coursework for one
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 119
The University thus
offers a breadth of
knowledge—education,
business, and the liberal
arts and sciences—and
the intellectual skills
necessary for effective
educational programs.
CHAPTER 7 ♦ Criterion 4: Knowledge
or more Ability; that the material is introductory and intended to provide
foundational knowledge can be understood from two points: the Curriculum
Committee restricts coursework in the General Education program to 100
and 200 level courses, and VCSU’s professional degree program (education)
does not offer any courses in the General Education program.
The Curriculum Committee has discussed two current initiatives that relate to
the fundamental structure and purpose of the General Education program
and higher education curriculum in general, the AAC&U LEAP initiative, and
(very recently), the Lumina Degree Profile.
LEAP: Liberal Education America’s Promise. Over the past three years, the
NDUS has hosted a series of General Education summits to encourage
campuses across the state to review the goals of the LEAP initiative. This
AAC&U program is organized around a robust set of "Essential Learning
Outcomes," all of which are best developed by means of a contemporary
liberal education. Described in College Learning for the New Global Century,
these essential learning outcomes, and a set of "Principles of Excellence,”
provide a new framework to guide students' cumulative progress through
college.
In Spring 2009, NDUS held its first General Education Summit to discuss how
System campuses could work together to enhance the General Education
Curriculum. In Fall 2010, the fourth Summit brought together representatives
from 16 of North Dakota’s 18 public, private, and tribal colleges and
universities to further this discussion and create a constitution. During the
spring and summer of 2010, state colleges and universities ratified the
constitution, and North Dakota became the 6th LEAP state.
The primary purpose of the NDUS General Education Summit is to “foster
discussion and collaboration in reviewing General Educational practices,
assessment, and outcomes across institutions of higher learning in the state
of North Dakota” (taken from Council’s Constitution). Another important
element of this Council is to be engaged with both private and public
employers to see how the NDUS can better prepare students for the 21st
century workforce. VCSU has two voting representatives on this Council
which meets four times a year. This initiative was a grassroots movement of
faculty throughout the state and has the support of the North Dakota SBHE.
VCSU’s General Education program and its purposes align closely with this
new initiative, as the goals of LEAP dovetail with the University Abilities (see
Table 7.4) and add strength to the purposes and results of the Abilities
assessments. A review of the “High Impact Educational Practices” document
from LEAP indicates that VCSU is already engaged:
•
•
•
•
•
•
First-Year Seminars and Experiences
Common Intellectual Experiences
Learning Communities
Writing-Intensive Courses
Collaborative Assignments and Projects
Undergraduate Research
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 120
During the spring and
summer of 2010, state
colleges and universities
ratified the constitution,
and North Dakota
became the 6th LEAP
state.
CHAPTER 7 ♦ Criterion 4: Knowledge
•
•
•
•
Diversity/Global Learning
Service Learning, Community-Based Learning
Internships
Capstone Courses and Projects
Many of these practices are included in the curricular and co-curricular
activities of the University; the task of the faculty will be to determine how
effectively these practices are being utilized to achieve the learning outcomes
identified by LEAP, the VCSU University Abilities, and the Lumina Degree
Profile.
The General Education Council. The Curriculum Committee has been tasked
with overseeing the General Education program. However, given its other
duties, its efforts have been divided and attention to General Education has
been intermittent. To resolve this problem, in Fall 2010 the Curriculum
Committee recommended establishing a council to oversee the General
Education program, including its assessment, curricular changes, and
campus participation in state-wide general education initiatives. After several
meetings in Spring 2011 of the full general education faculty, a General
Education Council was formed with two faculty representatives from each
division. The Council met in Summer 2011 to discuss the group’s purposes,
develop a mission/vision for the program, and begin work in understanding
the Lumina Degree Profile and the LEAP initiative as they connect with
VCSU’s University Abilities. The General Education Council reports to the
Curriculum Committee, maintaining the structure of faculty governance over
curricular issues.
The draft General Education program (renamed “Nexus” by the new Council)
mission and vision statements will be presented to the Curriculum for review
Fall 2011.
Mission: As a network of interrelated courses, the Nexus [General
Education] Program promotes rigorous study in the liberal arts,
leading to lifelong learning, meaningful service, and effective
citizenship within an integrated and diverse society.
Vision: The Nexus [General Education] Program offers a powerful,
integrated learning experience that builds capabilities essential for
the 21st century.
In an effort to better understand the LEAP initiative and the Lumina Degree
Profile, the Council attempted to crosswalk the two with the University
Abilities (see Table 7.4).
The exercise verified for the Council that the University Abilities—and the
conceptual framework they represent—are a good fit for current
understandings of the broad intellectual skills necessary both for a liberal
education and lifelong learning. The effort to understand each area and
make connections also helped the Council determine areas for further
discussion on campus—the vertical extension of the “breadth of knowledge”
into the upper-level coursework. Both LEAP and Lumina see this as an
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 121
In an effort to better
understand the LEAP
initiative and the Lumina
Degree Profile, the
Council attempted to
crosswalk the two with
the University Abilities.
The exercise verified for
the Council that the
University Abilities—
and the conceptual
framework they
represent—are a good fit
for current
understandings of the
broad intellectual skills
necessary both for a
liberal education and
lifelong learning.
CHAPTER 7 ♦ Criterion 4: Knowledge
important aspect of a liberal education, and, while the senior portfolio
focuses on the University Abilities at the upper-level, it presents material
within the major rather than demonstrating knowledge breadth. One
possibility might be to broaden the senior portfolio course to develop
interdisciplinary, senior capstone activities that could be used to demonstrate
advanced level achievement of the Abilities, expertise in the program major,
and breadth of knowledge in making applications of these competencies in
an interdisciplinary project.
As the Council begins its work this fall, it will be reviewing the University
Abilities data gathered Summer 2011 from General Education projects and
determining next steps for program improvement.
Table 7.4 Crosswalk of the LEAP outcomes, Lumina Degree Qualifications Profile,
and VCSU University Abilities
Lumina Degree
Qualifications Profile:
Areas of Learning
Intellectual Skills (Vital
foundations for
learning)
Applied (What they can
do with what they know
is the ultimate
benchmark of learning)
Civic (Analyze and
reflect in order to
create civic change)
Broad Knowledge
(Knowledge acquired in
general education core
fields)
At VCSU
General Education
Major field of
study.
Communication
University
(written, oral)
Abilities
Problem Solving
developed at
Global Awareness
higher skill
(systems)
levels
Aesthetic Engagement
Internships,
Problem Solving
practicums,
Effective Citizenship
student
Wellness
teaching, etc.
Technology
Aesthetic Engagement
Collaboration
Effective Citizenship
Global awareness
Communication
Problem Solving
Wellness
Science
Humanities
Social Sciences
Fine Arts
Specialized Knowledge
(Knowledge acquired in
a specialized field of
study)
LEAP Outcomes
Intellectual and
Practical skills
Integrated Learning
Inquiry and Analysis
Critical/Creative
Thinking
Inquiry and Analysis
Critical/Creative
Thinking
Integrative and Applied
Learning
Co-curricular
activities
Personal and Social
Responsibility
(Knowledge of human
culture)
Lumina
Definition:
Provide
cumulative
context (two
academic
fields)
Specialized
content field-Learner
Outcomes for
each Program
Knowledge of Human
Cultures and the
Physical and Natural
World
Integrated Learning
Undergraduate Academic Programs
The University offers a broad range of programs in the liberal arts, sciences,
business, and education. The academic areas are divided into five divisions:
•
Fine Arts (music and art)
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 122
As the Council begins its
work this fall, it will be
reviewing the University
Abilities data gathered
Summer 2011 from
General Education
projects and determining
next steps for program
improvement.
CHAPTER 7 ♦ Criterion 4: Knowledge
•
•
•
•
Communication Arts and Social Sciences (communication, English,
Spanish, theatre, library science, history, human services, psychology,
sociology)
Business and Information Technology (business administration and
information systems)
Math, Science, and Health and Physical Education (math, sciences,
fisheries and wildlife, health, exercise science, and physical
education)
School of Education and Graduate Studies (technology education,
STEM education, elementary education, teacher education, graduate
studies)
Each division and its programs are described in the 2010 Catalog, which also
details the learning outcomes and University Abilities required for the Senior
Portfolio in each area.
Faculty in these program areas lead curricular development, beginning with
departmental and divisional oversight, and then review and approval by the
University Curriculum Committee and Faculty Senate. The VPAA participates
as an ex-officio, non-voting member of the Curriculum Committee and as the
President’s representative at Faculty Senate. The curriculum, therefore, is
fully in the hands of the faculty, ensuring program integrity, access to recent
study in each field, and direct understanding of student needs in each
program.
Program Ability Maps. Every course in every major must include a project
designed to document achievement in one of the program’s identified
Abilities. Each program has developed a program Ability map of all the
course projects to assist seniors in developing their portfolios. Thus the
University Abilities, developed initially in the General Education program, are
developed more fully in the upper level courses, particularly as they relate to
research, applied knowledge, and problem solving. In viewing senior portfolio
presentations each semester, faculty are therefore able to assess the depth
of knowledge and intellectual skill development students achieve by
graduation.
Advanced Degree Programs
The Graduate School documents the advancement of the skills of intellectual
inquiry and depth of knowledge through a similar capstone portfolio process
(described in Chapter 6, Core Component 3a). The program documents six
Core Values and the National Board of Professional Teaching Standards in
the portfolio; the curriculum is shaped by a set of core courses (12 credits)
which provide foundational, graduate level knowledge and initial
understanding of the six Core Values, followed by more advanced and
focused work in one of four concentration areas. The final academic
requirement of the program, the action research project, integrates
understanding of research processes with content knowledge and practical,
real-world application in the classroom or library. The Graduate Office
gathers data from each portfolio defense, the field experience required of
each student, and the action research report, which is shared with graduate
faculty to improve course content and program requirements.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 123
Every course in every
major must include a
project designed to
document achievement in
one of the program’s
identified Abilities.
CHAPTER 7 ♦ Criterion 4: Knowledge
Co-Curricular Activities: Contributions to Breadth of Knowledge and
Abilities
A number of co-curricular activities at VCSU contribute to the abilities and
knowledge required for life-long learning. Student research opportunities are
discussed in Core Component 4a; student internships are described in
Chapter 6, Core Component 3c. Some co-curricular activities supported by
Student Affairs programs have been mapped with Learner Outcomes, to
assist students who may wish to use co-curricular activities in their Senior
Portfolios (examples in Resource Room).
The range of activities is broad, from academic to social, to community-based
programs. A sample of this range is provided below:
•
•
•
•
•
•
•
•
•
•
Student-led annual yearbook production
Theatre Season—several productions, one of which is studentproduced each year
Art Gallery exhibitions, many of which present student work
Musical performances—individual recitals, general student recitals,
and band and choral performances
Participation in Community Orchestra
Publication of The Forge, the student literary magazine
Leadership opportunities in Student Government (Senate, VCAB)
Freshman Mentors – serve as group leaders in the freshman
seminar Learning to Live
Viking Ambassadors – assist the enrollment services office and work
with prospective students
Resident Assistants – serve as a resource and provide programming
for residence hall students
Evaluation of Core Component 4b
The University offers a breadth of knowledge and the intellectual skills
needed for effective educational programs, both at the introductory (general
education) level and in the more fully developed major.
Strengths: Review of the LEAP Outcomes has affirmed VCSU’s use of the
eight Abilities to provide the framework for both the General Education
program and the Senior Portfolio.
New Initiatives: The General Education Council will begin its first year in Fall
2011. In addition to keeping faculty attention on the General Education
program, the Council will take attend to assessment data from the abilities
projects, program improvement, and state-wide general education initiatives.
Challenges: The integration of “broad knowledge” into the upper-level study
(the major) will require considerable campus discussion.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 124
Review of the LEAP
Outcomes has affirmed
VCSU’s use of the eight
Abilities to provide the
framework for both the
General Education
program and the Senior
Portfolio.
CHAPTER 7 ♦ Criterion 4: Knowledge
Core Component 4c: The organization assesses the usefulness of its
curricula to students who will live and work in a global, diverse, and
technological society.
The University’s mission, vision, and purposes all speak to the importance of
meaningful connections between curricula and society; thus, the University
values and supports curricular assessment, the review of external
constituents, learning outcomes connected to global awareness, diversity,
and technology, and efforts to develop consistent, meaningful experiences
that promote social responsibility.
Curricular Assessment
All academic programs in the University engage in regular and substantive
program review. Such reviews are mandated by the North Dakota State
Board of Higher Education to take place at least every seven years. At VCSU,
faculty complete two complementary program review activities. The first, the
annual program update, provides documentation of short term goals, annual
assessment data, and annual budget/curricular decisions. The second, the
formal program review which is completed every six years, provides a
comprehensive review of the program, shapes long-term goals and assesses
program viability. The results of both activities are reviewed in turn by peer
reviewers on campus and a summary of results reported to APAC and
Cabinet.
The Annual Program Update. Each fall, faculty in each program identify shortterm plans for their programs. In the spring they are required to report on the
achievement of these plans, provide assessment data for their Learning
Outcome measures and portfolio review, and recommendations for the
future. Any budget or curricular requests arising from these updates must be
documented by material included in the program update.
The update must include the following information:
•
•
•
•
•
•
•
Annual student information—number in the major; number of
graduates
Success of recent graduates
Learning Outcomes—annual data
Abilities—annual portfolio data
Narrative: short term annual goal and progress made/success
Updates on actions identified in program’s strategic plan
Short term goals set for upcoming year
The Annual Program Updates are reviewed each year by campus peer review
teams, and recommendations summarized by the VPAA and presented to
APAC and the Cabinet. To assist faculty in developing and improving their
program APUs, the Assessment Committee has developed a rubric that
describes workable and target features for each required item.
Formal Program Review. Formal program review is mandated by State Board
Policy 403.1.2, and must include both a comprehensive self-study by the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 125
All academic programs in
the University engage in
regular and substantive
program review.
CHAPTER 7 ♦ Criterion 4: Knowledge
program faculty and diverse assessment activities that may include an
external review, student assessment data, surveys of students and alumni,
and review or advice from an advisory council.
The formal program review at VCSU must include the following information:
•
•
•
•
•
•
Program goals, external standards that the program responds to, and
strategic plan
Ability maps, Learner Outcomes, and related assessment data from
annual updates
Student data and student survey/evaluation results; success of
graduates
Additional assessment activities: each program should provide three
separate assessment activities, with data collected annually.
A reflection which assesses program quality—strengths/weaknesses/
opportunities/challenges
Recommendations; new long-term goals
The formal program review is examined by campus peer reviewers who meet
with the VPAA and program leaders to discuss recommendations. An
executive summary of the program review and recommendations is shared
with APAC and the Cabinet; a further summation of this review is forwarded to
the Chancellor, in accordance with SBHE Policy 403.1.2.
Formal program review generally occurs on a six-year cycle, although some
programs are reviewed more frequently because of the rapidly changing
nature of the field or the demands of accreditation.
Effectiveness of Curricular Review Process. Even though faculty recognize
the need for regular review and the value of feedback from external sources,
it has been challenging to find the time necessary for meaningful review that
supports curricular decisions. To assist faculty in making program review and
assessment a continuous process, the Academic Affairs office instituted the
Annual Program Update process during the 2010-11 academic year.
The review process described (by peers, APAC, and Cabinet) is also new to
campus. One concern of faculty completing the reviews was the perceived
lack of purpose (beyond the use of the program itself); by specifying a
process for campus review, the University expects to increase program
accountability and communication.
Additional Measures of Curricular Effectiveness. Several programs use
national tests to provide internal measures of program effectiveness, but the
School of Education requires the Praxis II exam of all teacher education
students, as one measure of preparedness for professional employment.
Scores for each NDUS institution are published annually in the NDUS
Accountability Measures Report, and VCSU students regularly perform as well
or better than the NDUS composite results (Measure EE3).
Another connection between VCSU curricula and the communities the
University serves are the development of particular programs which were
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 126
The formal program
review is examined by
campus peer reviewers
who meet with the VPAA
and program leaders to
discuss
recommendations.
CHAPTER 7 ♦ Criterion 4: Knowledge
deliberately designed in response to well-defined needs in the state. The
best documented examples of this type of curricular development in the past
decade are the English Language Learners programs, the Library Media
programs, the Transition to Teaching program, and the Master’s in Education.
In each case, the University identified the need, often with the assistance of
professionals in the area of need and state officials in the Department of
Public Instruction or the Education Standards and Practices Board, and
developed effective programs that could be delivered flexibly to professionals
requesting the curriculum.
Connections with External Constituents
The University maintains a variety of connections with individuals and groups
outside the University, including some who have a direct impact on the
curriculum: advisory boards, alumni, employers, internship supervisors, and
education professionals seeking professional development.
Advisory Boards. Two VCSU programs currently enjoy the support of active
advisory boards. The Teacher Education program has maintained an advisory
board of area K-12 professionals and methods faculty for several decades.
This group helps the School of Education and Graduate Studies stay in
contact with needs and trends in the public school system, and assists in
reviewing proposed changes to the program. One recent example is the
decision to extend the student teaching experience from 10 weeks to 12, in
order to provide more time for students to have some extended independent
teaching opportunities in the classroom.
The Business Division organized an advisory board three years ago. This
board meets annually to review curriculum and discuss employer needs.
Membership includes representatives from large and small businesses in the
region (including Fargo). The addition of the small business management
concentration, and the shift in the required core courses to include project
management are two recent changes resulting from the suggestions of the
advisory board.
The VCSU 2015 strategic plan recognizes the value of these boards, both for
the good advice offered and for the connections they allow faculty to make
with the professional community. The plan, therefore, indicates that each
division will have at least one functioning advisory board by 2015. The VPAA
will be visiting with Division Chairs this fall to determine which other program
areas might find an advisory board most helpful.
Alumni and Employer Surveys. The NDUS surveys alumni and employer
satisfaction, and reports these responses in the NDUS Accountability
Measures Report (Measures EE5 and EE6). Overall, alumni responses
closely parallel NDUS and national comparisons. The VCSU mean for all
reported survey questions on the Employer-Reported satisfaction survey is
above the NDUS mean (national comparisons are not available).
Extended Learning and Professional Development. One of the most
important areas for faculty to connect with practicing professionals is in the
short courses and workshops offered for professional development. Faculty
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 127
The University
maintains a variety of
connections with
individuals and groups
outside the University,
including some who have
a direct impact on the
curriculum: advisory
boards, alumni,
employers, internship
supervisors, and
education professionals
seeking professional
development.
CHAPTER 7 ♦ Criterion 4: Knowledge
have the opportunity to explore current trends and interact fully with inservice
teachers. The result informs the regular program coursework offered and
effects curricular change as yesterday’s new ideas become today’s reality.
“Extended Learning @ VCSU” was established in 2006 to provide structure
and process for these non-program graduate credits used by North Dakota
teachers for professional development. All courses have the course number
700 and are listed on transcripts as “Continuing Education.” In 2010-11,
Extended Learning offered 59 non-program courses to 495 teachers in the
content areas of Education, Library Media, Technology, and Business and
Vocational Education.
One good example of the effect professional development interactions have
on the curriculum may be seen in the development of the STEM Education
programs at VCSU. Several years before the Great Plains STEM Education
Center was developed, or a STEM Education curriculum was organized,
faculty from the Technology Education department were working with
interested K-12 faculty on implementing curricula from the Museum of
Science Boston. The result of that work with inservice teachers and VCSU’s
partnership with the Museum of Science Boston is today’s STEM Education
curriculum.
Student Research and Internships. Students may use internships to make
meaningful connections between their academic studies and the work world.
A number of academic programs require or encourage an internship, and
students in Fisheries and Wildlife, Communication, Business, and Human
Services regularly seek opportunities to extend their learning in this way. In
turn, students returning to campus from these work-world experiences offer
faculty useful feedback on program needs, and internship supervisors gain
first-hand knowledge of the program strengths and weaknesses. The recent
development of the Business Process Information Management major
resulted in part from student internship experiences, as it became clear that
Business student interns needed additional IT and Communication skills,
while CIS interns faced gaps in business and communication areas. The new
composite major uses coursework from all three areas to better prepare
students for the workplace.
Graduate students conduct field research as part of their degree
requirement, allowing them to make direct application or tests of the theories
they have been discussing in class. Similarly, students in biology have
opportunities to work with professors engaged in diverse research projects,
including water quality testing, macroinvertebrate collection and tracking, or
exploration of coal by-product use as a fertilizer. Students are encouraged to
take on responsible research roles and present findings at regional and
national conferences (see Core Component 4b, above, for more detail). In
the past two years, six VCSU students have been selected to receive
Graduate Student Research Assistantship awards through the North Dakota
Experimental Program to Stimulate Competitive Research (ND EPSCoR)
program, demonstrating the strength of VCSU’s undergraduate science
research environment.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 128
One good example of the
effect professional
development interactions
have on the curriculum
may be seen in the
development of the
STEM Education
programs at VCSU.
CHAPTER 7 ♦ Criterion 4: Knowledge
Learning Outcomes
Several of the University Abilities connect directly to the “global, diverse, and
technological society” aspects of Core Component 4c: Global Awareness,
Effective Citizenship, and Technology. VCSU’s varied efforts to increase
diversity in the homogenous, rural region where the University is located are
detailed in Chapter 4, Core Component 1b (diversity) and Chapter 6, Core
Component 3c (international experiences). The constant access to
technology on a laptop campus, where one experiences not only the benefits
but also the challenges of its constant presence (expectations of instant
communication, for example, and problems with distraction) prepare
students for a lifetime of ever-changing technology and help them
understand technology as a tool, not merely a toy.
The University Abilities present the types of skills necessary for life-long
learning. Core Component 4b, above, describes the connections between the
University Abilities and both the Lumina and LEAP. The efforts made by the
Business and Information Technology Division to map their course projects to
workforce skills is described in Chapter 5, Core Component 2c.
The focus of the University Abilities, both in the General Education program
and in the majors, is to prepare students “for life,” (VCSU Mission), with
practical tools and knowledge they can rely on regardless of the work they
find when they graduate.
The Curricula of Social Responsibility
While students may engage in a wide variety of curricular and co-curricular
activities that offer opportunities for discussion of and engagement in social
issues, two examples provide evidence of the type of ongoing activities
available at VCSU.
What in the World is Going On? is a lecture series that developed from a book
club started by several retired professors. Using guest speakers, videos, and
panel discussions, the lecture series has tackled a number of social issues—
from obesity to Wal-Mart to gay rights to local water quality; the list below
provides a sampling of topics (see complete list in Resource Room):
•
•
•
•
•
•
•
•
In the Board Room: How Corporations Shape Our World
In the News Room: How the Media Shapes our Reality
An Inconvenient Truth—movie presentation
Small Fortunes: Microcredit and the Future of Poverty
What’s for Dinner? Super Size Me
Will My Vote Really Count: The Electoral College
Lives and Loves That Dared Not Speak Their Names: Well-being and
Gay and Lesbian People
Devils Lake Water to the Sheyenne River?
A group of faculty, retirees, and community members organizes each year’s
lecture series. Attendance at these lectures varies; depending on the topic,
some courses may offer credit for attendance, and some topics simply
generate more interest than others. The end result, however, is an effort
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 129
The focus of the
University Abilities, both
in the General Education
program and in the
majors, is to prepare
students “for life,”
(VCSU Mission), with
practical tools and
knowledge they can rely
on regardless of the work
they find when they
graduate.
CHAPTER 7 ♦ Criterion 4: Knowledge
across campus to think seriously about social issues and life beyond the
classroom.
Learning to Live Projects. The required first-year experience/orientation
course for all freshmen has regularly included a community service
requirement. At one point, each section identified its own project; more
recently, the entire group of freshmen has completed a service project on the
day before classes begin, providing an opportunity to begin to make
connections with the community. Projects have included painting fire
hydrants (2 years) and emptying sandbags (left over from the 2009 flood). In
Fall 2011, the course will include two, very different projects. First, the group
as a whole will participate in harvesting several acres of vegetables one
morning in late September, produce that will be shipped to a regional food
bank. Second, each section is organized around a central interest or
concern, and each section must produce a project at the end of the term that
“makes a difference” to themselves, the campus, or community. Faculty
intend, in this way, to help students see themselves as productive members
of the university community.
Evaluation of Core Component 4c
The connections between VCSU program curricula and society are vital to
promotion of the University’s mission, vision, and purposes. Curricular
assessment, interactions with external constituents, and efforts to develop
meaningful experiences that promote social responsibility all demonstrate
the University’s commitment to the successful preparation of students for
life.
Strengths: VCSU has an established curricular review process. Students in
Education programs achieve scores above NDUS composite results on the
Praxis II tests. Advisory boards in Teacher Education and Business meet
regularly and have a meaningful impact on curricular review.
New Initiatives: New components of the curricular review process—the APUs
and the reports to campus groups—are being implemented to improve the
process so it is more meaningful and provides useful information to campus
decision-makers. Another new effort underway is the development of
advisory boards for several majors.
Challenges: Establishing and maintaining meaningful curricular assessment
requires ongoing support from administration; the faculty and staff must be
able to see that accountability and evidence of planning are both required
and valued.
Core Component 4d: The organization provides support to ensure
that faculty, students, and staff acquire, discover, and apply
knowledge responsibly.
The University’s faculty, staff, and students value responsible scholarship and
understand that academic integrity is central to “exemplary practices in
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 130
Curricular assessment,
interactions with external
constituents, and efforts
to develop meaningful
experiences that promote
social responsibility all
demonstrate the
University’s commitment
to the successful
preparation of students
for life.
CHAPTER 7 ♦ Criterion 4: Knowledge
teaching, learning, and service” (VCSU Mission). A number of policies and
academic support structures assist faculty and students in acquiring and
using knowledge responsibly.
Policies that Support Responsible Scholarship
As detailed in Chapter 4, Core Component 1e, a number of campus policies
support responsible, ethical interactions. Four policies, however, apply
specifically to responsible scholarship in teaching and learning: the
Institutional Review Board process, Intellectual Property, Copyright, and
Academic Integrity.
Institutional Review Board. VCSU Policy 611.8 establishes an Institutional
Review Board to ensure the welfare of human subjects in research, in
accordance with federal regulations including, but not limited to, the
"Guidelines for Protection of Human Research Subjects" 45 Code of Federal
Regulations (CFR) 46 established by the National Institutes of Health, and
regulations to protect human subjects, 21 CFR 50, 312, 812 as established
by the Food and Drug Administration. To ensure adequate safeguards and to
discharge the responsibility of the institution, no research (including grant
applications), development, or related activity involving human subjects may
be undertaken unless the IRB Committee has reviewed and approved such
proposed activity.
All graduate research proposals must be reviewed and approved under this
policy; faculty teaching research methods in undergraduate courses are also
aware of this policy and occasionally have course activities that require
Committee review. The review board and policy for institutional review were
established in 2006 when the Graduate School was being developed, in
recognition of the stronger emphasis and expectations placed on research in
a graduate program. Since its inception, the IRB Committee has reviewed
and acted upon over 150 research requests at both the graduate and
undergraduate levels. It has also allowed several external requests to pursue
research involving VCSU faculty, staff, and students.
Intellectual Property. The State Board of Higher Education Policy 611.2
establishes guidelines to support faculty, staff, and student research,
scholarship, and creative work. The guidelines identify the rights and
responsibilities of the individuals and the University, to clarify rights to
copyright, patents, and royalties.
Copyright Guidelines. VCSU Policy 480.5 identifies guidelines for ethical use
of copyrighted materials in the classroom. The policy was last updated in
1996, and therefore pertains primarily to print materials. However, the VCSU
Library Director is in the process of updating the policy. She has attended
several copyright webinars, obtained the newest literature concerning
academic copyright policies in the digital age in order to gain an
understanding for the issues and to provide resources for faculty and staff.
The Director has authored a LibGuide which currently serves as the most
complete archive of copyright information on campus, and she has offered
several presentations for faculty on copyright issues and fair use to introduce
the LibGuide resource and as a forum for copyright issues on campus.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 131
The review board and
policy for institutional
review were established
in 2006 when the
Graduate School was
being developed, in
recognition of the
stronger emphasis and
expectations placed on
research in a graduate
program.
CHAPTER 7 ♦ Criterion 4: Knowledge
Efforts to update the University’s copyright and fair use policy continue. A
draft of the proposed update entitled, Valley City State University ("VCSU")
Copyright Compliance Policy: Library and Classroom, uses the Copyright
Clearance Center sample for academic libraries as a template. When
complete, the copyright guidelines will contain links to the Distance
Education and TEACH Act and other resources to guide faculty, students and
staff. A draft of the policy can be viewed from the Copyright@VCSU LibGuide
on the Library website (http://libguides.library.vcsu.edu/copyright). The
document is currently open for public comment; following the comment
period, changes will be made and the document will be submitted for
approval.
Academic Integrity. VCSU Policy 530.1 identifies various forms of academic
dishonesty and lays the responsibility for maintaining academic integrity at
the University in the hands of those engaged in teaching and learning—the
faculty, students, and administration. Sanctions are imposed to ensure that
academic integrity is more than a theoretical principle. However, simply
imposing sanctions upon students falls short of fulfilling institutional
responsibilities. The underlying objective is that students will ultimately
internalize standards of academic integrity, so that they do not have to be
moved toward that integrity by fear of sanction.
Discussions about the principle of academic integrity in a community of
scholars are held in Learning to Live classes, where one unit focuses on case
studies with various types of cheating. Less formal interactions occur in
general education courses as the topic comes up in preparation for an
assignment, often couched in a discussion of plagiarism, the most common
form of academic dishonesty on campus.
Faculty are directed to report violations of academic integrity to the Academic
Affairs office, which keeps reports on file. Students are warned that, while a
first offense typically results in a failed paper, subsequent offenses—which
may be at any time throughout the student’s academic career at VCSU—will
result in more serious sanctions, to include course failure and expulsion.
This reporting process has been in place since 2006, but use of the process
took time to gather momentum. So, while there appear to be more violations
each year, this may not provide an accurate picture: faculty are becoming
more aware of the process and following through with more reports each
year.
Students are informed about the academic integrity policy in the Student
Handbook. Faculty are expected to include a statement on academic
integrity in their syllabi and discuss what this means in their field of study in
each course. The online course template in Blackboard also posts the
academic integrity policy, so every student has access to the policy in every
class through Blackboard. Faculty are reminded of the policy and process
each fall during Opening Week; in addition, faculty have access to SafeAssign
in Blackboard, to assist them in helping students identify and correct
plagiarism, and faculty are encouraged to update assignments and tests to
reduce cheating.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 132
Faculty are expected to
include a statement on
academic integrity in
their syllabi and discuss
what this means in their
field of study in each
course.
CHAPTER 7 ♦ Criterion 4: Knowledge
Academic Support Programs that Promote Responsible Use of
Knowledge
A variety of academic support programs assist students and faculty in
developing skills and attitudes needed to use knowledge responsibly.
Instruction in information literacy, and assistance in developing strong
documentation habits, are available through the library, the General
Education curriculum, and the Learning Center.
Information Literacy in General Education Courses. Information literacy, a
significant aspect of all learning, is formally addressed within several courses
and via workshops and seminars hosted by professional library staff
members. All first-year composition courses, including ENGL 110 College
Composition I, ENGL 120 College Composition II, and ENGL 125 Introduction
to Professional Writing include specific lessons related to information literacy
and the responsible use of knowledge. Members of the professional library
staff conduct presentations and workshops in all sections of these courses.
The instruction includes information on how to conduct research, how to
evaluate sources, how to correctly cite sources, and how to incorporate the
use of sources in classroom research activities.
Some points included in all presentations include use of library databases,
internet searches, and the evaluation of the sources that are found via these
types of searches. Students, faculty, and staff understand that all sources
are not equal in reliability or quality, and the professional library staff
provides tools and information necessary to evaluate sources.
Faculty & Staff Information Literacy and Ethical Use Training. In addition to
information provided in the required General Education courses listed above,
members of the professional library staff also conduct professional
development seminars and workshops for faculty and staff members
regarding the search for and use of high quality information.
VCSU professional library staff has presented literacy sessions at fall
workshops, brown bags, summer institutes and other faculty/staff gatherings,
as well as specially scheduled training opportunities. A new initiative in
2010-11 offered Mini Info Lit Sessions for VCSU Faculty and Staff, featuring
seven sessions highlighting various databases and topics:
•
•
•
•
•
•
•
EasyBib: Citation Tool
ARTstor: Images and Tools for Presentations....the EASY way!
Films On Demand: How to Share and Use this Videoclip Library
JSTOR: Archival Databases, Many topics
Learning Express: Praxis Practice and other tests online
LibGuides: Make Your Own or Use Ours
Copyright
To increase participation during 2011-12, the library staff is considering
alternate delivery possibilities.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 133
A variety of academic
support programs assist
students and faculty in
developing skills and
attitudes needed to use
knowledge responsibly.
CHAPTER 7 ♦ Criterion 4: Knowledge
Student Information Literacy Efforts. Student information literacy
presentation requests continue to grow as more and more faculty invite the
professional library staff into their classrooms to present research and
information literacy training. During 2010-11 presentations by professional
librarians were made to over 25 classes reaching 300+ students. Topics
included
•
•
•
•
•
Wildlife and Fisheries Research Information
Business Resources and Databases
Using a Bibliographic Management Tool
Copyright Brown Bag
Libguides
The library website is undergoing an upgrade and a web form for faculty to
request a classroom information literacy session has been added.
Information literacy, copyright, and database use/training modules will be
added to the distance student resources, most likely in the form of webcasts.
The University’s information literacy program informs students and faculty
about responsible, ethical use of knowledge in general education courses
and courses in their majors. Since online students have less direct access to
this type of training, the professional librarians are attempting to correct and
improve this gap.
Learning Center Support of Academic Integrity. The Learning Center supports
the research and writing needs of all VCSU students, including campus
undergraduate students, online students, and graduate students. Learning
Center tutors are available to offer in-class workshops to explain APA/MLA
rules for citing sources, in addition to providing individual assistance for any
student requesting help with source citation.
Action Research and the Graduate Program. Graduate students in the
Master’s in Education program are required to complete an action research
project, which they present as part of their portfolio defense. Since action
research requires the use of field research, students are introduced early to
the Institutional Review Board purposes and policy and required to seek IRB
approval before pursuing their research. Information about the purposes of
IRB approval are posted on the graduate website (www.vcsu.edu/irb). In
addition, several courses (EDUC 685, Action Research, and LMIS 688
Collaboration, Management and Leadership) include units on action research
and ethical research practices to assist students as they prepare their
proposals. Beyond this more general coursework, each student works with
his/her advisor to prepare the proposal and IRB request, which provides
individual support for student questions and an opportunity for faculty to
model appropriate attitudes toward responsible research methodology.
Evaluation of Core Component 4d
VCSU supports the responsible use of knowledge through the implementation
of policies and programs that support students in developing the needed
skills and attitudes to use knowledge responsibly. The Library staff, the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 134
The Learning Center
supports the research and
writing needs of all
VCSU students,
including campus
undergraduate students,
online students, and
graduate students.
CHAPTER 7 ♦ Criterion 4: Knowledge
Learning Center, and the Institutional Review Board all play important roles in
assisting faculty, staff, and students in this area.
Strengths: The Library staff have developed a strong information literacy
program to support classroom instruction, and they are diligent in seeking
opportunities to work with faculty and students. The development of the
Institutional Review Board has helped highlight issues of responsible
scholarship as it becomes more widely understood and used by faculty
across campus.
New Initiatives: The current revision of the Copyright policy to provide more
useful guidelines for fair use of digital materials, especially in the online
environment, will provide an important tool for faculty who may not always be
cognizant of current thought regarding copyright.
Challenges: Faculty face a continued challenge to communicate clearly on
matters of integrity, to make this an internalized standard that guides
teaching and learning.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 135
The Library Staff, the
Learning Center, and the
Institutional Review
Board all play important
roles in assisting faculty,
staff, and students in
developing the needed
skills and attitudes to use
knowledge responsibility.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
Chapter 8: Engagement and Service
As called for by its mission, the organization identifies its
constituencies and serves them in ways both value.
Valley City State University’s internal and external constituencies are served
by programs and activities affiliated with every academic division on the
campus. While the most obvious constituents are the University’s
undergraduate and graduate students and its employees, its external
constituents are also influenced by the 1990 North Dakota University System
board mandate “for superior small-college preparation of teachers and of
small-business personnel for its region” and a statewide mission designation
for leadership in the effective use of instructional technology and service to
rural areas.
The University’s constituents include its students, employees, and the
communities in which it operates. As a regional, public institution, its primary
service area is the local community and surrounding counties. More broadly,
as VCSU fits into the overall mission of the North Dakota University System,
its constituents include other campuses with whom it collaborates and those
placebound students who receive access to educational programs through its
distance education programs. The University understands its mission and
capacity and commits itself to meeting the needs and expectations of its
constituents.
Core Component 5a: The organization learns from the
constituencies it serves and analyzes its capacity to serve their
needs and expectations.
VCSU’s mission documents make the University’s capacity and commitments
clear. VCSU uses surveys, advisory boards and external review, and a variety
of communication tools to determine how its programs and services are
meeting the needs of its constituencies.
Defining Commitments
VCSU’s Defining Commitments—its mission, vision, purposes, and core
values—all include reference to service to community and the region:
•
•
•
•
Mission: “…in teaching, learning, and service.”
Vision: “…advance quality learning opportunities and economic
growth….”
Purposes (#3): “Serve the best interests of our students, region, and
society.”
Values: “We are involved with our local and extended communities.”
In addition to these Commitments, the University understands both its
historic strengths in teacher education and the new roles it must play in
supporting regional economic needs, environmental issues, and rural health
care needs.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 136
VCSU uses surveys,
advisory boards and
external review, and a
variety of communication
tools to determine how its
programs and services
are meeting the needs of
its constituencies.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
This understanding of its capacity and constituents guides the University’s
planning processes and collaboration decisions. Several examples illustrate
the relationship between the understanding of capacity and constituents:
•
K-12 teachers in the region have been limited in their ability to access
master’s level programs because of driving distances. A survey of K12 teachers in the state demonstrated that those in districts near
universities that offered master’s degrees were much more likely to
complete a master’s program. VCSU understood that its historical
strength in teacher education provided a strong foundation for the
development of an M.Ed. program; by offering it online, VCSU made it
accessible to teachers throughout the state who needed access to a
quality master’s degree. The online Master of Education degree and
associated professional development courses allow alumni to
reconnect academically with their undergraduate institution. Nearly
60% of VCSU’s graduate students are alumni.
•
Biology has long been VCSU’s strongest science program, with an
ongoing focus on water quality research. Over the past decade, this
strength has developed in two ways to meet constituent needs: first,
the addition of the Fisheries and Wildlife Science major, developed in
collaboration with a two year program at DCB, provided students with
an in-state pathway to complete a four-year degree. Second, as the
related environmental issues of water quality and management have
become increasingly important in the state, the establishment of the
Prairie Waters Education and Research Center in 2010 provides
opportunities for both research and K-12 education.
•
Rural health care is a growing need in North Dakota, while access to
training programs for potential students is limited by distance.
Recognizing that VCSU did not have the capacity—neither the faculty
nor program depth—necessary to support a nursing program, the
University sought the opportunity to collaborate in the Dakota Nursing
Program, allowing DCB to offer the program on the VCSU campus,
using VCSU facilities, for students in the Valley City region. In a
similar fashion, VCSU has begun a collaboration with the University of
North Dakota to provide a medical laboratory science major to
interested undergraduates at VCSU who will be able to complete their
clinical work in a regional hospital.
In each case, the University worked directly with constituents to identify
workable solutions to meet educational needs, either by developing new
programs or by organizing collaborations that offer programs not within the
scope of the University.
Feedback and Communication
The University uses a variety of formal surveys and informal feedback
activities to assess the effectiveness of its programs in meeting the needs of
its students, employees, and community constituents.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 137
VCSU understood that
its historical strength in
teacher education
provided a strong
foundation for the
development of an M.Ed.
program; by offering it
online, VCSU made it
accessible to teachers
throughout the state who
needed access to a quality
master’s degree.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
Survey tools. The University employs a variety of surveys of students,
employees, alumni, and employers to gain insight into its programs’ strengths
and challenges.
Selected nationally standardized surveys are used to understand the
student’s campus experience. The Noel Levitz Student Satisfaction Inventory
(SSI), administered on alternate years since 2002, allows VCSU to assess
itself against regional and national scales (see Table 8.1). In 2010, VCSU
students reported a significantly smaller gap between the importance and the
satisfaction of each of the eleven scales.
Table 8.1 Noel Levitz Student Satisfaction Inventory results compared with other
National Four-Year Institutions
Valley City State University (SSI) 5/2010
Noel Levitz
Institutional Summary
Student Satisfaction Survey
Valley City State University
Scale
Import
Gap
National Four-Year
Publics
Import
Gap
Student Centeredness
6.31
0.31
6.11
0.98
Mean
Difference
*0.87
Campus Life
5.90
0.26
5.75
0.84
*0.73
Instructional Effectiveness
6.39
0.51
6.33
1.05
*0.60
Recruitment and Financial
Aid
Campus Support Services
6.26
0.43
6.16
1.31
*0.98
5.98
-0.03
6.07
0.75
*0.69
Academic Advising
6.48
0.58
6.35
1.07
*0.62
Registration Effectiveness
6.27
0.30
6.21
1.21
*0.97
Safety and Security
6.20
0.95
6.32
1.78
*0.71
Concern for the Individual
6.28
0.45
6.13
1.11
*0.81
Service Excellence
6.09
0.20
6.04
1.08
*0.93
Campus Climate
6.25
0.28
6.12
1.02
*0.87
*Significantly Different at .001 Level
The SSI results are reviewed by the Assessment Office and shared with
academic divisions through the Assessment Committee; the Executive
Summary is shared with Student Affairs Staff, department heads, and
Executive Team.
University employees likewise respond biennially to the Noel-Levitz Campus
Quality Survey. This instrument was developed by adapting categories used
in the prestigious Baldrige Award and the Presidential Award for Quality to fit
the educational environment. The survey results (see Table 8.2 for average
satisfaction levels) are reviewed by VCSU’s Executive Team and areas of
weakness are identified and targeted with improvement activities by the
Executive Team through the Director of Human Resources.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 138
The University uses a
variety of formal surveys
and informal feedback
activities to assess the
effectiveness of its
programs in meeting the
needs of its students,
employees, and
community constituents.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
In 2010, focus groups were established for employees to voluntarily and
confidentially respond to and discuss survey results in specific detail. Since
2002, faculty and staff at VCSU have reported average ratings higher than
the NDUS for all eight quality dimensions and in employment satisfaction
(exception 2004).
Table 8.2 VCSU average employee satisfaction levels in comparison to NDUS.
Institution
VCSU
NDUS
2002
83%
75%
2004
74%
76%
2006
79%
76%
2008
85%
80%
2010
83%
79%
Additional surveys that also inform the University are included in Table 8.3
(page 140), which identifies when each survey is administered and reviewed
by appropriate groups on the campus.
The VCSU Foundation Office also solicits feedback on the educational
experience of alumni through the administration of the ACT Survey in
alternate years to a cohort of alumni three to four years post-graduation. The
survey measures satisfaction with programs, services, and academic
preparation. Results are shared with academic divisions.
External Communication. The University seeks feedback from its
constituents in less formal ways:
•
The Foundation Office regularly invites alumni to participate in
scheduled activities in North Dakota and in states where alumni
numbers are high. Annual events such as Homecoming, the
Scholarship Auction, and the Viking Scramble Golf Tournament
provide entertainment and interaction while other activities such as
socials and lunches provide discussion and information exchange.
•
Student Services interacts with parents using an emailed parent
newsletter.
•
Faculty and staff participate in NDUS committees, councils, and
summits that offer opportunities for communication, exchange of
ideas, collaboration and planning.
•
Program advisory boards provide program feedback (as described in
Chapter 7, Core Component 4c).
•
VCSU prepares the VCSU Quarterly Update for North Dakota
Legislators and other external constituents.
•
The President writes a bi-weekly column for the local newspaper, the
Times-Record, to keep the community apprised of campus activities.
In addition, program-specific accrediting bodies such as the National Council
for the Accreditation of Teacher Education (NCATE) and the National
Association of Schools of Music (NASM) assist the University in assuring the
quality of individual face-to-face and online programs.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 139
Since 2002, faculty and
staff at VCSU have
reported average ratings
higher than the NDUS
for all eight quality
dimensions and in
employment satisfaction
(exception 2004).
CHAPTER 8 ♦ Criterion 5: Engagement and Service
Table 8.3 Other surveys at VCSU
Survey
Comprehensive
Institutional
Research
Program
(CIRP)
Purpose
A standardized, longitudinal
study of the nation’s new
freshmen.
Admin
Alternate
Years
College
Student
Inventory
(CSI)
A retention management
tool that is administered to
all new freshmen every year.
Yearly
ACT
Withdrawing
/ NonReturning
Survey
Noel-Levitz
Employer
Satisfaction
Survey
Core Alcohol
and Drug
Survey
Reports reasons for
students leaving the
university.
Yearly
Higher
Education
Research
Institute
(HERI)
National
Survey of
Student
Engagement
Measures the level of
satisfaction of employers
with the preparation of
VCSU graduates.
Measures student use and
abuse of alcohol and
controlled substances along
with student attitudes
toward alcohol and drug
use.
Provides a comprehensive
profile of faculty including
questions on institutional
priorities, level of
satisfaction, and goals for
students.
Measures student
engagement at first and
senior years; a good fit for
VCSU Ability-based
assessment process
Alternate
Years
Alternate
Years
Reviewed
Full review by Student
Affairs Directors.
Highlights shared with
Exec Team. Information
made available for
research and planning
purposes.
Advisors receive the
student’s profile. At-risk
student list shared with
appropriate student
services
Results are shared with
Student Affairs Staff and
Cabinet.
Reviewed by Career
Services and shared with
academic program
faculty.
Reviewed by Campus/
Community Substance
Abuse Task Force. Plans
are to share with faculty.
Every 3
years
Results sent to the
Cabinet and shared with
Faculty Senate.
Alternate
years
Reviewed by Assessment
office, Assessment
Committee and academic
and student affairs staff
as appropriate.
Evaluation of Core Component 5a
Strengths: The University builds on its strengths to meet the changing needs
of its students, alumni, and community, and provides connections to other
programs when it does not have sufficient capacity to meet its constituents’
needs. The University has a variety of tools in place to solicit feedback, which
allows for continuous improvement. Data from surveys indicate that students
and employees are satisfied with VCSU programs and campus climate.
New Initiatives: The campus continues to use survey data to understand and
meet the needs of its constituencies. Two committees have been
established to provide forums for this review, Success 2015 (reviews,
documents and assesses implementation of the VCSU 2015 Strategic Plan),
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 140
Faculty and staff
participate in NDUS
committees, councils, and
summits that offer
opportunities for
communication,
exchange of ideas,
collaboration and
planning.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
and the Academic Assessment Committee. In addition, VCSU 2015 (the
strategic plan) calls for additional advisory boards for selected academic
programs.
Challenges: The institution continues to look for meaningful ways to discuss
and disperse assessment data at the departmental and divisional levels.
Another challenge is a recent budget decision: the NDUS, which conducts
and funds a number of the surveys used by VCSU, will now require that
system campuses continue the funding on an individual basis. In the next
year, VCSU will need to decide which of the surveys provide the most value to
the assessment process and continue to self-support those surveys.
Core Component 5b: The organization has the capacity and the
commitment to engage with its identified constituencies and
communities.
Strategic Planning: Building on Areas of Strength
Both the Growth Plan (2007) and VCSU’s current strategic plan, VCSU 2015,
focus on enrollment growth, to “Identify, promote and support high
enrollment programs and opportunities, to increase enrollment in both online
and in residential programs” (Goal 2, VCSU 2015). The success of both plans
in increasing enrollment can be seen in the approach described in Goal 2—
the identification, promotion, and support—all deliberate, planned acts. By
selecting programs that provide a distinct market niche—fisheries and wildlife
science, or online programs in music, ELL, library science; by identifying
programs with academic strength—elementary education, biology, and health
sciences; and by using these programs to develop opportunities—a new
graduate program, a center for water education and research, a STEM
education center—VCSU has successfully developed programs that meet
constituent needs.
Similarly, VCSU has been practical in the growth of its distance-delivered
programs by building on its academic strengths, its faculty capacity, and its
partnerships with other educational entities. The University currently offers
affordable, quality, online courses and programs that meet the needs of the
distance students it serves. It works with partners who have requested and
appreciate the online programs it offers:
•
VCSU currently partners with seven community colleges in Wyoming.
Through credit transfer, online coursework, and face-to-face summer
workshops by VCSU faculty, the University provides Wyoming students
with opportunities to complete four-year degrees in Elementary
Education, History Education, and English Education. The Wyoming
program is assessed in the same way all of VCSU’s NCATE accredited
teacher education programs are assessed.
•
VCSU offers an online major in Music. This online program,
accredited by NASM in 2009, builds on the department’s strength in
music technology and responds to frequent requests from students
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 141
The University builds on
its strengths to meet the
changing needs of its
students, alumni, and
community, and provides
connections to other
programs when it does
not have sufficient
capacity to meet its
constituents’ needs.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
for distance courses in music; the Music Department works with
College Plus! to identify online student needs in music and build
enrollment.
•
VCSU added a graduate concentration in Library Information
Technologies in 2007, in response to a direct request by the
President of the North Dakota Library Association to the NDUS
Academic Affairs Council, and survey responses from state educators,
who indicated that North Dakota needed an in-state graduate
program in library information technologies both for enriching the
depth and breadth of expertise in this area and for movement on
salary schedules.
Student Engagement with External Communities
The educational programs at VCSU provide students with connections to
external communities in their fields of study. These connections include field
experiences for pre-service teachers, internships, access to professional
business tools, and community service opportunities.
Teacher Education. The University’s Teacher Education programs connect
students with external community partners through educational field
experiences, clinical practice, and academic projects. These partners share
in the design, delivery, and evaluation of the field experiences. Partners
include the Valley City Public School, other schools in the surrounding areas,
schools in the Fargo/Moorhead region, and diverse schools in St. Paul,
Minnesota, and Fort Totten, North Dakota. Table 8.4 identifies the types of
interactions required and the number of hours completed.
Table 8.4 Field Experiences and Clinical Practice by Program
Program
Field Experiences
(Observation
and/or Practicum)
Initial Programs
Elementary Three practicum
Education
experiences and a
minimum of 145
hours
Secondary
Three practicum
Education
experiences
(75-90 hrs each)
Advanced Program
Master of
Two field
Education
experiences
Classroom Project
and Diverse Field
Experience
Clinical Practice
(Student Teaching or
Internship)
Total
Number of
Hours
A minimum of 400 hours
(changed to 480 hours with
2008-2010 catalog)
Minimum of
545 hours
A minimum of 400 hours
(changing to 480 hours with
2008-2010 catalog)
Minimum
475 hours
N/A
N/A
Assessments are collected from external and internal stakeholders for each
activity and results are recorded in VCSU’s assessment system. Assessments
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 142
The University’s Teacher
Education programs
connect students with
external community
partners through
educational field
experiences, clinical
practice, and academic
projects.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
are reviewed by department members within Elementary and Secondary
education units.
The SAP University Alliance. The Division of Business and Information
Technology actively participates in academic programs offered by industry
including the SAP University Alliance Program and the Americas’ SAP Users’
Group (ASUG) University Connection. These programs provide students with
opportunities to network and collaborate with individuals in organizations in
North Dakota, Minnesota, nationally, and globally. SAP provides the SAP
University Alliance Program to support universities teaching advanced
technologies and enterprise systems by providing a hands-on learning
experience. The ASUG University Connection facilitates the building of
relationships between businesses and universities who are part of the SAP
University Alliance.
Internships. The Office of Career Services organizes and oversees
internships for students in every academic division of the University. Over the
past ten years 316 students have interned in over 200 locations inside and
outside North Dakota. Many academic majors include internships in their
programs: Business Administration, Computer Information Systems,
Communication, Psychology, Human Services, and Fisheries & Wildlife
Science.
Community Service. Data from the 2007 National Survey of Student
Engagement (NSSE) provides a sense of overall student involvement in
community services during their enrollment at VCSU. Of freshmen, 36% and
seniors, 57% indicated they had done community service or volunteer work.
The 2009 NSSE survey indicators showed freshmen at 50% and seniors at
58%. After the NSSE survey was completed in 2009, the statistical data
became a real life experience as the city of Valley City encountered the
biggest flood fight in its history. The Sheyenne River crested at 20.69 feet,
above its previous 1882 crest of 20 feet. Valley City Mayor Mary Nielson said,
“The students, staff, and faculty of VCSU have made a difference in our flood
fight. They have been a force at Sandbag Central. Our volunteer firemen
have high praise for the students on the lines and building the dikes. The
sports teams have been outstanding. We wouldn’t want to be without VCSU
in this time of need.”
University Engagement with the Community
The University also values the participation of its employees in City activities.
Many administrators, faculty and staff take leadership and volunteer
positions within the local community, serving on various boards, service
organizations, the Chamber of Commerce, and the Valley Development
Corporation. In addition, the University serves the regional community
through extended learning activities.
Dual Credit. Most of the dual credit activities in the state are delivered by two
year campuses. Recognizing the training and assessment efforts necessary
to deploy a large dual credit program effectively, VCSU has chosen to
minimize its dual credit activities except for its relationships with several local
school districts, in programs where faculty already have collegial
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 143
Over the past ten years
316 students have
interned in over 200
locations inside and
outside North Dakota.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
relationships and understand each others’ academic expectations. VCSU
follows NDUS Policy 402.3.2 in managing these relationships, with
appropriate course alignment agreements and documentation of assessment
processes. The high school faculty teaching the courses are hired as VCSU
adjunct faculty and must meet the academic qualifications of adjunct faculty;
department chairs meet with these adjunct faculty and review syllabi annually
to assure course quality.
Extended Learning @ VCSU. Established in Fall 2006, “Extended Learning @
VCSU” offers non-program graduate credits used by North Dakota teachers
for professional development. Approved by the North Dakota State Board of
Higher Education, the unit provides a flexible framework for programs,
courses, and activities that are generally outside the traditional university
structure. All courses have the course number 700 and are listed on
transcripts as “Continuing Education.” Initially in 2005, VCSU was approved
by the Higher Learning Commission for 20, one credit courses of this type,
and in 2009 VCSU received approval for unlimited course offerings in
professional development for educators. In the summer of 2006, over 200
teachers received non-program graduate credit in the content areas of
Education, Library Media, Technology, and Business and Vocational
Education. In 2010-11, Extended Learning offered 59 non-program courses
to 495 teachers. Courses are offered face-to-face both on and off campus as
well as online.
Evaluation of Core Component 5b
Strengths: VCSU has focused its resources on program strengths to meet the
needs of its constituencies. Both students and faculty are regularly engaged
with external constituents. Commitment to community engagement and
service are deeply embedded into the University’s mission and strategic plan.
New Initiatives: VCSU’s undergraduate Elementary Education initiative in
Wyoming continues to bring more students into that hybrid program. Growth
continues to be at a pace which the School of Education and Graduate
Studies (SEGS) can support.
Challenges: The growth of the online Graduate program in Education
continues to put some stress on SEGS unit due to advising and the need for
flexible scheduling of courses from semester to semester. However, the
program has seen steady growth of about 20-30 new students each year.
With planning, this growth seems manageable.
Another recent challenge has been meeting the State Authorization
requirements of the 34 states in which VCSU has distance students enrolled.
A long-term effort is necessary to identify the expectations for each state and
determine the “physical presence” definition for the state. VCSU continues to
receive support for this activity from the North Dakota University System staff.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 144
Commitment to
community engagement
and service are deeply
embedded into the
University’s mission and
strategic plan.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
Core Component 5c: The organization demonstrates its
responsiveness to those constituencies who depend on it for service.
The North Dakota University System encourages collaboration among its
member colleges and universities, and has developed policies and
procedures to make these collaborations seamless for students and
convenient for office efficiencies. These system-wide measures have
encouraged a number of articulations and collaborative agreements between
campuses in the state.
Transfer Agreements and Collaborative Enrollment
The North Dakota State Board of Higher Education adopted the "General
Education Requirement Transfer Agreement" (GERTA) in 1994, an agreement
which helps students transfer easily between institutions in the North Dakota
University System. This agreement established common courses at the 100
and 200 level that are accepted by academic discipline groups and are
transferable to other campuses as equivalent general education courses. By
knowing what general education classes and credits will transfer, students
can better plan and make use of their time and money.
SBHE Policy 403.7 additionally provides for “block transfer” of the completed
general education program from one campus to another within the NDUS,
and authorizes the NDUS to articulate transfer of general education courses
as a completed unit with institutions outside the System. The NDUS has
complete general education transfer articulations with university systems in
seven states: Montana, South Dakota, Minnesota, Washington, California,
Oregon, and Wyoming (NDUS Procedures 402.4.1-402.4.7).
Collaborative student enrollment is directed by NDUS Procedure 404, which
establishes the enrollment process, billing procedure, and removes the need
for students already enrolled in one NDUS campus to complete the admission
process at the host campus. This arrangement allows students seamless
access to courses across the System.
These NDSU policies and procedures have simplified and encouraged
collaboration and articulation between campuses, to the benefit of students
who have more convenient access to desired courses and programs.
Articulations and Memorandums of Agreement
VCSU supports nearly thirty articulations and memorandums of agreement
with other institutions in North Dakota and other states. These agreements
provide students from other academic communities with easy transfer and
interaction with VCSU’s programs and human resources. Examples of the
various types of agreements are described below:
Elementary Education at North Dakota State University (NDSU). For
over 15 years, VCSU has provided the elementary education major for
students on the NDSU campus. Students in the program double
major in Elementary Education (from VCSU) and Child Development
(from NDSU), and graduate with degrees from both institutions. VCSU
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 145
VCSU supports nearly
thirty articulations and
memorandums of
agreement with other
institutions in North
Dakota and other states.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
faculty drive to NDSU each week to provide face-to-face courses;
students receive laptops and complete the same program
requirements as students on the VCSU campus. The program enrolls
70-100 students annually. Recently the Art Department at NDSU has
discussed expanding the program to include a B.S. Ed. in Art
Education.
Elementary Education at Wyoming Community Colleges. VCSU’s
School of Education and Graduate Studies also supports agreements
with seven Wyoming community colleges to provide the Elementary
Education program via a combination of online, interactive video, and
face-to-face coursework which allows Wyoming students to complete
teacher education degrees while remaining in their home
communities. Recently several secondary education programs
options have been added.
3+1/2+2 Agreements. While VCSU has a number of articulation
agreements with community colleges in the state, several stand out
because of their responsiveness to constituents’ needs. The 3+1
Fisheries and Wildlife Science agreement with DCB provides for
shared course delivery by faculty on both campuses (using IVN
delivery from both campuses), including a third year on the DCB
campus for students who begin their studies there. Students may
study on either campus for years 1-3, receiving the same program at
either campus, and then all students complete their fourth year on
the VCSU campus. This provides increased access for students who
would otherwise seek a program out of state, and allows for broader
curricular offerings since course delivery is shared by both campuses.
A recent agreement developed with North Dakota State College of
Science (NDSCS) offers a new approach to a traditional pathway for
Career and Technical Education (CTE) students. Typically students
completing vocational degrees at NDSCS have sought a four-year
degree from VCSU if they wanted to teach in a high school or
vocational school. However, NDSCS identified a real-world need for
improved professional business knowledge for those students who
plan to develop or maintain a small business or move to management
positions, and asked VCSU to work with them to develop a nonteaching, four-year degree pathway for these students. The resulting
management option in the CTE major provides the requisite training
and access to a Bachelor of Science degree. The agreement is the
first of its kind in North Dakota and is designed to help non-traditional
students realize the benefit of three types of credentials: U.S.
Department of Labor approved apprenticeship programs, Associate in
Applied Science degrees, and Bachelor of Science degrees.
Access to College Entry and Two Year Programs. VCSU and DCB have
collaborated on a series of programs to provide placebound students
in the Valley City area with access to educational offerings outside
VCSU’s identified NDUS mission.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 146
A recent agreement
developed with North
Dakota State College of
Science (NDSCS) offers a
new approach to a
traditional pathway for
Career and Technical
Education (CTE)
students.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
•
Students who are not eligible for admission at VCSU but want
to attend college, pursue a four-year degree, and remain in
the Valley City area may apply to the DCB Bridges program.
This program allows students to complete 24 credits through
DCB while remaining on the VCSU campus. They may then
transfer to VCSU and complete a four-year degree. These
DCB students are able to fully participate in the student life,
housing and dining services, organizations, facility usage and
activities (excluding varsity athletics) available to every
degree-seeking VCSU student. This program also provides
access to developmental courses for any VCSU students
requiring additional support.
•
The Dakota Nursing Program allows students to remain on
the VCSU campus while they complete a nursing program
through DCB. VCSU provides the general education
coursework, and DCB provides the classroom instruction in
nursing via Interactive Video Network (IVN). Clinical practice
opportunities for these students are available through local
healthcare providers at the Sheyenne Care Center and Mercy
Hospital.
•
A new collaboration implemented in Fall 2011 will offer
residents in the Valley City area three, two-year programs and
provide convenient training for entry-level jobs: Medical
Assistant, Caregiver Services, and Paraeducation. The
program follows the Dakota Nursing Program structure:
students will remain on the VCSU campus and take courses
from both VCSU and DCB (via IVN and online).
Evaluation of Core Component 5c
Strengths: Valley City State University responds to the needs of its
constituents through collaboration and effective communication with other
educational organizations. VCSU continues to engage its learners and
constituents through improved accessibility and student-friendly policies and
procedures that support a mobile society.
VCSU supports a variety of articulations and agreements with other
institutions in North Dakota and other states. Some of these have developed
into partnerships that serve our local community as well as distant and
diverse communities in other states.
New Initiatives: The collaborative ventures with DCB, especially the access to
two-year programs, are in early stages of development, and further
development of pathways to four-year degrees from VCSU are under
discussion.
Challenges: Maintenance of current agreements, so they continue to
effectively support student and community needs, requires constant
attention. The development of a stronger administrative structure to oversee
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 147
Valley City State
University responds to
the needs of its
constituents through
collaboration and
effective communication
with other educational
organizations.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
the development, implementation, and assessment of collaborative activities
would increase office and program efficiencies and improve the student
experience.
Core Component 5d: Internal and external constituencies value the
services the University provides.
Student and employee satisfaction is discussed in Core Component 5a,
above; survey details for any of the studies summarized are available for
review in the Resource Room. This section, therefore, focuses on
interactions with external constituencies. Members of the Valley City
community make broad use of campus facilities, and recognize the
importance of the University to the community’s economy and quality of life.
The importance of strong community support was recognized by NDUS
Chancellor Goetz in Fall 2007, when he named two community leaders to the
VCSU Presidential search committee: the campus and the community are
interdependent and mutually supportive.
Access to University Activities and Facilities
The University seeks to interact with the local community in ways that enrich
both Valley City and the Institution. VCSU regularly provides cultural vitality to
the Valley City community through offerings in the arts, education, and
entertainment venues open to the public. Through collaborations between
the community and the University, VCSU provides athletic and recreation
opportunities that are also open to the public.
VCSU provides multiple educational opportunities for K-12 school programs,
including Music contests, Theater performances, Planetarium shows, Science
Olympiads, Medicine Wheel events, Science Field Experiences at the Prairie
Waters Education and Research Center, Career Fairs, Spanish Day, and
Business and Information Day. Ongoing collaborative ventures bring faculty,
staff, students, and community members together in such diverse activities
as the Valley Voices, the Barnes County Historical Society Lecture Series, the
Community Orchestra, water aerobics classes, or an artist’s reception at the
campus Art Gallery.
University facilities are used by the community on an ongoing basis. These
include Vangstad Auditorium, the Student Center with swimming pool,
Froemke Auditorium, Music rehearsal rooms, the Allen Memorial Library, W.
E. Osmon Fieldhouse, and Ellig Field (football/track). For example,
•
The Troubadours (a community men’s chorus) holds rehearsals in
Foss Music Hall.
•
Valley City Area Concert Association presents their annual concert
series on campus.
•
Over 400 students and community members visit Medicine Wheel
Park--a 30 acre park with a Medicine Wheel horizon solar calendar, a
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 148
VCSU regularly provides
cultural vitality to the
Valley City community
through offerings in the
arts, education, and
entertainment venues
open to the public.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
Meridian Solar calendar, and Native American burial grounds—each
year.
•
The VCSU swimming pool is used by the community swim team for
practice and meets and 11 communities use it for swimming lessons.
It is available for lap swim and aquacise courses daily.
•
The Theater at VCSU presents at least four shows each academic
year. Residents of Valley City and the surrounding community
support VCSU Theatre events and benefit from a full season of live
theatre.
•
Each year a number of school districts use the VCSU athletic complex
for track and field competitions and basketball tournaments. In
addition, VCSU hosts a number of basketball and football camps.
•
Valley City State University Community School of the Arts provides
instruction in art, music, drama, and writing to students of all ages
and levels of ability.
Community Support of the University
Valley City area community leaders and partners value its role and
contributions to the region. VCSU’s economic impact to the area was
highlighted in a 2009 study, “Economic Impact of the North Dakota University
System.” The study determined that VCSU had a $55.6 million impact on the
area’s economy during the 2008 fiscal year. Recognizing the importance of
the University and its continued success, a large delegation of Valley City
community and business leaders attended VCSU’s Senate Appropriations
Hearing at the North Dakota Legislature in March 2011, in support of the
University’s request for the Rhoades Science Center renovation and
expansion; they also hosted a reception in Bismarck for legislators during the
Session.
The community provides ongoing financial support for the University, as well.
Individuals and businesses in the community channel financial donations
through the University Foundation. Membership in the Century Club, which
raises money for athletic scholarship, and participation in the annual
Auction—both through donation and attendance—are primarily drawn from
the Valley City community.
The recent success of the Foundation in raising funds for the new track
program and the artificial turf project may be largely attributed to the
financial support of the community. The City provided a substantial
contribution to the turf project through tourism tax dollars. Another funding
branch of the City, the Valley Development Corporation, has also assisted in
these and many other campus projects, including support for new academic
programs (Technology Education, Enterprise Applications, Nursing),
marketing initiatives, and a variety of non-cash investments. The Valley
Development Corporation built the Regional Technology Center on land
leased from VCSU; in Spring 2009, when the University required an
emergency location for its servers in an area above the flood plain, the
Regional Technology Center immediately opened its doors.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 149
The study determined
that VCSU had a $55.6
million impact on the
area’s economy during
the 2008 fiscal year.
CHAPTER 8 ♦ Criterion 5: Engagement and Service
In recognition of the importance VCSU plays in the community after the 2009
flood, the mayor of Valley City proclaimed September 11, 2009, “VCSU Day”
with a proclamation detailing the significance of the University to the
community, stating “We would not want to be without VCSU in our time of
need” (see Resource Room for complete text).
Accreditation Support of the University Programs
The Music program at VCSU is fully accredited by the National Association of
Schools of Music (NASM), whose most recent visit was just completed in the
fall of the 2007-2008 academic year; the next site visit will be in 2017. In
June 2010, the NASM Commission voted to grant plan approval for the online
music program, with the following commendation:
The Commission commends the institution for thoughtfully and
systematically considering critical issues in traditional and online
music and pedagogy in order to advance opportunities for students to
experience quality music learning experiences delivered via distance
learning.
The teacher education program at VCSU is fully accredited by NCATE. Their
team report noted,
The visions for the institution and unit align with the conceptual
framework. Conceptual framework foundational pillars (plan,
implement, evaluate, and reflect) are informed by eight university
abilities that guide all faculty and candidates. Since the last visit the
conceptual framework has been modified to include the new
graduate program.
The knowledge base consists of research, standards, and best
practices. The research base is built on studies of the learning
process, cognitive development, characteristics of learners, effective
teaching, and best practices in the uses of technology. Standards for
the knowledge base come from North Dakota state standards, which
are organized around INTASC standards and NBPTS standards. Best
practices for this knowledge base emerge from the framework
referenced to current national reports on what makes an effective
teacher.
A commitment to technology is evident by the fact that all candidates
receive laptop computers, there are smart classrooms, technological
support for faculty and candidates is outstanding, and the
development and implementation of an effective unit data gathering
system for assessment. The unit assessment system is well
summarized and aligned with the conceptual framework, state and
national standards ( 2008 NCATE Board of Examiners Report, page
3).
Both accrediting bodies commend VCSU and the programs reviewed for
careful attention to effective teaching and learning, concern for meaningful
assessment, and best practices in use of technology.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 150
In recognition of the
importance VCSU plays
in the community after
the 2009 flood, the mayor
of Valley City proclaimed
September 11, 2009,
“VCSU Day.”
CHAPTER 8 ♦ Criterion 5: Engagement and Service
Evaluation of Core Component 5d
Strengths: Community participation in support of the University and their
willingness to make use of the facilities and resources of the institution
indicate that the local community and region values the University, the
service, the culture it provides, and the University’s economic impact on the
area.
New Initiatives: VCSU has established the Prairie Waters Education and
Research Center to provide environmental education and research
opportunities for students, teachers, and professionals in North Dakota. In
its first year of operation, it has attracted over 1000 visitors.
The addition to the Rhoades Science Center will house the Great Plains STEM
Education Center, a state-wide initiative that will lay the foundation for more
science, technology, engineering, and math education in North Dakota. The
new addition will also provide more classrooms and office space for growing
science and health science programs at VCSU. Ground breaking for the
addition is scheduled for fall of 2011.
Challenges: Flooding issues continue to concern the campus, the community,
and the state, requiring careful planning and resource allocation.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 151
VCSU uses surveys,
advisory boards and
external review, and a
variety of communication
tools to determine how its
programs and services
are meeting the needs of
its constituencies.
CHAPTER 9 ♦ Federal Compliance
Chapter 9: FEDERAL COMPLIANCE
Valley City State University is fully committed to operating in compliance with
all federal and state laws and with all Department of Education and HLC
mandates. VCSU monitors legislative and administrative activity at both the
state and federal levels and implements policies and procedures accordingly.
The University relies on numerous sources of information and support
including the ND University System, the US Department of Education, the
Higher Learning Commission, and various professional organizations.
CREDITS, PROGRAM LENGTH, AND TUITION
Valley City State University operates on an academic calendar using the
semester system, and follows the North Dakota State Board of Higher
Education calendar policy 406.1 for length of term. One semester hour of
credit represents one academic hour (50 minutes) of class instruction or two
or more academic hours of laboratory work per week for a period of 15 weeks
(excluding exam week). This explanation of a credit hour and the academic
calendar is published in the 2010-2012 Catalog and the Student Handbook.
The Academic Policy and Affairs Committee revised the VCSU Attendance
Policy V605.15 during Summer 2011, to include this explanation of the credit
hour and further expectations for study related to the number of credits
carried in a student load. This policy will be reviewed by Faculty Senate and
the University Policy Committee in Fall 2011.
A minimum of 120 semester hours are required for graduation with a
bachelor’s degree; the number of required hours for the Master’s of
Education degree ranges by concentration from 32 to 37 semester hours.
Tuition rates are consistent across degree programs, and vary by residency
status, except for the Clinical Practice program (which prepares K-12
teachers who already have non-teaching degrees)—this program receives
grant support from the state to off-set some of the program costs and
therefore charges a lower tuition rate. Please see the tuition rate schedule in
the Resource Room for tuition rates by residency.
STUDENT COMPLAINTS
Given the size of the campus, and the ease of personal one-on-one access to
administrators and faculty, most student complaints are handled promptly
and informally through the administrative structure of the University. Student
concerns or complaints about academic matters, including grades,
instruction, course work, degree programs, graduation requirements, and
transcripts typically begin in the appropriate academic area. Students may
address their complaints directly to staff, instructors, department heads,
division chairs and ultimately the Vice President for Academic Affairs and the
President. Student complaints about non-academic matters such as
enrollment services, residence life, judicial affairs, financial aid, and others
may be filed through the appropriate administrative office.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 152
CHAPTER 9 ♦ Federal Compliance
The VCSU Student Handbook outlines a number of formal policies and
procedures in place to handle student complaints that are not resolved
informally.
•
A Student Grievance Committee hears formal grievances which are
defined as: A statement expressing complaint, resentment, or
accusation about a university circumstance which is thought by the
student to be unfair or inappropriate.
•
The University Hearings and Appeals Board is established for the
purpose of providing an avenue of final appeal of a decision by a
university official or by an established university committee.
•
A formal Grade Complaint Policy ensures that students have
protection through orderly procedures against prejudiced or
capricious academic evaluation.
•
The University Judicial Council exists for students that wish to appeal
a student conduct decision made by the VPSA.
•
The VCSU Student Code of Conduct, the VCSU Sex Offense Policy,
and the VCSU Sexual Harassment Policy each provide specific
instructions on how to file a complaint against another member of
the campus community.
All of these committees have broad campus representation with
memberships consisting of administrators, faculty, staff and students.
Very few formal written student complaints are received by senior
administrators. Examples of recent cases were a formal student petition to
the VPSA regarding the condition of some furniture in a residence hall. The
result of the petition was the approval to purchase new furniture, and the
formation of a student committee to make selections and oversee the
installation of new furniture. In another recent case, the Student Senate
passed a formal resolution regarding recent campus security issues and
forwarded the resolution and their concerns to the president and vice
presidents. As a result, a meeting between several administrators, including
the president, and a group of student senators was scheduled. Results of
that meeting were the repair of several doors, an increase in the number of
security cameras, and the formation of a student campus security committee.
There also exists a process by which students can make anonymous
complaints. VCSU uses a Comment Card System that allows any member of
the campus community to make anonymous comments, suggestions or
complaints. A comment card box is located on the main floor of McFarland
Hall, the Student Center and near the IT Help Desk. The boxes are checked
regularly and each card is read, forwarded as necessary and kept on file in
the office of the VPSA.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 153
CHAPTER 9 ♦ Federal Compliance
TRANSFER POLICIES
As a member campus of the North Dakota University System, VCSU is
obligated by SBHE transfer policies, including transfer of general education
credit between NDUS campuses. These policies are described on the NDUS
Articulation and Transfer website and are governed by SBHE Policy 403.7.
VCSU accepts transfer credit from regionally accredited institutions of
postsecondary education. Transfer credit from nationally accredited
institutions may be reviewed and accepted on a course by course basis.
The application of transfer credit to program requirements is the
responsibility of the faculty; students who are dissatisfied with course
equivalency determinations may consult with the appropriate Division Chair
in an attempt to more precisely define the equivalencies.
Total hours earned from all transfer institutions are entered on the VCSU
transcript. If necessary, credits will be converted to semester hours. Grades
from transfer courses are used in calculating the cumulative grade point
average.
The transfer policy is detailed in the 2010-2012 Catalog (page 36).
VERIFICATION OF STUDENT IDENTITY
VCSU uses the Blackboard Learning Management System to deliver all online
and hybrid course materials. In order to assure student identity and proper
access, all students registered at VCSU receive a secure login and password.
TITLE IV PROGRAM and RELATED RESPONSIBILITIES
1. General Program Responsibilities
Valley City State University received its most recent Program Participation
Agreement (PPA) on May 5, 2009. VCSU is declared an eligible institution
under the Higher Education Act of 1965.
The PPA provides for VCSU’s eligibility to participate the following programs:
•
•
•
•
•
•
Federal Pell Grant Program
Federal Supplemental Education Opportunity Grant Program
Federal Work Study Program
Federal Direct Lending Program
Perkins Program
Teach Grant Program
There have been no Title IV program reviews, inspections or audits during the
time period since the last accreditation review. VCSU is not subject to any
program limitations, suspensions or terminations.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 154
CHAPTER 9 ♦ Federal Compliance
2. Financial Responsibility Requirements
The North Dakota University System, including the central office and eleven
campuses, are included in the North Dakota Statewide Single Audit. Audit
procedures are performed annually by the State Auditor’s Office at the
campuses to inform and complete the Statewide Single Audit.
The Statewide Single Audit was conducted in accordance with auditing
standards generally accepted in the United States of America; the standards
applicable to financial audits contained in Government Auditing Standards,
issued by the Comptroller General of the United States; and Circular A-133,
Audits of States, Local Governments, and Non-Profit Organizations. The
State's Single Audit report for fiscal year ended June 2010 was dated March
28, 2011. (http://www.nd.gov/auditor/reports/sa_10.pdf)
VCSU received no findings or questioned costs for fiscal years 2009 and
2010.
Financial ratios are one tool VCSU relies upon to assess its effective use of
financial resources to achieve its mission. The Department of Education has
not raised any concerns regarding the University's Composite Financial
Indicators (CFI), and neither has the Higher Learning Commission. The most
recent total CFI scores are
2010
2.8
2009
2.2
2008
2.1
2007
1.2
Generally, a CFI score greater than 1.1 for public institutions puts the
institution in a “no review” category.
In addition to the CFI ratios, the North Dakota University System prepares an
annual financial review of each campus using standard ratios and other
agreed upon data. The 2010 Financial Review demonstrates continued
strengthening of VCSU’s financial status. The summary report for fiscal year
2010 states “VCSU’s financial position has improved since 2007 and the
majority of their ratios are good. Enrollment has steadily increased every year
since 2007.” The only item of concern pointed out in the report is the level of
deferred maintenance.
3. Default Rates
The following chart (next page) discloses the student loan default rate for
Valley City State University for the past six years. The VCSU default rate is
consistently lower than the national average and is very comparable to peer
institutions in the ND University System.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 155
CHAPTER 9 ♦ Federal Compliance
Year
2004
2005
2006
2007
2008
2009
# of
# Entered
VCSU
Borrowers Repay
Cohort
entered
and
National
repayment Defaulted Default Rate
250
6
2.40%
5.10%
347
10
2.80%
4.60%
305
8
2.60%
5.20%
235
13
5.50%
6.70%
225
10
4.40%
7.00%
**Data not available until September 2010
4. Campus Crime Information and Related Disclosure of Consumer
Information
The University’s Annual Campus Safety and Security Report, as mandated by
the Clery Act, are provided by the Office of the Vice President for Student
Affairs. Included in the report are policies on campus security, timely
warnings, sex offenses, missing persons, emergency notification, and
statistics concerning the occurrence of crimes on campus. Included in the
report are campus fire safety procedures and fire logs as well as the campus
Drug Free School Policies. The information is distributed annually to all
faculty and staff and each semester to new students. The Annual Campus
Security Report and Fire Safety Report can also be found online at
http://www.vcsu.edu/cmsfiles/139/CampusSecurityFireSafetyReport.pdf.
5. Satisfactory Academic Progress and Attendance Policies
Satisfactory Progress Policy
To ensure compliance with these regulations, the following policy governing
standards of satisfactory progress for all students attending Valley City State
University who apply for financial aid is in effect: Students must be in good
academic standing and must be making satisfactory progress toward the
completion of a degree. Students who fail to meet these standards of
satisfactory progress will be ineligible to receive finial aid until eligibility has
been reestablished.
The following measures have been established as grade point average
standards indicating satisfactory progress toward a degree:
•
•
•
At the conclusion of the first semester – 1.60 cum GPA required
At the conclusion of the second semester – 1.80 cum GPA required
At the conclusion of the third semester – 2.00 GPA required.
To maintain satisfactory progress a student is also required to complete a
minimum of 66% of the credit hours attempted each academic term. The
Financial Aid Office performs a qualitative and quantitative review of all
academic records each term. Students failing to meet minimal standards
are declared ineligible for financial aid. Students may re-establish eligibility
by meeting minimal standards.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 156
CHAPTER 9 ♦ Federal Compliance
Class Attendance Policy
The Class Attendance and Faculty Reporting of Student Absence policies can
be found in the VCSU Policy Manual and the VCSU Student Handbook.
•
Policy V530.8 Student Attendance Policy sets out expectations for
students to participate in all class sessions for which they are
registered and refers to faculty policy V605.15 which identifies faculty
requirements for reporting student absences.
•
Policy V605.15 Reporting of Student Absences requires faculty to
comply with federal regulations related to satisfactory academic
progress, reporting last day of attendance and timely reporting of
students experiencing academic difficulties. The policy indicates the
expectation to report students not reporting to class by the second
week of the term and to report mid-term deficiencies. Instructions on
submitting final grades and notating the last day of attendance are
also included in V605.15.
6. Contractual Relationships
Not applicable to Valley City State University.
7. Consortial Relationships
Dakota College at Bottineau (DCB) and VCSU began a 3+1 program in
Fisheries and Wildlife Science in 2004, which allows students to stay on the
DCB campus for the third year of their program. Coursework for the program
is delivered by faculty at DCB and VCSU over IVN to students at both
campuses. DCB faculty deliver three courses (Botany II, Range Management,
and Water Resource Management), a total of 12 credits in the 66 credit
major. Dakota College at Bottineau is accredited by the Higher Learning
Commission.
INSTITUTIONAL DISCLOSURES and ADVERSTISING AND
RECRUITMENT MATERIALS
Reference to Valley City State University’s affiliation with the Higher Learning
Commission is listed in the printed and online versions of the University
Catalog. The accreditation statement is also found on the VCSU website, the
Viewbook, and in the Baselines publication. Included in the statement is
contact information for the Higher Learning Commission.
RELATIONSHIP WITH OTHER ACCREDITING AGENCIES AND WITH
STATE REGULATORY BODIES
Valley City State University is accredited by the Higher Learning Commission
of the North Central Association of Colleges and Schools, the National Council
for Accreditation of Teacher Education (NCATE) and The National Association
of Schools of Music (NASM). As part of its NCATE accreditation review, the
School of Education and Graduate Studies programs are evaluated by the
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 157
CHAPTER 9 ♦ Federal Compliance
North Dakota Education Practices and Standards Board, which licenses
teachers in North Dakota. The Community School of the Arts is a certified
member of the National Guild for Community Arts Education. VCSU is also a
member of the National Association of Intercollegiate Athletics.
PUBLIC NOTIFICATION OF COMPREHENSIVE EVALUATION VISIT and
THIRD PARTY COMMENT
The primary constituencies of the University include alumni, public school
educators, regional business and industry, and the local community. The
Alumni Bulletin, which is widely distributed among these groups, published
the Third Party Comment notice in its Spring and Summer 2011 editions.
VCSU’s local Accreditation website posted the notice during Summer 2011,
as well; it can be viewed at
http://www.vcsu.edu/academicaffairs/vp.htm?p=2344
In addition, three newspapers serve the region and a large number of VCSU’s
constituents: The Valley City Times-Record, the Jamestown Sun, and The
Forum of Fargo-Moorhead. The Times-Record, whose readership is primarily
Barnes County, ran the third party comment notice three times in August; the
Jamestown Sun, with readers primarily in neighboring Stutsman County ran
the notice once in August; and the Forum, which covers neighboring Cass
County and the Fargo area, ran the notice once in August. To conserve
finances, the notice was run as a legal notice in the Forum; the other two
newspapers and the campus-generated publications ran the notice as a 3x5
inch block advertisement.
The Valley City Chamber of Commerce also ran the request for public
comment in their July and August newsletters.
These six methods of disseminating information appear to reach a broad
range of the University’s public constituencies. Copies of all the published
notices are available in the Resource Room.
Valley City State University ♦ HLC Self-Study Report 2011 ♦ 158
Substantive Change Application, Part 1: General Questions
Distance Delivery
Note: Wherever distance delivery is mentioned it means distance or correspondence delivery.
Institution:
Valley City State University
City, State:
Name of person completing this application:
Title:
VPAA
Phone:
Valley City, ND
Margaret Dahlberg
701-845-7200 Email:
[email protected]
Requested Change(s). Concisely describe the change for which the institution seeks approval.
VCSU requests approval to add a program to its list of programs approved for distance delivery: a graduate
certificate in STEM Education. This is VCSU’s first addition to the list since it was established last
September.
Classification of Change Request. Check all boxes that apply to the change.
Note: not every institutional change requires prior review and approval. Review the “Overview of Commission Policies and
Procedures for Institutional Changes Requiring Commission Notification or Approval” to make certain that current HLC
policy requires the institution to seek approval.
Five or more courses:
 at a degree level not now included in the
institution’s accreditation
 at an out-of-state or foreign location
Change in mission or student body:
 change in mission
 change in student body
New academic program(s) requiring HLC
approval:
 certificate
 bachelor’s
 diploma
 master’s/specialist
New additional locations:
 in home state
 in other state(s) or in other country(ies)
 new or additional campus(es)
 associate’s
 doctorate
 Consortial arrangement
Additional Locations:
 Request for access to Desk Review for
additional locations
 Request for access to Notification Program for
locations
 Contractual arrangement
 The institution has completed the Screening
Form for Contractual Arrangements and has
been advised that approval is required. (If
not, see the Substantive Change Screening
Form for Contractual Arrangements)
Distance Delivery:
 Initiation of distance education
xx Expansion of distance education
 Initiation of correspondence education
 Expansion of correspondence education
Consortial or contractual arrangement:
Other:
 Substantially changing the clock or credit hours
required for a program
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Institutional Context for Substantive Change Review. In 1-2 paragraphs, describe the key dynamics —
institutional mission and internal or external forces — that stimulated and shaped the change.
VCSU has received several significant grants that have allowed the University to invest in STEM Education.
The organization of the Great Plains STEM Education Center on the VCSU campus last year has resulted in
a number of workshops and graduate course offerings for K-12 teachers in the region. This certificate allows
educators to complete and document a coherent program of study in this field.
Special conditions. Underline YES or NO attesting to whether any of the conditions identified below fit the
institution. If YES, explain the situation in the box provided.
Is the institution, in its relations with other
regional, specialized, or national
accrediting agencies, currently under or
recommended for a negative status or
action (e.g., withdrawal, probation,
sanction, warning, show-cause, etc.)?
Is the institution now undergoing or facing
substantial monitoring, special review, or
financial restrictions from the U.S. Dept. of
Education or other federal or state
government agencies?
Has the institution’s senior leadership or
board membership experienced substantial
resignations or removals in the past year?
Is the institution experiencing financial
difficulty through such conditions as a
currently declared state of exigency, a
deficit of 10% or more, a default or failure
to make payroll during the past year, or
consecutive deficits in the two most recent
years?
Is the institution experiencing other
pressures that might affect its ability to
carry out the proposal (e.g., a collective
bargaining dispute or a significant lawsuit)?
NO
NO
NO
NO
NO
Approvals. Check the approvals that are required prior to implementing the proposed change and attach
documentation of the approvals to the request. Indicate the file name of the documentation.
x Internal (faculty, board) approvals (file name: _attached to this document____________ )
 System approvals (for an institution that is part of a system) (file name: _____________ )
x State approval(s) (file name: __attached to this document___________ )
 Foreign country(ies) approvals (for an overseas program or site) (file name: _____________ )
 No approval required
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Substantive Change Application, Part 2: Topic-Specific Questions
Distance Delivery
Name of Institution: Valley City State University
Part 1. Characteristics of the Change Requested
1. What percentage of the institution’s degree programs are currently offered through distance delivery (see
page 1 for the Commission’s definition of distance-delivered programs)
VCSU offers 35 majors, four master’s of education concentrations, and five certificates. The
Higher Learning Commission’s institutional profile for VCSU lists 38 online programs. Therefore
86% of the programs at VCSU may be considered “distance-delivered” according to the
Commission’s definition. That is, over 50% of the entire degree program may be completed
online for each of the programs listed in the Higher Learning Commission’s institutional profile
for VCSU.
2. Briefly describe the planned initiation or expansion of distance delivery the institution is requesting
permission to operate.
VCSU is requesting permission to offer a 12 credit, graduate level, STEM Education certificate via
distance delivery. The courses in this certificate are already offered as electives in the online
Master of Education degree.
3. Include a list of all proposed certificate and degree programs planned in the initiation or expansion of
distance delivery. For each degree program or certificate:
a. Indicate the Classification of Instructional Programs (CIP codes). CIP codes are established by
the U.S. Department of Education’s National Center for Education Statistics. More information is
available at http://nces.ed.gov/ipeds/cipcode/. 13.1399
b. Provide the program name if it is different from the CIP code. STEM Education Certificate
c.
Specify the program level. Graduate (Masters)
d. Specify if it is distance education or correspondence education. –Distance education
e. Specify all modalities of delivery.-Online, through the Blackboard Learning Management
System
4. What organizational structures are in place to ensure effective oversight, implementation, and
management of the institution’s distance-delivered program?
The University uses Blackboard Learning Management System for online course delivery.
Courses are accessed through a password-protected portal.
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Students have online access to student services, including registration, Business Office,
bookstore, library, and Learning Center. The VCSU helpdesk is available 8-5 daily and the State
system helpdesk is available 24/7 to all students via online and phone.
The STEM Education Graduate Certificate is offered through the Department of Technology
Education, which in turn is part of the School of Education and Graduate Studies. Like all
distance-delivered programs at VCSU, it is developed and taught by faculty in the academic unit,
and subject to the same course and program requirements and evaluations as all other VCSU
courses and programs. Guidelines for course development are provided through the campus
Online Standards document, and faculty are assisted in course development by an instructional
design team member in their unit.
5. Does the institution have a separately identified organizational unit for providing or marketing the
distance-delivered program? ( ) Yes ( X ) No
If yes, please explain how this separate unit coordinates with other academic and administrative units
across the institution to ensure the consistency and quality of offerings.
6. If the institution is planning any involvement by external organizations (other than accredited higher
education institutions) in key operations as identified below, provide the information requested for
each planned involvement. (Note that such involvement by a parent company or by one of its
subsidiaries external to the institution in any of these operations should be reported.) n/a
Name(s) of external
organization(s)
Type of involvement
A. Support for delivery of instruction
n/a
B. Recruitment and admission of
students
n/a
C. Course placement and advising
of students
n/a
D. Design and oversight of
curriculum
n/a
E. Direct instruction and oversight
n/a
% of Involvement
If the institution is planning any involvement with other accredited higher education institutions in key
operations identified above, provide the name(s) of the other institutions and the nature of the involvement.
n/a
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7. Operational Data
Last year
(actual tallies)
Operational Data
This year
(estimate)
Next year
(projected)
A. Total annual
(academic year +
summer) student
credit hours generated
29,966 credits (2010-2011,
including summer)
1952 credits are graduate only
Fall 2011 – 14,039 credits
Est. for 2011-12—30,000
credits
Est. for 20122013—30,000
credits
B. Total annual
student credit hours
generated in distancedelivered sections (if
available)
7693 student credit hours (online
only)
2908 student credit hours (hybrid)
458 student credit hours (IVN
delivery
Estimate 9000 student
credit hours—online only
9000 student
credit hours—
online only
C. Percentage of
student credit hours in
distance-delivered
courses (B/C, or B
divided by A, rounded
up to the nearest
integer)
26% (reflects online only—
7693/29,966)
30%
30%
D. Total number of
academic programs
(i.e., counting different
majors at all levels)
44
47 [addition of two new
majors and requested
certificate]
46 [one major
will be phased
out]
E. Total number of
programs in item D
above available via
distance delivery (i.e.,
50% or more of
courses available as
distance-delivered
courses)
38
39 [with the addition of the
requested certificate]
38 [one program
will be phased
out next year]
F. Percentage of
programs available via
distance delivery (100
x E/D)
86%
83%
83%
Part 2. Institution’s History with Distance-Delivered Offerings
8. Briefly describe the institution’s experience with distance-delivered offerings.
The online experience began at VCSU in the early 1990s with a server set-up with Top Class
software. Three or four interested faculty experimented with online courses using Top class LMS.
In 1996 VCSU became a laptop campus, providing laptop computers to all students and faculty. A
5-year Title III grant in 1998 provided funding to put VCSU’s first program, Technology Education,
online. This program was approved for distance delivery by the HLC during the 2001 self-study
visit.
The grant also funded a person to support online course development and to upgrade the
Blackboard LMS to the next level including the Bb portal. Over the past 13 years VCSU has added
several more online programs including an online Master of Education degree in 2005 and a
number of general education courses and teacher education courses. Although a quite a few of
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its programs meet the HLC definition of online programs, only a few are in fact delivered
exclusively in that format.
The North Dakota State Board of Higher approves all programs offered by a campus, including
distance-delivered programs. SBHE Policy 404.1 directs the approval process for distancedelivered programs. Currently VCSU is approved by the SBHE to offer eight majors, six minors,
and four certificates via distance delivery. These include the Master of Education, Business
education, Career and Technical education, English education, History education, Technology
education, Professional Communication, Music, Library media, Marketing, Teaching English
Language Learners, Customer Relationship Management, and Enterprise Applications
9. If the Higher Learning Commission approves the institution’s initiation or expansion of distance delivery,
what future growth does the institution anticipate (e.g., in the next six months, three years, 10-20 years)?
VCSU does not anticipate expanding the number of undergraduate programs offered via distance
delivery in the next few years; the current campus focus is to strengthen undergraduate face-toface enrollment.
However, some online programs currently on the list of SBHE-approved programs are in early
stages of development and may see enrollment increases in the next few years; specifically,
growth in the Career and Technical Education (CTE) major, the Business Education major, and
the History education major are expected in the next few years because of articulation
agreements currently being developed with two-year schools in Wyoming and North Dakota.
In 2-3 years, the Graduate School may be prepared to request permission from the State Board to
offer an additional concentration in music technology and/or English education online, as both of
these areas are currently being discussed as 12 credit options in the Teaching and Technology
concentration.
10. How does the institution plan to manage this growth?
Currently online courses in these programs (ie, CTE, Business Ed, and History Ed) have capacity
for additional enrollment. However, each program will have to organize a course rotation as the
faculty develop articulation agreements with the two-year programs in Wyoming and North
Dakota; the rotation will help manage faculty teaching loads and assist students in planning their
programs of study. If these programs bring significant enrollment, it may be necessary to hire
additional faculty, especially in teacher education to support the professional education
sequence required in these programs.
In terms of student services support, the Registrar’s office is currently searching for an assistant
to help manage the recent enrollment increase; the Financial Aid office will be requesting an
additional position this coming year to likewise help manage the increased financial aid requests.
It should be noted that the enrollment growth these new positions are responding to is not
necessarily online program growth—please see Chapter 3, Table 3.1, for targeted growth areas.
Part 3. Institutional Planning for Distance-Delivered Offerings
11. What impact might the proposed program(s) have on challenges identified as part of or subsequent to the
last comprehensive visit or reaffirmation panel and how has the institution addressed the challenge(s)?
None; please see chapter 3 in the Self-Study report for a discussion of concerns from the last
comprehensive visit.
12. How does the institution determine the need for a distance-delivered program? If the institution offers a
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traditional program now, how does it decide whether to start offering this program via distance delivery?
The proposed certificate is made up of courses already delivered online. The Technology
Education bachelor’s degree has been offered as an online only program since 2000; the graduate
concentration in this field was approved in 2005 and is also online. All of the certificate courses
are contained in the Technology Education departmental offerings.
The decision to offer this, or any program online—both in 2000 and currently—is based on the
needs of the students being served. In this case, they are practicing teachers in need of
retraining or professional development coursework. They require convenient access, and often
live in remote areas of the region, so an online program fills these needs. The decision to offer a
program online is based on the requests of constituents—students, other campuses—and the
responses to surveys VCSU uses to assess need/interest.
13. How does the institution plan for changes and future expansion of the role distance delivery plays in the
institution? Who is involved? How do new ideas and initiatives originate, and how are they examined and
evaluated?
The institution has a Strategic Plan which continues through 2015. Each academic
School/Division including Graduate Studies has its own Strategic Plan that parallels the
institution’s plan. New initiatives are developed from the action plans or results from strategic
plan initiatives. The Graduate Studies program has a flow chart for new initiatives. The STEM
Education Certificate has followed this procedure. Plans for new program offerings generally
originate in discussions between the constituents served (the state’s teacher licensing board;
school principals; k-12 faculty) and the program faculty. The need for the program is balanced
against the institution’s capacity to determine whether to move forward.
Typically the institution builds on its strengths and tests programs before making a full program
commitment. For example, the graduate program is exploring the viability of adding a music
technology concentration to its Master of Education degree. VCSU already has a thriving
undergraduate online Music program, so this is an area of strength. Before making a full
commitment to a concentration, the Graduate Council is considering the two-year trial of a 12
credit option in music technology within the Teaching and Technology concentration, to better
judge student interest.
14. How does the institution ensure that financial planning and budgeting for distance-delivered programs are
realistic? What are the institution’s projected revenues and expenses?
•
•
•
•
VCSU distance delivered courses/programs are housed and budgeted within the associated
academic departments; they are not budgeted separately.
o The financial system provides an accounting of tuition collections for distance
delivered courses.
o The tuition and fee rate for distance delivered courses is equivalent to the ND resident
rate
o Some expenses are separately tracked in the distance fee fund.
o Faculty salary and benefit costs are not separately budgeted.
Distance delivered courses are often times taught within the workload of department faculty
A pay matrix provides for additional compensation if the enrollment for a distance delivered
course exceeds 18 for undergraduate and 20 for graduate.
A per credit distance education fee is charged to students enrolled in distance courses. This
fee has been/is used for the following:
o .50 FTE Instructional Designer salary and benefits
o .35 FTE Terry Corwin’s salary and benefits (Graduate program administration)
o .75 FTE Misty Lindgren’s salary and benefits (Graduate program administration)
o .25 FTE Emma Tufte’ salary and benefits (Wyoming support)
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o
o
o
o
o
.50 FTE Donna Mathern’s Salary and benefits (Wyoming support)
.37 FTE Jaime Namminga’s salary and benefits (Music)
.19 FTE Jon Rudolph’s salary and benefits (Music)
.25 FTE Assistant Registrar salary and benefits (transcript evaluation)
$20,000 faculty development
15. How does the institution assure that promotion, marketing, and enrollment of its distance-delivered
programs stay in balance with its actual resources and technical capabilities?
The Director of Marketing and Communication works with the Director of Graduate Studies to
evaluate program promotion. In this case, the courses are electives and have modest enrollment;
the addition of the certificate will direct students to consider these options as they select courses
for their M.Ed. program, in addition to drawing in new students who need professional education
coursework relating to STEM teaching methodologies.
16. What controls are in place to ensure that the information presented to students in advertising, brochures,
and other communications will be accurate?
An interdisciplinary committee works with the Marketing director to screen and approve new
Marketing initiatives. All marketing materials are developed and/or reviewed by the Marketing
director who reports to the President. In the case of Graduate program materials, the Director of
Graduate Studies reviews and approves all marketing materials to assure accuracy.
Part 4. Curriculum and Instructional Design
17. How does the institution assure good instructional design in its distance-delivered programs? How are
the institution’s faculty and quality control mechanisms involved in the instructional design process?
Each division on the campus has a faculty with release time to assist with development of course
materials. These faculty provide monthly workshops for the campus. In addition, the faculty have
an Online Standards Committee that makes recommendations on policy and practice in online
programs. The oversight offered by this committee and the divisional instructional design team
members provide support for good practice.
18. What processes and procedures will the institution use for technology maintenance, upgrades, back up,
remote services, and for communicating changes in software, hardware or technical systems to students
and faculty?
The VCSU helpdesk personnel are responsible for all software, hardware and technical systems
on the campus. The Helpdesk makes workshops available to faculty and staff when necessary.
19. How does the institution assure that it provides convenient, reliable, and timely services to students or
faculty needing technical assistance, and how does it communicate information about these services?
The VCSU helpdesk is available 8-5 daily and State System helpdesk is available 24/7 to all faculty
and students via online and phone. Phone numbers and email access are published on the VCSU
web site and in the Blackboard Portal.
20. What is the institution’s experience, if any, in collaborating with other institutions or organizations to
provide distance-delivered education? n/a
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21. If the institution is planning partnerships or agreements with external organizations or institutions as
identified in Questions 5 and 6, how will the institution ensure that students can use these services
effectively? n/a
Part 5. Institutional Staffing and Faculty Support
22. How does the institution staff distance-delivered programs? How does this differ from the institution’s
processes for staffing traditional programs?
Both traditional and distance programs are staffed in the same manner. Courses and programs use
full-time VCSU faculty for most courses. Extra sections of some courses may use adjunct faculty or
overload payment to full-time faculty. The selection and hiring processes are the same for both
distance and traditional programs.
22. What is the institution’s process for selecting, training, and orienting faculty for distance delivery? What
special professional development, support, or released time does the institution provide for faculty who
teach distance-delivered programs?
During the academic year, support for faculty is provided primarily by the instructional design
team (who are available for individual appointments), brown bag discussions, and occasional
workshops for specific online tools (such as the Blackboard upgrade in August 2010 to version
9). During the summer terms, faculty may seek individual assistance from a designated faculty
member who serves the instructional design function during the summer. Topic-specific
workshops for faculty are also offered in June, supported by funds from Extended Learning and
Distance Education fees.
23. How does the institution assure copyright compliance and keep distance delivery faculty aware of
institutional policies on using others’ intellectual property?
The campus is currently updating its copyright policy. The Library Director has developed a Lib
Guide to assist faculty in understanding copyright compliance and has presented information at
several brown bag and workshop session in the past year.
Part 6. Student Support
24. How does the institution assure that distance delivery students have access to necessary student and
support services (e.g., institutional information, application for admission, registration, tutoring or
academic support, advising, financial aid, tuition payment, career counseling and placement, library
resources, complaint processes)? How does the institution provide them information about using these
services, and how does it monitor and evaluate their use of these services?
All distance students are assigned an advisor who is a full-time faculty member on the campus.
Websites for fully online programs provides information and support for student services. The
university provides information for all VCSU students through its campus email and passwordprotected portal. The helpdesk tracks portal access and plans are in place to begin reviewing how
online courses are accessed by students and faculty.
25. How does the institution measure and promote interactions among distance delivery students and faculty
(e.g., email, online chats, discussion groups, phone or streaming audio, “office hours,” cyber
buddies/mentors and tutors)?
VCSU policy identifies campus email as an official form of communication. All online courses
provide access to VCSU email. Phone access (including soft phones) and a 1-800 number to
faculty and offices is always an option for contact. VCSU uses Pronto for audio and text
communication and Wimba for video communication as well as an Interactive Video Network
(IVN) for point to point video contact with students.
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26. How does the institution assure that the distance delivery students it enrolls and to whom it awards credit
and credentials are the same ones who did the work and achieved the institution’s learning goals (student
authentication)?
Students apply through a state-purchased software (Hobsons). Students are registered and all
data is maintained through the state-maintained Peoplesoft system (Connect ND). Students
receive a secure login and password for Connect ND and the VCSU portal and email. Student
access to all course information is limited to the password access.
27. How does the institution protect student identity and personal information?
All student information is maintained in the state Peoplesoft (ConnectND) system. ConnectND
tracks all transactions by User ID. Access to enter, update, view, or query data within CND is
limited by security roles. Employees are assigned security roles that permit access only to fields,
data, and processing that are within their areas of responsibility. The security roles protect
student and employee data from unauthorized use and protect the integrity of the system by
preventing unauthorized transactions.
Part 7. Evaluation and Assessment
28. How does the institution assess, review, and evaluate quality in distance-delivered programs?
The assessment of distance programs follow the same process as on-campus programs. Each
Division/School is responsible for program assessment and review. Overview available at
http://www.vcsu.edu/cmsfiles/309/program__kz7.pdf
All education programs at VCSU are NCATE accredited. The online graduate Master of Education
program, which the certificate is part of, was accredited as an advanced NCATE program in 2008.
Extensive student surveys are completed by graduate students at the beginning middle and end
of their graduate online experience. Data is also gathered from the capstone portfolios, the
required field experience reports, and the action research report completed by all students.
The School of Education and Graduate Studies has a central assessment system which allows
the unit to enter and analyze data for each individual education candidate. The assessment
system also allows the unit to aggregate data areas of strength or concern. In addition to
collecting data at key transition points, VCSU is unique in its history of conducting portfolio
assessments on Core Values. The design of the Masters of Education program provides graduate
students with projects that illustrate each of the six Core Values. The program assesses its
graduates in these areas while preparing them to effectively enrich their students learning.
Core Values/Learning Outcomes:
1. Effective use of Instructional Technologies
2. Expertise in Research, and in Particular Action Research
3. Expertise in Assessment
4. Supervisor/Leader/Coach
5. Expertise in Curriculum/Instruction
6. Diversity/Global Awareness
While the Core Values and the National Board of Professional Teaching Standards lay the broad
foundation for the overall program coursework, specific objectives are then addressed in each
course based on its curriculum. At the course level, the required projects and activities provide a
rich and diverse collection of opportunities for assessment of student knowledge and
understanding by the professor. Course/faculty evaluations are also completed by students each
semester.
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29. How are the measures and techniques the institution uses for distance-delivered programs equivalent to
those used to assess and evaluate traditional face-to-face programs? If there are differences, why are
these differences appropriate?
The program and faculty are the same. VCSU has invested in products that provide surveys and
other digital tools for assessment. On-campus and distance courses and programs are assessed
using the same instruments. Course/faculty evaluations completed and compiled using ??? for all
courses.
On campus and distance students have access to the School of Education and Graduate Studies
Assessment System. The same assessments are gathered for all Education programs at VCSU
(graduate and undergraduate). These assessments are aligned with the expectations of the
NCATE unit accreditation standards and the University Abilities and Core Values. Program
review, as discussed above, are completed in the same way for both online and on-campus
programs.
30. How does the institution assess the learning of the students it educates in its distance-delivered
programs to ensure that they achieve the levels of performance that the institution expect and that its
stakeholders require?
For undergraduate students assessment of the Abilities occurs in four different areas at VCSU,
and the evidence gathered from these areas is used primarily to improve the quality of student
learning in that particular area. These include
1. Classroom Assessment of Student Learning
2. General Education
3. Program Planning and Review
4. University-wide Ability Assessment
For the online Graduate program in Education, students are assessed through survey at the
beginning, middle and end of their program. Specific areas of assessment are the Research
Report, the field experience reports, and the Portfolio at completion of the program.
31. How does the institution encourage and ensure continuous improvement of its distance-delivered
programs?
All students whether face-to-face or online are assessed through the same means. See the
Assessment of Student Learning book available online
http://www.vcsu.edu/cmsfiles/130/aassessm_jm8.pdf
The School of Education and Graduate Studies (SEGS) uses data from candidate, faculty, and
employer assessments and evaluations to manage and improve the operations and programs of
the unit. Informed decisions for continuous improvement are made in the unit’s assessment
instruments due to changes in curriculum, based on feedback from candidate self-assessments,
expert observations and comments from cooperating teachers and university supervisors, as well
as faculty comments and data from portfolio presentations at initial and advanced levels of the
programs. The office of the Assessment Coordinator within the SEGS unit periodically monitors
assessment activities to improve programs and unit operations. The Teacher Education
Committee meets every semester and reviews aggregated findings from candidate assessments.
The Graduate program in Education is assessed against the six core values determined by the
Education unit and meets the Advanced program standards designed to result in advanced
knowledge, skills, and dispositions for advanced study of the National Board for Professional
Teaching Standards (NBPTS), professional specialty associations, and the National Council for
the Accreditation for Teacher Education (NCATE).
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Academic Affairs Council Minutes
August 3, 2010
Bismarck State College
Members: P LeBel (UND), H Link (NDSCS), K Stenehjem (MaSU), C Schnell (NDSU), R
Brauhn and Jon Brudvig (DSU), D Carter (BSC), D Darling (LRSC), M Dahlberg (VCSU), L
Brooks (DCB), S Moen (MiSU) and M Hillman (NDUS).
Guests: Lisa Johnson (NDUS), Julie Schepp (NDUS), Cathleen Ruch (NDUS), Jon Brudvig
(DSU)
Cathleen Ruch introduced herself as the new NDUS Grants Developer and provided her
background.
Current Issues
Hillman reported the Interim Higher Education Committee met July 8. Hillman felt he was
misquoted on his comments to the committee on tenure and academic freedom. Hillman shared a
priority list of 10 higher education issues that was handed out at end of meeting with the
comment that it was from a gentlemen – the document was not discussed at that meeting. The
author turned out to be Bill Isaakson, former SBHE member. This document will be discussed at
future meetings but not the August meeting. The August meeting is to discuss the finance plan
and 4 other topics:
1. Overview of employee retirements (there appears to be confusion on TFFR, TIAA-CREFF,
etc).
2. Institution Policy of notification by student loan lenders the status of students.
3. Final ranking of capital projects.
4. Update on the status of SBHE to address remedial education issues on campuses.
News reports are saying that the loan default rate is 50% in North Dakota but that only applies to
the for-profit schools, not the public schools.
Plans are being made to have a Roundtable meeting on Sept 13/14. Institutions should plan to
have a campus representative at this meeting. The new chair, Representative Skarphol, was not
part of past Roundtable meetings.
A SBHE member has a plan for compensation for presidents. The Board asked that the tuition
and fee study be reinvigorated. Summer terms are moving to more online than traditional
courses.
I. Business Meeting
1.0 Approval of July 6, 2010 Minutes
Schnell/Link made motion to approve. Vote was unanimous.
2.0 Operational Issues
A. Curricular Requests
1. Stage I Requests
a. NDSU: New Academic Program, Policy 403.1
Leadership, PC and minor
AAC, August 3, 2010 Page 1 Stenehjem/Dahlberg made motion to recommend approval. Vote was unanimous.
2. Stage II Requests
a. VCSU: New Academic Program, P 403.1, DE P 404.1
Graduate Certificate in STEM Education
Schnell/Brudvig made motion to approve. Vote was unanimous.
Brooks/Brauhn made motion for exception to the rule to add and approve the NDSU
request for a title change for a program certificate from Therapeutic Horsemanship to
Therapeutic Riding to the agenda. Vote was unanimous.
Link/Moen made motion to recommend approval of the request. Vote was unanimous.
II. Planning/discussion
1.0 Additions/Corrections to Draft Agenda
Add to 8.A. Academic Calendar
2.0 CIO Update
Rosi Kloberdanz and Randall Thursby provided updates for the following topics:
 Live@edu: Contracts have been signed and licenses obtained for
implementation of Microsoft Live@edu. Four institutions have moved to
this and others are planning to soon.
Bepos is a Microsoft product for faculty and staff and includes email, live
video, IM, presence (whether or not a person is available). There is 25 G of
storage per user. SITS is looking at licenses and purchased 6,500, for now.
These licenses will also apply for the deskless worker license and for
Blackberries. Licenses are based on IPEDS headcount. Kloberdanz
recognized MiSU, VC and MaSU for their help with this implementation.


AAC, August 3, 2010 Procedure 1901.3: Information Technology Approval Process
Thursby asked if anyone had any thoughts on this procedure, if not, it will
be moved to the chancellor. Council members previously asked what this
procedure means for campuses.
Thursby said we have to have a procedure for internal review of IT projects.
If a campus purchases something that is expected to interface and will
require updates, it needs to be approved. Stand-alone products are not an
issue. Thursby will also let campuses know what they will be responsible
for when items are approved.
Members discussed changes to wording, ie, removal of the word
significantly”, and they felt there needed to be something before the word
“impact” – otherwise it means everything. LeBel said this will save
institutions many dollars. He appreciated that Thursby is letting others
know what is being used so it can be shared rather than everyone
purchasing it separately.
Data Element Dictionary: The draft data dictionary will go to user groups
before going to AAC. Schepp said that the student records data is from a
user perspective and by report. This was sent to Campus Solutions to
Page 2 review before going to user groups. We will proceed once we receive
Campus Solutions feedback.
Hillman said we plan to move to system enabled IPEDS reports and this
will be an important framework for consistent reporting and legal
compliance.
3.0 Articulation and Transfer
Johnson reported the Early Childhood Education statewide articulation
agreement was thoroughly reviewed by members of the Early Childhood Education
discipline group. The removal of tribal college courses not commonly numbered
was retracted. The agreement was distributed to council members and signed.
ConnectND Prefix: Johnson distributed a listing of prefix changes made to date.
Council members signed off on the prefixes that have been completed. Another
document will be brought forward as the next group of prefixes is approved.
Johnson stated there are approximately 100 prefix issues yet to be resolved.
ND General Education Update: Johnson reported that North Dakota just received
formal recognition from AAC&U as the sixth LEAP state in the nation. Work to
facilitate transfer between institutions, states and regions is just getting started.
Statewide Summit: A statewide summit is being planned in Bismarck on
September 17, 2010. BSC will host this event. The key tasks at the summit will be
to:
 Discuss philosophy of general education in ND
 Discuss a common definition of general education in ND
 Discuss mission of NDIGEC
 Finalize initial NDIGEC Constitution
 Solicit feedback regarding professional development needs in ND
Transfer Student Grievance: Within a one-year period, a third student has
reported an issue related to a campus policy requirement to repeat failed credits,
including those commonly numbered, at the institution where originally taken. Lisa
indicated that she felt that SBHE Procedure 403.7.3 Common Course Numbering
Guidelines supersedes campus policy and that commonly numbered courses must
be honored in transfer.
4.0 NDUS Policy
Chancellor review of Policy 506.1: This policy is ready to go to Cabinet and Hillman
wanted AAC to know this was being discussed.
AAC, August 3, 2010 Page 3 5.0 Admission/Placement Policies
Possible ACT Essay Admission Requirement
Schnell/Moen made a motion to approve #1, Two terms of composition and # 3.
Vote was unanimous.
Council was reminded that a faculty position paper rejected a portion of #1 and
asked if this comes into consideration. Members revised wording for “
maintaining the perquisite of 18 to get into E 110”. Schnell suggested deleting the
6th sentence, however, Hillman said it needs to be there so student don’t get
behind it.
Stenehjem/Dahlberg made a revised motion that effective Fall 2012 term, students
with an ACT English Subtest score of 18 or higher are deemed college ready and may
enroll in ENGL 110 or other non developmental English Courses. Students with ACT
English subtest scores of 14-17 may take ENGL 110 if co-enrolled in a developmental
English course. Students with less than 14 must complete a developmental course prior
to taking ENGL 110. Institutions may adopt policies requiring higher qualifying scores
or additional placement criteria based on the history of student experience at that
institutions.
Vote was unanimous. It was also suggestions that we move # 4 to #1 in the policy
Send revised policy to AAC members.
ACT Reading Subtest Proposal/Writing
Dahlberg would like to have faculty to review to see if this is really testing what
we think it does. Hillman said biggest debate is “multiple choice” for writing or
the “actual writing”. Schnell said he supports Dahlberg’s issue and feels we
should have faculty develop an assessment for the entire system. Discussion
followed on the writing test for dual credit and other students and that there are
alternatives to the ACT writing test. Should the council support having a writing
assessment? If so, should a group of faculty develop an assessment? Would
members agree we want to move in that direction? Members felt that we should
not have a requirement. No motion was made to require a writing score for
admission or placement.
Stenehjem/LeBel made a motion to have the English faculty discipline group
investigate whether the ACT essay, or another device, would aid in college
readiness and have merit in placement to English 110 and if the ACT Reading
Subtest should be used for placement.
Vote was unanimously passed. Send the revised policy to AAC members.
Lisa Johnson will work with the English faculty discipline group. Consideration
should be given to including K-12 English faculty as well.
6.0 Joint Boards Agenda
Members discussed the agenda for the upcoming Joint Boards meeting, which is
being held at the Capitol on September 28. The NDUS was asked for input on
career counseling for higher education. Hillman said that the university system has
been working with DPI and came up with a comprehensive advising plan. We will
also be connecting with a state group of career counselors.
AAC, August 3, 2010 Page 4 7.0
Tenure Discussion Report (Interim Education Committee) The time and date
for the committee’s discussion on tenure has not been announced. Hillman and
members discussed the tenure termination matrix that was developed in preparation
for the committee meeting. There is a low number of tenured faculty who were
terminated; however, there are others, who were not included, that resigned.
Members reviewed notes prepared by Schnell for the tenure discussion. Schnell will
talk about the tenure report and Hillman will discuss the packet he gave to interim
committee which containing policy, termination matrix, student evaluations, news
releases. Council discussed the possibility of inviting Representative Dosch to the
September meeting to discuss tenure in advance of the September 18 Interim
Education Committee meeting. Representative Dosch and Pat Seaworth will both be
invited to the September 7 AAC meeting..
8. 0 ND Academic and CTE Scholarships GPA’s + ND Scholars
Hillman said GPA is an issue with scholarships. Campus that don’t use a CUM
GPA need to explain why. The system office will follow up on the GPA
requirements for the purpose of board policy and scholarships.
A. Academic Calendar
NDSCS has been looking into moving to a trimester (equal terms) format. The
issues with this type of move include FA (maintaining FT), and how to handle
awarded financial aid when the student withdraws. Link said NDSCS is in the
beginning stage of this discussion.
Hillman also discussed the Chancellor’s request for a review of academic
issues, such as councils, reporting structure, academic request process, et al.
9.0 Committee & Other Reports
 Executive Oversight Committee & CAC – no new updates.
 Accountability Measures
Schepp reported that campuses have administered the alumni and student
satisfaction surveys and are in the process of administering the employer and
employee satisfaction at this time. Campuses are also in the process of registering
for NSSE/FSSE and CCSSE which will be administered next spring.
 NDSA - no report
 CCF – no report
Other: Dr. Rich Brauhn has taken a different position at DSU and Dr Jon Brudvig is the new
interim VP of Academic Affairs. Dr. Brauhn was recognized for his many years of work with the
Academic Affairs Council.
AAC, August 3, 2010 Page 5 1
Faculty Senate
20 August 2010
1:00 PM
Student Senate Room, Student Center
In attendance: James Adams, Jodi Shorma, Jim Crawford, Joan Aus, Gilbert Kuipers, Lee Kruger, Hilde
van Gijssel, Don Hoff, Beth Klingenstein, Margaret Dahlberg
Minutes recorded by: Jodi Shorma, Secretary
Meeting was called to order by James Adams at 1:00 PM.
I.
Approval of minutes from 6 May 2010.
Beth moved; Dale/Joan seconded; motion carried.
II.
Committee reports
a. CCF
Gilbert stated that a representative/alternate needed for voting; Tues 10:00 AM
once a month Sept 7 f2f meeting; Faculty Association will vote on this during
Monday’s Faculty Association meeting.
III.
Administrative Reports
a. Assessment Committee
Dr. Dahlberg wants the Senate to think about moving the assessment committee
into the constitution so it’s under faculty authority; Dr. Dahlberg requests a
timeline sooner than spring 2011; process of amendment was discussed; reviewed
benefits; since it includes course evaluation and assessment of individuals, Dr.
Dahlberg said it would be beneficial to be under the auspices of the Faculty
Association; no dissention from senate members.
b. AAC Stem Certificate was approved; President by middle of Sept; Board by end of Sept.
IV.
Developmental Leave Policy
Dr. Dahlberg reported on her research regarding what other colleges in the state have in
place for leave/sabbatical policies; Beth provided information about the process she
went through for her leave; she was going to forward information to Dr. Dahlberg; Beth
and Lee discussed how such a policy could help with retention of faculty; Hilde said that
if this is put on the “back burner” again, it would send a disrespectful message to
faculty; Lee and Joan pointed out link to the strategic plan to increase diversity for
faculty with international teaching opportunities; Hilde said it promotes life-long
learning.
Jim moved to revise minutes from senate meeting on 6 May 2010 to include STEM Certificate
approval vote in July 2010; Lee seconded; motion passed. Minutes will include that 3 of 5 senators
voted in July 2010 to approve proposal for online Graduate Certificate in STEM Education. Request
for vote emailed to senators on 2 July 2010 by James Adams at Dr. Dahlberg’s request.
Discussion of minutes and agendas for meetings ensued.
2
V.
Concurrent Committee Membership and Conflicts of Interest
James shared what was discussed in previous meetings. Discussion ensued that it wasn’t
possible for faculty to not be on only one committee. Beth said that membership on
Curriculum Committee and Faculty Senate is an example of a potential conflict of
interest. Lee said that history could be lost if controls are established; Hilde pointed out
that it could be up to the division to determine if there’s a potential conflict of interest;
questions surfaced about “Is it happening now?” Dr. Dahlberg said it was rare for a
faculty member to be a senator and a member of curriculum committee. Dr. Dahlberg
said that there are no faculty members during this school term on faculty senate and
curriculum committee. James said there may not be a need for a policy at this time.
Hilde said that a note should be added to the information sent to divisions that a faculty
member may not be a senator and a member of curriculum committee because of
potential conflict of interest.
VI.
Committee List Publication for the VCSU Campus
Dr. Dahlberg said that Jody H would send to Jodi S for publication.
VII.
Senate Focused Topics for 2010-2011 school year
a. James said the constitution is a “mess” and needs revisions. Formatting and
clarifications needed, not policy changes. James proposed that the senate task the
constitutional review committee the task of revising the faculty association committees
(bulk of constitution). James said he envisions an “all-in-on” vote; Dr. Dahlberg said
senate could then add assessment committee to the constitution and vote on it along
with the revisions.
Lee moved the constitutional committee be tasked with making revisions to the
constitution; Jim seconded; motion passed.
Constitution is on VCSU’s website under VCSU Policies -- Policy Manual--Section 200
V201.
b. Hilde commended VPAA office for releasing welcome week schedule well in advance so
the divisions could react and schedule their activities.
c. Dr. Dahlberg discussed the Policy on Tenure and Promotion and Evaluation submitted by
APAC. Dr. Dahlberg passed out a proposal. She said that Dr. Shirley would want faculty
acceptance. Don discussed that Art and Music may not need terminal degree. Discussion
ensued regarding examples based on language of proposal. Joan discussed the
disadvantage about being locked into certain programs because of region—UND/NDSU.
Don said it may not be worth your time if you’re at the end of your career. Dr. Dahlberg
emailed a zip folder with drafts to the senators. Dr. Dahlberg said the sooner the
discussion starts the better. Discussion ensued about details of V605.1 policy. James
proposed that senators discuss in division meetings. Sub-policies refer to the V605.1
policy.
d. Faculty Senate is to appoint campus inter-functional team member. Joan Aus
volunteered if James couldn’t make it.
3
Lee moved for James as primary and Joan as secondary reps on the inter-functional
reps; Jim seconded; motion moved.
e. Graduate council—Kerry Gregoryk was nominated. Lee moved to approve Kerry; Jim
seconded; Kerry’s nomination approved.
f.
ASSC – Lynne Isaakson and Taka Yamauchi were nominated. Lynne was elected to the
ASSC committee.
g. Constitutional review – no overturn so no need to nominate and vote at this time.
h. Standing Committee on Faculty Rights – Joan moved to approve Hilde van Gijssell and
Heather Kvilvang; Beth seconded; nominees approved.
VIII.
Other
• 2 Sept 2010; 11:00 next Senate Meeting
Meeting adjourned by James Adams at 2:30 PM.