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									                                                    Cover/Signature Page - Abbreviated Template

Institution Submitting Request: Utah Valley University
Proposed Title: Student Affairs Leadership (SAL) minor degree
Currently Approved Title: Student Affairs Leadership (SAL) minor degree
School or Division or Location: University College
Department(s) or Area(s) Location: Department of College Success Studies
Recommended Classification of Instructional Programs (CIP) Code1 (for new programs): 13.0499
Educational Administration and Supervision, Other)
Current Classification of Instructional Programs (CIP) Code (for existing programs): N/A
Proposed Beginning Date (for new programs): 07/01/2013
Institutional Board of Trustees’ Approval Date: MM/DD/YEAR

Proposal Type (check all that apply):

                                          R401-5                                                                               R401-6
       Items submitted will be reviewed by OCHE. If there are any issues, the               Items submitted will be reviewed by OCHE. If there are any issues, the
    proposal will be returned for clarification/correction. If no issues, the proposal   proposal will be returned for clarification/correction. If no issues, the proposal
    will be returned with a note of approval and the request will be placed on the       will be returned with a note of approval and the request will be placed on the
               General Consent Calendar of the next Regents’ agenda.                                General Consent Calendar of the next Regents’ agenda.
          Section #                                       Item                                 Section #                                      Item
     4.1.5.2           X       Minor*                                                      6.1.1                  Reinstatement of Previously Suspended Program
     5.1.1.1                   New Emphasis on an Existing Degree*                         6.1.5                  Reinstatement of Previously Suspended Unit
                               Certificate of Proficiency Not Eligible for Financial
      5.1.2
                               Aid
      5.1.3                    Out-of-Service Area Delivery of Programs
      5.1.4                    Name Change of Existing Programs
                               Program Transfer
      5.1.5                    Program Restructure
                               Program Consolidation
                               Program Discontinuation
      5.1.6
                               Program Suspension
                               Administrative Unit Creation
      5.1.7                    Administrative Unit Transfer
                               Administrative Unit Consolidation
                               New Center
      5.1.8                    New Institute
                               New Bureau
      5.1.9                    Graduate Certificate

*Requires “Section VI: Program Curriculum” of Abbreviated Template

Chief Academic Officer (or Designee) Signature:
I certify that all required institutional approvals have been obtained prior to submitting this request to the Office of the
Commissioner.

______________________________________
Signature                                                                        Date: MM/DD/YEAR

Printed Name: Name of CAO or Designee




1CIP codes must be recommended by the submitting institution. For CIP code classifications, please see
http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55.
                                    Program Request - Abbreviated Template
                                              Utah Valley University
                                       Minor in Student Affairs Leadership
                                                 March 13, 2012

                                                 Section I: Request
Utah Valley University requests approval to offer a minor degree in Student Affairs Leadership in the Department of
College Success Studies to be effective for fall 2013.
The primary activities impacted are instructional—course work designed to educate students about leadership in the
context of student affairs at post-secondary institutions. The department faculty developed eight (8) new courses
ranging from an introduction to post-secondary education as a specific type of organization, and student development
theory and practice, to program development and assessment. Students seeking this minor degree will be required to
demonstrate a practical application of their knowledge, skills and abilities in internships and practicums focusing on
either student affairs or mentoring as a form of leadership.

                                                  Section II: Need
The state of Utah is facing some dramatic shifts in population and growth that will ultimately reshape the way it is
perceived both regionally and nationally. Utah’s strong economy relative to the larger US economy has led to an
increase in migration that is fueling a population boom that was already occurring due to the states higher than
average birth rates. Consequently, Utah will begin to feel increased pressure to manage this growth in its educational
sector.
An important way to assess program viability is to look at the number of potential students as well as potential job
availability. In this situation the number of potential students and job availability feed off one another. The more
students involved in higher education increases the number of jobs necessary to serve them. On October 12, 2010,
the state of Utah’s Governor’s Education Excellence Commission announced that by 2020 they want 66% of Utah
adults to have some form of higher education. According the USHE Commissioner Office by 2018 it is projected that
this same 66% of jobs in Utah alone will require postsecondary education (Higher Ed Utah 2020- 2011 report.) There
are currently only about 43% of adults in Utah with postsecondary education so this directive could drastically
increase the strain on an already stressed educational system.




In Utah, the Utah System of Higher Education (USHE) numbers suggest that we are going to have a dramatic
increase in enrollment at higher education institutions making the number of jobs necessary to manage the growth
more necessary than the national numbers suggest. According to the USHE the system in general will grow from a
fall headcount of 140,332 students in 2007-2008 to a projected fall head count of 252,620 by 2026-2027. The local
trends are even more significant UVU alone is projected to grow from a fall 2011 head count of 33,395
(HigherEdUtah2020, 2011 report, p. 62) to 40,040 in 2026-2027 making it one of the largest universities in the
country. The state and local numbers do not reflect growth at smaller private schools or larger private college and
universities.




It is vital during these times of extreme enrollment increases and tension upon an already taxed system that leaders
are produced that already understand the processes and procedures in place within systems and institutions of
higher education. In their article, “Higher Education and Shifting U.S. Demographics: Need for Visible Administrative
Career Paths, Professional Development, Succession Planning & Commitment to Diversity” (found in the online
journal Academic Leadership), Kristen Betts, David Urias, Jose Chavez, and Keith Betts make the following claim:
“To proactively address the challenges related to impending retirements of senior administrators as well as recruit
future leaders, national attention is needed to showcase higher education as a profession that offers diverse career
paths not only for faculty positions but for all administrative positions across institutional divisions.” (Volume7, Issue
2) As the state of Utah continues to grow through both in-migration and a higher than normal birth rate, the need to
provide quality higher education increases. This growth, both in population and enrollment, increases the need for
competent, skilled, and informed leaders to be employed in higher education administration.
When looking at the sustainability of an academic program it is helpful to look at not only the numbers above but also
other trends including projected growth of jobs types. The US Department of Labor categorizes college and university
student development personnel as post-secondary administrators. They have distributed information that indicates
the following trends will occur over the next few years. The national numbers demonstrate 146,200 employed as
educational administrators—post-secondary in 2010, and project a growth increase to 174,000 positions for this type
of employment (a 19% increase).
                                                                                                             Employment Change
            Industry                              2010                             Projected 2020
                                                                                                                  2010-2020
                                                                                                              Number
                                     Employment          Percent of        Employment          Percent of
        Title            Code                                                                                   (in       Percent
                                    (in thousands)       Occupation       (in thousands)       Occupation
                                                                                                            thousands)
 Total Employment       TE1000           146.2              100.00              174.0             100.00       27.8         19.0
 Projections data for Educational Administrators, postsecondary from the National Employment Matrix:
 http://data.bls.gov/oep/nioem/empiohm.jsp

The national labor market demand generated questions about whether demand for this type of career preparatory
education existed among students. Department faculty investigated whether or not student demand existed, and at
what levels, as a central part of establishing the need and justification for this minor degree. During October and
November, 2010, the Department of College Success Studies obtained 4,025 students email addresses from various
campus entities that have current UVU students working in leadership and service positions. Additionally, a small
number of BYU students were captured in the administration of this survey. An electronic questionnaire was
distributed and 645 students responded.
The questionnaire asked four questions about the respondent’s future career and education interests:
    1.     To what extent are you interested in a career working in higher education?
    2.     To what extent are you interested in obtaining an advanced degree (i.e., Masters or Doctorate degree)?
    3.     To what extent are you interested in taking course work to learn more about Higher Education functions and issues?
    4.     To what extent are you interested in working in higher education?

Our instrument showed that respondents indicated they were interested “to a great extent,” or “to a very great extent”
in a career working in higher education (48%), taking course work to learn more about higher education functions and
issues (38%), and in obtaining a suitable advanced degree (73%). The results of our survey demonstrate significant
student demand to pursue an education that will allow them to attain entry-level positions to support post-secondary
education administration, student affairs administration in particular. Specific results are found in Appendix A.
The department looked at institutions of higher education in Utah and the Intermountain region to learn whether or
not they were offering any degrees potentially similar to this proposed minor. We found that some higher education
institutions in the Intermountain west are attempting to address providing opportunities for students to pursue student
affairs leadership administration, but none at the minor degree level. The minor degree we are proposing will allow
students increased opportunity for foundational preparation and maneuverability by adding it as a complement to
already existing degrees. Notably it would act as a feeder program into the University of Utah’s M.Ed. emphasis in
Student Affairs. Comparable and/or related graduate programs, beginning with Utah and moving outward, include:

 STATE                 Institution/Degree                   Institution/Degree                     Institution/Degree
              University of Utah
  Utah
              M.Ed. Student Affairs Admin
              University of Wyoming
Wyoming       M.A., Ph.D., Ed.D.—Adult
              Learning & Leadership
              University of Idaho                   Idaho State University
  Idaho       M.S., Ed.S., AO.LL: Adult & Org       Ed.D.—Emphasis, Higher Ed
              Learning (all under Education’)       Administration
              Montana State University
              M.Ed.--Adult Education, Student
Montana       Affairs, Higher Education;
              Ed.D.--Higher Ed Admin, Higher
              Ed Academics, Adult Education
              Colorado State University             University of Denver                  Northern Colorado University
              MS Student Affairs in Higher Ed       M.A., Ph.D.--Higher Education         Ph.D.--Higher Education and Student
Colorado      M.Ed.--Adult &Training, Org                                                 Affairs Leadership
              Performance & Change;
              Ph.D.--CC* Leadership
              University of Arizona                 Arizona State University              Northern Arizona University
              M.A., Ph.D.--Higher Education;        M.Ed.--Higher Education, Post-        M.Ed.-Student Affairs, CC Ldrshp ;
 Arizona
                                                    Secondary Education                   D.E.--Ed Ldrshp, Emphases: Student
                                                                                          Affairs, CC Leadership
              New Mexico State University
  New
              M.A.--CC & Univ Admin; Ed.D.,
 Mexico
              Ph.D.--CC and University Admin
              Univ of Nevada at Las Vegas           University of Nevada at Reno
 Nevada       M.Ed.--Higher Ed Leadership;          M.Ed., M.A.--Higher Education
              Ph.D.--Higher Education               Admin
*CC: Community College
                                                Section III: Institutional Impact
No identifiable effect on enrollments is projected in instructional programs of affiliated departments or programs with
the proposed addition of this minor degree program in Student Affairs Leadership. No changes to existing
administrative structures and no new organizational unit would be required. This minor degree will be housed in the
existing Department of College Success Studies and will not require any new physical facilities or modification to
existing facilities. If “equipment” is defined as library resource materials, then existing UVU Library collections are
sufficient. Projected additional costs for adjunct faculty are described in the finance section below.

                                                 Section IV: Finances
The Department estimates that $13,166 will be necessary in order to hire additional adjunct faculty to back fill
department courses currently taught by full time faculty members. The source of funds to cover this cost is tuition
from the new courses and is projected to be adequate. No budget reallocation is projected to be necessary.
All faculty and administrative personnel are in place; no new additional personnel would be necessary. No additional
equipment would be necessary. This program would require additional space: two classrooms per semester for the
first year, four and six classrooms in years two and three, and then maintenance of this classroom space as an
ongoing need. For a complete breakdown of estimated costs, please see the following table. Ultimately, it is projected
that that the additional tuition generated by the courses being taught would offset the cost.

                                                Financial Analysis Form

                  Students                      Year 1        Year 2          Year 3         Year 4         Year 5
   Projected FTE Enrollment                  10.00         14.67           14.67          14.67          14.67
   Cost Per FTE                              $1,317        $2,034          $2,110         $2,189         $2,271
   Student/Faculty Ratio                     20.00         13.33           13.33          13.33          13.33
   Projected Headcount                       25            45              65             65             65

               Projected Tuition
   Gross Tuition
   Tuition to Program

                                                5 Year Budget Projection

                  Expense                       Year 1        Year 2          Year 3          Year 4         Year 5
   Salaries & Wages                          $11,000       $25,168         $26,175        $27,222         $28,311
   Benefits                                  $1,166        $2,668          $2,775         $2,886          $3,001
   Total Personnel                           $12,166       $27,836         $28,949        $30,107         $31,311
   Current Expense                           $1,000        $2,000          $2,000         $2,000          $2,000
   Travel                                    $0            $0              $0             $0              $0
   Capital                                   $0            $0              $0             $0              $0
   Library Expense                           $0            $0              $0             $0              $0
   Total Expense                             $13,166       $29,836         $30,949        $32,107         $33,311

                   Revenue                      Year 1        Year 2         Year 3          Year 4         Year 5
   Legislative Appropriation
   Grants & Contracts
   Donations
   Reallocation
   Tuition Generated by new FTE              $39,440       $57,845         $57,845        $57,845         $57,845
   Fees
   Total Revenue                             $39,440       $57,845         $57,845        $57,845         $57,845

               Difference
   Revenue-Expense                           $26,274       $28,010         $26,896        $25,738         $24,534
                                       Section VI: Program Curriculum
All Program Courses
             Course Prefix & Number                             Title                           Credit Hours
                                             Core Prerequisite Courses
           CLSS 3100                    Introduction to Higher Education                              3
                                        Introduction to Student Development Theory and
           CLSS 3200
                                        Practice                                                      3
                                                                                Sub-Total             6
                                               Required Core Courses
           CLSS 3500                    Group Dynamics in Higher Education                            3
                                        Introduction to Program Development and
           CLSS 4100
                                        Assessment                                                    3
           CLSS 4200                    Student Affairs Administration                                3
                                                                                Sub-Total             9
                                                    Track/Options
           Student Affairs
           CLSS 481R                    Internship in Higher Education                                4
           Mentoring
           CLSS 441R                    Internship in Mentoring                                        2
           CLSS 341R                    Applied Mentoring                                              2
                                                                                   Sub-Total           4
                                                                      Total Number of Credits         19
New Courses to be Added in the Next Five Years
None.
Program Schedule
         Fall of First Year                                  Title                                    Credit Hours
    ENGL 1010 (GE)             Introduction to Writing                                                     3
    BIOLOGY (GE)               from list                                                                   3
    MATH 1050 (GE)             College Algebra                                                             3
    FINE ARTS (GE)             from list                                                                   3
    CLSS 1000                  University Student Success (FYE Course; (recommended)                       3
                                                                               Semester total:            15
        Spring of First Year                                 Title                                    Credit Hours
    ENGL 2020 (GE)             Intermediate Writing                                                        3
    PHIL 2050 (GE)             Ethics and Values                                                           3
    CLSS 2200                  Leadership Mentoring I (recommended)                                        3
    HIST 1740 (GE)             US Economic History                                                         3
    HLTH 1100 (GE)             Personal Health & Wellness                                                  3
                                                                                    Semester total:       15
        Fall of Second Year                                   Title                                   Credit Hours
    BEHAV SCIENCE (GE)         from list                                                                   3
    PHYS SCIENCE (GE)          from list                                                                   3
    G/I (GE)                   from list                                                                   3
    MAJOR                      from list                                                                   3
    CLSS 3100                  Introduction to Higher Education                                            3
    CLSS 3200                  Introduction to Student Development Theory & Practice                       3
                                                                                  Semester total          18
  Spring of Second Year                               Title                                Credit Hours
MAJOR                     from list                                                              3
CLSS 3500                 Group Dynamics in Higher Education                                     3
CLSS 4100                 Introduction to Program Development & Assessment                       3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
                                                                         Semester total:        15
    Fall of Third Year                                     Title                           Credit Hours
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
CLSS 4200                 Introduction to Student Affairs Administration                         3
CLSS 341R                 Mentoring Leadership Practicum
   or                         or                                                                2
CLSS 481R                 Internship in Student Affairs Administration
                                                                         Semester total:        17
  Spring of Third Year                                     Title                           Credit Hours
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
CLSS 441R                 Mentoring Internship
   or                         or                                                                2
CLSS 481R                 Internship in Student Affairs Administration
                                                                         Semester total:        16
   Fall of Fourth Year                                     Title                           Credit Hours
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
                                                                         Semester total:        15
  Spring of Fourth Year                                    Title                           Credit Hours
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
MAJOR                     from list                                                              3
                                                                         Semester total:        15
                                                   Appendix D
                                  Additional Student Demand Survey Information


During October and November 2010 the Department of College Success Studies obtained 4,025 students
email addresses from various campus entities that have current UVU students working in leadership and
service positions. An electronic questionnaire was distributed and 645 students responded.

Question #1: Students were asked to identify on a 5-point scale, “To what extent are you interested in a
career working in higher education?” 307 (48 percent) responded that they were interested to a “great” or “very
great” extent.

                         To what extent are you interested in a career working in higher education?
                          #                  Answer                      Response            %
                          1    To a Very Small Extent                          40           6%
                          2    To a Small Extent                               80          12%
                          3    Somewhat                                        218         34%
                          4    To a Great Extent                               161         25%
                          5    To a Very Great Extent                          146         23%
                                                            Total              645         100%

Question #2: Students were asked to identify on a 5-point scale, “To what extent are you interested in
obtaining an advanced degree (i.e., Masters or Doctorate degree)?” 469 (73%) responded that they were
interested to “a great extent” or “a very great extent”.

                    To what extent are you interested in obtaining an advanced degree (i.e., Masters
                    or Doctorate degree)?
                    #                   Answer                      Response                 %
                    1    To a Very Small Extent                          22                  3%
                    2    To a Small Extent                               36                  6%
                    3    Somewhat                                        118                18%
                    4    To a Great Extent                               180                28%
                    5    To a Very Great Extent                          289                45%
                                                         Total           645               100%

Question #3: Students were asked to identify “To what extent are you interested in taking coursework to
learn more about Higher Education functions and issues?” 242 (38 percent) responded that they were interested
to “a great extent” or “very great extent”.

                To what extent are you interested in taking coursework to learn more about Higher
                Education functions and issues?
                #                          Answer                              Response           %
                1       To a Very Small Extent                                        44          7%
                2       To a Small Extent                                            100          16%
                3       Somewhat                                                     259          40%
                4       To a Great Extent                                            155          24%
                5       To a Very Great Extent                                        87          13%
                                                                 Total               645         100%
Question #4: Current and former students were asked to identify the extent of their interest in working in 27
different areas within higher education. Respondents identified their interest on a five point scale (1 = Low; 5 =
High). The mean and standard deviation scores for each area within Higher Education are listed in the table below.

         To what extent are you interested in working in the following 27 different areas within higher education?
                                        Higher Education Area                                    Mean      Std. Deviation
 Teaching (Instructor or professor)                                                               3.32          1.29
 Academic support (helping students understand their own learning and study skills)               3.08          1.14
 Mentoring (developing implementing peer mentoring programs)                                      3.04          1.22
 Wellness (nutrition, exercise, and wellbeing of college students)                                3.03          1.30
 Service-Learning (Service activities for students)                                               2.99          1.25
 Leadership Development (Co-curricular leadership programs)                                       2.96          1.28
 Advising (Academic advisor, typically requires Bachelor’s degree)                                2.95          1.19
 Counseling/Career Development (Help students find their career path; Master’s degree required)   2.90          1.25
 Retention (Keeping students in school until goal met)                                            2.89          1.22
 Recruitment (getting students into higher education)                                             2.83          1.29
 Women’s Resources (Providing services to women)                                                  2.80          1.33
 International students (Programs for international students and study abroad)                    2.76          1.38
 Research (scholarly study of higher education issues)                                            2.64          1.25
 Minority Student Affairs (working w/students traditionally underserved by higher ed.)            2.60          1.26
 Program assessment (Assessing higher education programs to improve them)                         2.56          1.18
 Athletics (coach, athletic director or related position)                                         2.55          1.39
 Admissions Records (process of admitting and graduating students)                                2.49          1.13
 Intramural Sports (Sports programs for students)                                                 2.46          1.31
 Business (working in accounting, finance, purchasing)                                            2.34          1.26
 Human Resources (payroll, compensation, benefits, development)                                   2.34          1.20
 Development (grant writing, fundraising)                                                         2.33          1.15
 Housing (student housing administration)                                                         2.25          1.14
 Planning and Budgeting (Strategic planning of fiscal resources)                                  2.23          1.19
 Bookstore (retail, ordering supplies and textbooks)                                              2.17          1.14
 Policy (federal and state policy regarding higher education)                                     2.14          1.13
 Information Technology (IT support and development)                                              2.12          1.17
 Council (Legal Counsel, attorney or lawyer for a college or university)                          2.00          1.17

Respondents mean scores to these four questions based on the groups they identified themselves with were
identified in an effort to identify the groups of students with the highest interest working within higher education,
obtaining an advanced degree, and completing higher education course work. The following table is sorted by mean
score (on a 5-point scale) for interest working within higher education..

                        Mean Score for Respondents Interest in Working Within Higher Education
                  Student Group                   N      Working in HED       Advanced Degree          HED Coursework
 Mentor                                           63            3.81                4.46                    3.56
 Service-Learning                                 77            3.66                4.35                     3.6
 Leadership Student (i.e., CAL)                   70            3.66                4.36                    3.47
 Work Study                                      110            3.65                4.31                    3.37
 On Campus Employee                              237            3.59                4.11                    3.27
 Student Government                               79            3.56                4.24                    3.43
 BYU Student                                      59            3.46                4.36                     3.2
 UVU Student                                     639            3.45                4.05                    3.22
 CLSS 1000 Student (University Student Success)  255            3.39                  4                     3.28
 CLSS 2100 Student (Career & Major Exploration)   73            3.37                3.97                    3.26
 College Athlete                                  66            3.18                 4.2                    3.05

								
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