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					                      Advisory Committee on Accreditation
                         Thursday, September 15, 2011, 10:00 a.m.
              Office of Financial and Academic Affairs for Higher Education
                            3rd Floor Large Conference Room


                                        AGENDA

1. CALL TO ORDER – 10:00 a.m.
2. CONSIDERATION OF MINUTES – Minutes of June 16, 2011
3. DISCUSSION
4. CONSENT ITEMS
    a. Licensure Applications
       Southern Illinois University Carbondale, Carbondale, IL - Licensure of a Program
       of Studies, leading to a Bachelor of Science (B.S.) in Workforce Education and
       Development, offered at the Naval Submarine Base in Groton, CT
       University of Chicago, Chicago, IL - Licensure of a program in Financial
       Mathematics, leading to the Master of Science (M.S.) degree, at UBS Headquarters in
       Stamford, CT
    b. Accreditation Applications
       Lyme Academy College of Fine Arts - Accreditation of a program in Drawing,
       leading to the Bachelor of Fine Arts (B.F.A.) degree
       Three Rivers Community College - Accreditation of a program in Exercise Science,
       leading to an Associate of Science (A.S.) degree
5. ACTION AGENDA
    a. Licensure Applications
       Southern Connecticut State University/Western Connecticut State University -
       Licensure of programs in Nursing Education, leading to the Doctor of Education
       (Ed.D.) degree, to be administered jointly and offered online
    b. Accreditation Applications
       Sacred Heart University - Accreditation of a program in Applied Psychology, leading
       to a Master of Science (M.S.) degree on ground and online and two graduate
       certificates, one in Industrial Organizational Psychology and one in Community
       Psychology, also on ground and online
       St. Vincent’s College - Accreditation of a RN-BSN completion program, leading to a
       Bachelor of Science in Nursing (B.S.N.), to be offered online
    c. Simultaneous Licensure and Accreditation Applications
       Charter Oak State College - Licensure and accreditation of a program in leadership of
       health care administration, leading to an undergraduate certificate (18 credits), to be
       offered online
                                             1
6. INFORMATION ITEMS

7. OTHER BUSINESS

8. BOARD OF GOVERNORS RESOLUTIONS – June 2011

   http://www.ctdhe.org/BOG/bogresolutions.htm

9. NEXT ACA MEETING – October 20, 2011

10. ADJOURNMENT




                                          2
                         Board of Governors for Higher Education

                                Advisory Committee on Accreditation
                                      Minutes of the Meeting
                                      Thursday, June 16, 2011
                                      Teleconference Meeting


The Advisory Committee on Accreditation met in via teleconference at 10:00 a.m. on Thursday,
June 16, 2011.

Members or alternates present: John Donohue, Robert Madden, Leon Newman, Joseph Paige,
William Pizzuto, Judy Resnick, Martha Shouldis, Gordon Simerson, and Abbey Zink.

Staff present: Braden Hosch, Patricia Santoro, Christine Thatcher

1. CALL TO ORDER

       William Pizzuto called the meeting to order at 10:02 a.m.

2. CONSIDERATION OF MINUTES – Minutes of May 19, 2011

       William Pizzuto called for approval of the minutes of May 19, 2011. Joseph Paige moved
       approval and Martha Shouldis seconded; the motion passed with Leon Newman, Gordon
       Simerson, and Abbey Zink abstaining.

3. DISCUSSION

4. CONSENT CALENDAR
   Licensure Applications - None

   Accreditation Applications

         University of Connecticut, Tri-Campus - Accreditation of a program in English, leading
         to a Bachelor of Arts (B.A.) degree
              Abbey Zink moved approval and John Donohue seconded; the motion passed with
              William Pizzuto abstaining
         Holy Apostles Seminary - Accreditation of a program in Pastoral Studies, leading to a
         Master of Arts (M.A.) degree
              Judy Resnick moved approval and Martha Shouldis seconded; the motion passed
              unanimously.
         Albertus Magnus College - Accreditation of a program in Writing, leading to a Master of
         Fine Arts (M.F.A.) degree
              Martha Shouldis moved approval and Joseph Paige seconded; the motion passed
              with John Donohue abstaining.




                                                 3
5. ACTION AGENDA - None

6. INFORMATION ITEMS

7. OTHER BUSINESS

8. BOARD OF GOVERNORS RESOLUTIONS – May 2011

9. NEXT ACA MEETING – September 15, 2011

10. ADJOURNMENT

     The meeting adjourned at 10:09 a.m.




                                           4
         STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION
                         CONSENT CALENDAR

Institution:   Southern Illinois University Carbondale, Carbondale, IL

Item:          Continued Licensure of a Program of Studies, leading to a Bachelor of
               Science (B.S.) in Workforce Education and Development, offered at the
               Naval Submarine Base in Groton, CT

Date:          September 15, 2011



                                       Background

Southern Illinois University Carbondale (SIUC) has submitted an application for
continued licensure to offer a program of studies, leading to a B.S. degree in Workforce
Education and Development offered at the Naval Submarine Base in Groton, CT.

SIUC was first licensed by the Board of Governors in 1978 and is currently licensed until
March 31, 2012. The University is a public institution, licensed to operate by the State of
Illinois, and accredited by the North Central Association of Colleges and Schools. This
off-campus program has local administrative oversight and meets all the requirements for
the same degree earned by the students at the Carbondale campus.


                                       Description

Purpose and Objectives

The military base program in Workforce Education and Development offered at the
Naval Submarine Base, Groton, Connecticut, is offered in 16 states and is primarily for
active duty service-members, their dependents and civilian personnel of the base. If space
is available, this program is also offered to the surrounding community when the military
security permits civilian access to the base. It is designed to accommodate persons with
prior training and experience in occupational areas and prepares them to enter
instructional positions in either public or private education, in the military, in post-
secondary education, or in business and industry.


Administration

The Director of Military Programs is the principal point of contact for and represents the
University in matters pertaining to educational programs at military bases and selected
off-campus sites.




                                             5
In Connecticut, a Program Coordinator has been assigned to the Groton campus to
oversee the day-to-day operation of the program. This full-time on-site administrator and
an administrative assistant are housed in the building where the instruction occurs. These
individuals provide general student advisement, record-keeping, liaison with the
Carbondale campus and the Base commander, logistical support for classes and the
coordination of scheduling at the Base.


Admission and Enrollment

Students enrolled in the program are subject to the same admission and graduation
policies as on-campus students in Carbondale. The Groton office forwards all
applications to Springfield for the admissions decision and the award of any credit for
prior collegiate education and/or experience. Copies of these transcripts are sent to
Carbondale, where the student is admitted into classes. Student records are also
maintained locally at the Groton office.

Program enrollments have been consistent. The program currently enrolls 39 full-time
and 11 part-time students.


Curriculum

The Bachelor of Science degree program in Workforce Education and Development
requires a minimum of 121 credits. The credit requirements include 41 (33%) credits in
General Education (the University Core Curriculum), 36 credits in the professional
sequence (30%) (Workforce Education and Development courses), and up to 44 credits in
the occupational specialty (36%) (which the student intends to teach). An outline of the
program requirements appears in the Attachment.

Only the 36 credit professional sequence is taught by Southern Illinois University. Of the
36 credit professional sequence component, 18 semester hours are considered “seat time”
and 18 semester hours are independent study and internship.

The credits for the University Core Curriculum are earned through coursework at other
collegiate institutions (such as Three Rivers Community College or Eastern Connecticut
State University) and are transferred into the program. Credit can also be obtained
through proficiency examinations. The Occupational Science component is met through
the University’s portfolio assessment of the student’s previous life experience,
particularly the technical training received through the military. Groton is the principle
training center for submariners and the Navy offers an extensive array of occupationally-
specific instructional programs for its personnel. The University uses Three Rivers
Community College’s Assessment of Prior Learning program to help their prospective
students create their portfolio.




                                             6
                                     Resource Support

Faculty

Faculty who teach in the program at Groton include the on-site administrator, full-time
faculty from the Department of Workforce Education and Development at the
Carbondale campus and local adjunct faculty. All full-time faculty are subject to the same
promotion and review process and all program faculty have appropriate credentials.

Facilities and Equipment

Classroom and office space is provided by the submarine base commander for the various
schools housed on-base. Classrooms are wireless for internet access. The University has
purchased equipment for its use including several smart boards, VCRs, Television
monitors, computers, and projectors, which are stored in a secure area.


Library and Learning Resources

The Groton Submarine Base library and the University’s local office support the courses
offered by SIUC. Students’ electronic access to library resources is extended through the
Illinois Library and Information Network (ILLINET). Students may research not only the
holdings of Morris Library on campus, but also many connected libraries in Illinois.
Articles and chapters of books can be faxed or sent electronically within days of request.
A student handout, Library Facilities, is given to students at the time of enrollment.

By arrangement with Connecticut College students have access to on-site reference
resources. Two borrower cards are purchased by SIUC each year and on-line educational
data base materials are available as well. An introductory tour of the facilities is available
and referencing instruction is mandatory.




                                              7
                                        Appendix


                 Southern Illinois University at Carbondale, Groton, CT
                B.S. in Workforce Education and Development (121 sch)

I. University Core Curriculum                                    (41 sch)

       Foundation Skills                                         (12 sch)
               Composition (6 sch)
               Mathematics (3 sch)
               Speech (3 sch)
       Disciplinary Studies                                      (23 sch)
               Fine Arts (3 sch)
               Human Health (2 sch)
               Humanities (6 sch)
               Science (6 sch)
               Social Science (6 sch)
       Integrative Studies                                       (6 sch)
               Multicultural Diversity in the U.S. (3 sch)
               Interdisciplinary (3 sch)

II. Occupational Specialty                                       (up to 44 sch)
(credit awarded for previous work experience)

WED 259       Occupational Training                              (1-60)
WED 395       Field Experience                                   (1-24)

III. Professional Sequence                                       (36 sch)

WED 460         Occupational Analysis & Curriculum Develp        (3 sch)
WED 462         Instructional Methods and Materials              (3 sch)
WED 463         Assessment of Learner Performance                (3 sch)
WED 466         Foundations of Work Education                    (3 sch)
WED 469         Training Systems Management                      (3 sch)
WED381          Training Proposal & Report Writing               (6 sch)
WED 486         Adult Learning                                   (3 sch)
WED 398         Special Problems                                 (3 sch)
WED 382         Developing Your Career                           (3 sch)
WED 495         Instructional Internship*                      (2-12 sch)
WED 496         Professional Internship*                       (2-12 sch)
_____
* (Six hours of 495/496 are required)




                                             8
               STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION
                               CONSENT CALENDAR


Institution:   University of Chicago, Chicago, Illinois

Item:          Licensure of a program in Financial Mathematics, leading to the Master of Science
               (M.S.) degree, at UBS Headquarters in Stamford, CT

Date:          September 15, 2011

                                            Background

The University of Chicago has applied for re-licensure of a program in Financial Mathematics,
leading to the Master of Science (M.S.) degree, at UBS Headquarters in Stamford, CT.

The University implemented its on-campus program in 1995. The program was first licensed in
Connecticut in December 2008 for a period of three years. The Financial Mathematics program is
part of a collaborative effort between the University of Chicago and UBS to teach employees of the
bank applied mathematics and its application in the financial industry. Graduates of the program
find work in all areas of the financial industry.
The remote class room is provided by UBS in Stamford, Connecticut. The remote class room is
connected to the class room at the University of Chicago through a video conferencing link which
allows for two way communication in real-time. Thus the students in the remote class room can
view and communicate with the lecturer in Chicago and reversely the lecturer and the students in
Chicago can see and communicate with the students in Stamford. Faculty and teaching assistants
will be physically in Chicago, and will hold electronic office hours and are otherwise available by
email and telephone.

                                            Description

Purpose and Objectives
The Financial Math program teaches applied mathematics and its applications in the financial
industry. Students learn the theoretical background for pricing derivatives and for managing assets,
but also attain a real understanding of the underlying assumptions and an ability to critically
ascertain the applicability and limitations of the various models. Courses are taught by faculty of
the University of Chicago and by professionals from the financial industry.

The Financial Mathematics Master’s Program distinguishes itself from other programs that might
appear similar by its emphasis on mathematics. The program originates in the Department of
Mathematics, and the admissions requirements are heavily focused on mathematics background.
Successful applicants are much more likely to come from mathematics or science programs than
from business or economics programs.




                                                 9
The content of the remote course, exams and homework are identical to the program in Chicago.
The tuition is the same for both the local and remote programs.
Administration
The program is overseen by an Executive Director, who is a full-time employee of the University
and well qualified.
Curriculum
The Masters of Science in Financial Mathematics consists of four components: Mathematics,
Probability Theory, Economics, and Financial Applications and Simulations. The program has a
nine quarter course requirement for obtaining the Master of Science degree.

For the University of Chicago, the quarter-long course is the unit of credit. On the quarter system,
a graduate student usually takes three courses per quarter (an 11-week period) during the three
primary academic quarters—Autumn, Winter, and Spring—totaling nine completed courses during
one academic year. This is the case for the Financial Math Program, in which, as is typical, a
quarter-long course meets for a total of 30 instructional hours plus tutorials.

With two exceptions, the Financial Math Program has a fixed curriculum, with a cohort of students
moving through the required sequence—or core courses—together. One exception is Topics in
Economics, an optional course for which a suitable quantitative finance course in the Graduate
School of Business may be substituted. Additionally, students can test out of Computing for
Finance 1 and Computing for Finance 2. Computing for Finance 3 is optional. The Faculty
Director is available to advise and direct the students considering substitutions.
As part of the quantitative finance course, 37300 Foreign Exchange, each student is required to
participate in a final group project. The group prepares a report, makes a presentation to the class,
engages the class in discussion, and is formally evaluated as part of the requirements for
graduation.
       Mathematics             Probability Theory &           Financial Applications &   Computation in
                                    Economics                       Simulations             Finance
                                                First Quarter
 Mathematical Foundations of     Data Analysis and               Portfolio Theory and    C# Programming
       Option Pricing                Statistics                  Risk Management I
                                                                    Fixed Income
                                                                     Derivatives I
                                              Second Quarter
     Numerical Methods          Stochastic Calculus                 Fixed Income         C# Programming
                                                                    Derivatives II
                                                                  Foreign Exchange
                                                Third Quarter
 Statistical Risk Management    Topics in Economics            Advanced Option Pricing   C# Programming
                                                                 Portfolio Theory and
                                                                 Risk Management II


The program is structured to allow part-time enrollment to complete the program over two or three
years. Part-time students follow the Mathematics sequence their first year and finish by taking the
Financial Application courses; thus to complete the degree over three years a student would take
Mathematics in the first year, Probability and Stochastics followed by Economics in the second
year, and Financial Applications in the third year.
Students in the program need a C+ average to graduate.



                                                   10
Admissions and Enrollment
Entering students should have mathematical knowledge and ability comparable to an undergraduate
degree in mathematics or a physical science. Some exposure to the financial industry is desirable.
The program does not permit transfer credits.
There are two main criteria for evaluating applications to the program.
      A solid background in Mathematics comparable to a Bachelor of Science degree in
       mathematics or another field of physical sciences is essential. The student should have solid
       knowledge of multivariable calculus, linear algebra and differential equations. Students who
       do not have this knowledge are recommended to take a Financial Mathematics Preparation
       Course from the University of Chicago or courses with similar contents at a local university.
       Computer programming ability, especially in Matlab and C++, is also useful. Those
       students who do not have programming experience are recommended to take the optional
       course in C++ programming. Some exposure to probability and statistics is also useful.
      The University of Chicago also considers prior industrial experience. This requirement is
       more flexible than the need for mathematical competence.
There were 28 students enrolled in the program on a part-time basis during the past academic year.
Thirteen students began the program in 2010, 5 in 2009 and 15 the year before.

                                         Resource Support
Faculty
The University of Chicago has provided an updated list of faculty who currently teach in this
program. Both full-time and part-time faculty are represented on this list. The University has
provided credential and experiential information for each faculty member.

Library
The University of Chicago provides a small but high-quality library of core resource material
related to this program and houses this library in Stamford at UBS. All students in the Program
have access to the University’s extensive online collections and resources and to library staff for
guidance.

Facilities and Equipment
Classes are held in a classroom/conference room provided by UBS at its Stamford, CT
Headquarters. The video-conferencing equipment allows for two-way video and audio
communication between the students in Connecticut and the students and lecturer in Chicago.
Additionally, all lectures will be video taped and made available online.




                                                  11
         STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION
                         CONSENT CALENDAR


Institution:   Lyme Academy College of Fine Arts

Item:          Accreditation of a program in Drawing, leading to the Bachelor of Fine
               Arts degree

Date:          September 15, 2011

                                       Background

The Drawing program, leading to a Bachelor of Fine Arts (BFA) at the Lyme Academy
College of Fine Arts was licensed by the Board of Governors for Higher Education in
December 2008 until December 31, 2011. The program was first implemented in fall of
2009. Through the evaluation process the College made minor modifications to the
structure of the program. These modifications are described in the report below.


                                        Description

Purpose and Objectives
The following was provided by the College and delineates changes to the Drawing
program since the time of licensure.
Since its licensure in 2009, targeted, and mainly administrative, modifications to the
B.F.A. Program in Drawing have been undertaken as part of broader, College-wide
administrative reforms, and also as a part of assessment practices that are presently being
developed within each of the College’s departments. As a class, these reforms have been
intended to facilitate student progress in reaching established departmental objectives,
rather than to re-cast or substantively alter these objectives. Consequently, Drawing
program modifications have left intact the learning outcomes originally articulated for
the program in its accreditation application; it is the program’s system of delivery,
experienced now by its students in the form of an improved administrative structure, that
has been modified, not the basic orientation for which it received licensure. Furthermore,
the modifications to the Drawing Program that were undertaken as part of these reforms
(to be described in detail below) have not effected the sum total of credits students are to
earn in completing the degree in Drawing as originally licensed; neither has it altered the
apportionment of required drawing-related credits to either required elective credits or to
required credits in liberal arts.




                                            12
  Modifications to the Drawing program since its licensure fall into two categories:

           1. Standardization of an expanded studio course format. The number of required
  courses – not credits – has been reduced in order to accommodate the regularized use of
  an expanded course format that can encompasses more learning material and offer more
  extensive learning opportunities. The plan under which the College received licensure
  for its Drawing program included studio course material almost entirely according to a
  limited 1.5 credit/3 contact hour course format. Through partial course consolidation and
  some course expansion (to be described fully below) most of the course work in Drawing
  is now organized according to the more encompassing course format of 3 credit/6 contact
  hours.

          2. Elimination of the mandated “concentration” in either Painting or Sculpture
  within the Drawing major. The College’s approach to structuring students’ elective
  course work, recently judged overly prescriptive, has led to the elimination of the
  mandatory “concentration” in either Sculpture or Painting within the Drawing major that
  was put forward in its original program plan.

  Administration
  The Chairperson of the Department of Drawing is responsible for the day to day
  operations of the program. The Chair reports to the Dean and Vice President for
  Academic Affairs.
  Curriculum
  The curriculum consists of 120 credits. The revised curriculum follows.
                                        FALL               SPRING
FRESHMAN YEAR
        COURSE                    #      CREDITS                    COURSE               #      CREDITS

DRAWING I: FOUNDATION          DR150           3           DRAWING I: FOUNDATION       DR155       3
2D DESIGN                                     1.5          3D DESIGN                              1.5
PAINTING I                                     3           PAINTING I                              3
SCULPTURE I                                    3           SCULPTURE I                             3
SUR / ART HIST                                 3           SUR / ART HIST                          3
ENGLISH COMP.                                  3           LITERATURE & COMP.                      3
                                              16.5                                                16.5


SOPHOMORE YEAR

CALLIGRAPHIC DRAWING                  DR230           3     SCENIC DRAWING              DR275        3
FIGURE DRAWING I                      DR210          3      PRINTMAKING                 DR24X       3
STUDIO ELECTIVES                                      3     STUDIO ELECTIVES                         3
PERSPECTIVE                                          1.5    PERSPECTIVE                             1.5
ANATOMY I                                            1.5    ANATOMY II                              1.5
HUMANITIES                                            3     MATH                                     3
                                                     15                                             15




                                                13
JUNIOR YEAR

NARRATIVE DRAWING                       DR470         3     CHIAROSCURO DRAWING             DR345   3
FIGURE DRAWING II                        DR480        3     JUNIOR DRAWING PROJECTS         DR395   3
STUDIO ELECTIVES                                      3     STUDIO ELECTIVES                        3
NATURAL SCIENCE                                       4     SOCIAL SCIENCE                          3
SOCIAL SCIENCE                                        3     ART CRITICISM                           3
                                                      16                                            15

SENIOR YEAR
DRAWING                                                     DRAWING
SENIOR STUDIO                           DR490         4.5   SENIOR STUDIO                   DR495   4.5
STUDIO ELECTIVES                                      4.5   STUDIO ELECTIVES                        4.5
CAREER DEVELOPMENT                                     2
                                                            ART HISTORY SEMINAR                     3
ART HISTORY SEMINAR                                    3
                                                      14                                            12

                                 Drawing Major Requirements

   Number                Course Title                                         Credits
   Freshman Year
   DR 150                Drawing I: Foundation Drawing                        3
   DR 155                Drawing I: Foundation Drawing                        3
   Sophomore Year
   DR 210                Figure Drawing I                                     3
   DR 230                Calligraphic Drawing                                 3
   DR 24X                Printmaking                                          3
   DR 275                Scenic Drawing                                       3
   Junior Year
   DR 345                Chiaroscuro Drawing                                  3
   DR 395                Junior Drawing Projects                              3
   DR 470                Narrative Drawing                                    3
   DR 480                Figure Drawing II                                    3
   Senior Year
   DR 490                Senior Project                                       4.5
   DR 495                Senior Project                                       4.5
   Total Drawing Major Area                                                   39 credits

   Enrollment Projections
   The College projected an enrollment of 8 students in the first year and 22 students by
   year three of the program. During the Spring of 2011, there were 15 matriculated
   Drawing majors. The College does not anticipate reaching 22 students as originally
   projected.




                                                 14
                                   Resource Support

Faculty
Currently, 5 full-time and 1 part-time faculty teach in the Drawing Department.

Facilities and Equipment
In January 2010, the College opened a Digital Studio, which is equipped with the
following:10, 23 inch iMacs, 10 Wacom drawing tablets, 1 Mac Pro with a G5 processor,
a color-calibrated printer which prints true color as seen on the computer screen,
professional black and white and Color Phaser printers, and a large-format stylus printer
and scanner. All computers can operate as Macs, PCs or terminals, and provide students
internet access as well as a broad range of software tools. With support provided by the
staff of the Krieble Library, all students learn to use technological tools to conduct
research, develop web sites, and send images of their art work electronically. Wireless
communications serve the Digital Studio and the entire campus through significantly
increased bandwidth.




                                           15
               STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION
                               CONSENT CALENDAR


Institution:     Three Rivers Community College

Item:            Accreditation of a program in Exercise Science, leading to an Associate of
                 Science (A.S.) degree

Date:            September 15, 2011

                                             Overview

Three Rivers Community College has applied for accreditation of a program, leading to the
Associate’s in Science (A.S.) degree in Exercise Science. This program was licensed in January
2010 for a period of two years until December 2011. The program was started in Fall 2010 and
enrolled 31 students during 2010-11

                                      Purpose and Objectives

The purpose of A.S. in Exercise Science is to prepare graduates for entry level positions in health
and wellness careers as an instructor or technician in rehabilitation centers, the fitness industry,
the hospitality industry, and corporate wellness centers. The program also prepares students to
transfer into related baccalaureate degree programs in sport and leisure management, physical
education for teacher education, exercise science, and athletic training.

Upon successful completion of all program requirements, graduates will be able to:

    1. Plan, administer, and evaluate wellness and fitness programs, nutrition projects, and
       exercise physiology in clinical, industrial and corporate environments.
    2. Describe and apply principles of leadership, including motivating, leading and directing.
    3. Develop a medically-based fitness model.
    4. Understand the terminology in medicine, health promotion and fitness.
    5. Gain an understanding of how to design exercise programs for special populations
    6. Understand how to establish exercise programs/prescriptions, exercise related goals and
       objectives, training modifications and program evaluation strategies.
    7. Collaborate with a variety of health care professionals through consultations and referrals
       in a multi-disciplinary approach to wellness.
    8. Think critically to effectively solve problems in a variety of dynamic environments.
    9. Effectively communicate with health career providers, fitness professionals, clients,
       administrators, family and community in the delivery of life long health and wellness.

Curriculum and Instruction

The curriculum includes 34 credits of general education courses and 33 credits of courses
applicable to the major. Two changes to the curriculum have been made since licensure. The
math requirement was changed from MAT 137 Intermediate Algebra to MAT 186 Precalculus to
increase the opportunity for matriculation to a 4 year institution. The requirement to take RLS

                                                 16
101 Introduction to Recreation and Leisure Services has been replaced with an option to take
either RLS 101 or PSY 244 Sports Psychology. This option offers the student a choice of
possible concentrations once they transfer to a 4 year institution. The full curriculum appears in
the appendix. The program is working toward accreditation with the American College of Sports
Medicine and anticipates accreditation by Spring 2012.

Three Rivers is actively pursuing articulation agreements with Eastern Connecticut State
University, the University of Connecticut, Central Connecticut State University, Sacred Heart
University, the University of Hartford, the University of Rhode Island, and the University of
Massachusetts.

Administration

The program is overseen by Heidi P. Zenie (M.S Education, West Virginia University, B.S.
Education with concentration in Athletic Training, and A.S. Recreation), Acting Health and
Wellness Coordinator and full-time lecturer of Health and Wellness. She has 15 years of
experience teaching in higher education. The Coordinator has collaborated with Norwalk
Community College to ensure consistency of the program.

Faculty

Ms. Zenie teaches HPE 105, 130, 232, 241, 243, 245, 246, and RLS 101.PSY 245 is taught by
full-time lecturer Stephen Weiss (Ph.D. Experimental Psychology). HPE 103 is taught by adjunct
lecturer Jeffrey Brown (M.S. Southern Connecticut State University).

Adequacy of Resources (Library, learning resources, facilities and equipment)

The program has sufficient resources to accomplish its objectives. Ten physical spaces totaling
5,201 square feet are used for instruction and administration of the program, including an office,
locker rooms, a studio, a free weight room, and a cardio breakout area. In the past year, $4,400 of
equipment have been acquired to provide instruction in the program, and the library has
sufficient databases and collections to support student learning in the field.

Enrollment

Actual enrollments have outpaced projections. A total of 31 students enrolled in the program
during 2010-11, while the licensure application projected a total enrollment of 20 students in the
first year. At the time of submission of the application, all had earned fewer than 31 credit hours.

Enrollments         Enrollment Status         2010-11             2011-12              2012-13
Projected           Full-Time                    8                  17                   30
                    Part-Time                   12                  22                   30
                                 Total          20                  39                   60

Actual              Full-Time                    11                   --                  --
                    Part-Time                    20                   --                  --
                                  Total          31                   --                  --


                                                 17
                                        Appendix A
                            A.S. in Exercise Science Curriculum

Course #       Title                                                             Credits

General Education Courses
ENG 101       Composition                                                           3
ENG 102       Literature and Composition                                            3
COM 173       Public Speaking                                                       3
CSA 105       Intro to Software Applications                                        3
PSY 111       General Psychology                                                    3
Elective      Fine Arts Elective                                                    3
MAT 186       Intermediate Algebra                                                  4
CHE 111       Concepts of Chemistry                                                 4
BIO 121       General Biology                                                       4
BIO 211       Anatomy & Physiology I                                                4
                                                      General Education Total      37

Major Program Courses
HPE 105      Intro. To Fitness & Training                                           3
HPE 130      Weight Training/Fitness                                                3
HPE 232      First Aid & Sports Injury                                              2
HPE 241      Exercise Physiology with Lab                                           4
HPE 243      Kinesiology with Lab                                                   4
HPE 245      Programming and Prescription I                                         4
HPE 246      Programming and Prescription II                                        3
BIO 212      Anatomy & Physiology II                                                4
BIO 111      Intro. To Nutrition                                                    3
RLS 101      Intro. To Recreation and Leisure Services
                 OR                                                                 3
PSY K244     Sports Psychology
                                                                   Major Total     33

                                                                  Degree Total     67




                                               18
               STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION


Institution:     Southern Connecticut State University
                 Western Connecticut State University

Item:            Licensure of programs in Nursing Education, leading to the Doctor of Education
                 (Ed.D.) degree, to be administered jointly and offered online

Date:            September 15, 2011


                                                  Background


Western Connecticut State University (WCSU) and Southern Connecticut State University
(SCSU) have applied for licensure of programs in Nursing Education leading to the Doctor of
Education degree, to be administered jointly and offered online. The Universities plan to enroll
students and implement the proposed programs in September 2012.

The proposed program represents a collaborative effort as demonstrated through the joint
development of the curriculum by the faculty of both institutions.1 Students may enroll at either
university and faculty from both universities will instruct the courses online.

The proposed doctoral degree is focused on preparing nursing faculty for higher education
settings. This program is different from the existing PhD and DNP programs found in
Connecticut in that this specific skill set is not typically included in the research and practice
degree types. This program intends to address the shortage of nursing faculty in the State.

Circulation of the application prompted comments from the University of Connecticut and Yale
University about four areas: Credentials Required for Nursing Faculty, Research/Practice-
Focused Degrees, Availability of Slots in Existing Doctoral Programs, and Nursing Education
Sequences in Existing Programs.

Following a review of the application and other pertinent information provided by the
universities, an evaluation team from the Department of Higher Education visited the campus on
May 16, 2011. The team was comprised of: Donna M. Nickitas, Professor at Hunter College,
CUNY Hunter-Bellevue School of Nursing and Deputy Executive Officer, Doctor of Nursing
Science, Graduate Center, CUNY; Marietta Stanton, Professor and Assistant Dean, Capstone
College of Nursing, University of Alabama; Dr. Shirley Adams, Provost at Charter Oak State
College and ACA member; and Dr. Christine Thatcher, DHE.


1
  While this application requires establishment of two programs, one at each university with its own unique program
number, the curriculum will be the same and faculty will be shared. This report refers to these programs in the
singular as the “program” or the “degree.”



                                                        19
The team made recommendations or suggestions in the following areas:

      Administration (Program Coordination, Dissertation Advising Responsibilities,
       Communication, and Evaluation Instruments)
      Curriculum (Informatics and Instructional Technology, Guidelines for Online Programs)
      Faculty
      Library and Learning Resources (Library & Online Resources, Online Writing Center,
       Program Orientation, ADA Compliance)
      Graduation Requirements (Resident Instruction and Opportunity to Demonstrate
       Pedagogical Skills)

The findings of the evaluation team are summarized within the report below.




                                              20
                                           Description

Purpose and Objectives
WCSU and SCSU have worked collaboratively in regard to their master’s level offering in
nursing education, and continue to work jointly in offering this doctoral level program. Both
institutions offer nursing programs at the baccalaureate and master’s levels, as well as doctoral
degrees in education. The Ed.D. in Nursing Education program would be unique in Connecticut.

Graduates of the program will be able to:
    Synthesize concepts and theories from nursing, higher education, and related disciplines
      as a foundation to enact the nurse educator role
    Demonstrate expertise in designing, implementing, evaluating, and improving nursing
      education to reflect trends in higher education, healthcare, and nursing practice
    Use knowledge of ethical, social, global, cultural, political, and economic issues affecting
      nursing education to provide effective leadership
    Contribute to the advancement of the science of nursing education through intellectual
      inquiry and creative scholarship
    Provide professional leadership to affect change in nursing education through service to
      the profession
    Function collaboratively in the faculty role within a community of scholars

Evaluation Team Findings: Section 10a-34-10, Purposes and Objectives
The evaluation team determined that the intent of this program aligns with the mission of the two
institutions.

Administration
The program will be housed in the two nursing departments at SCSU and WCSU. The nursing
department at Western sits in the School of Professional Studies, while at Southern, the nursing
department is within the School of Health and Human Services. Administrative oversight for the
program is the responsibility of the Dean of the School of Health and Human Services at SCSU,
and the Division of Graduate Studies at WCSU, while program review is the responsibility of the
Division of Graduate Studies at WCSU and the Graduate School at SCSU.

A Program Coordinator will have overall responsibility for administering the program, including
recruitment, admission and retention efforts, and will serve as the liaison between the two
Departments of Nursing at SCSU and WCSU.

Program evaluation will be completed on both campuses at five year intervals. Program
effectiveness will be assessed by requiring students to develop a portfolio of work produced over
the course of the doctoral program.

Evaluation Team Findings: Section 10a-34-11, Administration
It was evident that the administration at both SCSU and WCSU support the proposal.

The team was concerned with the amount of responsibility for the Program Coordinator, and
with where the Coordinator will be housed. The evaluation team recommends that this position is



                                               21
reexamined in light of the scope of responsibility and negotiation of two institutions working
together as one for the experience of the student. The current structure allows for a reduction in
teaching of 3-6 credit hours. However, this person will be responsible for overseeing the program
committee, the advisory board, and oversight of dissertation completion in addition to the
administration of the program. The joint infrastructure needs support which will largely fall on
this position. The team suggests the position become full-time and not associated with any one
institution. Another acceptable solution would be for both institutions to employ a Program
Coordinator (with the 3-6 credit reduction in load as currently adopted) for their institution with
the added responsibility of direct communication and coordination with their counterpart at the
sister location. This second solution is based on the fact that there are two institutions both
offering the doctoral degree and sharing resources. The two Program Coordinators could
effectively work together and take responsibility for administration and any issues at their home
campus.

The team recommends the Coordinator(s) create a flow chart demonstrating a dissertation plan to
clarify dissertation advising responsibilities. The chart should include a grid indicating number
of advisees per faculty member, lead dissertation advisees, and assignments as readers on
dissertation committees. This chart will ensure adequate faculty resources and planning.

The team recommends a detailed communication chart be prepared and distributed to clarify how
each party will collaborate with the other. This organizational chart will help in the planning for
the program.

The program should further develop evaluation instruments for the measurement of program
outcomes. The program should be ready upon implementation to collect meaningful data.

University Response

       Program Coordination
       Following review of the site visit team’s report, the universities established two program
       co-coordinators, one at each university, with reassigned time of no less than 3 credits per
       semester. Co-coordinators will have overall responsibility for administering the program,
       including coordinating recruitment, admission, and retention of doctoral students and
       monitoring dissertation completion. The Co-Coordinators will serve as the liaisons
       between the two Departments of Nursing and will Co-Chair the shared Ed.D. Program
       Committee, which will meet monthly during the academic year by teleconferencing (see
       Appendix A for responsibilities and qualifications of Co-Coordinators).

       Dissertation Advising Responsibilities
       The universities provided a flowchart and accompanying narrative to explain dissertation
       advising responsibilities. Faculty members will be allowed to serve as lead advisors to at
       most 3 students preparing dissertations and to serve as an additional committee member
       for an additional five students. Faculty will not exceed a total of 8 advisees (as lead
       advisor or additional committee member) unless mutually agreed upon by the faculty
       member, the program co-coordinator(s), respective department chairs, and the appropriate
       dean (see appendix B for flowchart).



                                                22
       Communication
       The universities provided a communication chart and plan. Program co-coordinators will
       communicate with each other on a daily or weekly basis depending on need by phone, e-
       mail and/or teleconferencing. They will plan and lead the monthly Ed.D. Program
       Committee meetings and share responsibility for overall coordination of the program.
       The respective Provosts, Deans, and Chairpersons of the Departments of Nursing will
       also communicate on a regular basis (see appendix C for diagram)

       Evaluation Instruments
       The universities provided a table of instruments linked to courses and program outcomes
       that will be used to evaluate student learning and competencies (see Appendix D). In
       addition, the program plans to measure and closely monitor program satisfaction,
       retention, graduation, and employment rates.


Admissions
Admissions policies will be consistent with existing criteria for admitting doctoral students at
SCSU and WCSU. Students are required to have earned a master’s degree in nursing with an
overall GPA of at least 3.0 from a regionally accredited institution. Applicants are also required
to hold an RN license.

Students may apply to either campus and will receive their degree from the institution at which
they are matriculated. A faculty committee, consisting of faculty from both institutions, will be
responsible for reviewing application files, ranking candidates, and conducting interviews.

Enrollment
WCSU and SCSU anticipate enrolling the first students for the Fall 2012 semester. The program
will admit students in cohorts of 25, once every other year. Students will be evenly distributed
between the two universities.

Curriculum
The curriculum addresses the expectations of the nursing faculty role and is based on the NLN
Core Competencies for Nurse Educators with Task Statements. The eight competencies and
related task statements are: 1) facilitating learning, 2) facilitating learner development and
socialization, 3) using assessment and evaluation strategies, 4) participating in curriculum design
and evaluation of program outcomes, 5) functioning as a change agent and leader, 6) pursuing
continuous quality improvement in the nurse educator role, 7) engaging in scholarship, and 8)
functioning within the educational environment.

The 51 credit proposed program consists of 5 major components in the following sequence:

Foundations of Teaching in Higher Education (9 credits)
    Ethical/Legal, Political and Social Issues Affecting Higher Education
    Theories of Teaching and Learning in Adult and Higher Education
    Methods of Teaching and Evaluation




                                                23
Specialization in Nursing Education (9 credits)
    Curriculum Development, Implementation, and Evaluation in Nursing
    Nursing Faculty Role in Higher Education
    Classroom, Clinical Teaching and Evaluation in Nursing Education

Leadership in Nursing Education (9 credits)
    Leadership Theories and Concepts
    Leadership in Nursing Education
    Doctoral Synthesis

Science of Nursing Education Research (12 credits)
    State of the Science of Nursing Education Research
    Quantitative Methods in Nursing Education Research
    Qualitative Methods in Nursing Education Research
    Statistical Analysis in Educational Research

Dissertation Phase (12 credits)
    Dissertation Seminar
    Dissertation Advisement I
    Dissertation Advisement II
    Dissertation Advisement III
    Ongoing Dissertation Advisement

See Appendix E for course descriptions.

A practicum experience is embedded in the Doctoral Synthesis course. All of the courses in the
curriculum are new, and syllabi have been provided to the evaluation team for review.


Evaluation Team Findings: Section 10a-34-15, Curriculum and Instruction
The team concluded that the curriculum is well structured and appropriate.

The team would like to see further development of informatics and instructional technology in
the curriculum. The team also recommends that students be required to demonstrate their
teaching ability throughout the program by documenting their progress in the e-portfolio. All
course evaluation materials, papers, and practica learning objectives will be dated and
maintained in the portfolio. This requirement should be reflected in the syllabi.

The program application stated that faculty incorporated the “Statement of Best Practices for
Electronically Offered degree and Certificate Programs” published by the New England
Association of Schools and Colleges Commission on Institutions of Higher Education (NEASC,
2001). The team suggests that these practices should be threaded through course syllabi.

The program should designate the method which will be used for evaluation of online delivery,
such as Quality Matters or Quality Scorecard.




                                              24
University Response

       Informatics and Instructional Technology
       Students will be required to create and maintain an e-portfolio that will contain all of the
       work they produced throughout the program. Specific products will be used to measure
       achievement of overall program outcomes (see Appendix D). All course syllabi will be
       revised by Spring 2012 to reflect this requirement. In addition, course syllabi will be
       revised to more clearly indicate all assignments that will provide learners with
       opportunities to practice teaching skills and to highlight the integration of informatics and
       instructional technology into the course content.

       NEASC Guidelines for Online Programs
       Course syllabi will be revised to more clearly reflect the New England Association of
       Schools and Colleges Commission on Institutions of Higher Education (NEASC)
       guidelines for online programs set forth in “Guidelines for the Evaluation of Distance
       Education (On-line Learning) (2009).

Comments From Other Institutions
Comments about the program were received from the Yale University School of Nursing and the
University of Connecticut School of Nursing, making the following observations:
    The current degree required by the Connecticut Department of Public Health for faculty
       teaching nursing is the master’s degree in nursing
    The letter from Yale emphasizes that research and practice-focused degrees are the
       appropriate degrees for faculty because they will need to be prepared in the scientific
       evidence of nursing practice by either generating new knowledge or applying new
       knowledge to practice. The letter states that there is no substantive nursing content.
    Both institutions commented on the availability of doctoral program placements in the
       State, suggesting a lack of need for the program.
    Both institutions state that a nursing education sequence is available in their current
       doctoral programs.

Letters of support for the program were provided by the following institutions or organizations:
Danbury Hospital, MidState Medical Center, Hospital of Saint Raphael, Yale-New Haven
Hospital, Hartford Hospital, Griffin Hospital, CT Nurses Association, National League for
Nursing, CT league for Nursing, CT Board of Examiners for Nursing, University of Alabama,
Drexel University, Florida Atlantic University, CT Allied Health Workforce Policy Board,
SUOAF-AFSCME, CSU-AAUP, Naugatuck CC, Three Rivers CC, Housatonic CC, Naugatuck
Valley CC, Gateway CC, Norwalk CC, System Office and Board of Trustees Community
Colleges, SCSU and WCSU Presidents.

University Response to Comments from Yale and the University of Connecticut

       Credentials Required for Nursing Faculty
       The universities surveyed nursing departments in the state and reported nine out of ten
       four-year institutions required a doctorate in nursing or a related field for faculty



                                                25
appointments. Community colleges required a master of science in nursing. The
universities also cited a policy statement from the American Association of Colleges of
Nursing (AACN) that indicates faculty with responsibility for oversight of courses in
baccalaureate, master’s, and doctoral nursing programs will have doctoral preparation.
Doctoral graduates who will be involved in an academic role will have preparation in
educational methods and pedagogies.

Research/Practice-Focused Degrees
The universities responded that all students admitted to the Ed.D. program will already
have a master of science in nursing degree from an accredited program, and this master’s-
level preparation will have imparted knowledge related to the scientific evidence of
nursing practice. The universities cited a report by the Commission on Collegiate Nursing
Education (CCNE), the accreditation arm of AACN, entitled The Essentials of Master’s
Education for Advanced Practice Nursing, which articulated three core components of
the master’s level curriculum: 1) graduate nursing core, 2) advanced practice nursing
core, and 3) specialty content. The graduate nursing core includes content/courses related
to: research; policy, organization, and financing of health care; ethics; professional role
development; theoretical foundations of nursing practice; human diversity and social
issues; and health promotion and disease prevention.

Availability of Slots in Existing Doctoral Programs
The universities responded that the purpose of the proposed Ed.D in Nursing Education is
to specifically prepare individuals for the nursing faculty role, and indicated there are no
other programs in Connecticut that specifically prepare nurses for this role. Although
Ph.D. programs prepare individuals to be nurse-scientists who are able to conduct
independent research to advance the practice of nursing, these research-focused programs
do not specifically prepare individuals to teach nursing. Likewise, D.N.P. programs are
practice-focused programs intended to prepare nurses for advanced practice, not
academia.

Nursing Education Sequences in Existing Programs
The universities responded that extant doctoral programs do not have the primary purpose
of preparing nurse educators, and current doctoral programs in nursing lack a focus on
the teaching of the discipline. For support of this position, the universities cited a
publication by Patricia Benner, et al., Educating Nurses: A Call for Radical
Transformation (Carnegie Foundation for the Advancement of Teaching, 2010):

       For the past 30 years faculty and administrators of graduate nursing programs
       have focused their attention on development robust nursing research, ignoring the
       need to prepare new faculty to address the specific educational demands of
       teaching the complex practice of nursing … a central challenge to enhancing the
       quality of nursing education is the lack of focus on teaching and basic teacher
       preparation in graduate nursing schools.




                                         26
Similar Programs
The options available to nurses who seek a terminal degree include the Ph.D., the D.N.S. (Doctor
of Nursing Science), the D.N.P. (Doctor of Nursing Practice), and the Ed.D., which is an
education practice degree. While other Ed.D. programs exist in Connecticut, the proposed
program would be the only one focused specifically on Nurse Education. Nationally, only two
other programs in Nurse Education lead to the Ed.D.; Teacher’s College at Columbia University
and a joint MSN/Ed.D. program offered at the Capstone College of Nursing at the University of
Alabama, Tuscaloosa. Neither of these programs is offered exclusively online.

Degree Type                          Connecticut institutions offering doctoral degrees in nursing
Ph.D.                                Yale, University of Connecticut
D.N.S.                               Yale- recently terminated
D.N.P.                               Fairfield University, Sacred Heart University, Quinnipiac
                                     University, University of Connecticut, Saint Joseph College
                                     (Fall 2012)
Ed.D. in Educational Leadership      CCSU, SCSU, University of Bridgeport, University of
                                     Connecticut, University of Hartford
Ed.D. in Instructional Leadership    WCSU

                                        Resource Support

Southern and Western Connecticut State Universities are offering the program collaboratively in
an effort to combine resources, including faculty and library. Both institutions have committed to
reallocation of resources and the implementation of differential tuition structures to enhance
revenues, as well as the use of federal grants. A planning assessment was conducted by the
Department of Higher Education in accordance with Section 10a-34-4(e) of the Connecticut
Regulations for Licensure and Accreditation of Programs and Institutions of Higher Learning.

Faculty
Seven faculty representing both institutions have actively participated in the development of this
proposed program. The universities report a total of 21 doctorally prepared nursing faculty who
are eligible to teach and advise in this program; 11 from SCSU and 10 faculty from WCSU.
Additionally, a number of faculty at both institutions are working to complete their doctorates,
thus increasing the number of faculty members who will contribute to the program over the next
few years. The program has budgeted for the addition of a full-time faculty member in the first
year of implementation, and an additional faculty member for year three.
Evaluation Team Findings: 10a-34-13. Faculty
The team was impressed with the high caliber faculty involved with the program development.
The collaborative is built on the sharing of faculty resources.

The evaluation team was concerned with an adequate number of faculty to effectively run this
program. There is a substantial increase in adjunct funding in the budget for year three, which
corresponds to the entrance of the first cohort into the dissertation phase of the program. The
team also suggests that the program consider a larger dissertation committee once resources
allow. The current structure includes 3 faculty members; one as the lead advisor and two readers
from within the two universities.



                                                27
The Universities should be aware that Connecticut Regulations for Licensure and Accreditation
require that only faculty with a terminal degree in an appropriate field may teach and advise in
this program.

University Response

       Full-time faculty with research doctorates will be serving as lead dissertation advisors.
       The two universities have 17 faculty members who will meet this standard now, with
       another six anticipated to complete doctorates in the next 1-3 years. This number will be
       adequate to meet the dissertation advising needs of the first cohort of 25 students who
       will enroll in Fall 2012. Additional adjunct faculty will be hired in year three to largely
       teach in the undergraduate and master’s programs as additional doctorally-prepared full
       time faculty are needed to serve as lead dissertation advisors, as members of the
       dissertation committee and to provide instruction to the second cohort of doctoral
       students. However, highly qualified, doctorally-prepared individuals may be hired
       occasionally to teach a doctoral course or guest-lecture in doctoral courses in which they
       have particular expertise.

Library and Learning Resources
WCSU and SCSU provide library resources through their campus based library, their online
resources, and their shared resources through the Connecticut State University Online Library
System (CONSULS), which allows students and faculty to have access to the collections at all
four of the CSU libraries and the Connecticut State Library.

Evaluation Team Findings: 10a-34-18. Library and Learning Resources
The team recommends expanding library and online support for students. The team suggests that
the two institutions share a help desk available to online students with expanded and consistent
hours. The team also suggests expanding weekend and evening hours.

The team suggests the creation of an online writing center.

The evaluation team recommends the creation of an orientation session designed for online
students that includes information to help them acclimate to online learning, and orient them to
the resources of the library and how to use the resources most effectively. This orientation
program should be a link that students may refer back to periodically throughout the program.

There was also some concern that staff were not aware if courses will be ADA compliant. The
program should ensure that policies are in place for student access in case of disability.

University Response

       Library and Online Support
       The universities reported that current state budgetary issues will likely preclude the
       ability of either institution to substantially expand these services, though there was
       recognition that there was some need to expand both the online support and library




                                                28
       services to these students. While students will be matriculated at either SCSU or WCSU,
       as students in this collaborative program they will be able to access either of the on-line
       support desks, or either library. The universities also reported that the majority of
       students in the first several cohorts will come from Connecticut and the surrounding
       region. Given current on-line support and library services, as well as the likelihood that
       most of these students will engage in learning activities during the early to late evening
       hours and on weekends, the current levels of operation of both online support and library
       services should be sufficient. The needs of the students will be monitored regularly
       concerning the availability of these services and their needs. In the event that it becomes
       clear that these resources are inadequate to meet the students’ needs, action will be taken
       at the appropriate level to expand these services within the bounds of contractual
       agreements.

       Online Writing Center
       The program development group is pursuing establishing a contract with a vendor of
       online student support services. One of the providers under consideration is
       Smarthinking, which includes an online writing center and other support services.

       Program Orientation
       In response to the site visit team’s findings, the program has revised and expanded
       residency requirements, including a three-day orientation session (Residency I)
       conducted “on ground.” The orientation will cover how to use the instructional
       technology of the courses, the range of campus and online support/academic services, an
       introduction to program outcomes and requirements, meetings with faculty
       members/advisors, team-building activities, a workshop on the importance of academic
       writing, small group discussions, and electronic and campus-based library resources.

       ADA Compliance
       Resources such as the SCSU Disability Resource Center and the Center for Adaptive
       Technology (CAT) are available to students in the program. These particular offices are
       available in order to provide reasonable accommodations to any student with a
       documented disability. CAT provides special software and digitized textbooks, and is one
       of only two such centers in Connecticut. Services offered by CAT are available to all
       CSUS faculty and students. Both institutions learning management systems, eLearning,
       VISTA and WebEx, are ADA compliant.

Facilities and Equipment
The program will be delivered primarily online with periodic meetings on ground. Both
Universities have the ability to host real-time live web conferencing for synchronous learning
experiences. The first synchronous activity will be held during the first winter-session for student
presentations. The summer after their first year will start off with a three-day on-ground
residency. During the fall of year two, students will have 4 synchronous activities. The second
summer ends with the second three-day on-ground experience. Year three is dedicated to
dissertation advisement.




                                                29
Currently, SCSU and WCSU use the Blackboard Vista 8 Course Management System. The
program staff noted that they will be transitioning into a new platform next fall.
Evaluation Team Findings: 10a-34-19. Facilities and Equipment.
The team recommends continued support for faculty in online pedagogical strategies and online
course development.

The team recommends a professional development plan and commitment to keep faculty up to
date on the latest technology. The team suggests continuous improvement in the development of
online course pedagogies. It was also noted that this continuous improvement should translate to
the students in the program as it is an example set for future educators.

University Response

       Continued Pedagogical Support
       The universities responded that faculty will have support for continued online course
       development through services through the SCSU Teaching and Learning Technologies
       Group and the WCSU Instructional Technology Center. The resources available at each
       university will be available to faculty from both campuses teaching in the program.

       Professional Development Plan
       The universities responded that in addition to access to current resources, faculty teaching
       in the program will commit to attending relevant conferences annually to maintain and/or
       update their online teaching skills. Premier conferences in online teaching, such as the
       Annual Sloan Consortium International Conference on Online Learning and the Annual
       Summer Institute for Nursing Informatics (sponsored by the University of Maryland
       School of Nursing) will be targeted for faculty participation. A portion of the federal
       appropriation received to develop this program also has been set aside for continued
       professional development of faculty teaching online.

Evaluation Team Findings: 10a-34-17. Graduation Requirements.
According to section (d) of this regulation, doctoral students must complete the equivalent of at
least one year of full-time study through resident instruction at the institution awarding the
degree. Resident instruction is defined as direct contact instruction which involves the physical
presence of both the learner and the instructor at the same regularly scheduled location (10a-34-
2(p).

The team recommends more frequent meetings of students with the instructors of the program
both to insure adequate resident instruction is carried out and to sufficiently mentor students
through the dissertation process. The team suggests additional purposeful meetings such as at the
start of the program with a team building exercise to help promote the cohort model. The team
would like to see more detail in regard to the planning of synchronous and on-ground meetings,
and an explanation of how the graduation requirements of the regulations will be met by the
program. Additionally, the team expressed concern with candidates having adequate opportunity
to demonstrate pedagogical skills and the institutions should consider further development of
practicum experiences, which will also help to meet the resident instruction regulation.




                                                30
Resident Instruction
Frequency of student-faculty meetings will be enhanced through three structured
residency experiences and the addition of at least one synchronous meeting using video
conferencing in each course. The universities indicated that 330 hours of resident
instruction will be provided to students in the program. The bulk of these hours (192
hours) will occur in Nursing 808 Doctoral Synthesis that requires 12 hours per week over
16 weeks of a percepted experience.

Another 72 hours of resident instruction are incorporated into three residency
experiences. Residency I consists of the 3-day program orientation (described above
under university response to Library and Learning Resources). Residency II consists of a
3-day intensive experience at the end of the first year designed to focus students on their
research, discuss ideas with faculty and peers, analyze the feasibility of those ideas, and
begin the dissertation planning process. Residency III consists of a 3-day experience at
the end of the second year designed to focus on research proposal development critical
evaluation of research, and academic writing, and individual meetings with lead
dissertation advisors.

The remaining 66 hours will occur through at least one three-hour synchronous video
conference in each course and dissertation advisement. See Appendix F.


Opportunity to Demonstrate Pedagogical Skills
The universities responded that in Year 2 of the program, students will complete an
intensive “on-ground,” semester-long, teaching practicum to continue to develop and
enhance their teaching skills and receive regular feedback from the preceptor and course
faculty. This course will require at least 12 hours per week for an entire semester. In
addition to engaging in “on ground” experiences, students will interact with faculty and
fellow learners during online presentations and online discussions. Through these online
experiences, students will receive additional support and feedback on their teaching
skills.




                                         31
                                             Appendix A
                    Responsibilities and Qualifications of Program Co-Coordinators


Position responsibilities for the co-coordinators include:

          Lead and coordinate the recruitment efforts
          Advise all prospective students
          Coordinate admission process
          Serve as program liaison to Graduate School (both institutions)
          Monitor and maintain academic records of students from each campus
          Propose course scheduling to department chairperson and appropriate dean
          Provide effective leadership and participate in planning, implementation, and
           evaluation of the doctoral program
          Write program reports/provide program data as requested
          Monitor dissertation progression of students




Qualifications of the Ed.D. in Nursing Education Coordinator:

          Academic/Research Doctoral degree (Ed.D., Ph.D. or DNS) in Nursing or related
           field,
          Significant teaching and leadership experience in nursing education at the
           undergraduate and graduate levels,
          Record of scholarly activities,
          Service to and leadership activities in professional organizations,
          Excellent written and oral communication skills




                                                 32
                                        Appendix B
                Dissertation Committee Advising Responsibility and Flow Chart

The Committee as a Whole (Lead advisor, all Committee members)
The initial responsibility of the committee is to meet and determine the feasibility of the topic
and the dissertation proposal, and to permit the student to proceed only after such determination
has been made. The committee shall sign off on the student's proposal and a copy will be kept in
the student's file in the department. The signing of this document by the committee signifies that
the student has permission to proceed with the study as outlined in the plan.

The Lead Advisor
The lead advisor shall have primary responsibility for the supervision of the student's work,
setting deadlines, reviewing guidelines and processes with the student, and guiding the student's
progress. The lead advisor shall inform the student of university regulations regarding the need
to maintain continuous enrollment while working on the dissertation.

WCSU faculty eligible to serve as Lead Dissertation Advisors
     Abate, Ellen, PhD
     Avery, Carol, EdD
     Brown, Daryle, EdD
     Crouse, Karen, EdD
     Doherty, MaryEllen, PhD
     Halloran, Laurel, PhD
     Palladino, Joan, EdD
     Piscopo, Barbara, EdD
     Napoli Rice, Catherine, EdD

Note: WCSU faculty at dissertation stage in a research/academic doctoral program
       Goodrich, Robin (Ed.D. Anticipated 2012)
       Lupinacci, Jeanette (Ed.D. anticipated 2012)

SCSU faculty eligible to serve as Lead Dissertation Advisors
      Barbara Aronson, PhD
      Cesarina Thompson, PhD
      Leslie Neal-Boylan, PhD
      Kimberly Lacey, DNS
      Mary Ann Glendon, PhD
      Bernadette Madara, EdD
      Maryanne Davidson, DNS
      Cynthia O'Sullivan, PhD

Practice Doctorates (these two faculty are eligible to serve as committee members but not Lead
Dissertation Advisors)
       Susan Westrick, JD
       Karen Barnett, DNP




                                                33
Note: SCSU faculty at dissertation stage in an research/academic doctoral program
       Pennie Sessler-Branden (Doctorate anticipated 2014)
       Chris Denhup (Doctorate anticipated 2012)
       Lisa Rebeschi (Doctorate anticipated 2012)
       Tammy Testut (Doctorate anticipated 2014)

Number of Advisees Per Faculty Member
The maximum number of advisees per nursing faculty member is as follows:
    Lead Advisor (3 advisees. May be in various stages of development)
    Additional Committee member (5 advisees in various stages of development)
    Faculty shall not exceed a total of 8 advisees (as lead advisor or committee member)
      unless mutually agreed upon by the individual faculty member and Program Co-
      Coordinator(s), respective department chairs, and the appropriate Dean.

Once a student has successfully completed NUR 813: Dissertation Seminar, the lead advisor will
consult with the program coordinator at the student’s home campus. This communication
pathway is for the purpose of identifying faculty resources, and faculty work flow and planning
supportive of the dissertation.

Eligibility Criteria for Dissertation Advisors

Lead Dissertation Advisor(s)
Lead dissertation advisor(s) will be from within the Department of Nursing at either University,
and will meet the following criteria:
    A full-time faculty member of one of the nursing departments with academic rank at the
       level of Assistant Professor or higher,
    Holds an academic/research terminal doctorate in nursing or related discipline
    Has a proven record of research and scholarship
    Has experience in graduate nursing research advisement

Other Dissertation Committee Members
Faculty within the two collaborating universities or from other accredited institutions of higher
education who meet the following criteria:
    Hold a terminal degree
    Have a proven record of research and scholarship;
    Have experience in research advisement
    Have specializations which are related to the dissertation’s subject matter

Qualified faculty from other institutions can serve as members of the Dissertation Committee
with the approval of the dissertation lead advisor and co-coordinators.




                                                 34
Dissertation Flow Chart
                                           Learner selects Lead Dissertation Advisor



                                        Learner selects additional committee members in
                                                  consultation with Lead Advisor
                                       (Dissertation Committee will consist of 3 members)




                                                                          Learner completes Comprehensive Exams -Fall
  Learner develops dissertation proposal in consultation with                            semester Year 2
                  Dissertation Committee                                Completes all courses required in Science of Nursing
                                                                           Education Research component (12 credits)




                                   Learner defends Dissertation Proposal to Dissertation
                                                       Committee




                           Following approval of proposal by the Dissertation Committee, learner
                            proceeds with dissertation following all procedures as outlined in the
                                               Doctoral Student Handbook




                                                 Oral Defense Preparation:
                              In consultation with Lead Dissertation Advisor, learner selects
                             external reader who will be part of Dissertation Defense Hearing




                                   Following approval from Lead Dissertation Advisor &
                                  Dissertation Committee, Learner follows all established
                                         procedures and makes arrangements for
                                                Dissertation Oral Defense




                                    Dissertation Oral Defense Successfully Completed
                                    and Final Dissertation Document Submitted to the
                                                        University




                                                                35
                                               Appendix C
                                    Ed.D. Program Communication Plan




           SCSU                                                                 WSCU
Provost & VP for Academic Affairs                                     Provost &VP for Academic Affairs


           Dean                                                                  Dean
   Health and Human Services                                           School of Professional Studies


   Department of Nursing                                                Department of Nursing
         Chairperson                                                          Chairperson


        Department                                                            Department
            Faculty                                                              Faculty


   Department of Nursing                                                Department of Nursing
          Committee                                                            Committee


        EdD Program                                                          EdD Program
          Coordinator                                                          Coordinator




                                              EdD Program Committee




                                                   36
                                               Appendix D
                                      Measurement of Program Outcomes

EdD in Nursing Education Program Outcomes Measurement Grid
NLN Core Competencies          EdD Program         Related Program             Evaluation Measures
  for Nurse Educators            Outcomes*             Courses
Facilitate Learning         1, 2, 5, 6                 NUR 802            Papers on teaching strategies and
                                                      (NUR 808)          integrating technology in teaching

Facilitate Learner          1, 2, 5, 6                NUR 801           Analytical Paper on Learning Styles;
Development &                                       (NUR 802, 803)         Group project on factors that
Socialization                                                                facilitate/hinder learning;

Use Assessment &            1, 2                       NUR 805          Development of evaluation tools for
Evaluation Strategies                                 (NUR 804)           classroom & clinical learning
Participate in Curriculum   1, 2                       NUR 808                 Curricular Critique
Design & Evaluation of                            (NUR 800, 801, 802,        Curricular Presentation
Program Outcomes                                       803, 805)
Function as a Change        1, 3, 5                    NUR 807             Analysis paper on leadership
Agent and Leader                                    (NUR 806, NUR         challenges in nursing education
                                                         808)

Pursue Continuous Quality   1, 6                      NUR 808           Portfolio documenting professional
Improvement in Nurse                                  (802, 804)              development activities
Educator Role
Engage in Scholarship       1, 4                     NUR 815-816              Completed Dissertation
                                                    (NUR 810-814)
Function Within the         1 through 6               NUR 808              Mock portfolio assignment
Educational Environment                             (NUR 800-804)       documenting faculty role activities

EdD Program Outcomes
   1. Synthesize concepts & theories from nursing, higher education, and related disciplines as
      a foundation to enact the nurse educator role.
   2. Demonstrate expertise in designing, implementing, evaluating, and improving nursing
      education to reflect trends in higher education, healthcare, and nursing practice.
   3. Use knowledge of ethical, social, global, cultural, political, and economic issues affecting
      nursing education to provide effective leadership.
   4. Contribute to the advancement of the science of nursing education through intellectual
      inquiry and creative scholarship.
   5. Provide professional leadership to affect change in nursing education through service to
      the profession.
   6. Function collaboratively in the faculty role within a community of scholars.

Major Program Components/Competencies:
    Foundations of Teaching in Higher Education (NUR 800, 801, 802)
    Specialization in Nursing Education (NUR 803, 804, 805)
    Leadership in Nursing Education (NUR 806, 807, 808)
    Science of Nursing Education Research (NUR 809, 810, 811, 812)
        Dissertation Seminar & Advisement (NUR 813, 814, 815, 816)




                                                     37
                                         Appendix E
                                      Course Descriptions

Foundations of Teaching in Higher Education (9 credits)

NUR 800- Ethical/Legal, Political and Social Issues Affecting Higher Education
Examines traditional values that shaped the academy and are changing in response to societal,
legal and ethical concerns. Explores current dynamics affecting systems of higher education:
political, social and economic trends shaping the university experience. 3 credits.

NUR 801-Theories of Teaching and Learning in Adult and Higher Education
Teaching and learning theories are examined as they apply to adult and higher education.
Components of the psychology of learning are analyzed. Cultural, racial, gender and generational
dynamics are discussed. 3 credits.

NUR 802 –Methods of Teaching and Evaluation
Prepares educators to identify and apply appropriate teaching methods and evaluate student
learning, teacher and program effectiveness. Topics include teaching, evaluation, integration of
new and emerging technology, assessment methods, interpretation, reporting, and application. 3
credits.


Specialization in Nursing Education ( 9 credits)

NUR 803 –Curriculum Development, Implementation, and Evaluation in Nursing
Doctoral learners apply concepts and theories basic to curriculum development and evaluation in
academic settings. Learners analyze the influence of accreditation processes on curriculum
development and evaluation. 3 credits.

NUR 804E –Nursing Faculty Role in Higher Education
Preparation for the nursing faculty role in a community of scholars. Topics include models of the
professoriate, comparing and contrasting the role while providing the groundwork to develop a
philosophy of teaching and portfolio development. 3 credits.

NUR 805–Classroom, Clinical Teaching and Evaluation in Nursing Education
Builds upon the learners’ professional experience as educators, best practices in classroom and
clinical teaching and student evaluations are explored. The legal and ethical implications of
teaching/learning and the evaluative process are considered. 3 credits.


Leadership in Nursing Education ( 9 credits)

NUR 806- Leadership Theories and Concepts
Classic and contemporary leadership and management theories and concepts are analyzed with
applications made to the faculty/administrative leadership roles in academic settings. Building
upon professional education and experience of learners, various models, essential skills, core




                                               38
competencies, and best practices in leadership are explored in depth with special emphasis on
leadership in academic settings. 3 credits.

NUR 807 –Leadership in Nursing Education
The various leadership roles in academic nursing are examined. Classic and contemporary
leadership and management theories and research in academic administration are used as a basis
to discuss the leadership challenges and opportunities inherent in faculty and in administrative
roles such as academic program administrator, department chairperson, director, or dean.
Traditional and emerging roles and responsibilities in the various leadership positions will be
explored in depth. 3 credits.

NUR 808- Doctoral Synthesis
This synthesis experience provides multiple opportunities for doctoral students to explore,
analyze and actualize the multiple roles of nurse faculty in a guided/mentored practicum.
Students will self-assess learning goals based on professional experience and select the guided
learning experiences to meet these goals and the student learning outcomes of the course under
the coaching and supervision of the course faculty member. 3 credits.


Science of Nursing Education Research (12 credits)

NUR 809/-State of the Science of Nursing Education Research
This course will prepare nurse educators to identify and apply the science of nursing education
research to nursing education. Discovery and development of pedagogies for nursing education
and nursing practice will be explored. Conventional, critical, feminist, postmodern, and
phenomenological perspectives about teaching and ways of knowing will be analyzed. 3 credits.

NUR 810 –Quantitative Methods in Nursing Education Research
An in-depth analysis of quantitative research designs, methods, instrumentation, data analysis
and interpretation from the viewpoint of a positivistic paradigm. Emphasis is placed on rigorous
designs appropriate for the assessment of outcomes in nursing education. 3 credits.

NUR 811- Qualitative Methods in Nursing Education Research
An in-depth analysis of the methodologies congruent with selected qualitative research
traditions. Strategies for selecting appropriate research questions, sampling, data collection and
data analysis plans from the viewpoint of a naturalistic paradigm are highlighted. 3 credits.

NUR 812-Statistical Analysis in Educational Research
Learners develop knowledge and skills to effectively use statistics in different educational
research designs. Topics include selection of appropriate statistical analyses including
descriptive and inferential statistics. Students are also prepared to utilize statistical software
packages. 3 credits.




                                                  39
Dissertation Phase (9-12 credits)

NUR 813–Dissertation Seminar
Learners will be guided through the research process as they develop their dissertation proposals.
By the end of the course, students will produce the first draft of the proposal for the course
faculty and dissertation advisor. 3 credits.

NUR 814 –Dissertation Advisement I
Learners will be guided through the process as they await IRB approval, and begin the data
collection phase. In this seminar approach, learners will work individually with their dissertation
advisor. 3 credits.

NUR 815- Dissertation Advisement II
Learners will continue to work with their dissertation advisors as they complete the data
collection phase and begin to analyze their data. 3 credits.

NUR 816-Dissertation Advisement III
Learners will continue to work with their dissertation advisors to complete writing the
dissertation and conducting the dissertation defense. 3 credits.

NUR 899-Ongoing Dissertation Advisement.
This course will be offered with variable credit as needed for students who need additional time
to complete the dissertation.




                                                40
                                              Appendix F
                                          Resident Instruction

10a-34-17(d) Doctoral degree requirements shall include a provision that each student must
complete the equivalent of at least one year of full-time study through resident instruction at the
institution awarding the degree.

10a-34-2. (p) "Resident Instruction" means direct contact instruction which involves the physical
presence of both the learner and the instructor at the same regularly scheduled location. Resident
instruction also may involve independent study and clinical activities with characteristics similar
to distance education.

Program Component                                                               Hours of Resident
                                                                                   Instruction
First Year of Program
Residency 1 August prior to first year of program                                        24
NUR 800, Ethics                                                                           3
NUR 801, Theories                                                                         3
NUR 802, Methods of Teaching and Evaluation                                               6
NUR 803, Curriculum                                                                       3
NUR 804, Faculty Role                                                                     3
NUR 805, Class, Clinical Teaching & Evaluation                                            3
NUR 806, Leadership Theories                                                              3

Second Year of Program
Residency 2 August prior to second year of program                                       24
NUR 807, Leadership in Nursing Education                                                  3
NUR 808, Doctoral Synthesis **                                                          192
NUR 809, State of the Science Nursing Education Research                                  3
NUR 810, Quantitative Analysis                                                            6
NUR 811, Qualitative Analysis                                                             6
NUR 812, Statistical Analysis                                                             6
NUR 813, Dissertation Seminar                                                             6

Third Year of Program
Residency 3 August prior to third year of program                                        24
NUR 814 Dissertation Advisement 1                                                         6
NUR 815 Dissertation Advisement 2                                                         6
NUR 899 Ongoing Dissertation Advisement
Total                                                                                   330

**NUR 808 Doctoral Synthesis. This requires 12 hours per week x 16 weeks of a precepted experience.




                                                     41
               STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION

Institution:    Sacred Heart University

Item:           Accreditation of a program in Applied Psychology, leading to a Master of Science
                (M.S.) degree on ground and online and two graduate certificates, one in
                Industrial Organizational Psychology and one in Community Psychology, also on
                ground and online

Date:           September 15, 2011

                                           Background

The Master of Science in Applied Psychology program at Sacred Heart University was initiated
on August 30, 2010. The program has two concentrations, one in Industrial Organizational
Psychology and one in Community Psychology. These concentrations are available as stand-
alone graduate certificates. The degree and certificate programs are offered on ground and
online. As of August 24th, 2011 the first group of on ground students completed degree
requirements. Of those students, five report that they are applying for a doctorate degree; one
has obtained a position as an instructor at a community college; and the other four report that
they are more eligible for advancement at their current place of employment including
community and hospital settings as well as human resources.

                                           Description

Purpose and Objectives
The University provided the following information at the time of licensure:

   The primary goal of the proposed Master of Science in Applied Psychology is to teach
    students how to apply the science of human behavior to solve practical problems in various
    settings in the community.
   The University anticipates that graduates from this program would seek careers in human
    resource management, social service agency administration as well as positions in federal,
    state, and local government. The program could also lead to further graduate education.
   The program is intended for students who have recently received bachelor’s degrees or for
    processionals who are already working in a human services field and wish to progress in their
    careers.
   The certificates are intended for individuals who want to develop their skills in community
    psychology or industrial organizational psychology but are not seeking a master’s degree.

Administration
The program is overseen by a Director, appointed as such in February of 2010 and has been
directly responsible for the administration of the program since that time. At licensure, the Chair
of the Department had oversight of this program. The Director has been with the University since
2003 and has the necessary credentials.




                                                42
An internal assessment of each course is currently underway as is the evaluation of the program
objectives to this point.

Curriculum
The Master of Science in Applied Psychology is a 38 (42) credit program broken down as
follows:
       o Core program: 20 credits
       o Concentration: 12 credits (These can be taken as separate certificate programs)
       o Thesis or capstone project: 6 credits
Courses are offered on ground or online in 8 week sessions.

The following describes changes in the program since the time of licensure:

      PS 450 Foundations of Psychological Science (4 credits) was added as the first course of
       the program. The description and justification of the course is below.

       This course is designed to provide those that did not major in Psychology with a
       scientific foundation of psychology theory. This course may also be appropriate for
       students who have not been in school for some time. It is a required prerequisite course
       that may be waived, by the director, if sufficient past coursework has been completed.
       The course will present key elements of the five major perspectives of psychology while
       incorporating both social and natural science aspects of psychology. The course will also
       cover key elements of the history, systems, and theory of psychology. Throughout the
       course, research methodology is incorporated to highlight the application of psychology
       within each perspective. A minimum grade of B is required to continue to PS 500.

      PS 510 Professional Ethics and Legal Issues in Applied Psychology (2 credits) and PS
       511 Multicultural Issues in School, Workplace, and Community Settings (2 credits) were
       two proposed courses that were to be offered concurrently. PS 510 and PS 511 were
       eliminated and PS 500 Foundations in Applied Psychology (4 credits) was created as a
       replacement. The creation of PS 500 as the replacement for PS 510 and PS 511 occurred
       during the summer of 2010 and was in place as the program initiated with its first
       students. Students with an undergraduate psychology background may be eligible to
       waive PS 450 and begin with PS 500.

      The name of PS 540 Foundations of Community and School Counseling (3 credits) was
       changed to PS 540 Foundations of Community Psychology. The name change was made
       to reflect the content of the course with a match with the name of the concentration of
       Community Psychology. In addition, the change is also to avoid any confusion with
       candidates that are interested in becoming school psychologists

      PS 590 Comprehensive Exam was created as an option for students that are not
       completing a thesis. Students that choose the comprehensive exam requirement take PS
       595 Capstone Project I (3 credits) to show further competency in designing a research
       project. They may then opt to take PS 590 as the last three credits of the degree
       requirements. Please see the course description below.



                                               43
       This is a three-credit experience that is taken as the last three credits in the Master’s
       program. The exam is taken in stages over an eight-week period. Students will be given a
       selected bibliography corresponding to the content of each course in the Master’s
       program (prepared by the instructor of that course). Each week, students will be expected
       to review the material for one of these courses, then write an essay in response to a
       question posed by the instructor. The question will be comprehensive enough so that it
       incorporates the most important material from the course as well as the content from the
       bibliography. The first six weeks correspond to the major classes in the program (PS
       500, PS 520, PS 525, PS 550, PS 551, and PS 552). The last two weeks will cover the
       content from the student’s chosen concentration.

                     Master’s Program in Applied Psychology Curriculum:
       PS 450 Foundations of Psychological Science (may be waived, see above)            (4 cr.)
Core (6 courses, 20 credits)
       PS 500 Foundations in Applied Psychology                                          (4 cr.)
       PS 520 Developmental Issues Across the Life Span                                  (3 cr.)
       PS 525 Identifying and Managing Psychopathology in Community Settings             (3 cr.)
       PS 550 Applied Research Methods and Statistics                                    (4 cr.)
       PS 551 Individual Psychological Assessment and Appraisal                          (3 cr.)
       PS 552 Program Evaluation and Consulting                                          (3 cr.)
Concentrations (4 courses, 12 credits)
       Industrial Organizational Psychology (can also be completed as a stand-alone certificate)
               PS 530 Foundations of Industrial Organizational Psychology
               PS 531 Organizational Behavior
               PS 532 Personnel Psychology: Selection, Placement, Evaluation, and Training
               PS 533 Motivating Attitude Change in Individuals and Organizations OR
               appropriate BU course
       Community Psychology (can also be completed as a stand-alone certificate)
            PS 540 Foundations of Community Psychology
            PS 541 Theories of Counseling and Personality
            PS 542 Counseling Methods and Techniques
            PS 543 Community Health Psychology
       General Track
       Four electives, chosen in consultation with an academic advisor from above
       concentrations or PS 599 or other graduate courses, as appropriate
Capstone Experience (2 courses, 6 credits)
      PS 595 Capstone Project I OR         PS 595 Capstone Project I
      PS 596 Capstone Project II           PS 590 Comprehensive Exam
       OR
       PS 600 Thesis I
       PS 601 Thesis II



                                               44
Enrollment
The following enrollments have been reported by the University and meet/ exceed projections at
licensure. Please note that full-time students are on ground and complete the program in one
year. Part-time students are online and complete the program in two years. As of August 29th,
2011 the second group of on ground (full time) students (22) will begin the program. An
additional 38 students will begin online (part time) during the fall of 2011.

Student Status                 Fall Year 1            Fall Year 2          Fall Year 3
                               FT      PT             FT      PT          FT      PT
Internal Transfers           __0___ __0___          __0___ __0___       __0___ __0___

New Students                 __11__ __29___         __22__ __38___       _22_    _38___

Returning Students           __0___ __0___          __0___ __69__       __0__ __90___

  Total                      __11__ __29__          __22__ _107_        __22__ __128__


                               Current Year             Year                 Year
                               2010-2011              2011-2012           2012-2013

Number of Completers             __10___               __41___              __86___



                                        Resource Support

Faculty
There are currently 18 faculty members who teach in this program. Three of the professors have
master’s degrees, and the institution is applying for a waiver of the credential requirement for
these individuals.

Library and Learning Resources
The Ryan-Matura Library at Sacred Heart University provides full-text access to approximately
3000 academic journals in Psychology, mostly through PsycINFO and Academic Search Premier
databases. The Library owns 3997 monographs in the field of Psychology. Additional journals
and monographs relevant to industrial-organizational and community counseling are available
through the MBA and Bachelor of Social Work programs at the University.

Facilities and Equipment
The facilities are adequate for this program.
A classroom was renovated to serve as the main room for the on ground classes. An in-
classroom video camera was installed to video lectures for the purposes of further use in on
ground teaching as well as streaming for the online population.




                                               45
         STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION


Institution:   St. Vincent’s College

Item:          Accreditation of a RN-BSN completion program, leading to a Bachelor of
               Science in Nursing (B.S.N.), to be offered online

Date:          September 15, 2011


                                       Background

The RN-BSN completion program at St. Vincent’s College is their first baccalaureate
degree program and their first program offered as an online degree. The program was
licensed by the Board of Governors for Higher Education on September 15, 2010 for a
period of two years. The College is seeking accreditation at this time to assist with
student funding, possible grant opportunities, and in preparation for national and regional
accreditation of the program. The first cohort of students entered in January 2011.

St. Vincent’s College is a Catholic institution whose mission statement focuses on
nursing and allied health professions. Since licensure, the College has formed an advisory
group, hired an academic counselor, and established recruitment materials. Additionally,
an articulation agreement has been established with the Connecticut Community College
Nursing Program as of March 2011.

                                       Description

Purposes and Objectives
The learning outcomes were presented at licensure and have not changed. The evaluation
team at licensure recommended the continued development of institutional understanding
of baccalaureate versus associate degree level outcomes for students. The College has
responded by attempting to elucidate from all faculty and staff during nursing faculty
meetings, administrative council, curriculum planning and College Council the difference
between baccalaureate and associate degree education and the cultures they engender.
Faculty Development activities will also provide a continuous open forum for discussion
on the expected outcomes of the baccalaureate students.


Administration
St. Vincent’s College hired a Chair who is doctorally prepared. The Chair has
administrative and teaching responsibilities. The College also hired an Instructional
Designer as planned for at licensure.

At the time of licensure, the College stated it would seek accreditation from the National
League for Nursing Accrediting Commission (NLNAC). As of January 5, 2011 the




                                            46
College was deemed eligible to participate in the candidacy process. This process is the
pre-requisite step toward formal review for NLNAC initial accreditation. The NLNAC
site visit is planned for fall of 2012. The New England Association of Schools and
Colleges (NEASC) plans for a site visit to review the program in Spring 2012.

Admissions/Enrollment
At licensure, the College planned to initiate two cohorts per year with between 20 to 25
students in each cohort. The first cohort began the program in January of 2011 with 27
students, and as of the summer of 2011, 25 are progressing with this cohort. A new
cohort is scheduled to begin in August of 2011 with 27 students.

Students are accepted into the program and begin pre-requisite coursework before joining
a cohort. As of mid-May, there were 150 inquiries, 69 applications and an acceptance rate
of 46%.

       Timeframe                     Students Accepted
       October to December 2010             43
       January to March 2011                10
       April to May 2011                    16

The following is the transfer policy for this +2 program. Note that admission to the
program requires that students must hold a current unencumbered Connecticut license as
a registered nurse and these are the maximum number of credits allowed to transfer:

Associate degree graduates of St. Vincent’s College
General Education                                                  36 credits
Nursing                                                            36 credits
Transfer from other colleges or additional St. Vincent’s           12 credits
College courses                                                    _________
                                                                   84 credits

Graduates from other institutions with an associate degree in nursing
General Education                                                  48 credits
Nursing                                                            36 credits
                                                                  84 credits

In compliance with the Connecticut State Articulation Model for Nurse Educational
Mobility, for students who are diploma graduates from St. Vincent’s or other institutions
and who hold a current Connecticut license as a registered nurse, the following minimum
advanced placement credits will be applied to the baccalaureate in nursing degree:

General Education                                                  30 credits
Nursing                                                            30 credits
                                                                   60 credits




                                            47
Curriculum
The following courses will comprise the general education core of all baccalaureate programs:
Bachelor of Science Core Courses:

*ENG 101       English Composition             3cr    *SOC 213       Cultural Diversity                    3cr
ENG 213        Communications                  3cr    REL 101        World Religions                       3cr
*PSY 101       General Psychology              3cr    PHI 201        Ethics                                3cr
*MAT 140       College Algebra                 3cr    *INF 101       Introduction to Information Systems   3cr
MAT 212        Statistics                      3cr                   Humanities Electives                  6cr
*SOC 101       Introduction to Sociology       3cr
 *Science      Physical/Biological Science     8cr
               required credits are
               determined by the major                               TOTAL                                 44cr

Required Non-Nursing Courses
*BIO 235     Microbiology                      4cr    BIO 334        Pathophysiology                       3cr

*PSY 212      Lifespan Development             3cr    SPA101         Conversational Spanish                3cr
              Psychology
ENG 212       World Literature                 3cr                   Elective (Non-humanities)             3cr


                                                                 TOTAL                                     19cr
*Indicates course must be completed before entering upper division nursing courses.

Required Nursing Courses
NUR 310      Nursing Informatics               2cr    NUR 345        Community Nursing                     4cr

NUR 311       Physical Assessment              3cr    NUR 303        Alternative Therapies in Healthcare   2cr

NUR 322       Foundations in Theory            3cr    NUR 467        Leadership/Management in Nursing      4cr

NUR 312        Research                        3cr                   Nursing Elective                      3cr

NUR 333       Transcultural Nursing            2cr
                                                                TOTAL                                      26 cr
Credits above (89) plus Transfer/Advanced Placement Credits (36-38) =

                                                                       TOTAL CREDITS =125-127

All students in the program are registered nurses. Arrangements for the clinical projects
and preceptorships that are an integral part of Community Nursing and
Leadership/Management in Nursing is the responsibility of the learner with the guidance
and support of the faculty. Clinical projects will be subject to the approval of the faculty
member and will be evaluated by faculty. Students work with appropriate preceptors in
clinical agencies.

During the site visit for licensure, the team confirmed plans for more upper-level general
education courses, and the team made some suggestions including an upper-level writing
course. The College has responded to this recommendation by incorporating ENG 212,
World Literature which is an expository writing course. Course syllabi are in place,
although not all of the courses have yet been offered.



                                                     48
Utilizing best practice guidelines, and with the input from the Instructional Designer, the
syllabi for the online delivery of the nursing and general education courses, have been
reviewed and reformatted into a standardized layout to facilitate student learning and are
being used by online faculty in both the nursing and general education courses in the RN
to BSN program.


                                     Resource Support

Faculty
At the time of licensure, the College provided a timeline for hiring additional faculty to
support the program and to support the change in degree level of the institution. One full-
time master’s level nursing faculty member is in place, as well as the first hire, who is the
Chair of this new program. The second hire was the Instructional Designer. The licensure
report listed a humanities position to be hired in 2010, and this position has been delayed
to Spring 2012. A Math position scheduled for August 2011 has been filled. An
additional Nursing faculty member hire was planned for in January of 2012, and this
position is on target to meet that start date. The program also anticipates a third Nursing
faculty member for August 2013. The licensure application listed a Social Science faculty
member anticipated for August of 2013, which continues to be the timeframe for this
hire.

Library and Learning Resources
At licensure, the College planned to bring CINAHL full-text as well as ebrary online. The
Nursing Reference Center through EBSCO providing full-text CINAHL and evidence
based practice guidelines is now in place and accessible to the students through the
College portal. In addition, turnitin® is available to the students which provides students
and educators the ability to check academic work for integrity, originality and citation.
The turnitin® is utilized within the courses for submission of assignments. The
E®ebrary Academic provides the students with business, computer, history, and
humanities databases and is again, accessible through the College portal. All resources
are enabled and accessible.

Facilities
The equipment in the simulation lab as well as the equipment available in the Nancy
Clancy Life Science and Nursing Skills Lab is available to students enrolled in the
Bachelor of Science in Nursing to complete the on-campus skills portion of the Physical
Assessment course. Other than the Angel Learning Platform that is already in place, no
other equipment is expected to be needed.




                                             49
               STAFF REPORT: ADVISORY COMMITTEE ON ACCREDITATION



Institution:     Charter Oak State College

Item:            Licensure and accreditation of a program in leadership of health care
                 administration, leading to an undergraduate certificate (18 credits), to be offered
                 online

Date:            September 15, 2011


                                             Background

Charter Oak State College is seeking licensure and accreditation of a program in leadership of
health care administration leading to an undergraduate certificate. The certificate was developed
as part of the College’s corporate agreement with Aetna.

Charter Oak State College is authorized by 10a-143(c) of the Connecticut General Statutes to
grant undergraduate and graduate credits and degrees on the basis of examination, courses
offered by the college, and other forms of evaluation and validation of learning including transfer
of credit. The certificate is primarily intended for students who are already employed in the
health care industry.



                                             Description

Purpose and Objectives
This undergraduate certificate program is intended for students who are already employed in the
health care industry (clinical, allied health, insurance, or medical office). Courses for this
certificate pre-existed within the Health Care Administration concentration in the bachelor’s of
general studies program.

Students who complete a certificate in leadership in health care administration will be able to:
   1. identify and explain factors that impact behavior in the health care field;
   2. explain how understanding diversity is important to the health care field;
   3. describe patient rights measures;
   4. evaluate and interpret economic factors that influence health care decisions;
   5. identify and apply decision-making strategies related to the health care field;
   6. demonstrate an understanding of legal/ethical issues in business/clinical practices;
   7. apply leadership competencies; and
   8. assess global factors affecting the health care industry.




                                                  50
Administration
The undergraduate dean will be responsible for the day-to-day operation of the program.

Admissions

Applicants must meet the requirements for undergraduate admission, which require students to
be 16 years old or older and have earned nine acceptable college-level credits. In addition,
applicants must have worked or are currently working in the field of health care management.

Enrollment Projections
The College projects 25 students to enroll in the first year of operation, increasing to 30 students
in the second and 35 in the third

Curriculum

Course       Title                                                                          Credits
HCA 101      Introduction to Health Care Systems                                              3
             OR
HCA 401      Regulatory/Accrediting Agencies & Requirements for Health Care Orgs                3
HCA 301      Contemporary Ethnical Issues in Health Care                                        3
HCA 311      The Economics of Health and Health Care Administration                            3
HCA 350      Transcultural Competency in Health Care Administration                            3
HCA 411      Health Care Law                                                                   3
HCA 450      Leadership in Health Care                                                          3
                                                                             Total             15

Similar Programs
St. Vincent’s College offers an undergraduate certificate program in health care management (15
credits).


                                         Resource Support

Faculty
By statute, Charter Oak State College employs faculty only on an adjunct basis to serve as
consulting examiners to make recommendations as to requirements and standards of the board's
programs and to make recommendations for the award of academic undergraduate and graduate
credits and degrees.

The faculty members identified to teach in the program are:

Lewis Mustard, Ph.D, Health Administration, The Union Institute & University, DBA Business
Administration, Western Colorado University. Related experience includes being President of
Health Care Negligence Control, Inc. Specializations include business administration and health
care administration.




                                                 51
Clotilde Smith, Ed.D, Educational Leadership, University of Bridgeport, assistant professor.
Specializations include health care administration and public administration.

Library and Learning Resources

All Students in the Speech and Language Certificate program will have available access to
Charter Oak State College Unguided Library Resources including:
     ABI/Inform Complete                               History Resource Center (U.S.)
     Academic OneFile                                  History Resource Center (World)
     CINAHL                                            iCONN.org - CT's Research Engine
     ebrary                                            Informe! (Revistas en Espanol)
     EBSCOhost                                         Legal Trac
     Educator's Reference Complete                     LexisNexis
     Expanded Academic ASAP                            Project MUSE
     Gale Databases - Powered by                       ProQuest
       InfoTrac                                         PsycARTICLES
     General OneFile                                   PsycINFO
     General Reference Center Gold                     Science Resource Center
     GreenFILE                                         SocINDEX
     Health & Wellness Resource Center



Facilities and Equipment
Charter Oak's online courses require the use of a computer with an Internet connection. CREC
will not need to provide any additional facilities/equipment or other resources for this certificate
program. The Connecticut Distance Learning Consortium (CTDLC) hosts the LMS (Learning
Management System) Blackboard Learn and all of Charter Oak's courses. Supported operating
systems included Windows (XP, Vista, System 7) and Mac OS (Leopard and Snow Leopard) and
are certified or compatible for use with MS IE (7 and 8), Firefox multiple versions), and Safari
(multiple versions).




                                                52
                                           Appendix A
                                        Course Descriptions

HCA 101: Health Care Systems and Administration 3 credits
This course provides a broad introduction to the health care system and organizations in the
United States; public health, participants in the health care system, customer service skills,
management skills, budgeting and planning, marketing, information technology in health care,
historical developments, trends, public policy, ethical issues, comparison with systems in other
countries, and the impact of the global economy on health care administration.

HCA 301: Contemporary Ethical Issues in HCA 3 credits
This course is an examination of contemporary ethical issues that arise in the context of health
care (including such issues as informed consent, termination of life support, research ethics,
genetics and cloning, reproductive technologies, and professional ethics). The course will include
an introduction to main ethical principles, codes of ethics, and ethical theories that are relevant to
understanding and resolving ethical problems/issues. It will also examine current political issues,
such as the impact of finances, which may have an effect on the health care decision making
process, with a focus on the ethical implications of health care policies and decisions.

HCA 311: Health Care Economics 3 credits
This course illustrates how microeconomic theory can be used to understand the operation of
health care markets and analyze various problems and issues relating to health economics,
including international comparisons. Current political issues will also be addressed as they relate
to health care economics.

HCA 350: Transcultural Competency in Health Care Administration 3 credits
This course explores the relationship between cultural understanding and quality health care and
its importance in discussing health care disparities.

HCA 401: Regulatory and Accrediting Requirements in HCA 3 credits
This course will examine the regulatory and accrediting environments and discuss the difference
between them as they apply to health care organizations. Topics will include HIPAA regulations,
corporate compliance, regulating bodies, and accrediting agencies, both governmental, and
current legal and political health care issues.

HCA 411: Health Care Law 3 credits
This course will examine the issues that arise where state and/or federal law and the American
health care system intersect.

HCA 450: Leadership in HCA 3 credits
This course focuses on the role of leadership in health care administration.




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