Western Connecticut State University Comparative Advantage

Transcription

Western Connecticut State University
Comparative Advantage Action Team
Second Report
April 2006
Action team members:
Koryoe Anim-Wright, Acting Vice President of Institutional
Advancement
Ron Drozdenko, Marketing Department
Ellen Durnin, Dean of Graduate Studies (co-chair)
Dan Goble, Music and Music Education Department
Burt Peretti, History Department (co-chair)
Sarah Slater-Smith, Honors Student
Steve Ward, Social Sciences Department
Jerry Wilcox, Director of Institutional Research and
Assessment
Introduction
The President’s action team on Comparative Advantage has been engaged in a yearlong study of
the perceived and actual strengths and challenges affecting Western Connecticut State
University. In the Fall semester the team examined data from the University’s Values and
Vision self-study, as well as a range of other indicators of the institution’s geographical,
academic, and physical advantages, and developed a SWOT analysis. These findings were
summarized in the First Report of December 2005, which is attached as Appendix A. Among
the conclusions of this report were the following:
--WestConn possesses strong geographical advantages, but also strong local competition;
--The two-campus structure creates difficulties but also provides creative opportunities;
--The University’s faculty and academic programs are comparable in strength to local
competitors that are better-known and have a higher academic reputation;
--State funding and the high cost of living present challenges to the University’s budget
and planning process;
--The low rate of retention and long average time to graduation are special problems that
need to be addressed.
After the completion of the First Report, the team, with the agreement of the action team chairs
meeting with the President, decided to begin a benchmarking study of a number of campuses in
the region and across the nation. The campuses would fall into three categories:
1. Regional neighbors/competitors: mostly within the state or a 50-mile radius;
2. National peers: of similar size, budget, admissions selectivity, and academic
mission;
3. Aspirational institutions: of similar size, with varying indicators showing superior
academic achievement or reputation.
About ten institutions in each category were researched, making use of data from the National
Center for Education Statistics, the College Board, U. S. News and World Report, and the
institutions’ websites, as well as other sources. Team members produced grids that recorded
information in a number of areas, particularly in four areas of concern to the action teams:
1. Campus visibility and identity;
2. Institutional advancement and alumni giving;
3. Recruitment, admissions, and scholarships; and
4. The freshman experience and retention.
The grids are attached as Appendix B. The institutions we examined were:
--Regional neighbors: Central CSU, Eastern CSU, Quinnipiac U., Sacred Heart, Southern CSU,
SUNY - New Paltz, SUNY – Purchase, U. of Bridgeport, U. of Hartford;
--National peers: California State University - Stanislaus, Clarion U. of Penn., Frostburg State U.
(MD), Keene State College (NH), SUNY – Oneonta, U. of Wisconsin - Green Bay, Western
Oregon U., Worcester State College (MA); and
2
--Aspirational institutions: Rowan U. (NJ), Salisbury U. (MD), Santa Clara U. (CA), SUNY –
Geneseo, Truman State U. (MO), UMass - Lowell (A), U. of West Florida, U. of N. Carolina –
Wilmington, William Paterson U. (NJ).
Team members collated the findings of the grids and produced reports on these areas. These
reports, collected in the current document, recommend steps to take in the next stage of strategic
planning. These findings and recommendations do not represent all of the ideas and topics that
were raised in the course of the team’s work. Members are happy to discuss these additional
topics with any interested party.
I. Western’s need for greater visibility and a more distinct campus identity
Western has many distinctive characteristics, affiliations and accomplishments that allow us to
compare favorably with many regional universities. However, Western’s reputation does not
reflect the actual quality of the institution. Lower tier rankings by U.S. News and World Report
and other publications do not accurately portray the quality of Western’s academic programs,
faculty, facilities and the accomplishments of our students. These rankings may be a result of
our not taking the time to supply the necessary information to the organization conducting the
study. This poor reputation can contribute to a number of other problems for Western as
illustrated in the Figure on page 4 and described below.
Upon comparison with the 30 institutions chosen for this purpose, several disturbing features
about WestConn were evident, and these are real contributors to our lower ranking. These
include poorer performance in each of the areas listed below:
1. retention, especially in the first year
2. lack of a coherent freshman experience for all first-year (including transfer) students
3. corporate and alumni giving
4. admissions staff focused solely on full-time undergraduates, to the exclusion of parttime, non-traditional and graduate students.
Poor university reputation reduces the number of student applicants with good records of
academic and extracurricular achievement. Students with less academic preparation contribute
to lower retention rates and also place an additional burden on the institution through the need
for more remedial courses and support services (e.g., learning labs). Higher attrition rates also
put continual pressure on University Admissions to replace the lost students. These efforts in
student replacement detract from recruitment programs focused on students with high levels of
academic and extracurricular achievement.
Poor university reputation also may have a negative influence on fundraising. Many donors tend
to give to universities with good or growing reputations. Low fundraising levels carry over into
recruitment efforts since fewer (or lesser amounts of) scholarships can be offered to good
candidates. The ability to fundraise for specific projects (e.g., School of the Arts) may also be
negatively affected by the fourth-tier reputation of the school.
3
The Comparative Advantage Action Team members also believe that Western does not have a
clear identity. Many other schools are immediately identified with particular degree programs,
academic orientation (liberal arts, technology, etc.), athletics, etc. While good institutions
usually have a number of excellent programs, lack of any identifying characteristics relegates an
institution to a mediocre status in the eyes of potential candidates. For example, Sacred Heart
University, a regional competitor, has a number of identifiers such as the second-largest Catholic
university in New England, ranks 11th in the nation on Intel's 2005 “Most Unwired College
Campuses, and houses the John F. Welch College of Business. Sacred Heart also has a good
rating in U.S. News and the Princeton Review. While Western may have a cost advantage over
SHU at the undergraduate level, it is difficult to overcome SHU’s more prominent reputation. In
actuality, Western may have comparable if not superior programs and facilities relative to SHU.
However, at the graduate level, private institutions such as Sacred Heart and the University of
Bridgeport guarantee that classes will run, and that students will be able to receive their masters
degrees within a specific time frame. This is particularly important to students in the Masters of
Science in Education programs, who must complete their graduate program with the first few
years of teaching in order to maintain their state certification.
While Western can invest in a number of areas to increase the quality of the institution, it seems
that attempting to promote the true good quality of the institution and establish a clear identity
(brand) may have a more immediate and cost effective return. The action team has the following
recommendations for enhancing Western’s reputation. We note that the present administration is
already in the process of implementing some of these.
1) Determine what is necessary to increase rankings in US News and other publications
that rank universities. Past low rankings may be a result of insufficient submission of
data to US News, or of not participating in ranking other institutions. Targeted
campaigns to increase Western’s status among peer institutions may help to increase this
ranking criterion. It is recommended that this responsibility be given to a specific
individual at the university.
2) Continue to promote Western’s affiliations with prestigious organizations such as
the Jane Goodall Institute and the Smithsonian. Visible members of the regional
community (artists, business people, politicians, etc.) should be invited to these events
based on common interests.
3) Build and expand links with prominent businesses in the region. Past affiliations
with organizations such as IBM should be renewed under the context of mutually
beneficial partnership programs. These partnerships, as well as the current collaborations
with Boehringer-Ingelheim and Cartus, could be housed in the university centers most
directly related to the goals of the program, or in the office of Graduate Studies and
External Programs.
4) Focus on promoting specific programs at Western in an effort to establish an
identity. Rather than using a “shot gun” approach to promoting the institution, determine
the identities that have the greatest potential return on investment. While all good
accomplishments should be promoted among the community, special care should be
taken to continually showcase some particular aspects of the university in an effort to
establish some lasting identity. Examples might be the MFA in Visual Arts, The Ancell
School’s programs in Forensic Accounting and Information Security, and the newly
4
emerging World Languages and Literature program, all of which have the ability to have
significant impact on the community and the region.
Lower Offering
of University
Scholarships
Impediment to
University
Fundraising
Lower Tier
University
Reputation
Problems
Recruiting
Freshmen with
Solid Academic
Credentials
Increased
Probability of
Student Attrition
Less Time for
University
Admissions to
Focus
Recruitment
Efforts on
Stronger
Candidates
More University
Resources Need
for Remedial
Courses and
Support
Systems
More Pressure
on University
Admissions to
Replace
Students Lost to
Attrition
5
II. Institutional Advancement and Alumni Giving
In the survey of 30 regional competitors, national and regional peer institutions, and aspirational
institutions, we determined that institutional advancement is an area that must receive immediate
attention and resources. WestConn lags behind many of the institutions surveyed in the
percentage of alumni giving and corporate sponsorships. In addition, most of the institutions
studied had a clearly identifiable image, both in print and on the Internet, something this
university has struggled with over the years.
It is obvious that areas of strength at these schools are promoted with the knowledge that positive
publicity is beneficial to the university as a whole. For example, the University of
Massachusetts-Lowell is widely known for its outstanding programs in engineering. This
branding has wide-ranging benefits throughout the entire university, and has an extremely large
impact on advancement/development and alumni giving. UMass-Lowell boasts a 23% alumni
giving rate, with $600,000 raised in their 2005 phone-a-thon, and $3.2 million overall in cash
gifts. In contrast, WCSU and the other CSU systems hover around the 5% alumni giving mark.
Another university that promotes its strength areas is William Paterson University’s (WPU). By
establishing the university as one of the region’s top schools for music and business, WPU has
attracted major funding from corporate sponsorships including E*Trade, JP Morgan Chase,
Pfizer, Commerce Band, and Mercedes-Benz. William Paterson features an extensive lecture and
guest artist series, all funded through corporate sponsorships. That has allowed them to utilize
significant associations with notable personalities such as Bill Cosby to further attract major
donors and publicity. The university is home to the E*Trade Financial Learning Center, unique
for its kind in the United States.
Another WCSU area that can be further strengthened is our scholarship endowment. Most of our
regional competitors have a fully staffed development office with 10 or more professional
members. Such commitments have resulted in endowments far larger than WestConn’s.
WestConn’s scholarship endowment is close to $5 million. Some peer institutions have similar
endowments; that of California State University-Stanislaus, for example, is $4.5 million.
However, SUNY-New Paltz boasts a $7.7 million endowment, and SUNY Oneonta’s totals $17
million. UMass-Lowell’s endowment has reached the $12 million mark and William Paterson
University has a healthy goal of $30 million in their current campaign.
Additionally, each of the surveyed universities have specific fundraising strategies, with one
basic thread running through them all: specific areas of excellence are identified, advertised, and
exploited. Websites are geared toward fund raising through corporate sponsorships and alumni
giving. Alumni are encouraged to give to their individual areas of interest, fostering not only
increased giving, but life-long relationships with the university as well.
The action team recommends that the University:
1) Identify university strengths for public relations and promotional purposes.
2) Identify potential strength areas within the university and encourage donor support.
6
3) Cultivate corporate and individual sponsorship of programs (e.g. lecture series, arts
events, degree programs, schools) based on identified strengths and potential strength areas.
4) Promote areas of excellence at university and bring in the Danbury and regional
community into the WestConn community.
5) Take advantage of the proposed Center for Visual and Performing Arts by inviting area
corporations and individual donors to “name” the building, school, departments, performance
venues, and other areas.
6) Explore the possibility for other naming opportunities for the university’s current strength
areas.
Alumni giving ranges from 6% (Wisconsin – Green Bay and California State U. - Stanislaus) to
23% (Santa Clara U.). Considering that Santa Clara is a private Jesuit university, its alumni
giving probably will continue to surpass that of most public universities. The 14% giving rate of
Keene State U. or U. of West Florida alumni is a more realistic goal for WCSU. Our alumni
giving in 2004-05 was approximately six percent (roughly comparable to the other CSU
campuses). There were 1289 recorded donors out of 21,567 baccalaureate alumni solicited in
2004-05. The lack of U. S. News data on WCSU alumni giving has been corrected in this year’s
submission, thanks to data compiled with the assistance of Tom Fuchs and Mike Driscoll.
Recommendation: While recognizing the limited resources of many of our alumni, we can urge
them to return to campus for special events, and we can assure them that any donation, no matter
how small, is emblematic of their attachment to WestConn.
III. Scholarships and Recruitment
One area where WCSU appears to be at a distinct disadvantage relative to other universities is in
the area of merit (or non-need based) assistance provided to students.1 In comparison with
universities in the three categories of aspiration, regional and national peer, WCSU ranks near
the bottom in the ratio of average non-need based aid granted relative to tuition and fees. Of the
twenty-five universities in the comparison groups reporting financial aid data, twenty-two
reported a higher level of average merit-based support. Only a private university, the University
of Hartford, ranked lower than WCSU in this area. WCSU was also tied with two universities in
this category (neighboring Quinnipiac University and Keene State in New Hampshire). Some
“aspiration schools,” such as Truman State University in Missouri and William Paterson in New
Jersey provide over twice as much average non-need based aid relative to tuition than WCSU.
This disadvantage is also evident even when comparing schools in the Connecticut State
University System and with the University of Connecticut. For example, at WCSU the average
non-need based aid is $1749 or 30% of in-state tuition and fees for one year ($5800). At the
1
Information obtained from www.collegeboard.com using 2004-2005 data. University used in this analysis are
ECSU, CCSU, SCSU, UCONN-Storrs, Frostburg State, SUNY New Paltz, SUNY Geneseo, SUNY Oneonta, SUNY
Purchase, Western Oregon University, University of Wisconsin Green Bay, William Paterson, UMass Lowell,
UMass Amherst, Keene State College, Worcester State, Santa Clara University, University of North CarolinaWilmington, Truman State University, Sacred Heart, Quinnipiac University, CSU-Stanislaus, Clarion University,
University of Hartford and Salisbury University. The University of Bridgeport, Rowan University and the
University of West Florida were missing financial aid data and were not included.
7
University of Connecticut, in comparison, the average non-need based aid is $5,118 or 61% of
in-state tuition and fees ($8359). At Eastern Connecticut State University the average non-need
based aid is 48% of annual tuition and fees. While at Southern it is 45% and at Central it is near
WCSU at 31%. It is important to point out that such discrepancies are not evident when
comparing need-based aid with in-state tuition and fees. WCSU ranks near the medium in this
category.
What this means is that WCSU is at a distinct disadvantage in the recruitment and retention of
talented students. At present WCSU offers twelve full Merit Scholarships a year that pay for
tuition and fees for four years and twenty or so Trustee Scholarships that pay for tuition for one
year only.2 However, hundreds of applicants are eligible for these awards based on SAT scores
and class rank. Indeed, while it appears that WCSU is attracting applications from many talented
students, in the end is often unable to “covert” them into enrolled students. This, undoubtedly,
has to do with the amount of merit assistance the university is able to offer. In the increasingly
competitive environment for top-notch students, WCSU is losing applicants to universities that
can offer a more substantial merit assistantship package. While it is important that WCSU
maintains its century-old commitment to accessibility to all qualifying students, it is perhaps
equally as important that WCSU find a way to increase the amount of merit-based support
provided to quality students. Often these are the students who both raise the profile and
reputation of a university and invigorate its academic and community life.
IV. Retention and Freshman Programs
WestConn’s 31% graduation rate for the first-time full-time baccalaureate-seeking cohort
entering in Fall 1998 is likely to be our lowest since these rates began to be reported in Spending
Plans and other official documents. In contrast, our cohorts of the early 1990s consistently
surpassed 40%. However, WestConn’s 1999 cohort has now achieved a six-year graduation rate
of 35%, and it is conceivable that the next few cohorts could approach 40%. We should not be
satisfied with this mark. In absolute terms it is abysmal, and in relative terms it places us below
all of the other universities selected for study by this action team.
The highest graduation rate in this comparative study was Santa Clara’s 84.6%. Another private
university, Fairfield, had a rate of 80.5%, and SUNY College at Geneseo, one of the most
selective colleges in the New York state system, also surpassed 80%. The University of
Connecticut (Storrs) achieved a rate of 70.8%. Truman State achieved 67.1% and UNCWilmington achieved 61.3%
The University of West Florida, despite its rigorous academic program review, achieved only a
41.3% graduation rate. It is likely that WCSU can attain a similar rate within the next five years,
and perhaps come close to the 48.4% graduation rate reported by William Paterson University.
2
This situation is exacerbated by the fact that Connecticut, unlike many other states including neighboring
Massachusetts, lacks a state program dedicated to merit assistance. Connecticut’s largest financial aid program, the
Capitol Scholarship, is needs based.
8
It is scarcely comforting to see that our three CSU sister schools are also near the bottom of the
list: Central (43.4); Eastern (40.6); and Southern (36.9). One may expect fluctuations of a few
percentage points from year to year, but a decade or more below 50% is disconcerting to all
stakeholders.
Our comparisons have shown a wide variety of programs for freshmen. Schools such as UNCWilmington have or had a First Year Experience task force to plan and revise activities. Oddly,
the aspirational institutions the University of West Florida and UMass – Lowell have no special
programs for first-year students, just the standard orientation and move-in days. West Florida
also offers an optional First Year Experience course, with a syllabus available online. Truman
State devotes an entire week to orientation, including meetings with academic advisors. At least
one academic advisor is assigned to each residence hall.
A number of schools, especially aspirational ones such as Santa Clara and Rowan State (as well
as peers such as Keene State), offer learning communities. Santa Clara, “The Jesuit University
in Silicon Valley,” offers a choice of nine Residential Learning Communities, each with a theme.
Our CSU colleague Eastern, among others, offers a library skills program for freshman.
In almost each case the schools we studied had more established and extensive freshman
programs than Western. The action team therefore recommends:
1) A consistent and sustained effort to prepare freshman before and during their first year
and assess their academic and overall experience carefully and frequently.
2) Somewhat more careful screening of applicants would also raise the general quality of
each incoming class. Aspirational schools tend to require essays from applicants describing
their goals and preparation, while our peers (like WestConn) do not require this revealing
exercise.
3) Permanent learning communities would also seem to be a tested and proven tool in
promoting freshman retention. In closing it should be noted that WestConn’s very serious
retention and graduation problems also indicate the need for programs addressing the needs of
sophomores and juniors as well.
Conclusion
The examination of neighboring, national peer, and national aspirational institutions reveals that
there is no single recipe for a university’s success. However, the trends noted above especially
seem to address WestConn’s weaknesses and opportunities. The recommendations we have
made could realistically be incorporated into the next strategic plan and yield a more effective
use of university resources, an enhanced reputation in the region, and greater student retention
and success with graduation in the near future.
None listed
7%
29%
emphasis on "student centered
learning community"
Scholarship Endowment
Alumni Giving
% Students on in residence on
campus
Unique Aspects of University
Mission
strong empahsis on liberal arts
and international studies
48%
8%
7.7 million (total)
1130 (Mean 1st Year)
42nd (North Masters)
dedicated to "connecting
learning to life" and "community
problem solving"
44%
6%
$232,000 (total)
22.8 (Mean ACT)
55th (Midwest Masters)
National Peer
None described
(1136) Mean
Minimum SAT Required for
Admissions
First year living and learning
community, EOP First year
experience.
44th (North Masters)
US News Ranking
Regional
www.uwgb.edu
Programs for Freshmen
Aspirational
Category - Reg. Competitor,
National Peer, Aspirational
www.newpaltz.edu
Weidner Center for the
Performing Arts
www.salisbury.edu
URL
Univ. Wisc. Green Bay
75 Manheim Blvd, New Paltz, NY 2420 Nicolette Drive, Green Bay,
12561
WI, 54311
SUNY-New Paltz
Academic Strengths (centers for
excellence, outstanding lab or
library resources, outstanding
professors, nationally known degree
programs, etc.)
1101 Camden Avenue,
Salisbury, MD 21801
Contact Information
Salisbury State U.
COMPARATIVE ADVANTAGE EVALUATION GRID
University
Recently aquired its first
endowed chair
Fundraising, Corporate
Sponsorships
Listing with the Association to
Advance Collegiate Schools of
Business (AACSB)
AACSB
Accreditation
Yes
Yes
None listed
Music
NCATE
Yes
NCATE
Accreditation
Yes
Business
Yes
Education
Yes
Commission on Collegiate
Nursing Education
National Association of Schools
of Music
Nursing Education
Accreditation
Accreditation
Yes
Nursing
No
NASM
Yes
NCATE
Yes
Nursing Education
Please indicate if the University has the Program (yes-no) along with any comments about the program and name of
Accrediting organization if applicable.
Yes
Average H.S. GPA of 3.34 from
last year's class.
Admissions Strategy
PROGRAMS
Emphasis on internships in the
community
Unique Student Services /
Programs
Other Retention Related Programs
Average non-need based aid
Accreditation
Other accredited departments and
programs (not necessarily
professional schools)
$2,787
ACS,
$1,999
$2,399
ACS, Social Work, components
American Chemical Society,
Accredtion Board for Engineering of Biology major.
and Technology, American
Speeck-Language & Hearing
Assn., Computer Sciences
Accredition Board, National
A
ti
fS h l fAt d
1115 average SAT. Aiming to
Scores that make "normal
prediction of success in college." increase avg to 1150
Rolling H. S. GPAs
Admissions
Mission
National Peer
www.wou.edu
Western Oregon U.
55%
Have established institutional
aspirations for learning
24%
30K alums; no online info on
giving
WOU Foundation. Numerous
institution and departmental
scholarships. Average
scholarship package: $6,551
Univ. Endowment: $6.0M. 90%
of aid needs met (very high %).
$500K in scholarships from
Geneseo Foundation.
$18.2M in last 10 years
1000 or 2.75 HS GPA
1220 average
University Master's (North), #12 University Master's (West), 3rd
Tier
Aspirational
www.geneseo.edu
SUNY College of Arts &
Sciences--Geneseo
College Assistance Migrant
The most selective SUNY
Program (CAMP) participant.
college.
College writing exam required for
graduation.
58%
campus
90% of new students, 46% of
total students on campus
Rate: 17.4% ($416K) 2004-5.
Goal to raise $10M by 2007.
Univ. Endowment: $17.2M.
Average scholarship package:
$9,068. 79% receive aid. $1M
in total scholarships.
University Master's (North), 3rd
Tier
Alumni Giving
Univ. Endowment: $8.6M.
Dozens of institutional and
departmental scholarships listed.
Avg. package: $6,689.
University Master's (North), 3rd
Tier
US News Ranking
National Peer
National Peer
www.frostburg.edu
www.oneonta.edu
SUNY College--Oneonta
URL
Contact Information
Frostburg State U.
Education
Accreditation
Nursing
PROGRAMS
Sponsorships
Admissions Strategy
Wireless notebook PC program
Freshman Experience courses in Freshman academy interdisciplinary learning
physics, biology. Freshman
communities
seminars all list main goal as
"fun."
Highest 4-year graduation rate of Arctic Museum (only 1 in 48
any public university in the US
states); International
Baccalaureate; Teaching
Research Institute
(Only bachelor's degrees)
Various enrollment targets
(including for international
students). Pursuing an
"integrated enrollment
management process."
79% freshman-soph retention
(aiming for 85%); 49.8% 6-year
graduation rate
Programs
Now doing a comprehensive
review of freshman programs
550K books in the library
Honors program: travel-study
abroad; learning communities; enewsletter; poster presentations
at nat'l honors conference
programs, etc.)
Chemistry - ACS
AACSB (international accred.)
Social Work BA/BS program
(Council on Social Work Educ.);
Counseling Psychology MS
(MPAC); Recreation/Parks Mgmt
BA/BS; BA/BS Elec/Mech
Engineering
Accreditation
Accreditation
AACSB
BA/BS and MBA program
Business
BA degrees only
No Music Education program
Music
Accreditation
NCATE - evaluation in 2005.
Accreditation
Very vague 2005 strategic plan
Rehab Counseling program Council for Rehabilitation
Education
NASM
NCATE accred.
3rd Tier, 2.6
Mean: Verbal 450-550
Math 450-550
Current Campaign Goal: $30
Million
8%
42% of Freshmen, 24% All
Undergraduate
US News Ranking
Admissions
Alumni Giving
campus
programs, etc.)
Visual and Performing Arts,
Business, E-Trade Financial
Learning Center, Nationally
known for its Jazz Studies
Program
Aspirational, Regional
Competitor
Mission
http://ww2.wpunj.edu
URL
Contact Information
William Patterson University
Freshman orientation program
Applied Science and
Technology, Music Business,
Sound Recording Technology,
Management, Nursing
33% All Undergraduate
23%
$12 Million
Math 510-610
3rd Tier, 2.2
Regional Competetor, National
Peer
www.uml.edu
Umass-Lowell
business, management,
marketing, and related support
services, community division
Undergraduate
9%
Math 490-590
3rd Tier, 2.3
Regional Competetor
http://www.hartford.edu
University of Hartford
first year experiences
liberal arts and sciences studies,
Undergraduate
8%
Current Campaign is $25 Million
Math 480-580
3rd Tier, 2.8
Regional Competetor
http://www.purchase.edu
SUNY-Purchase
Undergraduate
Math 440-540
4th tier, 2.4
NA
WCSU
National Council for
Accreditation of Teacher
Education (NCATE), Council for Education (NCATE)
Accreditation of Counseling and
Related Educational Programs
(CACREP)
Accreditation
YES
YES
Education
Nursing Education (CCNE)
Accreditation
Nursing
PROGRAMS
Sponsorships
Education (NCATE)
YES
NA
NA
NA
Extensive Evening or Morning
classes, Pre-Admission Summer
Program, writing center, study
skills assistance
first-year experiences, study
abroad, senior capstone or
culminating academic
experience, undergraduate
research/creative projects,
learning communities,
internships, cooperative
education, or practica
Aggressive merit/talent based
Outstanding Scholars
scholarship program.
Recruitment Program (OSRP),
Numerous talent scholarships in
Music, Drama, Art
Campaign goal is $30 million.
2005 Phonathon raised
PEPSI
Corporate partners: State Farm $600,000. $3.2 Million raised in
Insurance, Provident Bank,
cash gifts in 2005
Washington Mutual,
JPMorganChase, Pfizer,
Commerce Bank, MercedesBenz. Notable associations: Bill
Cosby, Clark Terry,
YES
YES
YES
NA
skills assistance
University Scholar Program,
University Honors Program, AllUniversity Curriculum,
Washington Semester Program,
Study Abroad Programs,
Scholarship Programs, Hartford
Consortium for Higher
Education, Integrated Science,
Engineering, and Technology
complex, Performing Arts
Center, the Arts and Technology
Complex
Admissions Strategy
Programs
skills assistance
Reduced course load, remedial
instruction, study skills
assistance, writing center, preadmission summer program
E-Trade Financial Learning
Center, Distinguised Lecturer
Series (corporate sponsored),
Jazz Room
$
$
$
$
Room & Board
Out-of-State Tuition
Avg Need Based Aid
Avg Non-Need Based Aid
(Merit/Talent)
Non-Need Based Aid Determined
By:
$
$
$
$
$
3,298.00
3,720.00
19,066.00
6,311.00
8,166.00
1. National Association of
Schools of Art and Design
(NASAD), 2. Accreditation Board
for Engineering and Technology
(ABET)
The Association to Advance
Collegiate Schools of Business
(AACSB)
YES (Management)
1. Art
NA
NA
of Music (NASM)
YES
$
$
$
$
$
6,557.00
11,833.00
25,766.00
9,222.00
25,766.00
16,162.00
5,286.00
11,764.00
8,466.00
5,504.00
Academics, Music/Drama,
Minority Status, Art
$
$
$
$
$
1. Engineering Accreditation
Commission (EAC) of the
Accreditation Board for
(NASAD)
Engineering and Technology
(ABET), 2. Accreditation Board
for Engineering and Technology
(ABET),
1. Electrical, Civil and
Mechanical Engineering, 2.
Biomedical Engineering,
(AACSB)
Yes
of Music (NASM)
YES
Academics, Music/Drama,
Academics, Art, Athletics, ROTC Academics, Art, Music/Drama,
Minority Status, Alumni Affiliation
Athletics
5,790.00
6,412.00
13,856.00
9,060.00
8,740.00
$
In-State Tuition & Fees
1. Art, 2. Athletic Training
1. Art, 2. Engineering, 3.
Education, 3. Community Health
(NASAD), 2. Accreditation of
Allied Health Education
Programs (CAAHEP), 3. Society
for Public Health Education/
Association for the Advancement
of Health Education
Baccalaureate Program
Approval Committee (SABPAC)
(AACSB)
Accreditation
Accreditation
Yes
Business
of Music (NASM)
of Music (NASM)
Accreditation
YES
YES
Music
Academics
$
$
$
$
$
1,749.00
3,959.00
13,739.00
7,353.00
5,800.00
National Association of
Schools of Music (NASM)
YES
% Students in residence 45%
on campus
70%
29%
N/A
Alumni Giving
1060-1220
$150,188,101.00
760-1020
SAT/ACT (25/75
percentile)
Aspirational
Scholarship Endowment 48,890,000
Competitor
US News & World Report
Category - Reg.
Competitor, National
Peer, Aspirational
http://www.quinnipiac.edu
SAT required no set min.
http://www.bridgeport.edu
URL
California State UniversityStanislaus
Clarion University of PA
9%
6%
$4,589,033.00
N/A
850-1100
National Peer
http://www.csustan.edu
34%
11%
950 - 1000
820-1040
National Peer
http://www.clarion.edu
275 Mount Carmel Avenue 801 West Monte Vista Avenue 890 Wood Street
Hamden, CT 06518
Turlock, CA 95302
Clarion, PA 16214
(814) 393-2000
Quinnipiac University
Minimum SAT Required Math 390-490 Verbal 380 for Admissions
490
126 Park Avenue
Bridgeport, CT 06604
Contact Information
University of Bridgeport
*25% of students are from
overseas and real world
experience in globalization
Nursing
Student to Faculty Ratio
Admissions Strategy
14/1
Highly Diverse Student Body
Unique Student Services Student-Faculty Ratio 12/1
/ Programs
Academic Strengths
(centers for excellence, * Student / Faculty Ratio
outstanding lab or library 12/1
resources, outstanding
professors, nationally
known degree programs,
Graduation Rate
51%
Unique Aspects of
University Mission
15/1
68%
53%
YES
18/1
YES
19/1
Class
Rigor of
GPA, Standard Test Score,
SAT or ACT
and class rank- less selective. rank
program
47%
* Best retention rates
* Student Center
* Diversity
Accreditation
AACSB
AACSB
YES
YES
YES
YES
YES
NCATE
YES
Yes, by NLN (National League
Nursing)
Business
YES
Music
State and National
YES
NLN & CDHE
National Assoication of Schools
of Music (NASM)
NCATE
Accreditation
Accreditation
6th Year Diploma
Education
Accreditation
Accreditation
Other accredited
College of Naturopathic
departments and
Doctorate
programs (not
necessarily professional
schools)
See Attached
*Certificate for Language &
Cultural Competence
*Psychology
68%
Sacred Heart University,
distinguished by the personal
attention it provides its students,
is a thriving, innovative university
Academic Strengths (centers for Princeton Review recognizes
SHU as “Best in the Northeast”
in its annual college rankings.
professors, nationally known
SHU also ranks 11th in the
degree programs, etc.)
nation on Intel's 2005 “Most
Unwired College Campuses ”
First Year Experience, Learning
Communities
Mission
% Students in residence on
campus
Alumni Giving
Admissions
Universities–Master's (North), 50 Universities–Master's (North), 33 Universities–Master's (North),
Peer assessment score
third tier
(5.0=highest): 2.8
(5.0=highest): 3.1
(5.0=highest): 2.7
No minimum stated but ranges Admissions does not publish
Not published
of scores of 500- 650 on the
minimum SAT but some
verbal and 500-650 on the math Departments and Programs have
include as important in
minimum SAT requirements
Not published
About $5 million in 2004-05 but
$2,459,020 needs based
this amount includes other
$1,935,248 non-needs based
institututional sources in addition (endowment, alumni, or other
to endowments (e.g., alumni
institutional awards)and external
Average alumni giving rate
(2004): 9%
(2004): 8%
(2004): 14%
US News Ranking
Worcester State College, a public
metropolitan institution of higher
learning located in a culturally
vibrant region of the
Learning Communities
It is the mission of Keene State
College to provide and maintain
an intellectual environment
grounded in the liberal arts that
Learning Communities
A leading public institution,
Rowan University combines
liberal education with
professional preparation from the
Rowan University has evolved
from a local state college to a
Top Tier regional public
university. Rowan has become
one of the most recognized and
highly regarded colleges and
First Year Experience, Learning
Communities
25%
Average alumni giving rate (2004):
12%
Universities–Master's (North),
fourth tier
(5.0=highest): 2.5
(920? -SAT 1) Worcester uses a
minimum SAT for HS GPA ranges.
As a Massachusetts public state
college, the College determines
About $2 milllion but may include
other non-endowment sources
National Peer
54%
National Peer
36%
Aspirational
http://www.worcester.edu/
Regional
http://www.keene.edu/
http://www.rowan.edu/
http://www.sacredheart.edu/
Worcester State College (MA)
URL
Keene State College (NH)
http://www.sacredheart.edu/page http://www.rowan.edu/navigation/ http://www.keene.edu/directories/ http://www.worcester.edu/contact_
s/1957_contact_us.cfm
contact_us/#phones
contactus.cfm
us/index.htm
Rowan U. (NJ)
Contact Information
Sacred Heart (CT)
Yes
Yes
Yes
No
Business
Accreditation
of Music
Accreditation
No
Yes
of Music
Yes
Yes
No
Yes
Music
Yes
Education
National Council for Accreditation National Council for
of Teacher Education
Education
Nursing Education (CCNE).
Accreditation
Accreditation
Yes
No
Yes
No
Yes
Yes
National League for Nursing
Accrediting Commission
In July 1992, industrialist Henry
Rowan and his wife, Betty,
donated $100 million to the
institution, then the largest gift
No
No
Yes
John F. Welch College of
Business former head of GE no
amount disclosed
Nursing
PROGRAMS
Sponsorships
Admissions Strategy
Programs
Other Retention Related
Programs
Accreditation
Other accredited departments
and programs (not necessarily
American Occupational Therapy
Association, Accreditation
Council for Occupational
Therapy Education
Occupational Therapy (OT) Professional Programs
A
i
Ph i l Th
of Art and Design, Commission
on Accreditation
Art and Design (ART) Degree-granting schools and
departments and nondegreeti
American Dietetic Association,
Commission on Accreditation for
Dietetics Education
Dietetics (DIETI) Postbaccalaureate dietetic
internship programs
N ti
lA
i ti
fS h l
American Occupational Therapy
Association, Accreditation Council
for Occupational Therapy
Education
Occupational Therapy (OT) Professional Programs
A
i
S
hL
professors, nationally known
degree programs, etc.)
Mission
African Studies, Polish Studies,
MidEastern Studies, Peace
Studies, Anthropology; Nursing;
Engineering (new program);
Institute for Technology and
Business Development
Connecticut's Public Liberal Arts
University
Over half of first year students
live on campus (over 1,800).
% Students in residence on
campus
2200 or 18%
Average alumni giving rate 1.33% Average alumni giving rate
4.81% (current)
slightly over 7% (current 5.02%) (current)
Alumni Giving
Not published
Not published
Peer
Not published
2004 Goal of $1.2M
Western Connecticut State
University
http://www.wcsu.edu/
arts
Average alumni giving rate 3.13%
(current)
Not Published
1100
http://www.southernct.edu/about http://www.wcsu.edu/contact.asp
scsu/
Southern Connecticut State
University
http://www.southernct.edu
Admissions
12th in the nation among Divison
1 Colleges for commitment to
providing athletic opportunties to
women.
1100
1100
US News Ranking
Peer
Peer
http://www.easternct.edu/
http://www.ccsu.edu/
URL
Contact Information
Central Connecticut State
Eastern Connecticut State
University
University
http://www.ccsu.edu/contacts.ht http://www.easternct.edu/
ml
Connecticut's Public Liberal Arts
University
Yes
National Council for Accreditation National Council for Accreditation National Council for Accreditation National Council for Accreditation
Yes
of Music
Education
Accreditation
Music
Accreditation
No
Yes
National League of Nursing
Accreditation
Yes
National Association of Schools of
Music
Yes
Yes
CT State Board of Examiners for National League for Nursing
Nursing
Accrediting Commission
Yes
Please indicate if the University has the Program (yes-no) along with any comments about the program and name
of Accrediting organization if applicable
No
Yes
Yes
Workshop series program;
Student Services 2;
First Year Program; Library Skills Pre Athletic Mentoring Program; First Year Program;
Program
Mandatory Registration and
CONNCAP/Upward Bound;
Orientation Session; New
Student Convocation and Picnic
Hyundai Motor Company ($3M) $1.2 M (2002 goal)
First Year Program
Nursing
PROGRAMS
Sponsorships
Admissions Strategy
Programs
Programs
Accreditation
Other accredited departments
and programs (not necessarily
Accreditation
Business
No
Marriage and Family; Civil
Social Work
Engineering; Construction
Management; Computer
Science; Chemistry; Technology
No
Treasury Management School;
Marriage and Family Therapy;
Counseling
No
Chemistry, Social work, Education
and Educational Psychology
No
23
44
Jesuit; research opportunities for The main campus of 1,600 acres
of rolling hills and natural
all undergraduate
woodland along the Escambia
Drahmann Center is home to
New Student Programs,
undergraduate Academic
Advising, Disabled Student
Resources, International Student
Resources and Learning
requires periodic analysis of how
well students are meeting
expected learning outcomes,
both as articulated by program
personnel and as deemed
Alumni Giving %
% Students in residence
on campus
Unique Aspects of
University Mission
Sponsorships
Admissions Strategy
Programs
Programs
Pensacola is very close to
Alabama’s state line, and many
48
14
Not Published
Not Published
Not Published
Not Published
Master's, South, 60
Master's, West, 2
Minimum SAT Required
for Admissions
Aspirational
Aspirational
Category - Reg.
Competitor, Nat'l Peer,
Aspirational
US News Ranking
www.uwf.edu
www.scu.edu
Truman State University
g
community that uniquely
combines a small-college
commitment to excellence in
teaching with a research
university’s opportunities for
student involvement in significant
23
9
Not Published
Not Published
Master's, South, 21
Aspirational
www.uncw.edu
Program are to ensure the
success of Science, Technology,
Engineering and Mathematics
students who transfer to Truman
from the community college
Research Experience program
held on the Truman campus and
the off-campus summer
research experiences available
The mission of Truman State
University is to offer an
exemplary undergraduate
16
7
Not Published
Not Published
Master's, Midwest, 8
Aspirational
www.truman.edu
500 El Camino Real, Santa Clara 11000 University Pky, Pensacola 601 S. College Rd, Wilmington 100 E. Normal, Kirksville MO
CA 95053; Phone 408-554-4000 FL 32514; Phone 850-474-2000 NC 28403; Phone 910-962-3000 63501; Phone 660-785-4000
The University of West Florida University of North Carolina Wilmington
URL
Contact Information
Santa Clara University
American Bar Association;
Southern Association of Colleges Southern Association of Colleges American Speech-LanguageWestern Association of Schools and Schools
and Schools
Hearing Association; North
and Colleges
Central Association of Schools
and Colleges
Regional
Accreditation
Regional
Law; Regional
AACSB International - The
Association to Advance
Speech-Language Pathology;
Regional
Yes
of Music (NASM)
Yes
Education (NCATE)
Yes
Nursing Education (CNURED);
Accrediting Commission (NLN)
Yes
Other
Accreditation
Yes
Education (NCATE)
of Music (NASM)
Education (NCATE)
Accreditation
Yes
Accreditation
Yes
Education
Nursing Education (CNURED);
Accrediting Commission (NLN)
Yes
Nursing Education (CNURED)
Accreditation
Yes
Music
Yes
Business
Truman State University
Please indicate if the University has the Program (yes-no) along with any comments about the program and name of Accrediting
organization if applicable.
The University of West Florida University of North Carolina Wilmington
Nursing
PROGRAMS:
Santa Clara University

Western Connecticut State University Comparative Advantage

Transcription

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