Creative Strategies for Increasing Access and Maintaining Quality in a Changing Economic Environment Sponsored by the Committee on Comprehensive Institutions

Session Participants  Parviz H. Ansari, Dean, College of Liberal Arts and Sciences, Rowan University  Gail Gasparich, Associate Dean, College of Science and Mathematics, Towson University  Steven F. Brown, Dean, College of Liberal Arts & Sciences, Emporia State University  Karen L. Olmstead, Dean, School of Science & Technology, Salisbury University  And you!

Big Goal – Increase degree attainment from 38 to 60% Less than high school 12.8% High school graduate 27.1% Some college, no degree 22.2% Associate degree 8.4% Bachelor’s degree 19% Graduate/professional degree 10.5% Total college degree attainment = 38%

Why increase attainment levels?  Higher education critical to success in a knowledge-based economy.  Economic development best achieved by educating public – reduce costs to society associated with crime, poverty, health care, etc.  By increasing degree attainment across the board, we decrease the achievement gap.

Challenges in meeting the Big Goal Student Readiness Access – logistical and financial Connectedness of K-12, community colleges, and higher education Institutional Capacity Increasing rates of college completion

Big Goal – Increase degree attainment from 38 to 60% Less than high school 12.8% High school graduate 27.1% Some college, no degree 22.2% Associate degree 8.4% Bachelor’s degree 19% Graduate/professional degree 10.5% Total college degree attainment = 38%

Developing Institutional Connections, Community Partnerships, and Other Resources Parviz Ansari, Ph.D. Dean College of Liberal Arts and Sciences Rowan University

 A Public University in New Jersey  2 campuses (Glassboro and Camden)  1 Tech Park  8 Colleges – including a Medical School  Student population (Fall 10) 11,390  Female to Male ratio 55:45  Student to Faculty ratio 15:1  Maximum class size typically 35

About the College of LAS  14 departments with 35 degree programs  5 degree granting interdisciplinary programs  Offering course on 2 campuses  Head count in Fall 2010: 5400  Student to Faculty Ratio 15:1

Increasing access - Goals University goals –To house academic programs at Rowan at Camden –To utilize the urban setting as a part of research and learning for students and faculty. College of Liberal Arts and Sciences goals –To develop a stronger partnership with Camden campus –To offer new programs in partnership with local county colleges

Demographics Camden: Two out of every five residents are below the national poverty line Rowan University (2011)Camden City (2000) White 77.4%10% Black/African American 8.8%53% Hispanic/Latino 7.8%30% Asian 3.1%3% Multiracial 1.8%4% Others/unknown 1.1%

Increasing Access - Offerings Studying at Camden Campus –Degree Completion Programs– in collaboration with Camden County College through dual admission –Programs at Camden for the main campus students Joint programs with other county colleges –Through our College of Graduate and Continuing Education (CGCE)

Studying at Camden Campus CLAS Offerings  Full Degree Programs  Degree Requirement Courses  Academic Advising  Research and Service Collaborations  New programs – being developed

Studying at Camden Campus CLAS Offerings Full Degree Programs Currently, students may complete a degree in Law and Justice or Sociology completely at Rowan at Camden.

Studying at Camden Campus CLAS Offerings Degree Requirement Courses –CLAS offers special courses in different program at Camden each semester. –These are required Gen Ed courses –CLAS offers Rowan Seminar courses semester in Camden. These are:  special sections of General Education for- credit courses  reserved for first-year students only  limited to twenty (20) students per section.

Studying at Camden Campus CLAS Offerings Academic Advising –Degree program majors studying at Camden campus can meet with an advisor from their department on a weekly basis. –These advisors are designated fulltime faculty in these departments.

Studying at Camden Campus CLAS Offerings Research and Service Collaborations –CLAS faculty have been involved in programs with various entities of the City of Camden. Current projects are offered by departments of  Psychology and  Sociology

Studying at Camden Campus CLAS Offerings Two new programs in partnership with the College of Education – Being Developed –A new major in Elementary Education in Urban Settings –A new minor in Civic Minor in Urban Education

Studying at Camden Campus CLAS Offerings Programs at Camden for the main campus students –Camden campus students may also take courses and attend events/activities at the Glassboro campus. –A university shuttle travels daily between Camden and Glassboro

Partnership with other county colleges in NJ The College of Graduate and Continuing Education (CGCE), and CLAS and COE jointly offer –A double B.A. in Elementary Education and American Studies program  Offered on the campus of Cumberland County College  A full-time hybrid program  Students will be eligible for NJ State teacher certification to teach k-5.

Partnerships and Programs to Support STEM Pipeline Development Gail E. Gasparich, Ph.D. Associate Dean Fisher College of Science and Mathematics Towson University

 Carnegie Classification: MS Large  Moving toward Research Intensive  Metropolitan, Urban (Baltimore, MD)

Towson University Statistics  17,529 (40% male/ 60% female) Undergrads  4,311 (28% male/72% female) Grads  Ethnicity Breakdown: –14% AA,.4% NA, 4.4% AS, 3.9% H/L  40% transfer students (25% from Baltimore City)  Graduation rates –Entering as Freshman-63% after 5 years –Transfer students-52% after 3 years –Graduate URMs at same rate as non-URM students

Fisher College of Science and Mathematics  Five Departments: –Biological Sciences, Chemistry, Computer and Information Sciences, Mathematics and Physics, Astronomy and Geosciences  Two Interdepartmental Programs –Environmental Science –Molecular Biology, Biochemistry and Bioinformatics

FCSM Statistics  2100 (52% male; 48% female) undergrads  700 (43% male; 57% female) grads  Ethnicity Breakdown: –17% AA,.5% NA, 7% AS, 3% H/L

Issue of Interest: Increase Recruitment and Retention of Underrepresented Minority Students in STEM Areas at TU—Focus on Community Colleges Transfer Students

Current demographic situation By 2010, over 40% of school age population is expected to be minorities In Maryland: Minorities are 35% of school age population but only 29% of college student population “…by 2020, America will once again have the highest proportion of college graduates in the world.” President Obama (2009)

What Limits Success of Transfer Students? Money/Financial Aid Academic Support Network (difference in rigor and preparation from different community colleges) Peer Support Network (cohort) Social Support Network (Student Affairs)

TU Strategies  Financial Support (Scholarships over loans)  Articulation agreements (4-5 year graduation)  Formation of Peer Cohorts  Curricular crossover with Student Affairs programs for support

Federal Grants  NIH Bridges to the Baccalaureate  NSF S-STEM Grant (CoSMIC Scholars Program and SPEeD UP Program)  NSF STEP (TOPS Program)

TU Bridges Program  NIH Bridges to the Baccalaureate 1999-present (in second renewal)  Increase the number of URMs completing A.A.S. degree  B.S. degree  M.S./Ph.D.  Feed STEM pipeline with URM students pursuing biomedical research careers

Provide URM students from Baltimore area community colleges a comprehensive program prior to transfer to TU. Stipend for Research experience Opportunity to build cohort prior to transfer Dual advising from home and TU faculty Tutoring and peer mentoring Courses to increase communication and interpersonal skills as well as critical thinking, problem solving and analytical skills Course in professionalism and ethics Bridges Program Elements

 COSMiC Scholars-students majoring in Computer Science, Mathematics, Forensic Chemistry and Molecular Biology, Biochemistry and Bioinformatics  SPEeD UP Program-students majoring in Physics and pre- Engineering NSF S-STEM Programs

S-STEM Program Elements  Scholarships for those showing financial need (FAFSA)  Cohort Building (SPEeD UP has residential floor)  Faculty Advising and Mentoring  Career Counseling  Service Requirement (“Move Forward, Reach Back” for CoSMIC program)

NSF STEP Program (TOPS)  Freshman and BCCC transfer Students  Scholarship awards with the possibility of renewal for all four years  A built in peer group with guidance from upper classman  Cohort registration  A Learning Center with computer access conveniently located in the Science Building

Elements with Broad Applicability Across Institutions  Financial Support  Academic Support  Cohort Building (important for African Americans, Latino/Hispanic and Native American Students)  Welcoming Climate on majority campus

Partnerships with regional peer institutions and alternative delivery of degree programs Steven F. Brown, Ph.D. Dean College of Liberal Arts and Sciences Emporia State University

 Mid-sized comprehensive  6,800 students; 74% undergraduate, 26% graduate, limited Ph.D. programs  Recent growth in international student enrollment; presently about 650 international students  Primary areas of emphasis: Liberal Arts, Teacher Training, Business, Library Science

Online/Web-based Instruction Now a staple for most universities Possibly not the panacea we may have envisioned ten years ago Some disciplines or programs are more amenable to this sort of instruction; may be leading to a subtle shift in perception Emporia State University: Office of Interdisciplinary Studies BIS and IRS degrees Entirely online or as hybrid programs Impact upon territorial jurisdiction: 50% or greater online, jurisdictional issues are moot

Growing Partnerships with Businesses Example – Engraving Arts program Business provides equipment and faculty endowment Continuing education opportunities for business employees Greater level of exposure to the University for potential students Full disclosure: Sometimes require a shift in traditional views and expectations of Liberal Arts College Different perspectives on purposes and opportunities Tenuous nature of endowments in this economic climate

Bridge Program Four community colleges Dual admission – C.C. and ESU Ensures smooth transition from Community College to University Enables Community Colleges to track educational achievement of graduates Enables ESU to track educational progress of prospective students Offers Community College students access to: advising athletics library parking financial aid coordination between Community College and University

Shared Instruction among Sister Institutions Presently three universities; may expand to five Focused upon upper division courses with limited enrollments Using televised courses rather than online, serving traditional students with limited opportunity to enroll in courses on campus Challenges to overcome: different tuition structures differing numbers of credit for certain courses requirements that the final ‘X’ number of hours toward degree completion must be taken at the home institution

Increased use of Off-Campus Centers Primarily in larger metropolitan centers – provide face- to-face instruction for place-bound students About to open a center on a major military installation Limitation on types of courses; difficulty teaching lab science courses in buildings not originally designed for such purposes Possibility of using lab facilities of nearby community colleges, especially for upper-division lab science courses

Alternative Course Schedules Weekend-intensive courses, either on campus or in larger urban centers Usually combined with online instruction to create a hybrid course experience Beginning to develop cohorts and offer weekend- intensive courses in other states and regions

Modified Dual Credit Courses Traditional Dual Credit courses: high school students taking required courses are awarded college credit in the subject upon completion of additional coursework. Students are in the traditional high school course, and normally taught by the high school instructor University concerns with the traditional structure No input into selection and qualifications of high school instructor Little opportunity for truly advanced students to work at a higher level, or with greater independence Modified structure University provides web-based course for high school students, using facilities and faculty members within the university High Schools award course credit to students completing the course University may assist in providing/equipping learning labs for use in these courses

Q & A and Discussion