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Shepherd College

Meeting of the
SHEPHERD COLLEGE
BOARD OF GOVERNORS
November 14, 2002
Agenda Item No. 12

Shepherd College Compact Narrative, November 15, 2002 Update

Mission Summary

Shepherd College, located in the Eastern Panhandle of West Virginia, offers a wide variety of distinguished programs and learning opportunities to both traditional and non-traditional students. We continue to work toward recruiting and retaining a multicultural student body, faculty, and staff. The heart of the Shepherd baccalaureate curriculum is a General Studies Program that prepares students to take their place in a changing world. Our Community and Technical College provides a curriculum that is both complementary to, and integrated with, the four-year college. The College is also committed to developing and implementing a selected number of graduate programs.
At Shepherd College, we are dedicated to expanding our intellectual and cultural resources, especially given our advantageous location just 70 miles from the Baltimore/Washington metropolitan area. The small, residential setting of the college creates an environment in which students are able to work closely with faculty, staff and administrators. Student learning is central to the culture of our institution, and finding ways to improve student learning is a continuing process.
Shepherd College, through its alliances with business organizations, industry, and government agencies, promotes economic development in the region. The College enhances the cultural atmosphere of the community with performing-arts activities, public lectures, and athletic events. Outreach experiences, such as student internships and cooperative agreements, also link the College to the community.

Vision Statement

Shepherd College will be an outstanding public institution of higher education with an emphasis on teaching and student learning. It will seek to instill in its students a deeper understanding of the world and of themselves in order to broaden each studentıs possibilities for personal growth throughout life. The Shepherd core will be an undergraduate curriculum with a rigorous liberal arts and sciences emphasis in the four-year college and a partnership with the Community and Technical College involving workforce and technical skills development. Shepherd graduate education will focus on programs that serve the people of the region and support economic growth. Shepherd will be a vital West Virginia regional center for economic development, cultural activities, and the creative arts. A commitment to excellence in education will remain the Shepherd College hallmark.

Important Campus Challenges and Opportunities

The most critical challenge and vital opportunity facing Shepherd is to ensure that the growth in its student population is accommodated with no decline in educational quality. This will require additional financial resources. The three-county Shepherd College service area population grew by 23% between 1990 and 2000. This growth in the Eastern Panhandle is expected to continue. Shepherd draws approximately three-fourths of its in-state students from this region, and this proportion will likely hold.
Shepherd student FTE enrollment, student headcount, and baccalaureate degree graduates have all increased significantly from the fall of 1995, the beginning point for the SB547 College Strategic Plan, through the fall of 2002; however, the number of full-time faculty has remained static, while the number of part-time faculty has increased dramatically. The availability of classroom space has also been outpaced by student enrollment growth, as has the availability of campus-based student housing.

For Shepherd College from fall 1995 until fall 2002:
_ Total student head-count has grown from 3,602 students to 4,676 students, a 29.8% increase;
_ Total student FTE enrollment has grown from 2,963 to 3,586, a 21% increase;
_ Baccalaureate degree-seeking enrollment has grown from 2,541 to 2,957, a 16% increase;
_ Baccalaureate degrees awarded have grown from 431 to 523, a 21% increase;
_ First-time freshmen enrollment has grown from 652 to 774, a 19% increase;
_ The number of full-time instructional faculty (.5 or more teaching assignment) in the baccalaureate college is virtually unchanged at approximately 120;
_ Part-time (adjunct) faculty employed by the baccalaureate institution from 1998 (the first year for which separate baccalaureate and C&TC files are available) through 2002 has grown from 120 to 158, a 32% increase (for the entire college, from 1995 through 2002, adjunct numbers have grown from 137 to196, a 43% increase);
_ The FTE student to FTE faculty ratio is high for a small college, 20.43 to 1.

Additional challenges: There has been a marked increase in the number of institutions of higher education in the region, including institutions that rely heavily on time-shortened degree programs. Shepherd must ensure that state­assisted, quality education, including graduate education for the regionıs public school teachers, is available and accessible to the Eastern Panhandle population. Other challenges include continued development of the college assessment program, continued enhancement of classroom technology, increased use of technology, continued development of faculty and staff support for teaching and learning, adequate staffing and support for the library addition, and the maintenance of adequate support services.

Campus specific initiatives related to SB 653 and statewide Compact goals

Major initiatives in support of the Shepherd Compact include:
_ Continued emphasis on developing a faculty prepared to provide graduate education‹terminal degrees in- field are held by 76.9% of all full-time teaching faculty (.5 or more teaching assignment), and 84% of the permanent full-time teaching faculty (terminal degrees are defined as doctoral, J.D., or M.F.A. in performing arts);
_ Support for the new Masterıs of Arts in Teaching degree, offered in collaboration with Marshall University, in which 23 of the 26 students who enrolled in September of 2001 have continued for a second year;
_ Development of a possible joint Masterıs of Arts in Teaching degree with Marshall University;
_ Pursuit of North Central accreditation for a Masterıs Degree in Curriculum and Instruction in the spring of 2003;
_ Continued development of the five free-standing graduate courses that are accredited;
_ Ongoing development of a proposal for a Masterıs of Information Technology degree;
_ Continued targeting of growth in programs necessary for economic development or high employment demand: _ Computer and Information Sciences, established as a separate program in 1996, has grown from 99 to 201 students in 2002;
_ Environmental Studies, established in 1997, has grown from 31 to 96 students in 2002;
_ Recreation and Leisure Studies, with two additional tracks added in 1995, has grown from 96 students in 1994 to 270 students in 2002;
_ Continued enhancement of the undergraduate program, with Business program accreditation being sought from the International Association of Colleges of Business Education (spring, 2003);
_ Establishment of partnering and sharing agreements with the Shepherd Community and Technical College as it seeks separate regional accreditation.

Elaboration of qualitative information requested by SB 653

a. Is the institution cooperating with public education? Shepherd has more than thirty special working arrangements with regional public schools. The Shepherd Education curriculum has a field component throughout its program, which ensures extensive faculty, student and public school teacher interaction throughout its service area. Shepherd runs the Junior Washington Gateway Summer Academy and supports the regional public school science fair. The Education Department is currently seeking funding for several major grants that involve cooperative Shepherd-public school arrangements including ³Grow Your Own Teachers,² ³Professional Development School Model,² and ³Tough Topics to Teach (Classroom Strategies for Mathematics and Science Concepts).² The Appalachian Writer-in-Residence program brings workshops and literary discussions to area public schools every fall.
b. Does the institution have a student-friendly environment? Shepherd has administered the ³Noel-Levitz Student Satisfaction Survey.² The results repeatedly demonstrate that Shepherd students view the college as a ³student-friendly environment.² In addition, Shepherd utilizes an extensive, and continuous, internal student satisfaction assessment process, and the results have again been consistently positive.
c. Is the institution encouraging entrepreneurship? (i) The SB547 College Strategic Plan focused on the creation of programs that are attractive and support economic development, e.g., Computer and Information Sciences, Environmental Studies, Entrepreneurship and Small Business Administration, Recreation and Leisure Studies, and a Spanish Minor. (ii) Shepherd works with area agencies and businesses in both applied research and in the use of cooperative student and internship placements to support the economy. (iii) The ³Gateway New Economy Council,² composed of business leaders, professionals, alumni, and other concerned citizens, is partnering with the College to bring their expertise to bear on further economic development in the Eastern Panhandle. A $284,000 seed grant is being requested from the Claude Worthington Benedum Foundation to hire a full-time director and to provide start-up funds for a college-based Center for Economic Excellence that will coordinate the activities of all major groups involved in the economic development of the region.
d. Is the institution encouraging citizenship involvement? Shepherdıs Office of Community Service (in its twelfth year) is extensively engaged in student community-service programs. This office has involved students in 150 or more projects per year. As of 2001, a new community-services program was implemented for all freshman orientation sessions.
e. Is the institution focusing resources on programs offering the greatest opportunities for students and job creation and retention? See ³Campus specific initiatives related to SB 653Š.² (bullet 7), with the emphasis on new programs that offer opportunities for students and job creation. Retention is supported by the addition of the Office of Academic Advisement, the Writing Center, the Assessment of Student Learning Office, etc.

Other Important Campus Goals

Given the growth of the College in recent years other important campus goals include: _ Ensuring continued strategic planning with campus-wide input and an emphasis on the vision of a student- learning centered college;
_ Ensuring that competitive salaries are in place for all employees;
_ Ensuring coordination of the Campus Master Plan and development of the plan and ensuring funding of deferred maintenance items including infrastructure needs;
_ Ensuring funding for adequate capital facilities, e.g., classroom and administrative support facilities, roads, parking facilities, technology infrastructure, student housing, dining facilities and a student center;
_ Ensuring that funding is available to provide for the enhancement and expansion of academic programs.

Important Campus Strategies to Achieve Goals

The following are in place in support of SB653 goals: Vice President for Enrollment Management; Dean of Teaching, Learning and Instructional Resources; Dean of Libraries and Instructional Technology.

Strategies and resource requirements necessary to further implement SB653 Compact: _ To physically separate the Community and Technical College (see C&TC Compact);
_ To develop graduate programs: (a) create a graduate program infrastructure, secretarial support ($30,000), directorıs salary (42,000 for 1/2 time position); (b) change Director of Teacher Education position from half- time to full-time ($30,000); (c) fund second Certification Analyst position ($45,000) (d) fund new faculty positions: one in the Masterıs in Curriculum and Instruction ($45,000); two positions in Information Technology Masterıs ($90,000 and $70,000, including benefits); (e) to provide a Masterıs of Arts in teaching, initial year cost, $122,500, and annual cost thereafter of $273,524;
_ To improve compensation (est. average annual cost): $406,264 to bring faculty to 95% of peer level, $253,528 to maintain classified staff at Mercer salary levels, $45,265 to maintain non-classified staff funding; cost of benefits for all of the latter salary increases: $161,165;
_ To improve the delivery of technology-based courses and web-based instruction: (a) $152,000 for classroom hardware; (b) $50,000 (est.) for technical support personnel (c) $150,000 to retain WebCT;
_ To add full-time permanent faculty positions (est. annual costs) in response to state mandate‹Nursing $52,195; in response to enrollment growth‹Art, $52,195, Business Administration, $50,410;
_ To add an additional four full-time faculty positions to reduce the student-faculty ratio, $195,310;
_ To add Spanish Education certification program with instructor, language laboratory upgrade, and library support: $82,794;
_ To add a multi-categorical certification program, including three faculty and support: $210,000;
_ To add a freshman year experience for all first-time-in-college students: $75,411;
_ To add a Community Services Office staff position: $37,922;
_ To add a grants staff position: $65,000;
_ To add a development staff position: $65,000.