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St. Cloud State University

St. Cloud State University

IntroductionCriterion 1Criterion 2Criterion 3Criterion 4Criterion 5ConclusionAppendicesExhibits

Appendices

Change of Affiliation

St. Cloud State University is requesting approval to offer a doctoral program. The presentation of this request follows the outline appearing in HLC’s Handbook of Accreditation, Chapter 7.2-3.

Proposed Change

St. Cloud State University is proposing to offer a doctoral program, the Doctor of Education (Ed.D.) in Higher Education Administration. A copy of the proposed doctoral program is on file in the Resource Room.

Expected Outcomes of Proposed Change

The university anticipates that the doctoral program will result in growth in graduate enrollments to offset stable or declining enrollments of traditional college-age students, in increased access to doctoral programs for underserved populations of professionals who seek doctoral degrees for advancement in careers, and in enhanced visibility and stature for the university. Successful establishment of the Ed.D. in Higher Education Administration would increase prospects for additional doctoral programs, which would reinforce the expected outcomes.

Projected Impact of Proposed Change

Mission: Offering doctoral programs would conform to the existing mission of St. Cloud State University. The University is part of the Minnesota State Colleges and Universities, a public system of higher education created by the Minnesota legislature and governed by the Board of Trustees. Following enactment of a state law in 2005, the statutory mission of the Minnesota State Universities expanded to include the offering of applied doctoral programs in education, business, psychology, physical therapy, audiology, and nursing. On March 22, 2006, the Board of Trustees and Office of the Chancellor implemented the law by adopting appropriate revision to policies and procedures permitting state universities to offer doctoral program (Policy 1A.1, Part 2; Policy 3.17 Part 2, Subpart I; and Procedure 3.17.1, Part 2). Before these changes, the state universities had authorization to offer undergraduate and graduate programs through the master’s and specialist degrees.

The mission statement of the St. Cloud State University broadly but succinctly reads: “St. Cloud State University is committed to excellence in teaching, learning, and service, fostering scholarship and enhancing collaborative relationships in a global community.” Within the scope of this mission the university has offered a wide variety of undergraduate programs and graduate programs through the specialist degree. The university, which has provided graduate instruction since 1953, offers 66 graduate programs, mostly in professional and applied fields, including one specialist program, 52 master’s programs, and 13 graduate certificate programs. The Ed.D. in Higher Education Administration would fall within the scope of the mission statement and nature of programs currently offered.

Numbers and types of students served: The proposal for a doctoral program would increase enrollments by nearly 60 over three years. The program would admit one new cohort of 20 students per year with each cohort taking three years to complete coursework. The students most likely would be mid-career professionals. Success of the program likely would lead to proposals for other doctoral programs each serving a similar number and type of student.

Breadth of educational offerings: While the proposed change would raise the level of degree conferred, the breadth of education offerings largely would remain unchanged. The Ed.D. in Higher Education Administration would build on the existing graduate programs including the Master of Science in Higher Education Administration and the Master of Science in College Counseling and Student Development.

HLC Policy Relevant to Proposed Change

The proposal to offer a doctoral program requires approval by HLC as a change in educational offering, specifically a program offering at a new degree level, as stated in the Handbook of Accreditation, Chapter 7.2.

Factors Leading the Organization to Undertake the Proposed Change

Relationship to Ongoing Planning

Planning for doctoral programs has occurred largely in a statewide and system-wide context. The primary reason for this was a legislative prohibition on planning for doctoral programs by state universities. This prohibition ended in 2005 when the Minnesota legislature authorized state universities to offer doctoral programs. Nevertheless, development of doctoral programs at St. Cloud State University is an evolutionary step that originated with a partnership with the University of Minnesota to provide doctoral education on campus during the 1990s.

System and Institutional Strategic Plans

The proposal to offer an applied doctoral program supports the System Strategic Plan 2006-2010 of the Minnesota State Colleges and Universities that the Board of Trustees Adopted in January 2006.

Pertinent portions of the plan are:

  • Strategic Direction 2: Promote and measure high-quality learning programs and services
  • Goal 2.2 Produce graduates who have strong, adaptable and flexible skills
  • Strategic Direction 3: Provide programs and services integral to state and regional economic needs
  • Goal 3.3 Develop each institution’s capacity to be engaged in and add value to its region
  • Strategic Direction 4: Innovate to meet current and future educational needs efficiently
  • Goal 4.1 Build organizational capacity for change to meet future challenges
Legislative Policy and System Planning

Offering of doctoral programs has received legislative and system level attention since 1967, when the legislature gave the then State College Board statutory authority to establish doctoral programs. In 1969, however, the chancellor of the State College System declared a moratorium on their development. The issue remained dormant until 1984 when the State University Board revived interest in doctoral programs in its system plan submitted to the legislature. (State colleges became state universities in 1975.) In 1987, the legislature reacted by passing a law prohibiting state universities from planning doctoral programs without legislative consent. Subsequent legislatures renewed this prohibition. In 1991, the legislature withdrew authorization for doctoral programs by excluding them from the statutory mission of state universities.

Experience in Offering Doctoral Programs

Following the legislative prohibition on doctoral programs in the early 1990s, St. Cloud State University collaborated with the University of Minnesota Twin Cities to offer the Ed.D. in Education Leadership. The purpose of this collaboration was to deliver the program to underserved areas of the State outside the Minneapolis-St. Paul area. St. Cloud State University was a full-partner in this endeavor by providing faculty as well as facilities for the program starting in 1994. Nearly 40 students completed the program through cohorts meeting on-campus, and 22 faculty members at St. Cloud State University served in the program as doctoral faculty approved by the University of Minnesota. Discussion of St. Cloud State University’s participation in the doctoral program appeared in its 1997 self-study in preparation for the comprehensive visit for accreditation by the North Central Association. Dr. Dennis Nunes, the present Dean of the School of Graduate Studies at St. Cloud State University, was dean at the time and oversaw the program’s operation.

Needs Analysis Related to Proposed Change

Statewide Needs: Doctoral programs received renewed attention in 1998, when the legislature directed the Minnesota State Colleges and Universities System and the University of Minnesota to prepare a report on establishing applied doctoral programs at state universities. In November 1999, the Board of Trustees received a report prepared by the state universities, and in May 2000, it submitted the report to the legislature (copy available in Resource Room). The report, which included recommendations to establish applied doctoral programs at state universities, was the basis for much of the planning and needs analysis for applied doctoral programs at St. Cloud State University.

The distinction between applied doctorates and research doctorates was a key element in ensuing discussions. Applied doctorates, state universities argued, generally provide preparation for practice in a profession rather than research in a discipline; for the understanding and use of research in applied settings rather than the undertaking of original research; and for advancement for mid-career individuals in a professional area rather than entry of younger individuals into a career of research and scholarship. St. Cloud State University and other state universities are well suited to offer such programs. Moreover, state universities are better located geographically to meet demand of professionals outside the Twin Cities.

Upon enactment of legislation in 2005 authorizing state universities to offer applied doctoral programs, St. Cloud State University began plans to offer doctoral programs by fall 2007. By early summer 2005, the university began identifying suitable programs to offer at the doctoral level and setting priorities for their development. In January 2006, responding to a request from the Office of the Chancellor, the university submitted a list of doctoral programs that were under consideration. Meanwhile the Office of the Chancellor worked with the system’s Graduate Council to draft the policies for doctoral programs that the Board of Trustees approved in March 2006.

Need for Proposed Program: The application for the Ed. D. in Higher Education Administration, submitted to the Office of the Chancellor, addresses need from two perspectives. One is interest in the program among prospective students. The other is professional demand for higher education administrators.

Regarding student interest, two existing groups of students constitute pools of potential students for the program. About 40 students are pursing the MS in College Counseling and Student Development at St. Cloud State University. Another 34 are pursuing the MS in Higher Education Administration. Some of these 74 students were among 50 individuals who responded favorably to an inquiry about interest in the doctoral program.

Regarding professional demand, labor market projections nationally and by state indicate a substantial number of openings for postsecondary administrators in the coming years. Between 2002 and 2012, the projected number of openings nationally, new positions and replacements, is over 62,000 or an average of 6,200 per year. In Minnesota the comparable figures are 1,327 total or 133 per year. Projections for the Upper Midwest, including Iowa, Minnesota, North Dakota, South Dakota, and Wisconsin, indicate 370 openings year.

Involvement of Constituencies in Developing the Proposed Change

University Community: Following enactment of legislation authorizing applied doctoral programs at state universities, the administration at St. Cloud State University arranged two open meeting for faculty and other individuals interested in the topic. One session occurred in July 2005, the other in September 2005. At each session the Dean of Graduate Studies and a representative of the Office of the Chancellor made presentations and answered questions on the background, nature, and expectations regarding applied doctorates. In April 2006, the Provost hosted a town meeting for the university community to discuss plans for doctoral programs.

Faculty: The faculty are active in developing doctoral programs. Questions regarding doctoral programs have received attention at meet and confer between leadership of the Faculty Senate and the administration. The Faculty Senate’s Graduate Committee worked with the Dean of the School of Graduate Studies to revise policies and procedures pertinent to doctoral programs. Faculty committees, specifically the College of Education Curriculum Committee and the Faculty Senate’s University Curriculum Committee, and the Faculty Senate itself reviewed and made recommendations regarding specific proposals for programs.

Student Government: At the invitation of the Student Senate, a member of the staff of the Office of Academic Affairs appeared before the Senate on April 13, 2006, to discuss the nature of applied doctoral programs and their implications for the university. Afterward, the Student Senate adopted a resolution supporting the development of doctoral programs at St. Cloud State University.

Board of Trustees: As noted above, the Board of Trustees recommended to the legislature in 2000 that state universities receive authority to offer doctoral programs. Following enactment of the law granting that authorization in 2005, the board adopted policies in 2006 regarding institutional mission and academic programs to begin to set the foundation for doctoral programs.

Office of the Chancellor: The Office of the Chancellor has actively promoted development of doctoral programs at St. Cloud and other state universities. The office provided staff support for efforts to pass legislation authorizing state universities to offer doctoral programs. Upon enactment of the law in 2005, staff consulted with the various state universities, including St. Cloud State University, to develop appropriate policies for doctoral programs at the system and institutional levels respectively. The Office of the Chancellor also consulted with St. Cloud State University about development of specific proposals for doctoral programs.

System Graduate Council: The Graduate Council of the Minnesota State Colleges and Universities is a body created in 1994 to coordinate graduate education among the state universities. Its members include the seven deans or directors of graduate studies at the respective state universities; seven graduate faculty, one from each university; a representative of the Office of the Chancellor; a representative of the Inter-Faculty Organization (IFO), the statewide collective bargaining agent for state university faculty; and a graduate student representing the Minnesota State University Student Association. The council led the effort to authorize doctoral programs at state universities, and it has worked closely with the Office of the Chancellor for their development.

Inter-Faculty Organization: The leadership of the IFO, the statewide collective bargaining agent for state university faculty, supported efforts in the legislature that ultimately contributed to enactment of the law authorizing state universities to offer doctoral programs.

Necessary Approvals Obtained to Implement Doctoral Programs

Internal Approvals

Mission Statement: St. Cloud State University’s mission statement is sufficiently broad to encompass doctoral programs.

Program Approval: The Ed.D. in Higher Education Administration has received the necessary approval within St. Cloud State University. Following recommendations by the Department of Education Leadership and Community Psychology, the College of Education Curriculum Committee, the Dean of the College of Education, the Dean of the School of Graduate Studies, the University Curriculum Committee, and the Faculty Senate, the Office of Academic Affairs approved the proposed program.

External Approvals

Mission: The law regarding mission of state universities enacted in 2005 and board polices adopted in 2006 provide the basis in law and policy for doctoral programs at St. Cloud State University. The Office of the Chancellor neither required nor requested a change in the university’s mission statement to accommodate doctoral programs.

Program Approval: St. Cloud State University submitted the Ed.D. in Higher Education Administration to the Office of the Chancellor for approval in November 2006. Approval was pending at the time the self-study went to print.

Possible Impact of Doctoral Programs on Challenges Previously Identified by HLC

Challenges Related to Doctoral Programs: The “Report of a Visit to Saint Cloud State University, Saint Cloud, Minnesota, January 27-29, 1997 for the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools” contained the following:

The report identified as an institutional concern, “Scholarship across the campus is extremely uneven. There is little indication that faculty members across the campus understand or embrace the Teacher-Scholar model, and support mechanisms need to be strengthened.” (p. 39)

Earlier the reported stated, “Faculty Scholarship. The degree to which faculty are involved in research and scholarly pursuits continues to be a concern. [The evaluation team in 1987 had identified this as a concern.] The Self-Study suggests that the professorate has widely embraced the Teacher-Scholar concept; however, this assertion was not readily apparent. Certain faculty or units throughout the institution evidenced exemplary involvement in scholarship, but general productivity was found to be uneven. The institution and colleges have made efforts to foster a more receptive environment regarding the need for increased research and scholarship while at the same time implementing changes to provide better faculty support.” (p. 28)

Responses to the Challenges

Information on St. Cloud State University’s commitment to research and scholarship appear primarily in Sections 1 and 5 of the Self-study.

Plans to Implement and Sustain the Proposed Change

Involvement of appropriately credentialed faculty and experienced staff necessary to accomplish the proposed change

The core faculty for the proposed Ed.D. in Higher Education Administration are Dr. Christine Imbra and Dr. Dan Macari. Dr. Imbra, who holds the Ed.D in Educational Policy and Administration from the University of Minnesota, is founder and coordinator for the MS in Higher Education Administration at SCSU. Dr. Macari, who holds the Ph.D. in Counseling and Educational Psychology from the University of Nevada-Reno, is program coordinator for the MS in College Counseling and Student Development.

Within three years the program will have five full-time, tenured or tenure-track faculty members. The university’s administration has approved the hiring of two tenure-track faculty in the first year and a third in the second year of operation. The program also will employ adjunct faculty as appropriate during the third and fourth years. Besides the core faculty in the program, 11 other faculty and seven administrators at the university with doctorates in higher education administration might be available to contribute to the program.

Dr. Dennis Nunes, Dean of the School of Graduate Studies, has experience with administering a doctoral program. Dr. Nunes was dean in the mid-1990s when St. Cloud State University collaborated with the University of Minnesota to offer the Ed.D. in Educational Leadership. He had operational responsibility for the faculty and students in the cohorts that were located at the St. Cloud campus.

Administrative structure (accountability processes, leadership roles) necessary to support proposed change

St. Cloud State University has an administrative structure that will provide appropriate accountability processes and leadership to support a doctoral program.

School of Graduate Studies: While individual departments have immediate responsibility for their respective graduate programs, the School of Graduate Studies has responsibility for general policies regarding graduate faculty, academic standing, admissions, and graduate assistantships. In addition to the dean, staff of the graduate school includes a director of graduate admissions, an admissions specialist, a director of graduate student services, an office manager, and several graduate assistants. The Dean is Dr. Dennis Nunes, who has served in that position since 1990. His leadership has led to changes in various policies to accommodate doctoral programs including requirements for doctoral-level graduate faculty and composition of doctoral committees. He also has undertaken initiatives to establish quality indicators and assessment of learning outcomes for graduate programs.

Graduate Committee: The Graduate Committee is a standing committee of the Faculty Association with 12 members including two representatives from each of the five colleges and two from the counseling unit. Responsibilities of the committee include:

  • Recommend graduate policies, procedures, and regulations in relationship to the general purposes and goals of the graduate faculty and the university.
  • Advise the School of Graduate Studies on graduate curriculum and related matters.
  • Evaluate administrative proposals that have graduate curriculum implications (including the initiation, expansion, discontinuation, or reduction of programs or academic units), and make recommendations accordingly.
  • Review the graduate academic and curricular programs, policies, and practices for improvements and change, and make recommendations accordingly.
  • Develop criteria and policy for membership and act on recommended appointments to the graduate faculty.

Dr. Phyllis Greenberg, Associate Professor of Community Studies, is Chair of the Graduate Committee. One of the members is Dr. Lisa Heinrich, Associate Professor of Mass Communications, who serves on the Minnesota State Colleges and Universities Graduate Council. Dr. Heinrich was Chair of the Council in 2005-06.

College of Education: The proposal for the Ed.D. in Higher Education Administration originated in the Department of Educational Leadership and Community Psychology in the College of Education. Dr. Kate Steffens, who became the college’s dean in 2006, is committed to having standards of performance and assessment of student learning outcomes for all the college’s programs. The college has been accredited by the National Council for Accreditation of Teacher Education (NCATE) since 1954. Although the program in higher education administration itself is not subject to NCATE accreditation, it is scheduled for an external review in 2010-11.

Office of Academic Affairs: Overall responsibility for academic administration, policy, curriculum, and research rests in the Office of Academic Affairs. The Provost and Vice President for Academic Affairs is Dr. Michael Spitzer who has served in the position since 2002. Dr. Spitzer actively has supported doctoral education through the commitment of resources for the program’s start-up costs, promotion of the program at a town meeting for the university community, and consultation with faculty and staff involved in the program’s development. Key functions and staff in the of the Office of Academic Affairs that have supported the initiative include:

  • Curriculum: Dr. Mitchell Rubinstein is Interim Associate Vice President for Curriculum. Dr. Rubinstein oversees the curriculum process, including development of the Ed.D in Higher Education Administration. Before assuming the position in January 2006, he served at the Office of the Chancellor where he participated extensively in the effort to bring doctoral programs to state universities.
  • Faculty Relations: Dr. Rex Veeder is Interim Assistant Vice President for Faculty Relations. Promoting research and other scholarly activity has been a major effort under his leadership. Dr. Veeder is responsible for publishing a newsletter, Accolades, which informs the university community of the scholarly achievement by the faculty.
  • Research and Faculty Development: Dr. Richard Rothaus is Assistant Vice President for Sponsored Programs. The Office of Sponsored Programs provides administrative support for external grants and contracts as well as research and other activities supported by external funds.
  • President: Dr. Roy Saigo has been President of St. Cloud State University since 2000. President Saigo has been an outspoken advocate for doctoral programs at the university.
  • Office of the Chancellor: The Office of the Chancellor has added elements to the program approval process directed specifically at quality and sustainability of doctoral programs. An institution must demonstrate its readiness and capacity to provide doctoral instruction. Evidence can include a graduate school with responsibility and authority to make policy for graduate education and oversee the quality of graduate instruction in the various academic units. The proposal for a doctoral program must demonstrate sufficient resources for libraries and instructional technology, and it must include a plan for assessing learning outcomes. A proposed program must undergo evaluation by three out-of-state reviewers, two recommended by the institution with the approval of the Office of the Chancellor and one selected by the Office of the Chancellor. External review for master’s programs involves two evaluators, one of whom, selected by the Office of the Chancellor, must be a member of the system’s Graduate Council. Evaluation of existing elements in the application such as long-term student interest and professional demand will be more rigorous for doctoral programs that for other programs.

Availability of Learning Resources and Support Services to Students

The provost dedicated $75,000 for learning resources to support the Ed.D. in Higher Education Administration. The program director, in consultation with staff in Learning Resources and Technology Services, compiled an extensive list of journals, books, databases, and other items for acquisition. This list is part of the application submitted to the Office of the Chancellor. These new resources will augment more that 3,000 titles and other entries for the master’s program in higher education and related fields of study already available at the Miller Center. Students will have full access to library services, information services, help-lines, and other technology services such as Huskynet for web-based registration and e-mail communications.

The recently created position of Director of Graduate Student Services in the School of Graduate of Studies should enhance the availability of services for all graduate students. Where appropriate and feasible, graduate assistantships also will be available for doctoral students.

Financial Data

The Office of the Chancellor and the administration of St. Cloud State University expect this or any doctoral program to be self-supporting. Anticipated tuition revenue and regular allocations of state funds generated by enrollments ought to pay for the added expenditures directly attributable to the program. Financial and budgetary data for the Ed.D. in Higher Education Administration indicate the program will be self-supporting after one year in either of two scenarios. These data appear in the application (Section III) for approval submitted to the Office of the Chancellor.

One scenario assumes that all students in the program will pay full-tuition and fees. In this scenario a deficit of $23,000 occurs in the first year, but surpluses occur in subsequent years: about $94,000 the second year, $296,000 the third year, and $271,000 the fourth year.

The other scenario assumes that 25 percent of the students will be state university faculty or their dependents. Under provisions of the contract between the IFO and Board of Trustees, these individuals may be eligible for a 100 percent tuition waiver when attending a Minnesota State University. In this scenario a deficit of $70,000 occurs the first year, but surpluses occur in subsequent years: about $2,000 the second year, $158,000 the third year, and $128,000 the fourth year.

Persistent deficits likely would lead to discontinuation of the program.

Timeline

St. Cloud State University anticipates approval of its first doctoral program by the Office of the Chancellor in January 2007. Contingent upon approval by the Higher Learning Commission in spring 2007, the University anticipates admitting and enrolling students by Fall 2007. The Office of the Chancellor supports starting of the doctoral programs by that date.

Strategies to Evaluate the Proposed Change

Evaluating the establishment of a doctoral program can entail several approaches. An elemental approach would be to compare actual performance with anticipated performance of basic indicators appearing in the supporting materials accompanying the proposals for individual programs. These indicators include enrollments, characteristics of students, graduates, expenditures, and revenues. Actual enrollments and numbers of graduates that equal or exceed projections would indicate strength of demand, while revenues in excess of expenditures would signal financial soundness.

Assessment of student learning would be another approach. The assessment plan that the Office of the Chancellor requires for each doctoral program would be a basis for determining success in preparing students to attain immediate learning goals. As university-wide assessment matures, establishment of measurable program outcomes and accumulation of data for measuring those outcomes will provide a powerful tool for determining a program’s success and for identifying ways to help it improve performance. Initiatives underway focusing on assessment of graduate programs would add yet another dimension to evaluation of doctoral education.

Program review, or where appropriate, accreditation review can provide an opportunity for directly evaluating various facets of new doctoral programs, including curriculum and resources. The program in higher education, which would include the proposed Ed.D. in Higher Education Administration, is scheduled for program review in 2010-11. Contingent on HLC’s approval of this change request, this could coincide with graduation of the members in the program’s first cohort.