Central Michigan University...marketing programs for any of our off campus locations. In locations where military installations host CMU‟s Off-Campus & Online Programs, we follow

Central Michigan University Off-Campus & Online Programs

Higher Learning Commission Multi-Site Visit Report Fort Meade – Alexandria – Richmond June 23-24, 2011

HLC Multi-Site Visit 2011 Institutional Report Page 2

Table of Contents

Institutional Summary ..............................................................................................................................................3

Overview ...............................................................................................................................................................3

Instructional Oversight ........................................................................................................................................4

Institutional Staffing and Faculty Support ........................................................................................................6

Student Support ...................................................................................................................................................9

Evaluation and Assessment ............................................................................................................................ 11

Addendum 1 - Fort Meade, Maryland ................................................................................................................ 13

Overview ............................................................................................................................................................ 13

Institutional Planning and Facilities ................................................................................................................ 13

Student Support ................................................................................................................................................ 14

Academic Quality .............................................................................................................................................. 15

Example: MSA - General Administration concentration ............................................................................. 15

Addendum 2 - Alexandria, Virginia .................................................................................................................... 16

Overview ............................................................................................................................................................ 16


Student Support ................................................................................................................................................ 17

Academic Quality Example: MA - Educational Leadership, emphasis in Charter Schools .................. 18

Addendum 3 - Richmond, Virginia ..................................................................................................................... 20

Overview ............................................................................................................................................................ 20


Student Support ................................................................................................................................................ 21

Academic Quality Example: MA in Education, Guidance & Development concentration ................... 22

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Institutional Summary

Overview

Courses and programs delivered through ProfEd/Central Michigan University (hereinafter “CMU Off-Campus & Online Programs”) are developed through the main campus-based curricular process with the University‟s Academic Senate overseeing the curricular process. Multiple curricular bodies review all courses and programs prior to submittal to the Academic Senate for final approval. The curricular authority document is located on the Central Michigan University (CMU) Academic Senate website and is available at the web address: http://academicsenate.cmich.edu/CAD.htm. CMU conducts End of Course (EOC) student evaluations on all courses using an instrument that emphasizes how thoroughly the instructor met the course learning outcomes expressed in the syllabus; this is the same instrument used to evaluate courses delivered on the main campus. Finally, each program delivered through CMU is subject to a regular student learning outcome assessment review and evaluation, which means that each program has identified outcomes, an assessment plan, and formal data-gathering efforts that feed back into the curriculum development process. See Attachment A for a full list of Higher Learning Commission approved programs that CMU may offer at approved locations.

What future growth do you anticipate (e.g., in the next six months, three years, 10-20 years) for additional locations?

CMU forecasts growth in five-year increments with the current forecasts predicting a 2% growth rate in each of the next five years for our additional locations.

Institutional Planning and Facilities

How do you ascertain that facilities at each location will meet the needs of the students and the curriculum? How do you ensure that the facilities at each location meet the needs of students and the curriculum?

CMU has offered face-to-face programs at off-site locations for 40 years and we have designed our Civilian Centers to produce the maximum learning environment to accommodate the students and instructors. CMU has standard technology requirements for each civilian location. Where CMU delivers courses at sponsored locations, we provide classroom technology to meet those same standards.

CMU regularly seeks feedback from both students and instructors on the appropriateness of the facility. Program Administrators (PA‟s) are onsite and available to assist both students and instructors to ensure that their needs are met. A PA meets with students and instructors during the first course meeting time to address any questions or concerns they may have.

At the end of a course, CMU gathers feedback on instructors and the adequacy of facilities through the student EOC surveys and asks instructors to complete an EOC survey related to suitability of the facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfaction Survey. CMU directs feedback on facilities to the Enrollment Management department, which includes the Student Services

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http://academicsenate.cmich.edu/CAD.htm


unit, for evaluation and action. See Attachments B and C for examples of the EOC survey and Comment Sheet.

CMU‟s Off-Campus & Online Programs has centralized the processes of negotiating, approving, and executing leases. The Human Capitol & Organizational Strategies (HCOS) department reviews and authorizes leases for every off campus location. Part of this process is to examine the suitability of every potential location to ensure that the facility meets a standardized set of requirements CMU has established for a quality-learning environment. CMU implements a build out processes upon execution of a lease to ensure that the facility meets these requirements and embodies the “look and feel” of a CMU facility.

Instructional Oversight

How do you assure that promotion, marketing, and enrollment for your additional location stay in balance with your actual resources and technical capabilities?

CMU‟s Off-Campus & Online Programs markets approved programs within the states we have authorization to operate. Each state has an oversight commission that regulates how postsecondary institutions operate. If required, we submit an application for licensure or authority to operate to these commissions. Upon meeting the state‟s regulations and requirements, the state will grant us licensure. CMU carefully evaluates marketing, enrollment, and resource obligations prior to marketing programs for any of our off campus locations. In locations where military installations host CMU‟s Off-Campus & Online Programs, we follow the terms and conditions set forth in the applicable Memorandum of Understanding. The terms and conditions may include marketing-specific guidelines. Our new Student Services Call Center provides prospective students and new applicants with an avenue to ask a qualified enrollment specialist questions about programs, the application process, their admissions status, their first course enrollment, or any other questions they may have pertaining to enrolling in an off-campus or online program. Although the focus of our team of enrollment specialist is on new students, the personal nature of the assistance students receive encourages many students to stay in contact with their enrollment specialists throughout the duration of their chosen program.

CMU‟s Off-Campus & Online Programs considers the number of applications, admissions, first time enrollees, and returning students when balancing necessary resources required for running a successful center. Course size goals are established and we adjust the number of sections for a course as needed.

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What controls are in place to ensure that the information presented to students in advertising, brochures, and other communications are accurate?

CMU‟s Off-Campus & Online Programs works diligently to ensure that we work within the constructs of state licensure and military MOUs and that marketing materials properly correspond with approved programs. CMU does not produce, distribute, or deliver marketing materials in any state or at any military installation without first ensuring that we meet all licensure and regulatory obligations. Where applicable, the Marketing department consults with the HCOS department to ensure that marketing materials correctly represent the University and the authorized programs it offers.

During the new program approval process, a collaboration of the Marketing, Academic and Professional Programs, and Enrollment Management departments produces a market analysis of the geographic area. The market analysis considers variables such as competitive offerings in the area and data from sources such as the US Labor Department that provide an overview of employment trends for professionals with this degree type, where an adult with a degree through the proposed program may find employment, and the type of position they might hold. Our history shows this market analysis is important in providing relevant information to adult students who may be interested in pursuing such a new program degree.

Once a market analysis is complete, we develop enrollment projections taking into consideration variables such as the needs of employers and the education levels of prospective students. If there are no direct competitors in the area the prospective new program targets, we assess whether or not an adult student audience truly exists. When offering new programs CMU reaches out to employers in a variety of industries in efforts to gain the most accurate employment information possible. We use this information to recruit potential students into our program by honestly educating them on the current job market and explaining how our degree program can assist them with career advancement.

If direct competitors exist in the intended market, we evaluate employment trends, potential competitive advantage, and measure the demand in relation to the level of saturation in the market. Once these evaluations and measures are complete, CMU makes decisions based on the viability of the market.

What is the process through which you assess and adjust, as necessary, funding, and staffing for locations?

CMU adjusts funding, personnel, and advising as needed taking into consideration regular reviews of student application rates, admission rates, the number of programs available for offering at a location, and the number of students attending a location.

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How does the institution effectively oversee instruction at an additional location?

All faculty who teach in CMU‟s Off-Campus & Online Programs meet educational, scholarship, and teaching criteria established by the academic department. Faculty who teach in graduate level programs must also receive “Graduate Faculty Status”. Approvals are renewed every three years with updated materials, including thorough review of course syllabi and past EOC surveys. In addition to departmental oversight of faculty approvals, we have staff dedicated to the continuous review of instructional quality. The Academic and Professional Programs department reviews EOC scores as soon as they are available and maintains a database of problems and potential problems. CMU also facilitates a team of „Peer Mentors‟ that are individually assigned to newly contracted instructors; the Peer Mentors are experienced CMU Off-Campus and Online instructors that contact new instructors prior to and during their first course.

Institutional Staffing and Faculty Support

What evidence demonstrates that the institution has appropriately qualified and sufficient staff and faculty in place for the location?

CMU‟s academic discipline main campus departments carefully screen prospective faculty for CMU‟s Off-Campus & Online Programs for appropriate and current credentials. These departments also preform reviews on active faculty at regular intervals to determine whether they are remaining current in their field and that they are actively involved in continuing professional development as this is required to retain Graduate Faculty Status. CMU has several policies and procedures in place to ensure the staff selection process is appropriate and identifies the best-qualified individual for each position at each location. Additionally, CMU ensures compliance with the following public acts: Equal Opportunity, Civil Rights, Age Discrimination, Immigration Reform and Control, American‟s with Disabilities, Affirmative Action, and Veterans Readjustment. CMU‟s Hiring Handbook, which outlines our recruitment and selection process for staff, is available on CMU‟s Human Resources Website. http://cmich.edu/Documents/HR/Employment/hiring-handbook.pdf

What demonstrates the institution supports and evaluates personnel at off-campus locations? Consider the process in place for selecting, training, and orienting faculty at the location.

CMU incorporates a variety of evaluation tools to ensure that qualifications are current and to ensure continuing professional development. CMU Staff is subject to 90 to 365-day probationary period with probationary performance reviews. Once the probationary period is complete, yearly performance evaluations are a primary too used to confirm that employees are meeting CMU standards.

CMU strives to support its personnel at all locations efficiently and effectively. For professional development, CMU provides tuition waiver and education at other institutions benefits as well as online training opportunities and in-service training and workshops. Written policies and procedures are available in paper and digital formats to ensure all

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http://cmich.edu/Documents/HR/Employment/hiring-handbook.pdf


personnel have access to them. CMU supports a robust technology infrastructure providing a variety of tools that facilitate effective communication between personnel. CMU also offers a strong employee benefits package augmented with wellness initiatives and incentives.

Adjunct Faculty Recruiting

Our faculty recruitment strategy includes soliciting information from multiple sources, including the Enrollment Management team, the course scheduling and faculty assignment team, and from the academic department. Influencing factors include assessing course averages, percentage of filled sections, depth and breadth of the currently approved faculty group, and whether a particular course or discipline is trending toward higher enrollment. Additionally, any CMU Faculty Association bargaining unit member (i.e. regular faculty) that desires to enter into a contract to teach a scheduled course must indicate that preference. Prospective faculty must submit a CMU Faculty Teaching Preference Form with the appropriate signatures within fifteen business days of the announcement of the course offering by the deadline indicated in the course-offering list. This following website fulfills this process: http://www.cel.cmich.edu/faculty/opportunities/cmu-campus-faculty.aspx

Note: Identified course needs are automatically posted to CMU’s website at: http://www.cel.cmich.edu/faculty/recruitment/job-postings.aspx and only advertised externally if there is a critical need for additional part-time adjunct faculty, or if there are not sufficient faculty in the ‘pool’.

CMU has developed the following resources and programs to ensure that all instructors teaching for CMU‟s Off-Campus & Online Programs have the knowledge, skills, and support to provide high-quality education to our students:

New Faculty Orientation Prior to teaching an Off-Campus or Online course, all instructors in the part-time adjunct faculty pool are required to complete an online orientation. The orientation takes approximately two hours to complete. It is designed to help new instructors get started as members of CMU‟s adjunct faculty and to introduce them to the many resources available.

Maximizing Learning: The Articulation of the Faculty Role A major component of new faculty orientation focuses on CMU‟s expectations of the faculty role. Maximizing Learning is the result of a college-wide strategic planning effort and national focus group discussions involving over eighty Off-Campus & Online Programs faculty, academic department chairs, and Off-Campus & Online Programs administrators. Maximizing Learning articulates the expectations and responsibilities of faculty in CMU‟s Off-Campus & Online Programs to establish consistent standards and criteria for the evaluation of faculty performance. It lists six requirements for the faculty role and eight principles for effective adult learning in flexible delivery formats with a list of best practices accompanying each principle. See Attachment D for the Maximizing Learning document.

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http://www.cel.cmich.edu/faculty/opportunities/cmu-campus-faculty.aspx

http://www.cel.cmich.edu/faculty/recruitment/job-postings.aspx


Teaching Online Training New online instructors are required to take CMU‟s Teaching Online workshop. This four-module workshop offers faculty the opportunity to gain pedagogical understanding of online teaching and practical experience in online learning. The workshop covers creating an online course syllabus, preparing and presenting online content, communication strategies, assessment methods, and other issues that are crucial to effectively teaching online. Participation is both asynchronous and synchronous.

Master Course Syllabi CMU‟s academic departments develop a Master Course Syllabus for each course and typically revise these on a five-year cycle. CMU‟s Syllabus Build Tool provides the content of each Master Course Syllabus to help adjunct faculty develop a course outline that is consistent with all other outlines for that course. The Master Course Syllabus outlines items such as the preferred book(s), course topics, assignments, and evaluation criteria for the course.

Syllabus Build Tool Instructors are required to create their syllabi using the Syllabus Build Tool. This technology allows faculty to “build” their syllabus using an electronic template that pulls from the appropriate master course syllabus and course management systems. These links facilitate an automatic population of appropriate data into many of the fields faculty are required to complete when building a Syllabus. In addition, for all online courses and specific face-to-face courses the required course text is also pre-populated. Instructions accompany other sections of the course outline template in order to provide faculty with guidance in creating a robust document. Off-Campus and Online Programs staff reviews each syllabus prior to posting the syllabus for student access and forward any concerns to the academic departments or program directors for resolution.

Mentor Program Peer Mentors contact newly contracted instructors to review CMU‟s expectations, policies, procedures, and systems with the new faculty member. The mentors answer any questions the instructor may have regarding course planning, teaching effectively in a compressed format, or other administrative or academic issues.

Faculty Resource Center The Faculty Resource Center is located at www.cel.cmich.edu/faculty. This website provides information and links to development opportunities for CMU‟s off-campus faculty.

Faculty News and Notes All instructors receive a monthly newsletter that provides updates and information relating to academic and administrative matters relating to the courses they teach. It also acts as a way to build community among the faculty by sharing examples of good pedagogy and celebrating the professional development achievements and successes of our adjunct faculty.

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http://www.cel.cmich.edu/faculty


Teaching and Learning Workshops CMU‟s Faculty Center for Innovative Teaching (FaCIT) and the Learning Management System staff offer regular online workshops and seminars on topics relevant to our Off-Campus & Online instructors. In addition, we collaborate on a series of annual face-to-face workshops held at CMU‟s major metropolitan centers.

Great Lakes Conference on Teaching and Learning FaCIT and CMU‟s Off-Campus & Online Programs collaborate on an annual spring conference, held in Mount Pleasant, Michigan. Academic Program Directors nominate off-campus instructors for attendance and we regularly bringing in approximately 60 to 70 participants. In addition to the teaching and learning focuses within the conference, instructors also have an opportunity to connect with their main campus academic departments.

Student Support

What is the evidence that the institution effectively delivers, supports, and manages necessary academic and student services at locations?

CMU‟s Off-Campus & Online Programs regularly seeks feedback from students and instructors. Program administrators are onsite and available to assist students and instructors, and they convene with students and instructors during the first course meeting time to address any questions or concerns.

Student EOC surveys provide feedback on faculty, and faculty are asked to participate in EOC surveys related to facilities. Our Student Satisfaction survey annually collects feedback from students and alumni on student learning outcomes, instructional effectiveness, degree outcome, academic and student support services, and the adequacy of our facilities. In addition, in spring 2011 we initiated the first annual survey directed specifically at our faculty to solicit their feedback on support services. Both the Academic and Professional Programs and the Enrollment Management department are privy to all feedback, thus allowing for the implementation of improvements based on student and faculty concerns. See Attachments E and F for the organizational structure of the Academic and Professional Programs and Enrollment Management departments respectively.

What is the level of access (in person, by computer, by phone, etc.) to admissions, registration/student records, financial aid, and job placement services, as well as attention to student concerns? Admissions

Student information on Admissions is on pages 12-14 of Attachment G. Detailed information includes the Application for Admission, Types of Admission, Admission Process, Good Standing – Satisfactory Academic Progress, and Student Rights and Responsibilities. Financial Aid Student information on financial aid sources is on pages 19-23 of Attachment G. Detailed information on federal Stafford Loans and other forms of financial assistance is available through federal student financial aid websites.

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Student Records Local offices have full access to all active student records and administrative information. Inactive student records are stored for three years with VA student records and graduate student records stored separately. There are complete student records for the use of the Program Administrator on site and the on-site administrator has access to all University mainframe student information. Personnel in the local offices have the same access to student information as staff members that work at the main campus location. Main campus maintains the “official” University records and the University Registrar maintains transcripts. Information from these records provides data for longitudinal studies of students. CMU‟s Off-Campus & Online Programs also uses a variety of software solutions to manage student information. ImageNow is a document imaging system used to digitize all paper student records for future use and storage as guided by CMU‟s records retention policy. Staff may create paper copies of student information for a specific purpose but destroy these documents once they no longer need them. CMU ultimately images then destroys all paper documents. CMU‟s document retention policy is available at the following website: http://www.cmich.edu/Internal_Audit/Record_Retention.htm SAP is the vendor of CMU‟s Enterprise Resource Management software suite and provides CMU with a variety of applications used to manage the various aspects of the institution. The Student Life Cycle Management module can support business processes for student records, student financials, recruitment and admission, student advising, academic structure, and class scheduling. Talisma is the vendor of CMU‟s Customer Relationship Management software. CMU‟s Off-Campus & Online Programs uses this application to interact with students and with other customers.

SIS is a proprietary student information system developed by CMU‟s Off-Campus & Online Programs. This manages a variety of student and course information, competency assessments, enrollment management, and faculty agreements concerning specific teaching assignments.

Career Services Career Services is located on the first floor of Ronan Hall on CMU‟s main campus in Mount Pleasant, Michigan, 989- 774-3068, and offers students assistance with job search activities. The office helps students to develop sound job-seeking skills, write resumes, and with interviewing techniques. Students can register for an online resume referral service through the Career Service‟s Web site at www.careers.cmich.edu. All students and alumni who live near or visit the Mount Pleasant area provide an extensive career resource center for their use. The resource center contains general career information, tips for seeking jobs, vacancy listings from a variety of sources, and information about potential employers in business, government, and education. Students and alumni that do not live in the Mount Pleasant area can access most of this information through the Career Services Web site.

The center also coordinates on-campus recruiting by businesses, government agencies, and educational institutions and serves as a clearinghouse for employment opportunities through publication of a weekly vacancy bulletin.

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http://www.cmich.edu/Internal_Audit/Record_Retention.htm


CMU Off-Campus & Online Programs offers career services for current students and alumni including career advising and assistance, sample resumes and cover letters, and access to employment vacancy and career events. The off –campus career services manager is located at CMU‟s Troy Center and visits other CMU centers upon request. Student Ombuds CMU provides the Student Ombuds Office as an avenue to assist students in the resolution of difficult or complicated situations. Students occasionally find it difficult to determine which office may be able to help them resolve an issue, or find that the keep being referred to other offices for assistance. The Ombuds officer will assist students in understanding the University‟s processes and procedures as it related to their situation, direct them to the office that can assist them in resolving their issue, or evaluate their situation and make recommendations as to how they might proceeded to find resolution to their problem.

Evaluation and Assessment

How do you measure, document, and analyze student academic performance sufficiently to maintain academic quality at a location? Consider, in particular, setting of measurable learning objectives, actual measurement of performance, and analysis and use of assessment data to maintain/improve quality.

CMU has a centralized academic assessment process for all academic programs offered at the University. To facilitate this process, CMU subscribes to the WEAVEonline service to document assessment plans, store assessment data collected for analysis and report on academic performance. Academic departments develop degree program Academic Assessment plans enter them into WEAVEonline. The components that are required for all programs are:

Mission of the program Academic Goals Learning Outcomes Measurements, both direct and indirect, to assess academic performance Achievement targets to determine the extent to which Learning Outcomes have

been met Curricular map that identifies which courses in the program introduce, explain and

reinforce program-learning objectives.

Departments then request to present their plans to the Academic Assessment Advisory Council for approval. The Academic Assessment Advisory Council is an Academic Senate approved committee and consists of elected members of the tenured faculty and University staff. Once program assessment plans gain approval, academic departments then begin collecting data for measurements from the plan. Data for academic assessment are collected from all CMU locations for programs that are offered off-campus and online. Assessment reports are prepared in WEAVEonline by academic departments and submitted to department chairs and college deans on an annual cycle.

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Standard Academic Progress as outlined in the 2010-2011 Bulletin for CMU‟s Off-Campus & Online Programs on page 34; CMU students have the responsibility to recognize when they are experiencing academic difficulties and to initiate requests for help as needed. Students are encouraged to seek special assistance from their instructors, academic advi-sors, and Off-Campus & Online Programs staff. When a student‟s class attendance and rate of academic progress indicate he or she is not succeeding in a course, the instructor is encouraged to discuss the situation with the student.

How are the measures and techniques you use for a location equivalent to those for assessment and evaluation at the main campus or other locations? If there are differences, why are these differences appropriate?

Learning outcomes and measures are consistent for all programs regardless of whether they are offered on the main campus, off campus, or online. Assessment data are aggregated for annual academic reporting, but can be analyzed separately by location for programs that are offered on-campus, off-campus and/or online.

How do you encourage and ensure continuous improvement at a location?

As has been outlined above and in the location addendums, CMU has a rigorous process for the development, submission, and evaluation of student learning outcomes. The data collected through the multiple measures of student learning allows us to strengthen academic programs. The Master of Science in Administration program, one of CMU‟s largest Off-campus & Online Programs, recently received a Commendation from a Military Installation Voluntary Education Review (MIVER) team review:

MIVER is program developed by the Department of Defends to assess the quality of educations at military installations and to assist in improving these programs. CMU received the commendation below following our November 2009 Schofield Army Barracks MIVER team review:

These examples demonstrate that CMU effectively uses assessment data to continually evaluate and improve all programs offered through its Off-Campus & Online Programs.

“The MIVER team commends Central Michigan University for its comprehensive program evaluation and in using the assessment data in the redesign of the Master of Science in Administration program offered at Fort Riley”

Commendation: “CMU is commended for establishing an integrative system of student assessment that identifies achievement of intended program and course learning objectives and uses results for planning, decision making, and program improvement.”

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Addendum 1 - Fort Meade, Maryland

Overview CMU‟s Fort Meade center has proudly served local military and civilians from the surrounding community since 1977. Fort Meade, named after a leader in the Battle of Gettysburg, is a joint installation providing a secure environment for critical national security missions and home to the fourth largest Army installation workforce in the United States.

The Maryland Higher Education Commission has approved Fort Meade to offer the following CMU programs:

Master of Science in Administration and Graduate Certificates with concentrations in: o General Administration o Information Resource Management o Public Administration


Fort Meade is in a mature phase for CMU‟s Off-Campus & Online Programs. Our goal is to sustain marketing and recruitment levels. We also plan to retain students at the same level.



The ability for CMU to adapt the physical facilities on military installations is limited, as CMU does not have primary responsibility for such facilities. However, CMU makes every effort to make the physical environment as conducive to effective learning as possible; this includes CMU working with the installation to make technology requirements meet the standards of CMU‟s civilian centers Staff at CMU‟s Fort Meade Center consists of one Program Administrator who manages approximately 8 courses and nearly 50 students per year. Below is an overview of the facilities at the CMU Fort Meade Center:

Classroom space: 1 classroom, for 25 students Laboratory space: N/A Administrative space: 1 office with 2 desks Lighting: Yes Heating and cooling: Yes Ventilation: Yes Maintenance: Yes Rest rooms: Yes Advisement facilities: No – there is not a face-to-face advisor at this location, CMU

centralized advising is provided for Fort Meade students

CMU, Army Education Center Building 8601, Rm.113, Zimborski Ave. Fort Meade, MD 20755-5093

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Storage space: Yes WIFI internet connection – Yes

Student Support What is the evidence that the institution effectively delivers, supports, and manages necessary academic and student services at locations?

CMU‟s Off-Campus & Online Programs regularly seeks feedback from both students and instructors. Program Administrators (PA‟s) are onsite and available to assist both students and instructors. PA‟s convene with students and instructors during the first course meeting time and on other occasions as needed to address any questions or concerns.

CMU gathers feedback on instructors and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks Instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfaction Survey. Feedback on facilities is shared with the Enrollment Management department so any needed improvements can be implemented.


Academic Quality Example: MSA - General Administration concentration Learning Outcome 1

Students will evaluate how the organizational environment affects the behavior of individuals within the work organization.

Learning Outcome 2

Students will evaluate socioeconomic systems and their impact on the operational effectiveness of organizations.

Measurement 1 Students will complete a survey upon completion of their degree requirements. This survey is intended to ascertain student perceptions on the degree to which the General Administration Concentration has prepared them to be successful practitioners. The survey will be administered through Black Board. The results will be shared among MSA faculty to look for areas for improvement. The survey is under development; however, the scale will consist of the following Likert scale: 1 (strongly disagree), 2 (disagree), 3 (neither agree nor disagree), 4 (agree), 5 (strongly agree). Source of Evidence: Academic indirect indicator of learning – other

Achievement Target for Learning Outcome 1: 80% of students will rank their understanding of organizational environments at an average of 3.5 or higher on the Likert scale.

Achievement Target for Learning Outcome 2: 80% of students will rank their understanding of socioeconomic systems at an average of 3.5 or higher on the Likert scale.

Measurement 2 Students will identify, develop, and complete a research project on an approved MSA topic specific to their General Administration Concentration. This measure is important because it evaluates student's critical thinking skill and the ability to synthesize theories and techniques from their MSA studies. It will result in a detailed paper of the study's findings. All students within the MSA program are required to complete the MSA 699 Capstone Paper. The project is administered through an Instructor assigned to the student. The evaluation of this measure is complete in accordance with the MSA 699 Rubric.

Achievement Target for Learning Outcome 1: Students will be required to demonstrate competency by achieving a score of 85% (3.0) or above on the rubric relating to evaluating organizational environments.

Achievement Target for Learning Outcome 2: Students will be required to demonstrate competency by achieving a score of 85% (3.0) or above on the rubric relating to evaluating socioeconomic systems.

See Attachment H for complete listing of programs for the Fort Meade Center.

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Addendum 2 - Alexandria, Virginia

Overview The Alexandria Center is one of seven centers in the Metro DC/Baltimore area. Students can take classes at any of the seven centers or choose online classes for the core courses of the MSA degree and for the concentrations in Acquisitions Administration, General Administration, Human Resources Administration, and Leadership. CMU‟s Alexandria Center is one of the newest CMU‟s Off-Campus & Online Programs locations serving students since spring, 2010.

The Virginia State Council of Higher Education has approved the Alexandria Center to offer the following CMU programs:

Master of Arts degree in Counseling; Master of Arts degree in Educational Leadership with Emphasis in Charter School Leadership

Master of Arts degree in Humanities Master of Public Administration Master of Science in Administration and Graduate Certificates with concentrations in:

o Acquisitions Administration o General Administration o Human Resources Administration o Leadership


Since this is a relocated center strategically located closer to the Metro DC Market, we are anticipating a 10% growth rate in each of the next 5 years.



CMU has offered face-to-face programs at off-site locations for 40 years. CMU has standard technology requirements for each civilian location. The classroom facilities at the center are desired to provide a conducive learning environment. In addition, space is provided for student interaction and relaxation during class breaks and other meeting times. Staff at CMU‟s Alexandria Center consists of one Program Administrator and one Administrator Aide that currently manage 7 courses and 35 students per year. Below is an overview of the accommodations at the CMU Alexandria Center:

Classroom space: 3 Classrooms including Computer Lab Laboratory space: N/A Administrative space: 5 Offices Lighting: Yes Heating and cooling: Yes

CMU, Alexandria Center 1775B Duke Street Alexandria, VA 22314-6114

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Ventilation: Yes Maintenance: Yes Rest rooms: Yes Advisement facilities/Student Services: Yes Storage space: Yes Other

o Break room for students o Small kitchen – staff only o Office supply closet o Office workroom w/ copier and fax machine o Reception area



CMU gathers feedback on instructional quality and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks Instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfactory Survey. CMU shares feedback on facilities with the Enrollment Management department they can implement any needed improvements.

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Academic Quality Example: MA - Educational Leadership, emphasis in Charter Schools

Learning Outcome 1

Students will use leadership theories to address issues impacting school districts and surrounding communities.

Learning Outcome 2

Students will discuss how mandated changes within schools impact various constituents of the school, parents, management company, authorizer, teachers, and community members.

Learning Outcome 3

Students will explain various techniques used in conflict resolution and describe legal obligations.

Learning Outcome 4

Students will evaluate operational issues such as budget cuts and explain decision-making processes.

Learning Outcome 5

Students will define concepts of leadership and describe their own leadership philosophy supported by appropriate theorist.

Learning Outcome 6

Students will evaluate school related issues and use data to support recommended solutions

Learning Outcome 7

Students will conceptualize and design initiatives to implement change impacting school culture.

Measurement 1 Final, written, comprehensive exam requiring students to use five pages or less to clearly articulate their understanding and comprehension of the listed questions. The purpose of this exam is to measure the student's level of comprehension and their ability to apply the leadership concepts covered throughout the program. In addition, the exam allows students to think critically about leadership decisions required by Charter School Administrators. The exam is a 7-question exam that is administered on-line by the program Director. The exam is administered at the of the fall semester (at the end of EDL 698) of the students last year in the program.

Achievement Target for Learning Outcome 1: At least 85% of the students in the program who take the comprehensive exam will successfully, per the rubric and review, pass the section of the exam that addresses theoretical applications in charter school leadership.

Achievement Target for Learning Outcome 2: At least 85% of the students in the program who take the comprehensive exam will successfully, per the rubric and review, pass the section of the exam that addresses communicating policy changes in charter school leadership.

Achievement Target for Learning Outcome 3: At least 85% of the students in the program who take the comprehensive exam will successfully, per the rubric and review, pass the section of the exam that addresses conflict resolution in charter school leadership.

Achievement Target for Learning Outcome 4: At least 85% of the students in the program who take the comprehensive exam will successfully, per the rubric and review, pass the section of the exam that addresses decision-making skills in charter school leadership.

Achievement Target for Learning Outcome 5:

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At least 85% of the students in the program who take the comprehensive exam will successfully, per the rubric and review, pass the section of the exam that addresses leadership knowledge and philosophy in charter school leadership.

Measurement 1 Achievement Target for Learning Outcome 6: At least 85% of the students in the program who take the comprehensive exam will successfully, per the rubric and review, pass the section of the exam that addresses research in charter school leadership.

Achievement Target for Learning Outcome 7: At least 85% of the students in the program who take the comprehensive exam will successfully, per the rubric and review, pass the section of the exam that addresses implementing change in charter school leadership.

Measurement 2 A survey of graduates will be conducted approximately one year after graduation. This is an online survey with assistance from the CMU alumni office and the offices of Off-Campus & Online Programs. The survey is developed by the program director and faculty who teach in the degree program. It is designed to gauge areas of satisfaction and concern of graduates and to solicit advice from graduates on how to strengthen and improve the program. The survey will assist in aligning and developing curriculum, discovering most relevant aspects of the program as perceived by graduates, ensuring that standards are met for licensing and accreditation purposes. Part of the survey is directed towards career progress and the relationship of the program to advancement.

Achievement Target for Learning Outcome 4: At least 80% of the respondents to the graduate survey will confirm that they learned appropriate, relevant, and timely decision-making skills while in the program, skills that are of practical use in their current positions.

Achievement Target for Learning Outcome 5: At least 80% of the respondents to the graduate survey will confirm that they learned appropriate, relevant, and timely leadership philosophies and related knowledge, skills and knowledge that are of practical use in their current positions.

Achievement Target for Learning Outcome 7: At least 80% of the respondents to the graduate survey will confirm that they learned appropriate, relevant, and timely approaches to implementing change in a charter school setting that are of practical use in their current positions.

See Attachment I for complete listing of programs for the Alexandria Center.

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Addendum 3 - Richmond, Virginia

Overview The Richmond Center is nestled in a nature setting of trees and greenery at Paragon Place located off Broad Street. Our staff assists and supports adult students with the Master of Science in Administration degree with concentrations in General Administration, Human Resource Administration, and Leadership, Master of Arts degree in School Principalship and Master of Public Administration degree.

The Virginia State Council of Higher Education has approved the Richmond Center to offer the following CMU programs:

Master of Arts degree in Counseling Master of Arts degree in Education with concentrations in:

o Adult Education o Instruction o Guidance and Development

Master of Arts degree in School Principalship Master of Public Administration with concentrations in:

o General Administration o State and Local Government

Master of Science in Administration and Graduate Certificates with concentrations in: o Acquisitions Administration o General Administration o Health Services Administration o Human Resources Administration o Information Resource Management o Leadership o Public Administration


CMU moved locations in the past three months to a growing business community. We are anticipating a 10% growth return each year for the next 5 years.



CMU has offered face-to-face programs at off-site locations for 40 years. CMU has standard technology requirements for each civilian location. The classroom facilities at the center are desired to provide a conducive learning environment. In addition, space is provided for student interaction, including computer stations, and relaxation during class breaks and other meeting times.

CMU, Richmond Center 6800 Paragon Place, Ste. 137 Richmond, VA 23230-1649

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CMU‟s Richmond Center has one Program Administrator and one Administrative Aid that manage 129 Students and 20 courses per year. Below is an overview of the accommodations at the CMU Richmond Center:

Classroom space: 1 (22 seats) Laboratory space: 1 computer lab/classroom- 23 computer/tables Administrative space: Program Administrator office, Academic Advisor opens area

space for office and workroom space. 1 office for Academic Advisor Lighting: Yes Heating and cooling: Yes Ventilation: Yes Maintenance: Yes- building Rest rooms: yes- outside of suite Advisement facilities: 1 Storage space: 1 storage closet Other

Testing room (3 stations) Student small seating area (2 tables-4 chairs) Student break room Reception area Server/computer room



CMU gathers feedback on instructional quality and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks Instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfactory Survey. Feedback on facilities is shared with the Enrollment Management department so that needed improvements can be implemented.

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Academic Quality Example: MA in Education, Guidance & Development concentration Learning Outcome 1

Students will successfully achieve core outcomes.

Learning Outcome 2

Students will demonstrate strategies that support successful relationships in a diverse society.

Learning Outcome 3

Students will conduct independent research that successfully applies critical thinking to the identification and solution of a problem, need or issue pertaining to their practice.

Measurement 1 Results on the following core direct measures will be disaggregated to show results for students in the Guidance and Development concentration. Annotated Bibliography rubric

Achievement Target for Learning Outcome 1: All students will achieve at least an adequate score on all core direct measures. Annotated Bibliography rubric, Curriculum Unit rubric, Proposal rubric.

Measurement 2 Students will demonstrate effective strategies through a final examination embedded in CED 621 that addresses aspects of functional relationships with diverse populations.

Achievement Target for Learning Outcome 2: 95% of students will earn a grade of B or better on the final exam.

Measurement 3 The capstone project allows students to bring together competencies developed through other courses, and extend and build on those skills and that knowledge through independent study and application of research. Capstone quality is measured using a rubric designed on a 5-point scale to assess application of skills needed to conduct independent study or research.

Achievement Target for Learning Outcome 3: All program graduates will adequately complete a capstone project or study as demonstrated by at least a 3.0 average.

See Attachment J for complete listing of programs for the Richmond Center.

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Higher Learning Commission Multi-Site Visit Report Addendums DeKalb – Atlanta Metro July 12, 2011

HLC Multi-Site Visit 2011 Site Specific Addendums Page 2

Table of Contents

Addendum 1 – DeKalb County, Georgia ..............................................................................................................3

Overview ...............................................................................................................................................................3

Institutional Planning and Facilities ...................................................................................................................3

Student Support ...................................................................................................................................................4

Academic Quality .................................................................................................................................................5

Example: MSA - General Administration concentration ................................................................................5

Addendum 2 – Atlanta Metro, Georgia .................................................................................................................6

Overview ...............................................................................................................................................................6


Student Support ...................................................................................................................................................7


Example: MA in Education - Core Program .....................................................................................................9

Example: MA in Education - Guidance & Development concentration .................................................... 11


Addendum 1 – DeKalb County, Georgia

Overview

CMU’s DeKalb Center is located in the Lakeside Center office complex off I-285 in Tucker, Georgia. This center has been serving the needs of non-traditional students in the DeKalb area since 2002. The Center consists of three classrooms including a computer lab that is open to students when not being used for classes. To accommodate students with wireless devices, a wireless network is available throughout the center.

The Georgia Nonpublic Postsecondary Education Commission has approved the DeKalb center to offer the following CMU programs:

Master of Arts in Education o Adult Education o Instruction

Master of Arts in Education Technology Master of Science in Administration and Graduate Certificates with concentrations in:

o General Administration o Human Resources Administration o Information Resource Management o International Administration o Leadership

Specialist in Education


CMU has been in the DeKalb County market for almost a decade. We anticipate a 2% growth rate at this location through reintroducing past programs to this marketplace.



CMU has offered face-to-face programs at off-site locations for 40 years. CMU has standard technology requirements for each civilian location and strives to provide classroom facilities at our centers that promote a positive and proper learning environment. Additionally, CMU provides a space for student interaction and relaxation during class breaks and other meeting times.

CMU, DeKalb County

1957 Lakeside Parkway Suite 512

Tucker, GA 30084

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The staff at CMU’s DeKalb Center consists of one Program Administrator and one Administrative Aide. They manage 42 courses for approximately 320 students annually. Below is an overview of the facilities at the CMU DeKalb Center:

Classroom space: 2 classrooms, 1 for 28 students and 1 for 22 students Computer Laboratory space: 1 lab for 26 students Administrative space: 1 office with space for 3 people Lighting: Yes Heating and cooling: Yes Ventilation: Yes Maintenance: Yes, weekdays only Rest rooms: Yes Advisement facilities: No, there is not a face-to-face advisor at this location Storage space: Yes Other amenities:

o WIFI internet connection o Break room for students with microwave, refrigerator, two computers, and

one printer


CMU’s Off-Campus & Online Programs regularly seeks feedback from both students and instructors. Program Administrators (PA’s) are onsite and available to assist both students and instructors. PA’s convene with students and instructors during the first course meeting time and on other occasions as needed to address any questions or concerns.

CMU gathers feedback on instructors and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks Instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfaction Survey. Feedback on facilities is shared with the Enrollment Management unit so any needed improvements can be implemented.

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Academic Quality Example: MSA - General Administration concentration Learning Outcome 1

Students will evaluate how the organizational environment affects the behavior of individuals within the work organization.

Learning Outcome 2

Students will evaluate socioeconomic systems and their impact on the operational effectiveness of organizations.

Measurement 1

Students will complete a survey upon completion of their degree requirements. This survey is intended to ascertain student perceptions on the degree to which the General Administration Concentration has prepared them to be successful practitioners. The survey will be administered through Black Board. The results will be shared among MSA faculty to look for areas for improvement. The survey is under development; however, the scale will consist of the following Likert scale: 1 (strongly disagree), 2 (disagree), 3 (neither agree nor disagree), 4 (agree), 5 (strongly agree). Source of Evidence: Academic indirect indicator of learning – other

Achievement Target for Learning Outcome 1: 80% of students will rank their understanding of organizational environments at an average of 3.5 or higher on the Likert scale.

Achievement Target for Learning Outcome 2: 80% of students will rank their understanding of socioeconomic systems at an average of 3.5 or higher on the Likert scale.

Measurement 2

Students will identify, develop, and complete a research project on an approved MSA topic specific to their General Administration Concentration. This measure is important because it evaluates student's critical thinking skill and the ability to synthesize theories and techniques from their MSA studies. It will result in a detailed paper of the study's findings. All students within the MSA program are required to complete the MSA 699 Capstone Paper. The project is administered through an Instructor assigned to the student. The evaluation of this measure is complete in accordance with the MSA 699 Rubric.

Achievement Target for Learning Outcome 1: Students will be required to demonstrate competency by achieving a score of 85% (3.0) or above on the rubric relating to evaluating organizational environments.

Achievement Target for Learning Outcome 2: Students will be required to demonstrate competency by achieving a score of 85% (3.0) or above on the rubric relating to evaluating socioeconomic systems.

See Attachment K for a complete listing of programs for the DeKalb Center.

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Addendum 2 – Atlanta Metro, Georgia

Overview Since 1976, CMU has served the educational needs of non-traditional students in and around Atlanta, Georgia with quality master’s degree programs taught by experienced faculty. Today CMU, a recognized leader in off-campus programs, has a number of classroom locations in the Metro Atlanta area. The Atlanta Metro Center is located in the Shadowood Office Park off Interstate 75/85 and it includes such amenities as covered parking and a beautiful student lounge with wireless Internet. CMU is proud to be an active member of the Atlanta community and supporter of continuing education for non-traditional Students. The Georgia Nonpublic Postsecondary Education Commission has approved the Atlanta Metro center to offer the following CMU programs:

Master of Arts in Education o Adult Education o Instruction o Guidance & Development

Master of Arts in Education Technology Master of Science in Administration and Graduate Certificates with concentrations in:

o General Administration o Health Services Administration o Human Resources Administration o Information Resource Management o International Administration o Leadership o Public Administration

Master of Arts in Humanities Master of Arts in Reading & Literacy Master of Arts in School Principalship Master of Arts in Sports Administration Master of Public Administration Specialist in Education


CMU has been in the Atlanta area market for more than thirty years and at the current Atlanta Metro center since 2006. We anticipate a 2% growth rate at this location through the reintroduction of past programs to this marketplace.

CMU, Atlanta Metro 2120 Powers Ferry Road Shadowood Office Park, SE, Suite 200 Atlanta, GA 30339

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CMU has offered face-to-face programs at off-site locations for 40 years. CMU has standard technology requirements for each civilian location and strives to provide classroom facilities at our centers that are promote a positive and proper learning environment. Additionally, CMU provides a space for student interaction and relaxation during class breaks and other meeting times along with wireless internet access. The staff at CMU’s Atlanta Metro Center consists of two Program Administrators and one Administrative Aide. They currently manage 80 courses for approximately 540 students annually. Below is an overview of the accommodations at the CMU Atlanta Metro Center:

Classroom space: 10 classrooms including 2 computer labs Computer Laboratory space: 2 computer labs for up to 28 students each Administrative space: 20 offices Lighting: Florescent lights and floor to ceiling windows in all classrooms Heating and cooling: Yes Ventilation: Forced Air Maintenance: Yes Rest rooms: Yes Advisement facilities/Student Services: 3 offices for adjunct advisors Storage space: 3 storage rooms Other amenities:

o Student testing room for proctored exams seating 3 students each o WIFI internet connection o Break room for students o Student Lounge with refrigerator, microwave and vending machines o Staff kitchen o Conference room seating up to 12 people o Free covered parking o Reception area o Café in adjacent building



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CMU gathers feedback on instructional quality and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks Instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfactory Survey. CMU shares feedback on facilities with the Enrollment Management department they can implement any needed improvements.

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Academic Quality Example: MA in Education - Core Program Learning Outcome 1 Students will critically evaluate current issues and trends influencing the field

of education.

Learning Outcome 2 Students will develop curricula that demonstrate their knowledge of the scope of unit planning informed by an understanding of teaching, learning, and assessment, including meeting the needs of diverse learners.

Learning Outcome 3 Students will apply understanding of current research on the learner to the development of appropriate instruction.

Learning Outcome 4 Students will conduct independent research that successfully applies critical thinking to the solution of a problem, need, or issue pertaining to their practice.

Measurement 1 Annotated bibliography rubric evaluates descriptive, evaluative, and reflective components of the content, the style, and format on a 5-point scale.

Achievement Target for Learning Outcome 1: 80% of students will average at least a 3.0 on the overall rubric.

Measurement 2 Curriculum unit plan with individual lesson plans (including technology component). Sub-scores will be calculated for theory to practice, the learner, and critical thinking. Course embedded assessment (EDU 705) 2009-10, 2011-12

Achievement Target for Learning Outcome 2: 80% of students will achieve an ample score of 4 out of a possible 5 on the theory to instruction sub-score of the curriculum unit rubric.

Achievement Target for Learning Outcome 3: 80% of students will achieve an ample score of 4 out of a possible 5 on the learner sub-score of the curriculum unit rubric.

Achievement Target for Learning Outcome 4: 80% of students will achieve an ample score of 4 out of a possible 5 on the critical thinking sub-score of the curriculum unit rubric.

Measurement 3 The proposal rubric measures elements of the purpose, literature review, and methods/design specifications of a planned study or project. This proposal can serve as a pre-assessment learning measure to the first three chapters of the capstone.

Achievement Target for Learning Outcome 4: 90% of students will achieve an adequate overall score on the proposal rubric.

Measurement 4 Current student survey asks students to self-evaluate on a 4-point scale (no, some, moderate, substantial) the degree to which they feel they have improved in the program learning outcomes at a given point in their program. Annually starting 2009-2010.

Achievement Target for Learning Outcome 1: At least 95% of students will indicate at least moderate improvement in evaluating issues.

Achievement Target for Learning Outcome 2: At least 95% of students will indicate at least moderate improvement in applying theory to instruction.

Achievement Target for Learning Outcome 3: At least 95% of students will indicate at least moderate improvement in understanding the learner.

Achievement Target for Learning Outcome 4: At least 95% of students will indicate at least moderate improvement in critical thinking.

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Measurement 5 Alumni survey asks students to self-evaluate on a 4-point scale (no, some, moderate, substantial) the degree of improvement with regard to program learning outcomes. Survey goes out to recent graduates, as well as graduates two years post-graduation. 2008-2009; 2010-2011; 2011-2013





Measurement 6 The employer focus group will provide feedback on the impact of the program outcomes to the work environment. The facilitator will lead a discussion that focuses around the potential impact, benefits, and areas for improvement of each outcome. Following each discussion, the facilitator will provide an overall assessment of relevance using a 4-point scale: no relevance, little relevance, moderate relevance, extensive relevance.

Achievement Target for Learning Outcomes 1 - 4: The overall focus group indicates at least moderate relevance of the outcome to the work environment.

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Example: MA in Education - Guidance & Development concentration Learning Outcome 1 Students will successfully achieve core outcomes.

Learning Outcome 2 Students will demonstrate strategies that support successful relationships in a diverse society.

Learning Outcome 3 Students will conduct independent research that successfully applies critical thinking to the identification and solution of a problem, need, or issue pertaining to their practice.

Measurement 1 Results on the following core direct measures will be disaggregated to show results for students in the Guidance and Development concentration. Annotated Bibliography rubric

Achievement Target for Learning Outcome 1: All students will achieve at least an adequate score on all core direct measures. Annotated Bibliography rubric, Curriculum Unit rubric, Proposal rubric.

Measurement 2 Students will demonstrate effective strategies through a final examination embedded in CED 621 that addresses aspects of functional relationships with diverse populations.

Achievement Target for Learning Outcome 2: 95% of students will earn a grade of B or better on the final exam.


Achievement Target for Learning Outcome 3: All program graduates will adequately complete a capstone project or study as demonstrated by at least a 3.0 average.

See Attachment L for a complete listing of programs for the Atlanta Metro Center.

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Higher Learning Commission Multi-Site Visit Report Addendums Auburn Hills – Flint – Southfield August 11-12, 2011


Table of Contents

Addendum 1 – Auburn Hills, Michigan .................................................................................................................3

Overview ...............................................................................................................................................................3


Student Support ...................................................................................................................................................4


Example: BS / BAA - Major in Administration, Core Program ......................................................................5

Example: BS / BAA - Major in Administration, Industrial Administration concentration ............................7

Addendum 2 – Flint, Michigan ...............................................................................................................................8

Overview ...............................................................................................................................................................8


Student Support ...................................................................................................................................................9


Example: BS - Integrated Leadership Studies ............................................................................................. 10

Addendum 3 – Southfield, Michigan .................................................................................................................. 12

Overview ............................................................................................................................................................ 12


Student Support ................................................................................................................................................ 14


Example - BS Information Technology .......................................................................................................... 15


Addendum 1 – Auburn Hills, Michigan

Overview

Located just off I-75 on University Drive and minutes away from Chrysler Group Headquarters, The Palace of Auburn Hills, and Great Lakes Crossing, CMU’s Auburn Hills center has been assisting non-traditional students in reaching their educational goals since 2000. Our current location has three classrooms, a computer lab, and student resource center. CMU prides itself on providing excellent service to all of our students

CMU is a public institution in the state of Michigan and offers the following programs:

Bachelor of Applied Arts with Major in Administration: o Industrial Administration o Organizational Administration o Service Sector Administration

Bachelor of Science with Integrated Leadership Studies Major Bachelor of Science Option in Community Development:

o Community Services o Health Sciences o Public Administration

Bachelor of Science Major in Administration: o Industrial Administration o Organizational Administration o Service Sector Administration

Master of Arts in School Principalship Master of Arts in Sport Administration Master of Public Administration Master of Science in Administration and Graduate Certificates with concentrations in:



The Auburn Hills Center is in very close proximity to the Chrysler Group Headquarters in Auburn Hills and there are several Ford and General Motors facilities in the immediate area. This center felt the impact of Chrysler, Ford, and General Motors suspension of tuition assistance programs in 2008. CMU expects to maintain this center at its current enrollment level now that some of the automotive industry has reinstated this benefit.

CMU, Auburn Hills 3201 University Drive Suite 200 Auburn Hills, MI 48326

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CMU has offered face-to-face programs at off-site locations for 40 years. CMU has standard technology requirements for each civilian location and strives to provide classroom facilities at our centers that promote a positive and proper learning environment. Additionally, CMU provides a space for student interaction and relaxation during class breaks and other meeting times. The staff at CMU’s Auburn Hills Center consists of one Program Administrator and one Administrative Aide. They manage 59 courses for approximately 542 students annually. Below is an overview of the accommodations at the CMU Auburn Hills Center:

Classroom space: 3 classrooms, 1 for 24 students, 1 for 30 students, and 1 for 36 students

Computer laboratory space: 1 lab for 24 students with 1 instructor station Administrative space: 1 reception area, 2 offices, and 1 workroom Lighting: Yes HVAC: Yes Maintenance: Yes, not on-site Rest rooms: Yes Advisement facilities: Yes, 2 offices for advisors Storage space: Yes Other amenities:

o WIFI Internet connection o Student Resource Room/Lounge with 5 computers, network printer, table

and chairs, vending machines, refrigerator, microwave, and sink



CMU gathers feedback on instructors and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfaction Survey. Feedback on facilities is shared with the Enrollment Management unit so any needed improvements can be implemented.

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Academic Quality Example: BS / BAA - Major in Administration, Core Program Learning Outcome 1 Students will demonstrate comprehension of administrative concepts and

theories related to administrative functions in the workplace, in both profit and nonprofit organizations.

Learning Outcome 2 Students will demonstrate basic research techniques which include a SWOT analysis in administrative issues.

Learning Outcome 3 Students will demonstrate a high level of professional behavior, especially regarding organizational morale, professional ethics and multi-cultural awareness.

Learning Outcome 4 Students will deliver professional presentations regarding administrative issues and provide solutions to those issues.

Learning Outcome 5 Students will apply computer tech. applications to enhance efficiencies/services.

Measurement 1 Current student survey asks students to self-evaluate on a 4-point scale (no, small, moderate, substantial) the degree to which they feel they have improved in the program learning outcomes at given points in their program. Biennial measurement.

Achievement Target for Learning Outcome 1: 7 out of 10 students will show substantial or moderate increases with work performance after graduation to apply administrative concepts and theories.

Achievement Target for Learning Outcome 2: 7 out of 10 students will show substantial or moderate increases with work performance after graduation to apply administrative research.

Achievement Target for Learning Outcome 3: 7 out of 10 students will show substantial or moderate increases with work performance after graduation to identify and foster professional ethics and behaviors.

Achievement Target for Learning Outcome 4: 7 out of 10 students will show substantial or moderate increases with work performance after graduation to apply, develop, and deliver professional presentations.

Achievement Target for Learning Outcome 5: 7 out of 10 students will show substantial or moderate increases with work performance after graduation to enhance work efficiencies with the use of technology.

Measurement 2 The final Case Study project scores will be calculated from the MGT 495 course for theory and concepts regarding the administrative practices, which includes professional writing, ethics, technology, research, critical thinking, and cultural factors. The rubric is in development in consultation with the MGT department and the UEDPC. The rubric will only be available for an off-campus degree-seeking student enrolled in MGT 495.

Achievement Target for Learning Outcome 1: A baseline of 7/10 students will "Meet Expectations" to apply administrative concepts and theories on the MGT 495 scoring rubric for the final case study.

Achievement Target for Learning Outcome 2: A baseline of 7/10 students will "Meet Expectations" to apply administrative research on the MGT 495 scoring rubric for the final case study.

Achievement Target for Learning Outcome 3: A baseline of 7/10 students will "Meet Expectations" to identify professional ethics and behaviors on the MGT 495 scoring rubric for the final case study.

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BS / BAA - Major in Administration, Core Program, continued Measurement 2 continued

Achievement Target for Learning Outcome 4: A baseline of 7 out of 10 students will "Meet Expectations" to deliver the case study in a professional format on the MGT 495 scoring rubric for the final case study.

Achievement Target for Learning Outcome 5: A baseline of 7 out of 10 students will "Meet Expectations" to enhance efficiencies with technology on the MGT 495 scoring rubric for the final case study.

Measurement 3 Alumni survey asks students to self-evaluate on a 4-point scale (no, small, moderate, substantial) the degree of improvement with regard to program learning outcomes. Survey goes out to graduates two years post-graduation.

Achievement Target for Learning Outcome 1: A baseline of 7 out of 10 individuals from the alumni survey will show substantial or moderate increases with work performance after graduation to apply administrative concepts and theories.

Achievement Target for Learning Outcome 2: A baseline of 7 out of 10 individuals on the alumni survey will show substantial or moderate increases with work performance after graduation to apply administrative research.

Achievement Target for Learning Outcome 3: A baseline of 7 out of 10 individuals on the alumni survey will show substantial or moderate increases with work performance after graduation to identify and foster professional ethics and behaviors.

Achievement Target for Learning Outcome 4: A baseline of 7 out of 10 individuals on the alumni survey will show substantial or moderate increases with work performance after graduation to apply develop and delivery professional presentations.

Achievement Target for Learning Outcome 5: A baseline of 7 out of 10 individuals on the alumni survey will show substantial or moderate increases with work performance after graduation to enhance work efficiencies with the use of technology.

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Example: BS / BAA - Major in Administration, Industrial Administration concentration Learning Outcome 1 A student with an Industrial Administration concentration, along with the core

courses in the major in Administration, will create and present an operational SWOT (Strengths, weaknesses, opportunities, and threats) analysis for a business or industry.

Learning Outcome 2 Demonstrate knowledge of industrial quality and industrial manufacturing principles.

Measurement 1 In addition to the measures listed for the core courses for the major in Administration, a student focus group will be conducted for the concentration outcomes. A facilitator will lead a discussion which focuses around the potential impact, benefits and areas for improvement of each concentration along with the major in administration core outcomes. Following each discussion, the facilitator will provide an overall assessment of relevance using a four point scale (No relevance, little relevance, moderate relevance, extensive relevance).

Achievement Target for Learning Outcome 1: 7 out of 10 students will indicate extensive or moderate relevance of the concentration as it relates to industrial quality and manufacturing operations.

Measurement 2 A random sampling of final course grades will be evaluated in the following concentration courses: IET 501 and MGT 340.

Achievement Target for Learning Outcome 2: 3 out of 4 students will achieve a base score of C or better in each course (IET 501 and MGT 340).

See Attachment M for a complete listing of programs for the Auburn Hills Center.

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Addendum 2 – Flint, Michigan

Overview For over 30 years, CMU in Flint has provided Master’s and Bachelor’s degree completion programs designed for non-traditional students. CMU’s current location in Flint opened in 2004 is located off Hill Road at the junction of US-23 and I-75 in the Gateway Centre. CMU is a public institution in the state of Michigan and offers the following programs:

Bachelor of Applied Arts Major in Administration: o Industrial Administration o Organizational Administration o Service Sector Administration

Bachelor of Science Integrated Leadership Studies Major Bachelor of Science Option in Community Development:



Master of Arts in Counseling: o Professional Counseling o School Counseling

Master of Arts in Education: o Adult Education o Instructional

Master of Arts in Educational Technology Master of Arts in School Principalship Master of Science in Administration and Graduate Certificates with concentrations in:



Central Michigan University has operated a center in Flint for over 30 years. This very mature market has experienced population decreases due to changes in the automotive industry. We do not expect growth at this location, but plan to maintain current enrollment numbers.

CMU, Flint 5161 Gateway Centre Suite 100 Flint, MI 48507

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CMU has offered face-to-face programs at off-site locations for 40 years. CMU has standard technology requirements for each civilian location and strives to provide classroom facilities at our centers that are promote a positive and proper learning environment. Additionally, CMU provides a space for student interaction and relaxation during class breaks and other meeting times along with wireless Internet access. The staff at CMU’s Flint Center consists of one Program Administrator and one Administrative Aide. They manage 30 courses for approximately 197 students annually. Below is an overview of the accommodations at the CMU Flint Center:

Classroom space: 2 Classrooms; 1 for 37 students, 1 “U” shaped lecture room for 25 students

Computer laboratory space: 1 lab for 20 students Administrative space: 3 offices Lighting: Yes, Fluorescent lighting throughout the building - abundant natural light HVAC: Yes Maintenance: Yes Rest rooms: Yes Advisement facilities: Advising office is located in the administrative office area. Storage space: Yes Other amenities:

o WIFI Internet connection o 1 work/copy room o Student break room with computer, printer vending machines, microwave,

toaster, coffee maker, water cooler, small refrigerator, 2 tables and 8 chairs


CMU’s Off-Campus & Online Programs regularly seeks feedback from both students and instructors. Program Administrators (PA’s) are onsite and available to assist both students and instructors. PA’s convene with students and instructors during the first course meeting time and on other occasions as needed to address any questions or concerns. CMU gathers feedback on instructional quality and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfactory Survey. CMU shares feedback on facilities with the Enrollment Management department they can implement any needed improvements.

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Academic Quality Example: BS - Integrated Leadership Studies Learning Outcome 1 The student will define leadership theories and relate them to leadership roles

within a variety of settings.

Learning Outcome 2 The student will synthesize internal and external factors that influence leadership in profit, non-profit or military organizations.

Learning Outcome 3 The student will demonstrate, through writing or public speaking, important leadership characteristics, which create effective change in profit, non-profit or military organizations.

Learning Outcome 4 The student will prepare a personal philosophy of leadership along with a personal SWOT analysis (strengths, weaknesses, opportunities, and threats) which consists of their strengths, weaknesses, opportunities and threats.

Learning Outcome 5 The student will evaluate and develop an organizational SWOT analysis (strengths, weaknesses, opportunities, and threats) to measure the levels of emotional intelligence training for a profit, non-profit or military establishment.

Measurement 1 Current student surveys asks students to self-evaluate on a 4-point scale (no, small, moderate, substantial) the degree to which they feel they have improved in the program learning outcomes at a given point in their program. Biennial measurement.

Achievement Target for Learning Outcome 1: 7 out of 10 students will show substantial or moderate improvement in student performance in regards to relating theories of leadership to their current environment.

Achievement Target for Learning Outcome 2: 7 out of 10 students will show substantial or moderate improvement with student performance related to identifying factors which influence leaders in organizations.

Achievement Target for Learning Outcome 3: 7 out of 10 students will show substantial or moderate improvement in student performance related to professional communication skills.

Achievement Target for Learning Outcome 4: 7 out of 10 students will show substantial or moderate improvement in performance to formulate a personal SWOT analysis.

Achievement Target for Learning Outcome 5: 7 out of 10 students will show substantial or moderate improvement in student performance in assessing a professional organizations SWOT.

Measurement 2 The final Organizational SWOT scores will be calculated from the MSA 501 course for theory and concepts regarding the leadership practices which includes levels of emotional intelligence, professional writing, ethics, critical thinking and cultural understanding. The rubric is in development in consultation with the UEDPC. The rubric will only be applicable for an UG off-campus degree seeking student enrolled in MSA 501.

Achievement Target for Learning Outcome 1: A baseline of 7 out of 10 students will "Meet Expectations" related to analyzing leadership theories on the MSA 501 scoring rubric for the final SWOT analysis.

Achievement Target for Learning Outcome 2: A baseline of 7 out of 10 students will "Meet Expectations" to analyze related factors, which influence leaders in organizations on the MSA 501 scoring rubric for the final SWOT analysis.

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BS - Integrated Leadership Studies, continued Measurement 2 continued

Achievement Target for Learning Outcome 5: A baseline of 7 out of 10 students will "Meet Expectations" related to assessing professional organizations emotional intelligence training on the MSA 501 scoring rubric for the final SWOT analysis.

Measurement 3 Alumni survey asks students to self-evaluate on a 4-point scale (no, small, moderate, substantial) the degree of improvement with regard to program learning outcomes. Survey goes out to graduates two years post-graduation.

Achievement Target for Learning Outcome 1: 7 out of 10 students will show substantial or moderate improvements in work performance after graduation in regards to relating theories of leadership to their current environment.

Achievement Target for Learning Outcome 2: 7 out of 10 students will show substantial or moderate improvements with work performance after graduation related to identifying factors which influence leaders in organizations.

Achievement Target for Learning Outcome 3: 7 out of 10 students will show substantial or moderate improvements in work performance after graduation related to professional communication skills.

Achievement Target for Learning Outcome 4: 7 out of 10 students will show substantial or moderate improvements in work performance after graduation to formulate a personal SWOT analysis. Established in Cycle: 2010-2011

Achievement Target for Learning Outcome 5: 7 out of 10 students will show substantial or moderate improvements in work performance after graduation in assessing a professional organizations SWOT.

Measurement 4 A random sampling of final course grades for Integrated Leadership Studies (ILS) majors only will be evaluated in the following courses: COM 195, COM 461, LDR 200, MGT 312, MGT 348, MSA 501, and PHL 318.

Achievement Target for Learning Outcome 1: 3 out of 4 ILS major students will achieve a base score of (B-) 2.7 gpa or better in LDR 200 (a required interdisciplinary leadership course).

Achievement Target for Learning Outcome 2: 3 out of 4 ILS major students will achieve a base score of (B-) 2.7 gpa or better in MGT 312 and MGT 348 (a required interdisciplinary leadership course).

Achievement Target for Learning Outcome 3: 3 out of 4 ILS major students will achieve a base score of (B-) 2.7 gpa or better in COM 195 and COM 461 (a required interdisciplinary leadership course).

Achievement Target for Learning Outcome 4: 3 out of 4 ILS major students will achieve a base score of (B-) 2.7 gpa or better in MSA 501 and PHL 318 (a required interdisciplinary leadership course).

Achievement Target for Learning Outcome 5: 3 out of 4 ILS major students will achieve a base score of (B-) 2.7 gpa or better in MSA 501 (a required interdisciplinary leadership course).

See Attachment N for a complete listing of programs for the Flint Center.

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Addendum 3 – Southfield, Michigan

Overview

CMU began offering classes in Southfield in 1986. Our current location is close to the City of

Southfield’s Municipal Complex and has easy access to several major expressways. CMU recently

renovated this center and it now has five classrooms, two computer labs, a large student lounge, and a

new student resource room. There is also onsite advising for both undergraduate and graduate

students and wireless internet access throughout the center.

CMU is a public institution in the state of Michigan and offers the following programs:

Bachelor of Applied Arts Major in Administration: o Industrial Administration o Organizational Administration o Service Sector Administration

Bachelor of Science in Integrated Leadership Studies Major Bachelor of Science in Option in Community Development:



Bachelor of Science Major in Informational Technology Bachelor of Science Major in Vehicle Design Master of Arts Educational Technology Master of Public Administration:

o General o Public Management

Master of Science in Administration and Graduate Certificates with concentrations in: o General Administration o Health Services Administration o Human Resources Administration o Information Resource Management o International Administration o Leadership o Public Administration


Southfield is the largest of CMU’s Off-Campus Centers. Although this center has felt the impact of population changes due to the decline of the automotive industry, we are anticipating a 2% growth rate in each of the next five (5) years.

CMU, Southfield 26555 Evergreen Road Travelers Tower, Suite 119 Southfield, MI 48076

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CMU has offered face-to-face programs at off-site locations for 40 years. CMU has standard technology requirements for each civilian location and strives to provide classroom facilities at our centers that promote a positive and proper learning environment. Additionally, CMU provides a space for student interaction and relaxation during class breaks and other meeting times.

The staff at CMU’s Southfield Center consists of one Program Administrator and one Administrative Aide. They manage 119 courses for approximately 1014 students annually. Below is an overview of the facilities at the CMU Southfield Center:

Classroom space: 5 classrooms, 1 for 23 students, 1 for 34 students, 1 for 36 students, 1 for 40 students, and 1 for 56 students

Computer Laboratory space: 2 labs for 24 students each Administrative space: 1 reception area, 1 office, 1 work/copy room Lighting: Yes HVAC: Yes Maintenance: Yes Rest rooms: Yes Advisement facilities: 3 academic advisor offices Storage space: 2 storage areas Other amenities:

o WIFI Internet connection o Student lounge/Kitchen o Student resource room with 14 computers o Testing facility o 2 faculty offices

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Student Support


CMU’s Off-Campus & Online Programs regularly seeks feedback from both students and instructors. Program Administrators (PA’s) are onsite and available to assist both students and instructors. PA’s convene with students and instructors during the first course meeting time and on other occasions as needed to address any questions or concerns. CMU gathers feedback on instructors and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfaction Survey. Feedback on facilities is shared with the Enrollment Management unit so any needed improvements can be implemented.

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Academic Quality

Example - BS Information Technology Learning Outcome 1 Students will apply knowledge of computing/math appropriate to the discipline.

Learning Outcome 2 Students will analyze problems, and identify and define the computing requirements appropriate to their solution.

Learning Outcome 3 Students will identify and analyze needs to design, implement, and evaluate computer-based systems, processes, components, or programs to meet desired needs.

Learning Outcome 4 Students will work on teams to develop\deploy solutions to IT problems

Learning Outcome 5 Students will understand the professional, ethical, legal, security and social issues and responsibilities of information technology practice.

Learning Outcome 6 Students will communicate IT related information effectively with audiences.

Learning Outcome 7 Students will analyze the local and global impact of computing on individuals, organizations, and society.

Learning Outcome 8 Students will use current techniques, skills, and tools necessary for computing practice emphasizing core information technologies.

Learning Outcome 10 Students will effectively integrate IT-based solutions into the user environment.

Learning Outcome 11 Students will apply best practices and standards to IT projects.

Learning Outcome 12 Graduates will succeed as IT professionals, as professionals in a related field, or in graduate school.

Measurement 1 In the programming related courses students will complete a collection of assignments emphasizing mathematical concepts including boolean algebra, induction, recursion, and functional decomposition. These standardized assignments are important since they align with the course objectives for CPS 110, ITC 111, CPS 180, and CPS 181. Assignments will be evaluated by the course instructor according to a departmental rubric. The rubric for these assignments is currently being developed and will be based on a scale of 1 = No evidence of Skill or Ability Demonstrated, 2 = Minimal Demonstration of Skills Ability, 3 = Satisfactory Demonstration of Skills and Ability, 4 = Exceeds Expectations in Demonstrated Skills and Abilities, 5 = Exemplary Demonstration of Skills and Abilities. Designated Person (s) collecting data. - Faculty member teaching course. Data Collection Frequency? (e.g. Annual - spring semester) - Spring 2012, pilot Fall 2011. Every standardized assignment. Constant Is software being used to collect data? - Eclipse, Visual Studio, Unit Test Frameworks. Would like commercial code analysis and code review tools. What resources are used to score, analyze and interpret data? (e.g. Scantron, blackboard) - Eclipse, Visual Studio Additional resources needed? - Commercial code analysis and code review tools.

Achievement Target for Learning Outcome 1: 70% of students will pass the application of mathematics portion of the standardized assignments with a score of 3 or higher according to the rubric scale of 1-5

Achievement Target for Learning Outcome 4: 70% of students will pass the application of teamwork of the standardized assignments with a score of 3 or higher according to the rubric scale of 1 to 5.

Achievement Target for Learning Outcome 5: 70% of students will pass the application of societal responsibilities of IT of the standardized assignments with a score of 3 or higher according to the rubric scale of 1-5

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BS Information Technology, continued

Measurement 1 continued

Achievement Target for Learning Outcome 7: 70% of students will pass the application of impact of IT of the standardized assignments with a score of 3 (satisfactory) or higher according to the rubric scale of 1 to 5.

Achievement Target for Learning Outcome 8: 70% of students will pass the application of application of computing skills of the standardized assignments with a score of 3 (satisfactory) or higher according to the rubric scale of 1 to 5.

Achievement Target for Learning Outcome 10: 70% of students will pass the application of IT deployment of the standardized assignments with a score of 3 (satisfactory) or higher according to the rubric scale of 1 to 5.

Achievement Target for Learning Outcome 11: 70% of students will pass the application of professional practice of the standardized assignments with a score of 3 (satisfactory) or higher according to the rubric scale of 1 to 5.

Measurement 2 In the IT tracks students will engage in capacity modeling and planning activities. A successful student will complete a capacity planning case study appropriate to the terminal course in each track. The case studies will be evaluated by a committee of regular faculty members from the department based on a department approved rubric. Designated Person (s) collecting data. - Faculty Committee How will data be collected and analyzed? (e.g. Rubric) - Rubric Are all data collection instruments developed. - No - Pilot in spring, data collection will start in 2013. Data Collection Frequency (e.g. Annual - spring semester) - Beginning Sprint 2013. Each Semester Is software being used to collect data - Blackboard. Additional resources needed? - Blackboard Rubric Module and training.

Achievement Target for Learning Outcome 1: 50% of the students will present their case study with regard to application of mathematics which scored a 3 (satisfactory) or higher according to the rubric scale of 1 to 5. in a public forum , e.g. a poster event, conference submissions, or similar venue.

Achievement Target for Learning Outcome 2: 50% of the students will present their case study with regard to critical thinking which scored a 3 (satisfactory) or higher according to the rubric scale of 1 to 5. in a public forum , e.g. a poster event, conference submissions, or similar venue.

Achievement Target for Learning Outcome 6: 50% of the students will present their case study with regard to communication which scored a 3 (satisfactory) or higher according to the rubric scale of 1 to 5. in a public forum , e.g. a poster event, conference submissions, or similar venue.

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BS - Information Technology, continued

Measurement 3 All IT students are required to complete at least 1 internship. A successful internship is one where the internship supervisor indicates the student has met the supervisor’s requirements and the student’s internship paper is approved by the department chair. Designated Person (s) collecting data. - Chair How will data be collected and analyzed? (e.g. Rubric) - Paper submission Are all data collection instruments developed? - Yes/Checklist Data Collection Frequency (e.g. Annual - spring semester) - Semester end Is software being used to collect data - No, but it could be. If sampling, is the sample size reflective of the population? (e.g. Surveys) - All IT students Additional resources needed - Survey Tool.

Achievement Target for Learning Outcome 3: 80% of students will incorporate problem-solving skills and complete an internship successfully the first time.

Measurement 4 The survey will be sent to program alumni in order to ascertain the students "real" (i.e. not perceived as in the exit, pre-employment survey) preparedness as a result of their experience at CMU. This survey will be designed, implemented and updated by all faculty members with teaching or advising responsibilities in the IT program. This survey will query each student’s opinions on a variety of academically pertinent questions relevant to their on-the-job performance/preparedness. This indirect measure will incorporate questions relevant to their overall preparedness in oral and written communication, critical thinking skills, problem solving skills, and overall effectiveness as an IT professional. The survey will be administered via an online survey tool. The survey will assess the learning outcomes as the student reflects on the program post-graduation as well as track alumni achievements. A 25% completion rate is expected. Designated Person (s) collecting data. - Chair Are all data collection instruments developed? - Semi. Data Collection Frequency? (e.g. Annual - spring semester) - Annual Is software being used to collect data? - Online survey tool. LinkedIn. If sampling, is the sample size reflective of the population? (e.g. Surveys) - Eventually Additional resources needed. - Survey tool - LinkedIn.

Achievement Target for Learning Outcome 5: 50% of respondents will indicate that the IT program prepared them to understand and meet the societal responsibilities of IT.

Achievement Target for Learning Outcome 6: 50% of respondents will indicate that the IT program prepared them to communicate effectively with a wide range of audiences.

Achievement Target for Learning Outcome 7: 50% of respondents will indicate that the IT program prepared them to understand the impact of IT and take that impact into consideration in professional practice.

Achievement Target for Learning Outcome 12: 50% of respondents will either be a professional in an IT related field or in graduate school.

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BS - Information Technology, continued

Measurement 5 At the conclusion of the undergraduate program, all students will engage in an exit focus group facilitated by a team of faculty and/or staff member. The group will be guided through a discussion that will lead to the development of a SWOT analysis of the program completed by the discussion facilitators. The focus group will be conducted prior to students graduating. The focus group will evaluated by the IT student activities committee. Responses will collected and input into the SWOT by the CPS Student Activities Committee that consists of faculty and invited IT professionals. When possible the discussion facilitators will not be members of the Computer Science department. Designated Person (s) collecting data. - CS Student Activities Committee. How will data be collected and analyzed? (e.g. Rubric) - Guided discussion/ transcription. Data collected by FaCIT. Are all data collection instruments developed? - No. Derived from course objectives. Data Collection Frequency? (e.g. Annual - spring semester) - Each semester. Is software being used to collect data? - Nvivo9. What resources are used to score, analyze and interpret data? (e.g. Scantron, blackboard) - Nvivo9. If sampling, is the sample size reflective of the population? (e.g. Surveys) - Yes. Additional resources needed? - Nvivo 9 and training.

Achievement Target for Learning Outcome 4: The SWOT analysis will indicate that at least 60% of the graduating students consider that their team assignments were a strength of the program. The SWOT analysis will indicate that no more than 20% of the graduating students consider that their team assignments were a weakness of the program.

Achievement Target for Learning Outcome 5: The SWOT analysis will indicate that at least 60% of the graduating students consider that the coverage of societal issues related to IT was a strength of the program. The SWOT analysis will indicate that no more than 20% of the graduating students consider that the coverage of societal issues related to IT was a weakness of the program.

Achievement Target for Learning Outcome 6: The SWOT analysis will indicate that at least 60% of the graduating students consider that coverage of technical and non-technical communications were a strength of the program. The SWOT analysis will indicate that no more than 20% of the graduating students consider that coverage of technical and non-technical communications were a weakness of the program.

Achievement Target for Learning Outcome 11: The SWOT analysis will indicate that at least 60% of the graduating students consider that their exposure to good and bad professional practices was a strength of the program. The SWOT analysis will indicate that no more than 20% of the graduating students consider that their exposure to good and bad professional practices were a weakness of the program.

See Attachment O for a complete listing of programs for the Southfield Center. P

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Higher Learning Commission Multi-Site Visit Report Addendums Fort Hamilton and Joint Base McGuire-Dix-Lakehurst August 26, 2011


Table of Contents

Addendum 1 – Fort Hamilton, New York..............................................................................................................3

Overview ...............................................................................................................................................................3


Student Support ...................................................................................................................................................4


Example: MSA - Health Services Administration Concentration ..................................................................5

Addendum 2 – Joint Base McGuire-Dix-Lakehurst, New Jersey .....................................................................6

Overview ...............................................................................................................................................................6


Student Support ...................................................................................................................................................7


Example: MA in Education, Core Program ......................................................................................................8

Example: MA in Education, Instructional Concentration ............................................................................. 10


Addendum 1 – Fort Hamilton, New York

Overview Fort Hamilton is located on the east side of the Verrazano-Narrows Bridge in the Bay Ridge area of Brooklyn, New York. Fort Hamilton is the only active military base in New York City and the diverse student population enhances the learning experience for students in every class. CMU has proudly served the Fort Hamilton military community for over 25 years and currently maintains three classrooms and two offices at this location. The Memorandum of Agreement between The Fort Hamilton Army Education Center and CMU allows CMU offer the following programs:

Master of Arts in Education: o Instructional

Master of Science in Administration with concentrations in: o Health Services Administration o Human Resources Administration o Information Resource Management


CMU anticipates that we will be able to maintain our current enrollment rates at our Fort Hamilton Center.



The ability for CMU to adapt the physical facilities on military installations is limited, as CMU does not have primary responsibility for such facilities. However, CMU makes every effort to make the physical environment as conducive to effective learning as possible; this includes CMU working with the installation to make technology requirements meet the standards of CMU’s civilian centers.

CMU, Fort Hamilton 218 Marshall Drive, Fort Hamilton Army Base Brooklyn, NY 11252

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The staff at CMU’s Fort Hamilton Center consists of one Program Administrator and one Administrative Aide. They manage 14 courses for approximately 102 students annually.

Below is an overview of the accommodations at the CMU Fort Hamilton Center:

Classroom space: 2 Classrooms; each for 30 students Computer laboratory space: 1 lab for 20 students Administrative space: 2 offices with copier/fax in one office Lighting: Yes HVAC: Yes Maintenance: Yes Restrooms: Yes, downstairs in the Army Educational Center Advisement facilities - Classrooms are used as necessary Storage space: Yes Other amenities:

o WIFI Internet connection through Verizon for offices

Student Support


CMU’s Off-Campus & Online Programs regularly seeks feedback from both students and instructors. Program Administrators (PA’s) are onsite and available to assist both students and instructors. PA’s convene with students and instructors during the first course meeting time and on other occasions as needed to address any questions or concerns. CMU gathers feedback on instructional quality and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfaction Survey. CMU shares feedback on facilities with the Enrollment Management unit so that they can implement any needed improvements.

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Academic Quality Example: MSA - Health Services Administration Concentration Learning Outcome 1 Students will understand and evaluate the roles of directors, administrators

and supervisors in health services organizations.

Learning Outcome 2 Students will understand and evaluate the financial, legal, and planning skills required for directors, administrators and supervisors in health services organizations.

Measurement 1 Students will complete a survey upon completion of their degree requirements. This survey is intended to ascertain student perceptions on the degree to which the Health Services Administration Concentration has prepared them to be successful administrators. The survey will be administered through Black Board. The results will be shared among MSA faculty to look for areas for improvement. The survey is under development; however, the scale will consist of the following Likert scale: 1 (strongly disagree), 2 (disagree), 3 (neither agree or disagree), 4 (agree), 5 (strongly agree). Source of Evidence: Academic indirect indicator of learning - other

Achievement Target for Learning Outcome 1: 80% of students will rank their understanding of the roles of health administrators at an average of 3.5 or higher on the Likert scale.

Achievement Target for Learning Outcome 2: 80% of students will rank their understanding of financial, legal, and planning skills at an average of 3.5 or higher on the Likert scale.

Measurement 2 Students will identify, develop and complete a research project on an approved MSA topic specific to their Health Services Administration Concentration. This measure is important because it evaluates student's critical thinking skill and the ability to synthesize theories and techniques from their MSA studies. It will result in a detailed paper and presentation of the study's findings. All students within the MSA program are required to complete the MSA 699 Capstone Paper. The project is administered through an Instructor assigned to the student. The evaluation of this measure is complete in accordance with the MSA 699 rubric.

Achievement Target for Learning Outcome 1: Students will be required to demonstrate competency by achieving a score of 85% (3.0) or above on the rubric relating to understanding the roles of health administrators.

Achievement Target for Learning Outcome 2: Students will be required to demonstrate competency by achieving a score of 85% (3.0) or above on the rubric relating to financial, legal, and planning skills.

See Attachment P for a complete listing of programs for the Fort Hamilton Center.

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Addendum 2 – Joint Base McGuire-Dix-Lakehurst, New Jersey

Overview In 2009, McGuire Air Force Base merged with the Army’s Fort Dix and the Naval Air Engineering Station at Lakehurst to form Joint Base McGuire-Dix-Lakehurst (JBMDL). The base is located in a rural area of New Jersey with farms and small towns in the surrounding area. The New Jersey Turnpike and I-285 are fifteen minutes away from CMU’s JBMDL Center and the city of Trenton is in close proximity as well. CMU has maintained a presence at McGuire Air Force Base since 1973 and currently has one office with two classrooms at this location. The Memorandum of Understanding between CMU and Fort Myer allows CMU offer the following programs:

Master of Arts in Education o Adult Education o Instructional

Master of Arts in Educational Technology Master of Public Administration Master of Science in Administration and Graduate Certificates with concentrations in:

o General Administration o Health Services Administration o Human Resources Administration o Leadership o Public Administration


CMU anticipates that we will be able to maintain our current enrollment rates at our JBMDL Center.



The ability for CMU to adapt the physical facilities on military installations is limited, as CMU does not have primary responsibility for such facilities. However, CMU makes every effort to make the physical environment as conducive to effective learning as possible; this includes CMU working with the installation to make technology requirements meet the standards of CMU’s civilian centers.

CMU- Joint Base McGuire-Dix-Lakehurst Building 3829 School Road FCN Joint Base McGuire-Dix-Lakehurst, NJ 08641

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The staff at CMU’s JBMDL Center consists of one Program Administrator. She manages 27 courses for approximately 110 students annually. Below is an overview of the accommodations at the CMU JBMDL Center:

Classroom space: 2 classrooms set up for 24 students with room in each for 4-6 additional students.

Computer laboratory space: None Administrative space: 1 office with space for two desks, copier, and fax Lighting: Yes HVAC: Yes Maintenance: Yes Rest rooms: Yes Advisement facilities: Main office and classrooms are used for this purpose Storage space: Yes Other amenities:

o WIFI Internet connection provided by military for classrooms, through Comcast for office

o Student break room with tables and chairs, television, and vending machines, couches



CMU gathers feedback on instructional quality and the adequacy of facilities through student “End of Course” (EOC) surveys. CMU also asks instructors to complete an EOC survey that asks about facilities. Additionally, CMU gathers feedback on facilities from current students and alumni through our Student Satisfaction Survey. CMU shares feedback on facilities with the Enrollment Management unit so that they can implement any needed improvements.

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Academic Quality Example: MA in Education, Core Program Learning Outcome 1 Students will critically evaluate current issues and trends influencing the field

of education.

Learning Outcome 2 Students will develop curricula that demonstrate their knowledge of the scope of unit planning informed by an understanding of teaching, learning, and assessment, including meeting the needs of diverse learners.

Learning Outcome 3 Students will apply understanding of current research on the learner to the development of appropriate instruction.

Learning Outcome 4 Students will conduct independent research that successfully applies critical thinking to the solution of a problem, need, or issue pertaining to their practice.

Measurement 1 Annotated bibliography rubric evaluates descriptive, evaluative, and reflective components of the content, the style and format on a 5-point scale.

Achievement Target for Learning Outcome 1: 80% of students will average at least a 3.0 on the overall rubric.

Measurement 2 Curriculum unit plan with individual lesson plans (including technology component). Sub-scores will be calculated for theory to practice, the learner, and critical thinking. Course embedded assessment (EDU 705) 2009-2010, 2011-2012

Achievement Target for Learning Outcome 2: 80% of students will achieve an ample score of 4 out of a possible 5 on the theory to instruction sub-score of the curriculum unit rubric.

Achievement Target for Learning Outcome 3: 80% of students will achieve an ample score of 4 out of a possible 5 on the learner sub-score of the curriculum unit rubric.

Achievement Target for Learning Outcome 4: 80% of students will achieve an ample score of 4 out of a possible 5 on the critical thinking sub-score of the curriculum unit rubric.

Measurement 3 The proposal rubric measures elements of the purpose, literature review, and methods/design specifications of a planned study or project. This proposal can serve as a pre-assessment learning measure to the first three chapters of the capstone.

Achievement Target for Learning Outcome 4: 90% of students will achieve an adequate overall score on the proposal rubric.

Measurement 4 Current student survey asks students to self-evaluate on a 4-point scale (no, some, moderate, substantial) the degree to which they feel they have improved in the program learning outcomes at a given point in their program. Annually starting 2009-2010.





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MA in Education, Core Program, continued Measurement 5 Alumni survey asks students to self-evaluate on a 4-point scale (no, some,

moderate, substantial) the degree of improvement with regard to program learning outcomes. Survey goes out to recent graduates, as well as graduates two years post-graduation. 2008-2009; 2010-2011; 2011-2013





Measurement 6 The employer focus group will provide feedback on the impact of the program outcomes to the work environment. The facilitator will lead a discussion that focuses around the potential impact, benefits, and areas for improvement of each outcome. Following each discussion, the facilitator will provide an overall assessment of relevance using a 4-point scale: no relevance, little relevance, moderate relevance, extensive relevance.

Achievement Target for Learning Outcomes 1 - 4: The overall focus group indicates at least moderate relevance of the outcome to the work environment.

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Example: MA in Education, Instructional Concentration Learning Outcome 1 Students will successfully achieve core outcomes.

Learning Outcome 2 Students will apply their knowledge of current theories of learning, the learner, and pedagogy to the development of instruction that enhances learning opportunities for all students.

Learning Outcome 3 Students will conduct independent research that applies critical thinking to the solution of a problem, need, or issue pertaining to their practice.

Measurement 1 Results on the following core direct measures will be disaggregated to show results for students in the instructional concentration. Annotated Bibliography rubric

Achievement Target for Learning Outcome 1: All students will achieve at least an adequate score on all core direct measures. Annotated Bibliography rubric Curriculum Unit rubric Proposal rubric.

Measurement 2 A rubric which applies a 5-point scale to assess students' ability to plan effective instruction.

Achievement Target for Learning Outcome 2: 80% of students will amply develop a lesson plan as evidenced by an average score of 4.0 on the lesson plan rubric.


Achievement Target for Learning Outcome 3: All program graduates will adequately complete a capstone project or study as demonstrated by at least a 3.0 average on the capstone rubric.

See Attachment Q for a complete listing of programs for the JBMDL Center.

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