Institutional Overview
Southern Connecticut State University (SCSU), located in New Haven, CT, is a comprehensive, metropolitan public institution. Founded as New Haven State Normal School in 1893, the school evolved into a four-year college in 1937, and in 1954 became the New Haven State Teachers College, with added responsibility for a program of graduate studies. The school expanded its degree-granting powers to liberal arts and other professional fields as Southern Connecticut State College in 1959. In 1983, the institution was granted university status within the Connecticut State University System. Today, SCSU is a comprehensive university offering 59 undergraduate and 36 master's degree programs as well as nine sixth year professional diploma programs, four graduate certificate programs, and one doctoral program (Ed.D.) in educational leadership.
In fall 2010, the university served 11,964 students. Of those, 8,776 were undergraduate students and 3,188 were graduate students. More than 82% of the students are in the 18 to 29 age group, with 45% falling in the 20 to 24 age bracket. Approximately 65% of the students are female, and 94% are Connecticut residents. Once primarily a local school, SCSU today has students from virtually every town in Connecticut, 27 other states, and 39 countries. SCSU serves a diverse student population, approximately half of whom are the first in their families to graduate from college, and 24% are students of color. More than 30% of undergraduate students and most graduate students work more than 20 hours per week. The university also provides a range of educational support services to approximately 500 students with disabilities, one of the largest such populations at any Connecticut campus, and SCSU's regionally-known Disabilities Resource Center attracts both in-state and out-of-state students.
The university awarded 2,470 degrees in 2010-11, including 1,581 bachelor's degrees, 705 master's degrees, and three doctoral degrees. Among the largest majors at SCSU are psychology, sociology, history, English, education, business administration, communication, nursing and social work. The university also awarded 181 sixth-year diplomas.
SCSU employs a primarily unionized workforce of approximately 950 individuals full-time. The 433 full-time and more than 650 part-time teaching faculty are all represented by the American Association of University Professors.
SCSU is one of four universities that make up the Connecticut State University System (CSUS). The other universities are: Central Connecticut State University, Eastern Connecticut State University, and Western Connecticut State University. Combined, the four universities serve more than 36,000 graduate and undergraduate students.
At the time of our last comprehensive review in 2001, SCSU was progressing through a period of dramatic change. A review of the 2001 NEASC Self-Study and subsequent progress and interim reports submitted to NEASC indicates that the institution has made significant strides in all areas of evaluation. Over the past 10 years, the university has been transformed physically, through a sustained program of capital improvements; culturally, through a renewed emphasis on shared governance and participatory decision-making; and academically, through the development and/or refinement of programs to better prepare graduates for the personal and professional demands of life in the 21st century. A new senior leadership team - including a new president and three new vice presidents who assumed their roles between 2004-2006 - championed many of these improvements.
As a first step in furthering the growth and transformation of SCSU, in 2005 then-President Norton began a new strategic planning process to more clearly define the university's vision and mission and identify core values to guide institutional initiatives. The strategic planning process, which included representation from all university stakeholders, was led by then-Provost Williams and facilitated by a steering committee, consisting of faculty, staff, and administrators. The process resulted in the development of our current plan, Pursuing Excellence, Fostering Leadership, Empowering Communities, which has driven the design and implementation of strategic initiatives reflective of the university's core values: excellence, access, diversity, student success, life-long learning, and community involvement. In our current plan, the concept of "preeminence" which previously was included in the vision statement has been replaced by an aspirational goal to become a model center for teaching and learning. This self-study provides evidence of the university's commitment to its mission and core values and demonstrates the institution's progress toward realizing its vision. Among the positive changes that have been implemented at the university over the past 10 years are the institutionalization of assessment and planning as core functions of the university on which decision-making and actions are made, the development and approval of a new Liberal Education Program (LEP) that is in the process of implementation, the implementation of a First-Year Experience (FYE) Program to enhance student retention and graduation rates, and the introduction of our first doctoral program. More details on these and other initiatives are provided in this report.
Over the years, a hallmark of SCSU has been its ability to adapt and thrive despite the challenges it has faced, such as changes in economic circumstances, student demographics, workforce needs, and institutional leadership. The current comprehensive review comes at a time when SCSU is again facing some significant challenges described in detail in this self-study: severe budget cuts due to the state's fiscal crisis, transition among the senior leadership ranks of the institution, and anticipated changes in the governing structure for the entire CSUS as a result of the state legislature's restructuring of public higher education.
In our 2001 NEASC self-study, we were encouraged by a more positive and stable financial situation than we had experienced in the 1990s and were hopeful that this funding pattern would continue for some time. Unfortunately, like many other states across the country, Connecticut has been experiencing a significant fiscal crisis which, at this writing, will most likely continue over the next several years. The state's budget crisis has affected and is expected to continue to affect funding to higher education for some time. However, in anticipation of this crisis, we have been preparing for declining fiscal resources and have developed plans to address these challenges while maintaining our commitment to the mission and vision of the institution.
In addition, we are again at a point of transition with respect to the institution's senior leadership. Dr. Stanley F. Battle has been serving as Interim President since the retirement of Dr. Cheryl J. Norton in June 2010. A presidential search has begun with the expectation that a new president will be appointed by January 2012. In June 2011, Provost Williams left the university to pursue another opportunity, and the Vice President for Student and University Affairs, Dr. Ronald Herron, retired. It is expected that searches for these critical positions will commence once a new president is appointed. However, the interim appointment of senior administrators to these key cabinet-level positions is facilitating a smooth transition of leadership at the institution. In June 2011, the Connecticut General Assembly approved the Governor's proposed framework to merge the community college system, CSUS, and Charter Oak State College under one Board of Regents. This new governing structure represents a significant change for the institution and the system. Given our experience and resiliency navigating through times of uncertainty, we are confident that we will emerge successfully from the current challenges and continue our journey in advancing the mission and vision of the university. A brief summary highlighting accomplishments with respect to each of the 11 NEASC Standards and the areas for emphasis as noted by the Commission is provided below.
Areas of Emphasis
Completing revisions to the general education curriculum and associated assessment practices, and using assessment results to inform curricular and instructional decisions
Full implementation of SCSU's new and innovative Liberal Education Program (LEP) is underway. The 48-credit program incorporates both an intensive writing curriculum and First-Year Experience program into general education, and it articulates a conception of general education that is new to this institution. The LEP is built on three tiers. Tier 1, all of which must be completed within the first three semesters, emphasizes the development of specific competencies for college readiness, such as quantitative reasoning, critical thinking, and technological fluency. While Tier 2 courses reinforce these competencies, they are primarily oriented around non-discipline specific areas of knowledge, such as Global Awareness, the Creative Drive, and the Natural World. Finally, a capstone experience that revolves around a discussion of values - Aesthetic Sensitivity, Civic Engagement, Environmental Awareness, Ethical Judgment, Human Diversity, and Rational Thought - constitutes Tier 3 of the LEP. The new program emphasizes depth and sequencing of learning throughout the program, representing a significant innovation to SCSU's previous approach to general education. Assessment of student learning is built into the LEP, at both the program and course levels. Each competency (Tier 1), area of knowledge (Tier 2), and values (Tier 3) has identified outcomes. As courses are developed or revised for the program, proposals specify which outcomes are addressed in the course and how student learning with respect to the outcome (s) will be assessed. Each area will have an assessment process to collect and analyze program-level data regarding student learning. To date, three Tier 1 areas have developed assessment measures and have pilot data that are being used as baseline information and to refine the process and associated rubrics. A program director and faculty committee oversee the LEP. More details are provided in Standard 4.
Developing and implementing a comprehensive approach to the assessment of student learning at the institutional level, including, the use of data to support institutional planning and decision-making
SCSU has made a significant investment in the assessment of student learning as demonstrated by assessment activities conducted at all levels of the institution. The Office of Assessment and Planning supports assessment activities, and faculty are highly involved in the process. Data to assess student learning are collected at the institutional, program, and course levels. As part of our participation in the Voluntary System of Accountability, the Collegiate Learning Assessment has been administered for the past two years, with results showing that our seniors perform above expected levels. SCSU has participated in the National Survey of Student Engagement (NSSE) since 2005 and has used these data to gauge the success of new initiatives, such as the FYE program. A new program review process for undergraduate programs, including external review, has been fully implemented. Every seven years, each program completes a self-study, providing evidence that it meets each of 17 standards. Currently on a five-year review cycle, graduate programs also prepare self-studies that respond to 17 standards. In addition, SCSU programs hold accreditation from 13 disciplinary accrediting bodies, including NCATE for all of our teacher preparation programs. More details are provided in Standards 2 and 4.
Overseeing off-campus locations
SCSU currently has one off campus location in East Lyme, Connecticut. A M.S. in Special Education has been offered at this location (and previously in Lisbon, CT) since 1995. SCSU faculty originally designed the program and recently updated it in collaboration with the on-site coordinator. Students enrolled in this cohort program have access to the same resources as on-campus students and are expected to meet the same program requirements. The Assistant to the Dean of the School of Education oversees the program, participates in student orientation and performs on-site advisement. Beginning in fall 2011, graduate programs in educational leadership and reading will also be offered at the site.
Standard 1: Mission and Purpose
The university's current mission was developed during the 18-month strategic planning process initiated in 2005. The resulting document - Pursuing Excellence, Fostering Leadership, and Empowering Communities (2007-2012) - has served to guide the university's initiatives and provide a foundation for assessing and improving its effectiveness. Consistent with its core values, SCSU is committed to academic excellence, access, social justice, and service for the public good. As an urban, comprehensive university, the university plays a key role in Connecticut's knowledge economy through the personal and professional development of its students and the development of innovative programs that are responsive to the State's workforce needs. The current strategic plan has served to guide a number of initiatives as documented in this report.
Standard 2: Planning and Evaluation
Since 2001 there has been a focus on sharpening our planning and evaluation processes; enhancing the coordination of planning, assessment, and evaluation efforts; and improving the integration of these efforts into the budget planning and resource allocation processes. The current strategic plan now serves as the focal point for planning resource allocation decisions across all divisions of the university. In addition, the University Strategic Planning and Review Committee (USPaRC), established in 2008, oversees the implementation of the strategic plan.
Similarly, the institution has made great strides in improving its assessment and evaluation processes at the institutional, divisional, and program levels. Through the establishment of the Office of Assessment and Planning in 2004 and the creation of the position of associate vice president for assessment and planning, the institution has made a commitment to engaging in systematic and regular assessment of its effectiveness and using data to improve performance.
Standard 3: Organization and Governance
Until recently, the overall organizational structure and governance of the university was unchanged from our last NEASC review. SCSU is led by a president who reports to the chancellor of the CSUS. A single Board of Trustees governs the CSUS and is responsible for the appointment of the chancellor and the four university presidents. This overall governing structure was significantly altered with the recent approval in June 2011 by the Connecticut General Assembly to reorganize public higher education. This new organizational structure became effective July 1, 2011. Under this new structure, CSUS was merged with the Connecticut Community College System and Charter Oak State College. This new "system" will be overseen at first by an interim president who will report to a single Board of Regents. On or after January 1, 2012, the Board must recommend a president. The Governor then will appoint the president, who will be subject to legislative confirmation. At this writing, the operational details of this new structure have yet to be finalized.
Since our last NEASC review, the university experienced changes in its senior leadership, beginning in 2004 with the appointment of Dr. Cheryl J. Norton as president and the subsequent appointments of three new vice presidents, including the appointment of SCSU's first provost in 2005. This new senior leadership team was responsible for introducing many of the initiatives described in this report. Beginning with the retirement of Dr. Norton in May 2010, the university is again experiencing a period of transition in its senior leadership. Dr. Stanley F. Battle has been serving as interim president since June 2010. In August 2010, three new deans were appointed in the Schools of Business, Education, and Graduate Studies. In June 2011, two vice presidents (Dr. Williams, provost and vice president for academic affairs and Dr. Herron, vice president for student and university affairs) announced their resignations. However, two senior administrators in these divisions were appointed on an interim basis to serve in these cabinet-level positions. Dr. Marianne Kennedy, associate vice president for assessment, planning, and academic programs, was appointed interim provost, and Dr. Peter Troiano, assistant vice president and dean of student affairs, was appointed interim vice president for student and university affairs.
The faculty continue to serve a critical role in ensuring the integrity and excellence of the academic enterprise and to participate in the shared governance of the institution through membership on the Faculty Senate and other leadership groups that have been established over the past several years. Similarly, staff members continue to play a significant role in governance of the institution through participation on the Administrative Faculty Senate and various other committees, such as the Enrollment Management Council.
Standard 4: The Academic Program
Academic programs are organized and offered under four academic schools: Arts and Sciences; Business; Education; and Health and Human Services. In addition, the School of Graduate Studies serves as the administrative office for the oversight of admissions, progression, graduation, and program reviews. Since our last NEASC review, we have focused on strengthening the quality of undergraduate and graduate programs by refining program review processes, making significant strides in assessing student learning at the institution and program levels, and developing new academic programs, including three terminal degree programs: the Ed.D. in educational leadership (2002), Master of Fine Arts in creative writing (2008), and an online Ed.D. in nursing education, which awaits final approval by the Department of Higher Education.
The Divisions of Academic Affairs and Student Affairs have developed a much stronger relationship and collaborated on various endeavors to improve student learning in and out of the classroom. A key outcome of this collaboration has been the development of a First-Year Experience (FYE) program and the development of a three-credit FYE course: INQ 101 that is now required for all entering freshmen. Staff and faculty have been working together to develop, refine, and teach this course since it was first piloted in 2007. As indicated in this report, assessment data show that the implementation of FYE has had a positive impact on our student learning and retention rates.
Since our last review, we have developed and approved a new Liberal Education Program (LEP) that reflects best practices in general education and is aligned with our core values, mission, and vision. As SCSU moves to expand its online offerings, a joint ad hoc committee representing undergraduate and graduate programs has been established to develop criteria for the review and approval of online courses and programs. It is expected that the committee's work will be completed by end of the fall 2011 semester.
Standard 5: Faculty
The challenging economic times have limited our ability to grow the size of our full-time faculty, necessitating the hiring of more part-time faculty to address the university's teaching needs. However, administrators and faculty have worked together to achieve the full-time to part-time faculty ratio required by our Collective Bargaining Agreement. As a result of retirements and hiring freezes, the actual number of full-time faculty has decreased since 2007. As of fall 2011, there are 433 budgeted full-time faculty positions. Nonetheless, faculty have continued to be highly engaged in their roles as teacher-scholars by developing new courses and programs and being actively involved in scholarly activities. Internal assessment data suggest that there is room for improvement with respect to our academic advisement process, and faculty are exploring ways to implement improvements in collaboration with career counseling and academic advisement staff.
Standard 6: Students
Since 2001, the university has continued to make consistent progress in improving its admission policies and procedures, creating and/or enhancing programs to increase student retention and graduation rates, and implementing student services that are responsive to students' needs and consistent with the university's mission and vision. Among the many improvements that have been made over the past decade are a "First Stop" student services center and a completely revamped new student orientation that is a prelude to our First-Year Experience program. Both programs have been developed and implemented jointly by the divisions of Student Affairs and Academic Affairs.
A wide range of services support academic success; foster the intellectual, cultural, and social development of students; and promote their wellness and safety. Reorganization within the division of student affairs over the past five years has resulted in streamlining of services and expanded program offerings. For example, a health and wellness cluster has been expanded to include the Women's Center, the Disability Resource Center and the Interfaith Office. This clustering of services has provided coherence; promoted comprehensive prevention and awareness programs; and provided a forum for collaboration with academic units such as public health, nursing, education, and social work.
The Student Government Association serves as the active voice of all undergraduate students and is involved in virtually all student-centered programming and general activities. The Graduate Student Affairs Committee is the oversight body for the management and distribution of graduate student fees for graduate student-related programs and activities. Members of both groups serve as student representatives on many university-wide committees. Additionally, approximately 2,000 students participate in more than 100 student clubs and organizations. More than 450 student-athletes participate in 19 intercollegiate (NCAA Division II) programs.
All departments within Student and University Affairs recently have begun an assessment process based on the professional standards established by the Council for the Advancement of Standards in Higher Education (CAS). For example, the Residence Life Office has initiated a complete redesign of all programs and services for our 2,800 residential students, incorporating a student development framework that utilizes CAS Standards and the ongoing development of learning outcomes for application to all areas of the program.
Standard 7: Library and Other Information Resources
The Hilton C. Buley Library serves a central role in the academic programs at SCSU. The library is currently a "work in progress" as the remodeling of the library's original structures continues after a considerable delay as documented in Standard 8. Despite the delays in construction and remodeling and flood damages incurred in 2006, library resources continue to be sufficient to meet the needs of students and faculty. Since our last accreditation review, the university has continued to expand its collection, particularly with respect to electronic resources, and is now led by a permanent director who joined SCSU in 2007.
In terms of information resources, since 2001 the university has made significant strides in upgrading its infrastructure and management information systems and strengthening information security and personal privacy. To enhance university operations, new systems and software have been and continue to be implemented as resources allow. For example, a deployment of Banner Workflow, which will allow the university to significantly streamline back-office operations, was begun in spring 2011. A new Learning Management System, Blackboard/Learn, is being implemented over the next 18 months and will significantly enhance our teaching and learning.
Standard 8: Physical and Technological Resources
Since 2001, the university has continued to enhance its physical facilities through construction and/or remodeling as detailed in Standard 8. Large-scale projects, such as the Engleman Hall remodel, Buley Library and Adanti Student Center construction have significantly changed the "face" of the campus. Small-scale projects to remodel existing structures have been continually undertaken over the past decade to enhance work environments and learning spaces. Major projects currently underway are a complete renovation of the former student center to house the School of Business, a 1,200-car parking garage, and planning for a new academic science building. It is expected that library renovations will resume in summer 2012 following a two-year delay.
Technological resources have been upgraded significantly since 2001, including improvements to the university network as well as an upgrade and expansion of the University Data Center. Since the last NEASC study, all university classrooms and classroom/computer labs have been equipped with permanently mounted projection systems, as well as Internet connectivity. A major project, currently underway will expand wireless access to all areas of the campus.
Standard 9: Financial Resources
Over the past several years many changes have been made to the university's financial planning processes to enhance transparency, embrace greater participation of key stakeholders such as deans and department heads, connect resource allocation to the university's strategic initiatives, and make data-driven budgetary decisions using established guiding principles. Through adherence to these principles, the university has been able to sustain academic quality and support institutional improvements. Admittedly, the state's current budget crisis does present its challenges. The university has been planning for this projected shortfall in the state's budget and making adjustments as needed. In addition, the restructuring of the state's public higher education system may impact our current budget situation.
Standard 10: Public Disclosure
Since 2001, SCSU has improved communication with its public through the implementation of a new Website, the main source of information about the university. In addition, SCSU uses a variety of print and social media to communicate with its internal and external constituents. The Website provides a wealth of information related to the university's mission, strategic plan, academic programs, operational policies and procedures, students, faculty, and administration. Information related to various performance measures (e.g., the College Portrait) may also be accessed through the Website. The undergraduate and graduate catalogs are available in print as well as electronic format, allowing for changes to be published and communicated to current and prospective students in a timely manner. To enhance the effectiveness and efficiency of the Website, the university recently contracted with vendors to redesign the site and provide a new content management system.
Standard 11: Integrity
The university continues to advocate for high ethical standards in its interactions with students, faculty, staff, administration, governing board, external organizations, and the general public. Evidence of this commitment is reflected in various documents such as, the AAUP Collective Bargaining Agreement, Employee Handbook, Search Procedural Guidelines, Student Handbook, and undergraduate and graduate catalogs. Through its regular review of operational policies and procedures, the university has developed and/or revised documents (e.g., search and grievance procedures) to reflect the highest ethical standards and commitment to maintaining integrity. The university is committed to maintaining open lines of communication and encouraging the exchange of ideas and opinions through forums such as the university dialogues and town hall meetings that are scheduled regularly during the academic year.
