EXECUTIVE SUMMARY
Mississippi University for Women is facing many of the challenges common to colleges and universities today. While the University has a reputation for providing outstanding programs that are founded upon the University’s commitment to provide personalized educational opportunities, MUW is currently being asked by its many publics to be more cost-effective, assuring that resources available are being used to maximize educational opportunities for the students served. In this environment, planning is critical. To this end, the University has developed this Academic Master Plan to represent the academic goals of the University within the developing integrated series of plans.
The campus community developed a Mission and a Vision statement which then served as the foundation for a series of Guiding Principles and these were approved in January of 2004 by MUW’s governing board, the Board of Trustees of the State Institutions of Higher Learning. Following from these overarching statements, W-2009: A Strategic Plan for MUW was developed and implemented, establishing a series of goals for the University. The ten goals established are:
MUW Goal 1: Provide high quality, student-centered instructional programs in a personalized learning environment.
MUW Goal 2: Ensure high quality academic and leadership preparation for women.
MUW Goal 3: Provide student life programs that stimulate intellectual, social, emotional, physical, and leadership development.
MUW Goal 4: Increase enrollment through effective recruitment and retention strategies.
MUW Goal 5: Promote effective organizational principles.
MUW Goal 6: Provide programs and services that enhance the cultural, intellectual, social, and professional development of the citizens of our region, state, and nation.
MUW Goal 7: Promote diversity among MUW students, faculty, and staff.
MUW Goal 8: Encourage research, scholarship, and creative endeavors to enhance instruction and professional development.
MUW Goal 9: Provide physical resources, infrastructure, and technology to advance the educational, operational, and public service goals of the University.
MUW Goal 10: Build partnerships and public awareness to support the University’s mission and to promote institutional and economic development.
This Academic Master Plan is a natural outgrowth of these goals and is a statement of the tactical strategies the University should implement if these goals are to be met.
This document represents over a year’s efforts by the faculty, staff and students of MUW to define academic priorities, goals, and objectives for the campus. While the process was led by a steering committee, over 50 people took part in the deliberations of the working groups and many others on campus provided information, attended meetings, and provided comments. As a result, this document, truly a work of the academic community, provides a series of recommendations that are viewed as action items to be accomplished over the next few years. Briefly, these action items are summarized as:
Students: Recognize that the student population is changing and ensure that as enrollment grows, programs and services are offered to meet the needs of all students regardless if they are residential/non-residential, traditional/non-traditional, or full-time/part-time.
Programs: Develop an effective mechanism for evaluation and assessment of continuing and of new programs that recognizes funding limitations as well as the interests of enrolled and of potential students.
Faculty: Continue to recruit and to develop a respected faculty, focusing on competitive salaries and benefits.
Support: Continue to develop and improve traditional teaching methods including increased support for emerging technologies. As funds permit, increase support for the MUW academic community through increased library resources, new technologies, and support staff.
The main objective of all of these recommendations is to increase the effectiveness of Mississippi University for Women as a teaching institution. Quality classroom instruction combined with a range of co-curricular and extra-curricular activities that support this mission are defining characteristics of MUW. As this Plan is implemented, the University will meet the broader goals outlined in W-2009: A Strategic Plan for MUW.
This Academic Master Plan is considered a working document, necessitating action by many different groups on campus. The Plan will be monitored and coordinated by the Academic Council which has assumed responsibility for overseeing implementation. To accomplish this, the Council has agreed that each fall semester a formal review of accomplishments will be completed. Further, the Council will then review these successes in light of the actions called for under this plan and will then establish priorities including budget priorities for all academic and academic support units for the next fiscal year. This shall be completed by the end of the fall semester. These priorities and the integrated budget requests will be forwarded to PIE and to other administrative bodies to be incorporated as budgets are set. While this will be a bit of a departure from practice, it needs to be recognized that class schedules are prepared in January and students register in March. At that time, the University has committed funds for the next fiscal year. The process outlined here allows for the University to realistically discuss instructional budgets.
In sum, it must be recognized that these goals and objectives discussed herein are those established by the academic community of MUW. The actions identified herein or those that may be developed as result of annual reviews of this Plan shall be forwarded as recommendations of the entire academic community to University authorities for consideration within the broader context of overall goals for the entire institution.
1. PREFACE
It is the purpose of this document to establish priorities and directions for the future academic development of Mississippi University for Women primarily to make best use of resources available to maximize the opportunities offered for students as well as the impact the University has on the Golden Triangle, the State of Mississippi and the broader region. It is intended that this document define the primary function of the University. To this end, the proposed Plan focuses on academic activities, distinguishing us from other institutions and identifying areas we see for growth and development in the near future. It is anticipated that this document will give direction to future developmental discussions with the communities and organizations that surround and support the activities of MUW as well with the Commissioner of Higher Education and the members of the Board of Trustees of State Institutions of Higher Learning.
As shown in the section of this document that lists participants, the production of this Academic Master Plan has involved a significant number of people from both inside and outside the University. Not formally listed are a number of faculty and students who were also interviewed regarding their concerns about the institution and its development. All have contributed significantly. The groups primarily responsible for shaping and refining the final Plan are the Steering Committee, the Faculty Senate and the academic leadership of the University. Everyone involved is to be thanked for their thoughtful suggestions that by definition are at the heart of this document.
2. HISTORY
Mississippi University for Women was chartered in 1884 as the first state-supported college for women in America. The founders had been persistent and tireless in their campaigning in the 1860s and 1870s which resulted in legislative approval, but no appropriations. A decade later, legislators and journalists were lobbied in support of a public women’s college. Originally known as The Industrial Institute and College (II & C), this institution was created by the Mississippi Legislature to combine a high quality collegiate education with practical vocational training for women. In a time when education for women was considered potentially disastrous, the state legislature recognized that Mississippi’s young women needed to learn not only to think for themselves, but also to support themselves.
In October of 1885, the first session began in Columbus, the city that had won the college by virtue of its early interest in women’s education and its willingness to commit financial support to the institution. The city donated the buildings and grounds of the Columbus Female Institute, a private school founded in 1847, and offered city bonds in the amount of $50,000 for any needed improvements on the property. That October, 341 students embarked on a new educational experiment, and four years later, many of those received their diplomas.
The Industrial Institute and College became Mississippi State College for Women (MSCW) in 1920. The new name more clearly reflected the institution’s effort to integrate professional training with the four year baccalaureate degree. MUW has always shown an ability to adapt and change with the times. In 1922, the newly enfranchised II & C graduates campaigned and voted for their former President, Henry Whitfield, in his bid to become Governor of Mississippi. By 1974, as all eight universities in Mississippi began adding and strengthening graduate programs, MSCW became Mississippi University for Women (MUW). While the University has been admitting men since 1982, MUW still maintains a distinct emphasis on professional development and leadership opportunities for women, while providing a high quality liberal arts education for all.
3. PLANNING PERSPECTIVE
As with most institutions, planning has been a part of the culture of MUW. A review of files shows that over the decades, plans have been developed and approved. Although some planning was the result of systematic, on-going efforts, many planning initiatives appear to have been more limited and in most cases were tied primarily to accreditation processes or to Board requests. As a result, while these processes have had immediate impact on the University, there appears to have been limited long-term impact from these plans. To a certain extent, that may be expected. For most of its first century, the University had a clearly established mission which guided the evolution of the institution. However, in the past few decades, this mission has shifted and, at the same time, resources supporting higher education have been limited. As a result, rapid responses to external demands have been required at times during this period. Absent pervasive plans, decisions were made that dealt with current crises with only brief thought given to longer term impacts of these decisions.
However, with recent changes in leadership, integrated planning is becoming a part of the culture of the University. The campus community was engaged in the development of a Mission and a Vision statement which then served as the foundation for a series of Guiding Principles. The Board of Trustees of the State Institutions of Higher Learning, MUW’s governing board, approved these statements in January of 2004. Finally, the campus community engaged further in this process and developed W-2009: A Strategic Plan for MUW which incorporated a series of goals for the University.
At the same time these processes were unfolding, facilities on campus were damaged by a tornado in the fall of 2002. Since significant reconstruction was required, it was agreed that a new, more comprehensive Facility Master Plan needed to be developed. Working with external consultants, this was accomplished and a road map was established that will guide the development of the buildings and grounds of the campus for the next twenty years. This Plan was presented to the campus and to the Board in late 2003. Similarly, campus leadership recognized that the technology infrastructure of the campus was only minimally supporting both the academic and the administrative processes of the campus. As a result, a Technology Master Plan was developed in spring of 2002 and implemented to guide the allocation of resources in this area.
This Academic Master Plan is a natural outgrowth of these efforts, providing the University with prioritization and implementation guidelines for adopted goals and objectives. But this Plan also responds to other developments that have had and will continue to have an impact on the University. MUW is challenged to increase enrollment and will need to accomplish this in an era where additional state support will probably be limited. Reduced state support coupled with ever increasing costs have strained the University’s limited resources to the point where decisions about what can and cannot be accomplished need to be made. Over the years, MUW has been quite frugal with its resources. It has been able to provide its students with a broad array of academic programs and degrees. Now, however, increasing programmatic and technological complexities and costs require that the University more carefully consider how it allocates available dollars in order to maximize its impact on student learning. Difficult choices that may impact the University’s traditional programs and methods of operation are required. Within this environment, it is important that faculty have the opportunity to shape the future of MUW. At the same time, this Plan should help those who govern understand what distinguishes the University from other Mississippi institutions. Finally, this Plan establishes for all constituents a description of the path the University has set before it.
3. Vision, Mission and Guiding Principles
The following statements were approved by the Mississippi IHL Board on January 15, 2004.
Vision
Building on its long tradition of excellence in liberal arts and professional education, as well as its historic focus on academic and leadership development for women, Mississippi University for Women will continue to be a university that prepares both women and men for successful lives by providing a high-quality education in a personalized learning environment.
Mission
A Carnegie Master’s II public institution, Mississippi University for Women provides high-quality undergraduate and graduate education for women and men in a variety of liberal arts and professional programs, while maintaining its historic commitment to academic and leadership development for women. MUW provides education in Business and Communication, Education and Human Sciences, Fine and Performing Arts, Health and Kinesiology, Humanities, Culinary Arts, Nursing, Science and Mathematics, utilizing small classes and emphasizing a personalized learning environment. The graduates of MUW are prepared for competitive careers and excellent graduate and professional schools. MUW provides educational opportunities throughout Mississippi and the United States while addressing the unique educational and public service needs of northeast Mississippi and adjoining counties in northwest Alabama.
Guiding Principles
MUW provides high-quality instructional programs that emphasize teaching and learning. With faculty and staff of the highest caliber, MUW is dedicated to providing a campus environment for students that encourages lifelong learning, strong career preparation, and personal growth. Graduates are expected to have skills in communication, technology, and critical thinking, as well as an awareness of self, gender-related issues, cultural diversity, and responsible citizenship.
MUW is student oriented. MUW provides small classes and emphasizes personalized student attention, so that each student will have the opportunity to succeed. MUW offers a student-life program that stimulates learning and leadership development.
MUW values research, scholarship, and creativity. While MUW is primarily a teaching institution, the university supports research, scholarship, and creativity to enhance the professional development of faculty and staff in order to better prepare students.
MUW is committed to diversity among its faculty, staff, and students. The faculty, staff, and students of MUW represent the global society in which we live. MUW believes that diversity allows students to grow in their understanding of self and others.
MUW endorses sound organizational principles. MUW is committed to operational efficiency, collaborative strategic planning, institutional effectiveness, and creative problem solving.
MUW meets regional, state, and national needs for higher education. MUW responds to the needs of the local community by providing cultural activities; programs for intellectual, professional, and social development; and by assisting in economic development. MUW extends its outreach to the state and nation using multiple delivery methods, including the internet and other advanced systems.
MUW is committed to public service. MUW forms partnerships with businesses, as well as with educational, governmental, public service, and charitable organizations, to create opportunities that provide economic and social advantages for the institution, community, and region.
Strategic Goals
The following overarching goals were approved by the President on March 8, 2004:
MUW Goal 1: Provide high quality, student-centered instructional programs in a personalized learning environment.
MUW Goal 2: Ensure high quality academic and leadership preparation for women.
MUW Goal 3: Provide student life programs that stimulate intellectual, social, emotional, physical, and leadership development.
MUW Goal 4: Increase enrollment through effective recruitment and retention strategies.
MUW Goal 5: Promote effective organizational principles.
MUW Goal 6: Provide programs and services that enhance the cultural, intellectual, social, and professional development of the citizens of our region, state, and nation.
MUW Goal 7: Promote diversity among MUW students, faculty, and staff.
MUW Goal 8: Encourage research, scholarship, and creative endeavors to enhance instruction and professional development.
MUW Goal 9: Provide physical resources, infrastructure, and technology to advance the educational, operational, and public service goals of the University.
MUW Goal 10: Build partnerships and public awareness to support the University’s mission and to promote institutional and economic development.
To implement the development of this Plan, President Limbert directed Vice President Gingerich to begin the process. She noted that the University needed to develop an Academic Master Plan to complement and to complete other campus planning efforts. Specifically, it was stressed that this Plan should be based on the recently approved mission statement as well as other documents that are integral to the planning efforts underway on campus including those established in W-2009. It was expected that the Academic Master Plan should provide a focus for all institutional academic and academic support activities. While a number of expectations were set, it was clear that this process should establish priorities for activities to ensure that the limited resources available will continue to be used to maximize the benefits provided to constituents. Dr. Limbert added that the priorities established for growth and development needed to clearly articulate the need for resources, both public and private.
From the beginning, it was a clear expectation that in order for this Plan to be effective, the process needed to be open, including as many people as possible. A Master Plan Steering Committee was established with representatives from all parts of the MUW community. This group was expected to oversee and give guidance to the process. The Steering Committee decided that to complete the process four working groups should be established. These groups were created to focus on four key areas: students, faculty, programs, and academic support. These working groups used surveys and other statistical data as well as discussions with faculty, staff and students in order to make their recommendations.
Throughout the process regular updates were provided to the Academic Council, Faculty Senate and President’s Cabinet. These groups all were provided opportunities to review and to direct the findings and recommendations. The original schedule called for completion of the process in a six-nine month period. In order to assure adequate discussion of all points and to give opportunity for all views to be heard the process was extended into the start of a second year.
5. RESULTS
An over arching theme that was evident throughout this process is the commitment of the faculty, students, staff and other constituents to creatively foster learning. As stated earlier, MUW’s vision clearly establishes this with a commitment that the University, “.…will continue to be a university that prepares both women and men for successful lives by providing a high-quality education in a personalized learning environment.”
Clearly, the University, at its core, is a teaching institution, dedicated to the advancement of student learning. This Plan reaffirms that purpose and also is developed to flesh out the Guiding Principles and Goals that comprise the University’s strategic plan. The discussion which follows presents the results of this academic master plan analysis in its four planning areas – students, programs, faculty, and academic support. Each section identifies background information with related high priority goals and objectives.
A. Students
Background: This section focuses on the students of MUW, analyzing the demographics of the students served as well as the demographics of the regions these students come from to identify other populations that could be attracted. Additional analyses included the limited data available from retention/graduation analyses. Data from surveys also provided some perspective of how students interact with the University, both academically and in other ways. This section will identify some areas of concern and will make recommendations of how these may be addressed.
An analysis of the students served clearly addresses a number of the University goals and objectives. This Plan recognizes that these institutional goals support the commitment to achieve an enrollment of 3,000 students within the decade. The following two goals are clearly addressed:
MUW Goal 4: Increase enrollment through effective recruitment and retention strategies.
MUW Goal 7: Increase diversity among MUW students, faculty and staff.
A number of readily available data sources were used including the 2000 census data online, IHL reports, MUW fact books and MUW graduating student surveys. In addition, a few specific reports were requested. Primarily, enrollment trends for MUW were reviewed including trends shown based on age, gender, ethnicity, and enrollment status (class level, full-time/part-time, etc). In addition, enrollment patterns were reviewed, including transfer/native, major/minor and other similar common analyses. Finally, survey data were used to determine if reasons could be found to provide a basis for the different patterns of behavior shown between different groups.
Analyses: A review of the data analyzed showed a number of interesting patterns. A summary of the data shows that the minority of students served by MUW are traditional age students who enrolled as freshmen, are pursuing a traditional liberal arts degree, live in the residence halls and graduate in four or five years. Yet this is the group of students most commonly focused on when programming is discussed and implemented. In fact, if there is a “typical student”, it is a non-traditional transfer student pursuing a professional program who commutes. Specifically, the following points speak to this:
In addition, a review of data available clearly showed that retention and graduation rates are important issues for the institution. The retention rate for first-time, full-time bachelor-degree-seeking students was 66.15% for Fall 2003 to Fall 2004 and 68.40% for Fall 2004 to Fall 2005. The 2003 six-year graduation rate is 47.1% (28.9% for male students; 50.8% for female students) (http://www.collegeresults.org). Clearly, there is room for improvement. However, in many ways, this ties in with the previous observation that the majority of MUW students do not fit the institution’s perceptions of a very traditional student body. Retention and graduation rates are impacted by the changing characteristics of entering students. According to the Graduating Student Survey, the number of first generation college students is increasing, rising from 17.7% in Spring 2002 to 23.5% in Spring 2004. In addition, enrollment in intermediate classes has increased as have the number of students on academic probation. Clearly, as the institution broadens the student population served, a broader range of services may be needed.
Enrollment of male students during the past decade has remained fairly stable at about 14-16%. However, retention of male students is significantly lower than that of female students. This needs to be studied.
There are a couple of other facts of note. Census data document that a substantial percentage (29.4%) of individuals in Mississippi have some college, but no degree (neither associate nor bachelor). An additional 20.9% of individuals in Mississippi have a high school diploma (or equivalent). Clearly, there is a large pool of individuals who could be targeted. In line with this, based on a report provided by Director Patricia Brock, the number of undergraduate and graduate students enrolling in on-line classes is increasing dramatically (341 in 20 undergraduate courses in Fall 2002 to 984 in 68 undergraduate courses in Spring 2005; 9 in 1 graduate course in Fall 2002 to 117 in 11 graduate courses in Spring 2005[counts are duplicated]). Clearly, working to provide targeted on-line programming is a potential area for growth.
Conclusions and Recommendations:
Traditional/Non-traditional Students: As the institution struggles with recruitment and retention, there is a need to clearly understand the facets of this issue. Reported retention rates are based on a cohort of first-time, full-time, degree seeking students. While a goal may be set to increase enrollment of this cohort so that a population of 300 residential first-time full-time freshmen enroll each year, it must be realized that this group, while important, will never again make up a large percentage of our total student population. In fact, half of this group will probably enroll at MUW because of scholarship offers based on test scores and high school grades, and because of their proximity to our campus. If over two thirds of MUW’s population is coming from somewhere other than this freshmen cohort, more than likely from community colleges, then we must not neglect the recruitment and retention of this larger percentage, and we must begin to collect data to track the specific progress of transfer students (both full and part-time) and other part-time students, particularly non-traditional age full and part-time students.
Residential students do play an important role and specific services need to be provided to support this group. We must be ever conscious of how campus recreational activities and entertainments can be tied to the educational experience, particularly for that fairly small group of resident students we see as the heart of the campus. The current implementation of MUW learning communities, both residential and non-residential, is a good specific way to attract and keep FTFT traditional age students. The new wellness center will also be an attraction to traditional age students. Parkinson Hall with its laboratories and Nissan Auditorium, the renovation of Martin Hall for Nursing, and the newly renovated South Callaway Hall (for Student Services) show on-campus students that we are interested in providing them with a beautiful, convenient, and well-appointed campus.
However, these spaces cannot be mainly for the benefit of the six to eight hundred students who live on campus, and we should not invest large sums of money in campus “special entertainment,” such as multi-artist concerts, without considering how those events appeal to the entire student body, and how those events could meet the needs of a majority of our students. In fact, given the age of our typical student and the fact that she or he is a commuter with a job and possibly family responsibilities, we must question the necessity of offering “entertainment” or “recreation” at the expense of academic support or even childcare, for example. The fact that MUW’s total enrollment is now around 85 percent female, with the additional information that the female non-traditional population system wide has grown at a much faster rate than the male non-traditional population, helps explain why MUW’s percentage of non-traditional students is the second highest in the system. This also makes our ability to judge the needs of these non-traditional age women especially important. Many may be entering college at a later stage in their life. Indeed, census data confirm that there is a substantial pool of individuals in the local area who may be interested in earning a college degree. In MUW’s defined service area, 27.8% of the population has a high school diploma (or equivalent) as their highest educational level. An additional 22.4% have some college, but no degree, and 5.9% have an associate degree. Recruitment strategies and programming should be implemented to target the significant portion of the population that is shown by the census to have completed some college but who left before earning a degree.
Transfer Students: Although MUW’s image emphasizes first-time, full-time students, it appears that the majority of MUW graduates are transfer students from community colleges. Once students transfer to MUW, they appear to perform as well as native students in MUW classes. As enrollment pressures increase, it will be important to be able to identify the community college students who are most likely to succeed at MUW. In addition, resources may need to be reallocated to better support services to recruit and retain transfer students. In addition, currently, there are no mechanisms in place to track transfer students so these will need to be implemented. In sum, more emphasis in recruiting and serving traditional age students from community colleges is needed as the institution works to meet enrollment goals.
Male Students: While the retention of male students, and the graduation rate of male students have been declining, these analyses have focused only on the cohort of first-time, full-time degree seeking students. It should be noted that the average age of our male and female students is nearly identical. In addition, the average age of both male and female students puts both groups in the “non-traditional age” category. In other words, our male students are more likely to be non-traditional than traditional-age when they enroll at MUW. So in addition to focusing on the freshmen cohort, more attention, funds, and energy should be focused upon recruiting and retaining the non-traditional male student. This recommendation also plays out not only in the overall discussion of non-traditional students, but in relation to male students, where this issue can be especially significant. The older male student is often a very different type of student from the traditional-age student, tied in some way to the area, by family, job, or both. Because of this, these students are more likely to persevere until they complete a degree simply because they choose a college for practical rather than emotional or social reasons.
As a specific sub-set, the University may wish to focus on male community college transfer students. As a group, they are older and more mature than the traditional age freshman male student, are more likely to have clear academic goals including graduating, and are much more likely to have decided on a program of study based on skills and aptitude. In sum, these students bring the aptitudes that will make them successful.
While these views fit with the data, more data need to be collected on male students in these two specific groups. However, it seems sensible to conclude that male students who are choosing a college based on convenience and/or situational reasons rather than on an “idea” of what “college life” should be like, should be easier to retain. Furthermore, male students who are choosing a college based on their previous community college successes and their choice of major would also be much easier to retain. Finally, if our aim is to dedicate scholarship dollars toward male students who are more likely to be happy, successful, and retained to graduation, then we should be looking beyond the “traditional-age” male freshman.
In sum, recruiting male students is necessary, and those students should feel welcome and valued. However, recruiting full-time male community college students could be a better investment than recruiting traditional-age male high school students. Further, the move toward offering a better community living experience for male students is a smart one, but it should be especially attractive to older male students, and even be available in a limited way to part-time students. Making the campus climate more attractive to male students should go beyond the idea that they are teenagers to be entertained and focus more on enhancing personal space and even study space in the library. The welcoming campus climate should be a natural extension of our “personal attention” goal where we see the real needs of our male students and respond to those needs.
Program enrollment: Although MUW’s image emphasizes liberal arts, the university’s most rapidly growing programs (and programs most resistant to enrollment fluctuations) are pre-professional. Enrollment in our nursing and elementary education programs may soon be approaching capacity. Without a significant commitment of physical and financial resources, additional growth may be limited. In addition, the reputations of these programs are well-established within the state, potentially making extensive marketing efforts less immediate in these areas. At this time, the nursing program can only admit a small number of the students who apply for the program. As a note, this trend toward pre-professional programs reflects student interests. The top five educational majors reported by high-school graduating seniors taking the ACT are health sciences, business and management, engineering, social sciences, and education. While strategies for supporting these growing professional programs should be implemented, there is the potential for increasing enrollment in the liberal arts. The pre-professional programs depend on the university’s maintenance of a strong liberal arts program and faculty. It may be helpful to focus additional resources on the recruitment of liberal arts majors. It may be possible to identify highly talented students (through state theatre, art, math, science competitions) who can be contacted initially by admissions counselors and later by faculty members in their areas of interest.
Summary: The following areas are recommended for action. As a note, the first item reflects the changes occurring in our student population and challenges the campus to begin to address the issues these changes bring. The other items listed are specific areas in which immediate benefit can be gained.
B. Program Analysis
Background: This section focused on program offerings. Those conducting this analysis quickly recognized the difficulty of this mandate. In particular they were conscious of the difficulty of objectively evaluating program quality. To this end, three sets of data served as the basis for this review: statistics, benchmarks of excellence identified by members of specific programs, and interviews with faculty. It should also be noted that a great deal of information and insight came out of discussion during a plethora of group meetings.
An analysis of the programs offered clearly addresses a number of the University goals and objectives. The following three goals are clearly addressed:
MUW Goal 1: Provide high quality, student-centered instructional programs in a personalized learning environment.
MUW Goal 2: Ensure high quality academic and leadership preparation for women.
MUW Goal 8: Encourage research, scholarship and creative endeavors to enhance instruction and professional development.
Analyses: A number of reports routinely provided by Institutional Research (IR), many of which are published in the MUW Fact Book, were reviewed and analyzed. As expected, an important factor considered was programmatic productivity as measured by credit hours generated, majors enrolled, and graduates produced. Cost data were available as a result of MUW’s participation in the University of Delaware Cost of Instruction study.
In addition to quantitative data, qualitative analyses were also used. Each program was asked to identify ‘Benchmarks of Excellence.” Representatives of each program were in essence asked “what makes for an outstanding program in your field.” This could include accreditation by an outside body, success of students in certification exams, enrollment in graduate school, presentation of student papers at scholarly conferences, exhibition or performance of student work, employment upon graduation, etc. Nearly all programs presented benchmarks. Many presented extensive lists and, in general the benchmarks presented a thoughtful analysis of what was the mark of a top notch program. However, paralegal, music, and the visual arts did not respond. On several occasions the working group concluded that additional information was needed with regards to a particular program. Often a representative of that program was in the group. In those cases questions could be asked and issues discussed in the context of the working group meeting. If this was not the case, members of the working group conducted individual interviews with program representatives. Often this was done to clarify an issue, gather more information, or ask for reaction to a particular point.
One or a combination of the above techniques is often noted in the program narratives that follow. However, the absence of such a notation does not necessarily mean that a certain technique was not employed.
Several attempts were made to somehow devise a descriptive ranking of these programs. Ultimately, the group developed a rating system that incorporated the following standards:
Given these choices, each program was rated and a summary prepared.
At a subsequent meeting, the working group members discussed the results since it was understood that it was important to understand some of the discussion and reasoning that accompanied the rating process. The working group concluded firmly that the goal of the institution should be to have every program at level 1. Level 2 programs were closer to that goal than level 3, etc. As such the ratings were seen in an evolutionary manner. In addition, working group members discussed level 1 programs as programs that would attract the best high school students and junior college transfers. In other words, if a top quality high school student (or junior college transfer) was interested in majoring in ‘X” would the program at MUW be the one they would be attracted to in recognition of its outstanding quality? In contrast, programs that were ranked at level 3 or 4 were in need of significant attention. Working group members clearly considered level 3 programs to be stronger than level 4 programs. However, the key distinction made was in their role within the university. Level 3 programs were considered to be foundational programs—either because of their role in the core, their relationship to other majors (particularly education), or their traditional place in a liberal arts curriculum.
Even though this analysis focused on individual programs, as the process unfolded discussion often times turned to the overall composition of programs at MUW. In particular, discussion often centered on the nature of a liberal arts college and MUW’s role as Mississippi’s public liberal arts college. This analysis and discussion was based in large part upon statistics related to declared majors. In short, the vast majority of MUW’s students are not studying in fields traditionally associated with the liberal arts, but rather in professional programs. Indeed, over half of the university’s students are in just three professional fields: education, nursing, and speech language pathology. It is believed that it is these professional fields that bring MUW’s most public recognition. In addition, as this analysis showed, the top rated programs are generally professional programs. Because of this, MUW must be clear about what type of university it “is” and what it wants to be in the future. Currently MUW is a university that offers predominately professional programs that are build upon a strong liberal arts core curriculum. The central question is whether attention can be directed to traditional liberal arts programs so that they can improve and flourish while maintaining the strength and integrity of MUW’s outstanding professional programs.
The working group noted that there are a number of offerings which were not considered in this rating process: film studies, philosophy, religion, and women’s studies. The University must consider the future viability of each of these, and must devote dedicated funds to them if they are to continue to evolve into majors. It is not fair to the program being developed, the faculty who are asked to develop them, or the programs from which the faculty are pulled to continue in the current fashion.
Conclusions and Recommendations:
The following is a listing of all of the programs reviewed.
Program: Accounting
Dominant Rating: 2
(Note: These comments are provided for both the accounting and the business administration programs.)
Comments: Both the B.S. in Accounting and the B.S. in Business Administration are accredited by the Association of Collegiate Business Schools and Programs (ACBSP). Faculty are well respected. The subcommittee did note a significant lack of diversity in terms of academic background within the business and accounting faculty. While this is not in and of itself a "bad" thing, students in business and associated fields of study benefit from a breath of academic preparation and professional experience. While many factors may be a reason, the institution should not allow pay to be one of them. The institution and the faculty as a whole should recognize and be willing to support the reality that the programs in business may have to pay a higher premium if they are to attract the best from throughout the region and the country to serve as faculty. The recently renovated Renau Hall provides an attractive and well-equipped home for the program.
Students have clear standards and have generally excelled. For example, all graduating seniors in business take the Major Field Test in Business (an ETS product). Data are available for the last four years. While not a graduation requirement, it may be so in the future. The CPA examination is an option for accounting students (or other applicants) who have completed 150 credit hours (which can be all undergraduate or both UG and grad). The CPA exam also has additional standards to meet before the individual can receive the designation. Internships are available through BU 400 and a list of sponsors and of placements is available. There has been a good record of students going on to graduate school. However, this program suffers (as do most) from lack of good records in this regard. As with most MUW programs, information on graduate school acceptance and success is mostly anecdotal. The sub-committee found that better record keeping in this regard would be useful for student recruitment. Recruitment brochures were not reviewed by the committee. However, the website lacked any prominent mention of graduate accomplishments in business or graduate school.
Collectively the business programs have experienced low student numbers, especially in comparison to other professional and pre-professional programs at MUW. With other professional programs pushing the limits of their facilities, business provides an important avenue for growth. The subcommittee believes that with some changes and aggressive branding of the program student numbers could double. The subcommittee believes that key to this goal is creating a unique concentration/image/brand that is not found at the larger and better known business programs at Ole Miss, MSU, and Alabama. MUW's program is seen as a quality but a rather generic "business" program. One suggestion might be the development of an institute for entrepreneurship. This might be along the lines of the highly regarded Weinert Center for Entrepreneurship at the University of Wisconsin.
Program: Art Education
Dominant Rating: 2
Comments: This is a “hybrid” program, combining elements of an already acknowledged strong education program with a not-quite-as-strong art program. It is likely that this program will continue to function well as long as both basic components remain strong.
Program: Biology
Dominant Rating: 2-3
(Note: These comments are provided for all programs in science and mathematics.)
Comments: The programs in math and science presented a challenge to the programs subcommittee. Only one, mathematics, had a clear rating awarded. Others, such as chemistry, had nearly the same number rating it a 1 as a 3. Looking at subcommittee notes, discussing the programs with various individuals, and analyzing the data provide several insights and recommendations.
The programs in science and math are amongst the most academically rigorous. The grade distribution data provided to the subcommittee support this conclusion. Collectively these programs awarded a smaller percentage of “As” than any other program other than Interdisciplinary Studies (and it should be noted that many grades in this field are awarded under the category of “other”.) This trend is consistent across years and grading levels.
The faculty are accomplished and highly regarded. Importantly the programs have consistently provided opportunities for their students to engage with their fields of study outside of the classroom. This has included placement in internships, research opportunities, attendance and presentation at scholarly conferences, etc. The newly renovated Parkinson Hall provides a showcase for the programs and is well utilized.
However, the programs are often viewed in the larger structure of the university as supporting programs for the nursing and education programs. The central focus for these programs in the near future should be to carve out a presence and a clear mission separate from this perceived narrow role. Further attention should be given to the recruiting of top science and math students.
Program: Business Administration
Dominant Rating: 2
See general comments for programs in business above under accounting.
Program: Chemistry
Dominate Rating: 1/3
See general comments for programs in math and science above under biology.
Program: Communications
Dominant Rating: 2
Comments: The B.S./B.A. in Communication is not accredited, but at some point in the future should strive to meet that goal. One of the benefits of the reorganization is that the Communication program will be in a better position as a department to seek accreditation, rather than as a program in a division.
Internships are available through COM 460. A list of sponsors and placements is available. The "Spectator" is a consistent award winner and well regarded. The sub-committee believes that the university radio station could have a more visible/audible presence on campus and within the community. This is particularly true given the current popularity of college radio as an alternative to mainstream corporate radio.
Program: Culinary Arts
Dominant Rating: 1-2
Comments: The culinary arts program at MUW is an example of a successful "start-up" program--i.e. a new program that was introduced with the resources, planning, staffing, and execution to make it a quality program academically and a successful program in terms of attracting students. The sub-committee was impressed with the "vision" that the culinary arts faculty had for the program. In particular, there was a clear sense of how this program at a liberal arts university was to be distinguished from other purely vocational programs. Furthermore, there was clear vision of the type of student who would be attracted to this program as opposed to others.
The many accomplishments of the faculty are well known. Students in the program are exposed to top-notch faculty and facilities. Internships are a standard part of the program, and the variety of internships expose the students to various regions of the United States. This, of course, exposes the program as well.
Recommendations are few. If talk of developing one of the now derelict buildings on campus into a restaurant is true, then this should be pursued with vigor. If it is not--then it should be. The faculty might want to consider the potential for advertising in national trade and popular publications. This would raise "brand awareness" of the program as well as attract students from a wide geographic area.
Program: Education (all associated undergraduate and graduate programs)
Dominant Rating: 1
Comments: Education is one of the institution’s premier programs and is widely recognized as such in this part of the state. The programs consistently meet or exceed benchmarks of excellence (such as continuing accreditation by NCATE).
One point that warrants consideration is the possibility of grade inflation in this (previous) division. Over 75% of the grades in the division for Fall 2004 were A’s and B’s. When one considers the graduate programs (with SLP removed), over 93% of the grades were A’s and B’s (with 83% being A’s) for the same semester. One must wonder if this practice might not jeopardize the integrity of the program in the eyes of the institution, employers, etc. Further, one wonders how those who graduate from a program with this grading rubric might grade their own future students.
Program: English (all associated programs)
Dominant Rating: 1-2
Comments: The English program has a high profile within the community due to the success of the annual Eudora Welty Writers Symposium. The more recent Tennessee Williams Festival has gained a more academic flavor in the past two years. This offering provides another opportunity to raise awareness of the program and offer English majors an important scholarly experience outside of the classroom. The addition of a creative writing emphasis provides a wonderful opportunity to host writers/poets in residence, etc. The English faculty is highly regarded and amongst the most professionally active on campus. Members of the faculty regularly publish books and scholarly articles. One was recently named a Fulbright Scholar.
Three recommendations are made. First, while not as vigorously expressed, members of this faculty are amongst those concerned about the holdings of Fant Library. The institution is encouraged to address this issue. Second, MUW English students have not had much encouragement or success presenting papers at conferences, attending conferences and other scholarly activities, or submitting work for publication. The English program does sponsor its own literary publication "The Dilettanti." Quality has generally been high. Third, amongst the disciplines in the former Division of Humanities, the English program has the highest number of graduates going on to graduate school. Top graduates should be encouraged to apply to the best programs in the nation and compete for top awards.
Program: Family Studies (Home Ec and Family Life and Relations)
Dominant Rating: 1 & 4 (equally distributed between these two)
Comments: While this is one of the largest majors on campus, relatively few students declare it as their major upon arriving at the institution. As with Social Science, the perception amongst many faculty is that students “end up” in this major after finding other academic streams too difficult. The Division Head/Dean under whom the program resides argues that this perception is inaccurate and points out that the American Council on Family Relations recognizes this program as meeting standards which allow the graduates to be awarded the title “Certified Family Life Educator.” As such, this is recognized as an accredited program.
It appears that this is a program within which substantial growth might occur. It is apparent to reviewers that a substantial amount of public relation work must be done to make the positive aspects of the program and its accomplishments more widely recognized to the campus community.
The group also reviewed the Home economics component, a track that is no longer offered. Teacher certification, however, in Family and Consumer Sciences is offered.
Program: Fine Arts (Visual & Performing Arts)
Dominant Rating: 2-3
Comments: This program is integral to the heart of a liberal arts institution. As noted, it will be combined with Music under the institutional reorganization. The progress of both programs must be monitored to ensure that the (former) General Music program does not negatively impact Theater in the new structure.
Program: Health Education (graduate)
Dominant Rating: 1
Comments: Like the other teacher education programs, this one is a combination of a strong general health program and a strong education program. As might be expected, the product is also strong.
Program: History
Dominant Rating: 3
Comments: The history program has struggled with student numbers. It does not have a high profile within the community or amongst recruits. Several significant issues must be addressed to help this essential program improve and thrive. The program does have a well regarded faculty. The small faculty has published three books in the past few years as well as numerous other professional publications. One has been named a Fulbright Scholar and the faculty has several grants awarded. Yet the size of the faculty limits course offerings as well as student activities. The institution should make a concerted effort to work with the faculty to discuss ways to raise the profile of the program within the community (the MSMS history program provides a good example) and recruit additional students.
Several recommendations are made. First, the program has struggled to provide internships. None have been made available in the past several years. Institutional resources must be devoted to the internship program so that it becomes a stable, regular, and even required part of the program. Highlighting internship opportunities would also be useful in recruiting. In the absence of an established internship, history majors without teacher licensure could graduate without any exposure to the profession outside of the classroom. Key to this issue is the hiring of a university archivist. As positions open it might be advisable to hire an individual who could act as an archivist for the university as well as teach the archiving classes that exist and/or an additional course. The presence of an archivist would create important internship/research opportunities and exposure to the fields of public and local history. An archivist could work with the university's archival material.
Second, history is one of several programs that has pointed out the need for expanded resources in the university library so that students can truly have a first class education and research experience. The institution is encouraged to address this issue. Third, MUW history students have not had much encouragement or success presenting papers at conference, attending conferences and other scholarly activities, or submitting work for publication. One student panel presented work at a scholarly conference in 2004. This was the only one of record going back five years. The institution is encouraged to work with faculty and provide support and/or incentives to encourage these activities. Not only does this provide important opportunities for students it is also an avenue through which the profile of the program can be raised. Few students continue on to graduate school. The institution may want to study why this is the case.
Program: Kinesiology (all areas)
Dominant Rating: 1
Comments: This is a strong program with good potential for growth. The program provides good community services and serves as a positive public relations group for the institution.
Program: Mathematics
Dominate Rating: 1
See general comments for programs in math and science above under biology.
Program: Microbiology
Dominate Rating: none determinable
Comments: This program had a broad rating with nearly identical awarding of 1, 2, and 3. In addition, see general comments for programs in math and science above under biology.
Program: Music (general)
Dominant Rating: 4
Comments: This is a troublesome program because it is integral to the heart of what a liberal arts institution should be on the one hand, and it produces so few graduates and has so few majors on the other. If it is to be “revived” to improve its rating, a substantial investment in both faculty and equipment might be necessary.
It is the understanding of the reviewers that this program will be combined with Theater to become the new Performing Arts Department. The progress of this new Department should be carefully monitored to ensure that the rating of the current Visual and Performing Arts program (which includes Theater) is not “dragged down” by this union.
Program: Music Therapy
Dominant Rating: 4
Comments: This is a struggling program with no consistent faculty and few students who have declared this as their major. It is recognized that this is the only music therapy program in the state system. However, it is also recognized that one of the strongest music therapy programs in the country is housed at the University of Alabama. It is highly unlikely that this program will be able to become competitive without a significant infusion of institutional support, and one must question if that investment is wise.
Program: Music Education
Dominant Rating: 1-2
Comments: Like Art Teacher Ed, this is a “hybrid” program; however, in this case, education is the strong component and music is a very weak component. It will be a good idea to monitor the performance of this program over time.
Program: Nursing (all associated programs)
Dominant Rating: 1
Comments: Nursing is one of the institution's premier programs. It has a high profile within the community and among potential students. The program consistently meets or exceeds benchmarks of excellence.
One area that might warrant consideration is the high proportion of A’s that are awarded (especially at the graduate level, where more than 84% of the grades are A’s).
Program: Paralegal Studies
Dominant Rating: 4
Comments: This program has consistently produced approximately one dozen graduates each year. However, it relies primarily on one full time professor to teach major coursework, with supplemental instruction from the program administrator and adjunct instructors. The program is accredited by ABA. It needs a second full time faculty to reduce reliance on adjunct faculty.
The paralegal program suffers from a lack of institutional funds for its library and software. The latter is an increasingly crucial issue as the training of legal assistants is becoming more and more focused on computer/software utilization. In the past the program has depended heavily on the charity of legal professionals to donate books to the law library. The director is now discussing ways to get free copies of software. While these efforts are admirable and commendable, this is no way to run a quality program (depending on the vagaries of handouts is dangerous). The institution must examine the resource, software, and technology needs of this program and decide whether to commit the necessary capital to them.
Program: Physical Science, Teacher Certification
Dominate Rating: 1/3
See general comments for programs in math and science above under biology.
Program: Political Science
Dominant Rating: 3-4
Comments: The political science program has struggled with high faculty turnover and position uncertainty over the last several years (since the death of David Evans). The current search for a full-time position in political science will strengthen the program and its well respected faculty member. The program struggles with low student numbers. The institution should make a concerted effort to work with the new faculty duo to discuss ways to raise the profile of the program within the community and recruit additional students.
Three recommendations are made. First, internships are a normal part of a well-established program. The program at MUW has only recently undertaken this effort. The credit for this effort goes to the current faculty member. However, institutional resources must be devoted to the internship program so that it becomes a stable, regular, and even required part of the political science program. Highlighting internship opportunities would also be useful in recruiting. Second, political science is one of several programs that has pointed out the need for expanded resources in the university library so that students can truly have a first class education and research experience. The institution is encouraged to address this issue. Third, MUW political science students have not had much encouragement or success presenting papers at conference, attending conferences and other scholarly activities, or submitting work for publication. The institution is encouraged to work with faculty and provide support and/or incentives to encourage these activities. Not only does this provide important opportunities for students it is also an avenue through which the profile of the program can be raised.
Program: Psychology
Dominant Rating: 1
Comments: This is a strong program which is an important component of the liberal arts mission of the institution. If areas into which this program can expand might be identified (such as a graduate program not offered by MSU), this program could provide a vehicle for additional institutional growth.
Program: Social Science
Dominant Rating: 3-4
Comments: The social science degree has several issues that must be addressed. The first is the perception amongst faculty (including many of those that teach within the major) that students "end up" in the major after finding other academic streams too difficult or as a way to "avoid" the B.A. foreign language requirement of history and political science. While there are several students in the major (most seeking teacher certification) none have come into the university declaring social science as their major. Indeed, this program is one of the few that has consistently garnered this distinction. There is no single faculty member associated with the degree. There are no supportive programs associated with the degree (i.e. honors society, internship program, etc.).
However, the major is important in its role supporting teacher certification in social sciences and the institution should provide support and attention to this program. Three recommendations are made. First, the institution should consider changing the social science degree to a B.A. This would put it in line with other related degrees and disciplines. Second, as the primary academic justification for the program is one associated with teacher certification, the institution may want to consider doing away with the free-standing social science major and having only social science with teacher certification. Third, the institution should examine the topical make-up of the major. The core disciplines are history and political science. However, students can take classes in a potpourri of other areas. Unfortunately, some of those areas, such as anthropology, are no longer taught at MUW or do not have a full program.
Program: Spanish
Dominant Rating: 3
Comments: This program produces a very small number of graduates. It is considered necessary to liberal arts institution; however, the need for degree versus the need for the courses must be questioned.
Program: Speech Language Pathology (undergraduate and graduate programs)
Dominant Rating: 1
Comments: SLP is one of the trio of outstanding professional programs at the W. It is a consistent achiever of benchmarks of excellences and is a strong recruiter amongst potential students. There may, however, be limited ability to expand this program in terms of number of students.
As part of the deliberations, the following more general comments were also included. Program review needs to become incorporated into the fabric of MUW. While those programs holding accreditations do undergo a routine self-study/external review process, all other programs offered would benefit from this. While related to this indirectly, the issue of graduate program funding was raised as a topic which may require additional analysis. As this review process unfolded, there were several discussions about the current identity of MUW as a liberal arts institution when so many students are enrolled in pre-professional and graduate programs. The University may need to review this and may elect to define what might be a desired proportion of professional programs to liberal arts programs.
It was emphasized that any savings that might accrue from academic program realignment must go back into academic programs and not into other activities of the campus such as administration, facilities or student services.
In addition, we plan to review the benchmarks of excellence submitted by various programs in an attempt to assemble a list of 4-7 common benchmarks of excellence that should be present in a program regardless of discipline or emphasis. Beyond that, we will (when possible) provide 3-5 additional benchmarks that are specific to a given program.
Summary: The following areas are recommended for action. As a note, the working group emphasized that these ratings present the findings of a review conducted by a group of faculty/staff and represent only the first step in development of systematic, on-going program review.
As a next step, each program will be asked to respond to these ratings. In addition, all programs will be asked to present specific plans to address weaknesses cited as well as a list of resources required to implement these plans. These documents will drive this continuing program review.
As resources become available, these will need to be allocated to existing programs or used to develop new programs. To ensure that this occurs, program review needs to become a systematic, on-going activity. As mentioned above, resources must be allocated to allow departments to implement plans for improvement if the institution is to continue offering programs that are widely recognized for their quality.
At the same time, if it is agreed that adequate funds have been allocated for this purpose or if it is agreed that a new program is clearly of high priority, then funds may be judiciously applied for programmatic development. While the development of new programs was not specifically addressed, a few programs have been identified in the analysis section of this report. Many of these relate to elevating well subscribed minors to majors. Other programs, such as reinstating an MBA or pursuing a master’s degree in educational leadership follow directly from the mission of the University. However, any programmatic developments need to include an identified on-going resource stream.
Finally, it must be stressed that these ratings follow from a review of the programs offered and do not reflect the quality of the faculty offering the program. This distinction needs to be maintained.
C. Faculty
Background: This section focused on the cohort of faculty required to offer the programs provided to students served. Specifically, this section will review the characteristics of the faculty and will raise issues that need to be addressed as the University continues to provide students the broad array of quality learning opportunities which lead to the majors/minors and core curriculum offered. Again, data collected from a variety of resources were analyzed. Some of the demographic information was obtained from the MUW Employee Benefits Survey, Spring 2004. Other data were obtained from the 2004-2005 CUPA-HR report, the Institutional Self-Study 2001-2003 for SACS, and the Office of Institutional Research. In addition, in an effort to obtain specific information from the faculty at large, informal departmental surveys were completed.
An analysis of the programs offered clearly addresses a number of the University goals and objectives. The following two goals are clearly addressed:
MUW Goal 7: Promote diversity among MUW students, faculty, and staff.
MUW Goal 8: Encourage research, scholarship and creative endeavors to enhance instruction and professional development.
This section follows from the working group’s decision to follow a three-tiered evaluation of the faculty and its interaction with the University. The first tier is an analysis of the faculty at present (Current Faculty Demographics). The second tier begins the recommendations as it captures a vision of whom we want to become (Projected Faculty Resource Needs). Finally, the third tier is a set of proposals of how to get from where we are at present to where we want to be in the near future (Meeting Projected Faculty Needs: Recommendations).
Analyses: These demographics were gathered from data sets maintained by the University. Since the data behind different reports are defined differently or have a different collection date, the number of faculty will vary slightly. Please note that these differences are small and have little if any impact on the conclusions drawn.
1. Age. According to the Office of Institutional Research, as of February 24, 2005, there were 144 faculty members at Mississippi University for Women. Of these 144 faculty, six were 26-30 years of age, thirty-three were 31-40 years of age, forty-four were 41-50 years of age, forty-six were 51-60 years of age, thirteen were 61-70 years of age, and two were 71-80 years of age. Median age range for faculty members is 51-60 years of age with a bimodal distribution of the 41-50 year and the 51-60 year age range.
2. Gender. Of the 144 faculty members, ninety-three (65%) were female and fifty-one (35%) were male.
3. Marital Status. Out of 144 faculty members, a majority (99) of faculty members indicated that they were married while 31 are single. Additionally, 2 are widowed and 12 are divorced.
4. Ethnicity. Information obtained by the Office of Institutional Research indicated that out of 144 faculty members, one hundred and thirty-three were Caucasian (92%), five were African American (3.5%), one was Hispanic (less than 1%), four were of Asian descent (2.8%), and one was Native American (less than 1%).
5. Full Time vs. Part-time. According to the 2004-2005 CUPA-HR report, the majority of the faculty, one hundred and thirty-three individuals, were employed full time with a standard full time teaching load of twelve course hours. Forty-seven faculty members were employed part time. The total number of Fall course hours (2004) taught by part-time faculty was 279.
6. Tenure and Rank Distribution. Faculty demographics supplied by the Office of Institutional Research for 2004-2005, indicated that there were forty-four faculty members employed at the rank of instructor (33%), thirty-five faculty members employed at the rank of assistant professor (26%), twenty-one faculty members employed at the rank of associate professor (16%), and thirty-three employed at the rank of professor (25%). Of the cumulative 133 faculty, fifty-four are tenured, thirty-five more faculty are eligible for tenure, and fifty-five are not eligible for tenure.
7. Terminal Degrees. Faculty demographics obtained from the Institutional Self-Study 2001-2003 for SACS indicated that out of the 134 faculty members employed at that time, 93 (69%) had terminal degrees in their respective areas. This included sixty-two Ph.D. degrees, twelve Ed.D. degrees, four D.S.N. degrees, three J.D.degrees, one D.M.A. degree, one D.A. degree, and eight M.F.A degrees. Of those forty-one faculty members who did not have terminal degrees in their respective areas, one had a B.F.A. degree, one had a M.Ed. degree, one had a M.B.A. degree, one had a M.M. degree, one had a M.N. degree, twenty-three had M.S.N.degrees, eight had M.S.degrees, and five had M.A. degrees.
8. Years of Service. Demographics obtained from the MUW Employee Benefits Survey-Spring 2004 (completed by both faculty and staff) indicated that of the 152 responses, 18 respondents (11.8%) had been employed at MUW for less than a year, 52 (34.2%) had been employed for one to five years, 43 (28.3%) had been employed for six to ten years; thus, almost 3/4 (74.3%) of respondents have been employed with MUW for ten or fewer years. Of those remaining, 11(7.2%) had been employed for eleven to fifteen years, 10 (6.6%) had been employed for sixteen to twenty years, and eighteen (11.8%) had been employed for over twenty years. Of the remaining respondents (25.6%) employed with MUW for more than 10 years (those whose expertise is the most valuable for mentorship), nearly half are within a few years of retirement.
9. Workload Analysis. According to the National Faculty Salaries in 2004-2005 CUPA-HR report, for undergraduate teaching in both summer and regular term, 12 hours are considered to be full time. For graduate level teaching, 9 hours are considered to be full-time. However, no such distinction was made in the Institutional Self-Study 2001-2003 for SACS report. According to the Office of Human Resources, approximately 30% of the faculty, 50 faculty members in the fall and 32 in the spring taught overloads.
10. Compensation. Faculty demographics obtained from Banner and individual contracts indicated that the average full-time salary for a faculty member at MUW was $40,090. When broken down according to rank, these averages were as follows: average salary for instructor- $33,876, average salary for assistant professor- $39,118, average salary for associate professor-$40,979, and the average salary for professor- $46,386. The following chart illustrates MUW faculty salaries as broken down by rank and division based on nine month contracts and includes compensation for administrative duties since these responsibilities are considered as part of the full-time load of faculty who serve in administrative roles. Median salaries are reported to provide a clearer picture of what might be expected as a typical salary by rank in each academic area.
|
MUW: Median salaries reported |
Instructor |
|
Asst. Prof |
|
Assoc. Prof |
Professor |
||