Evaluation Team:

Fred L. Cook, NCA Commissioner, Denver, CO  80235

Lillie P. Howard, Associate Vice President, Academic Affairs, Wright State

University, Dayton, OH  45435

Clyde T. Jacob, Vice President for Academic Affairs, University of Central Oklahoma,
Edmond, OK  73034-0159

Charles W. Manning, Chancellor, University System of West Virginia, Charleston, WV  25301

Constance T. Rockingham, Vice President for Student Affairs, Southern Illinois University at Edwardsville, Edwardsville, IL  62026-1058

Stephen A. Roderick, Dean, School of Education, Fort Lewis College, Durango, CO  81301

Kay K. Schallenkamp, Provost and Vice Chancellor, University of Wisconsin-Whitewater,
Whitewater, WI  53190 Chair

I. INTRODUCTION

Organization of the Report

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This report is a result of a comprehensive visit to Saginaw Valley State University, March 13 -15, 1994. The report is divided into four parts: I. Introduction, including the organization of the report, a review of the accreditation history, and the scope and structure of the team visit; II. Criteria for Accreditation including the General Institutional Requirements and the Evaluative Criteria; III. Strengths, Advice, and Concerns; IV. Recommendation for Commission Action including the Worksheet for the Statement of Affiliation Status and the team’s rationale.

Accreditation History

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Saginaw Valley State University was founded in 1963 as a private institution, Saginaw Valley College. The institution became a public college in 1965. Its name was changed to Saginaw Valley State College in 1975 and to Saginaw Valley State University in 1987. The institution was granted North Central Association accreditation at the baccalaureate level in 1970. In 1974, SVSU received approval to offer masters degrees. Following the comprehensive visit in 1979, the Commission recommended that a focused visit be scheduled for the Fall, 1981 to assess progress in planning, graduate programs, utilization of part-time faculty and overload teaching by full-time faculty; and equipment and physical facilities for instruction and research. In June, 1984 the Commission approved a request to offer a Master of Arts in Criminal Justice. The comprehensive visit scheduled for 1985-86 was delayed until fall, 1986 due to protracted collective bargaining negotiations. Following the comprehensive visit in 1986, a focused visit was scheduled for 1989-90 to examine the relationship between the administration and the faculty association with the comprehensive visit set for 1993-94. The focused visit in 1990 found the relationship between the administration and the faculty had improved and no further recommendation in this regard was made.

Scope and Structure of the Team’s Visit

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A comprehensive visit was conducted on March 13-15, 1994 for the purpose of continued accreditation at the Masters degree level. The team reviewed the self study, held meetings with faculty, students, staff, administrators, and members of the Board of Control, and reviewed numerous documents provided during the visit.

II. EVALUATION FOR AFFILIATION

General Institutional Requirements

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The institution meets the General Institutional Requirements as specified by the North Central Association Commission of Higher Education. The GIR’s are documented on pages 150 - 154 of the self-study.

Criteria for Accreditation

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Criterion One: The institution has clearly and publicly stated purposes, consistent with its mission and appropriate to a postsecondary educational institution.

During its 30 year history, SVSU has reviewed and revised its mission statement several times with its most recent revision approved by the Board of Control in March 1993. The mission statement is displayed throughout the university and will appear in the 1994-96 catalog. The mission is consistent with the university’s purposes.

Criterion Two: The institution has effectively organized adequate human, financial and physical resources into educational and other programs to accomplish its purposes.

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The administrative structure reflects a traditional organizational hierarchy. An eight member Board of Control is the designated legal authority for supervision of the University. The President is appointed by and reports to the Board. The president is assisted by three vice presidents and a dean: vice president for academic affairs, vice president for administration and business affairs, vice president for public affairs and the dean of student affairs. Four additional executive positions report to the president: the executive assistant to the president, special assistant to the president for international programs, director of institutional research, director of multicultural programs/ affirmative action.

The academic units are organized into five colleges: Arts & Behavioral Sciences, Education, Business & Management, Nursing & Allied Health Sciences, and Science, Engineering & Technology. A well-prepared and dedicated faculty represent a broad range of educational preparations. Of the 176 full-time faculty, 82 percent hold terminal degrees. The faculty demonstrate a commitment to teaching and service and many have developed extensive credentials in scholarly activities. Forty-seven (47) of the faculty are females and 26 represent minority groups. In addition, 211 individuals are employed as part time adjunct faculty. Extensive support is provided to adjunct faculty through mentoring by deans, department chairs, and senior faculty. In addition, an evening services office provides clerical assistance for adjunct faculty teaching evening courses.

The faculty expressed a strong relationship with the region. In addition to extensive interaction with business, industry, schools, and agencies throughout the region, there is a commitment to serve as a host for groups to come to campus. This commitment is also evident in the plans for the new West Complex which will include facilities for cultural events as well as space for conferences.

The faculty expressed concern regarding how they can address the unique needs of nontraditional aged, commuting students; how to infuse technology into the curriculum; how to address the pressures of increasing enrollment; and how to develop the assessment plan. In spite of many demands, the faculty is committed to effective teaching, to monitoring their own performance, as well as that of adjunct faculty, and to mentoring new and other faculty in need of assistance. 

As defined in the Faculty Contract, department chairs are elected and have little power or authority. Chairpersons thus see themselves primarily as faculty carrying out the clerical tasks of course scheduling, holding monthly department meetings, etc. While this role may have served the university well in the past, it may present challenges in the future as the university moves ahead with assessment, and with identifying and then working toward centers of excellence within the colleges. In the years ahead, the university will need leaders wherever they can be found. Empowering both chairs and faculty would serve these ends well.

Saginaw Valley State University’s governance system provides remarkable freedom for the institution to carry out its mission. It has its own governing board. The level of state oversight is relatively limited. The Board has standard operating practices as identified in the "University Bylaws of the Board of Control and the Policies of the Board of Control" as well as standard policies for the campus as identified in the "Saginaw Valley State University Operations Manual." Interviews with three Board members indicated strong support for the administration and confidence in the quality of the academic programs. The Board members expressed concern for the reduction in state funding and the need to continue to be innovative and responsive to dynamic and changing expectations.

College of Science, Engineering, and Technology

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The College of Science, Engineering, and Technology includes seven departments: biology, chemistry, computer science, electrical engineering, mathematical sciences, mechanical engineering, and physics. Enrollments in several of the major programs and upper division courses appear to be low and should be carefully reviewed for possible elimination.

The departments appear to have direct contact with the community external to the institution including business, industry, and K-12 schools. They have been active in obtaining grants. The grants as well as the institution’s success in gaining state funds for construction and equipment have provided excellent equipment and facilities including instrumentation, laboratories, and research space.

The College has a student focus with a concern for their well being. The new booklet, A Compilation of Engineering and Technology Graduate Resumes, is an example of the College’s concern for students. The faculty were enthusiastic and energetic.

The College understands its mission, is well equipped, and has the leadership and faculty to carry out the mission with distinction.

College of Business and Management

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The College of Business and Management includes four departments: accounting, economics, law & finance, and management and marketing. Undergraduate programs are offered in economics, general business, management, accounting, industrial management, finance, and marketing. An MEA program is offered at the graduate level. The college is currently conducting a search for a new dean following two unsuccessful search attempts. An offer has been made and the candidate will indicate intent within one week of this visit. The acting dean has addressed many issues including the AACSB candidacy self study. However, it is expected that a permanent dean will provide much needed direction and stability for the college. Of the 26 faculty in the College, 8 represent minority groups and 4 are female.

Enrollments in the degree programs appear to be adequate except in economics and industrial management which both have limited number of majors and graduates. It should be noted that economics has a significant service component thereby producing a high number of student credit hours.

The MBA is offered on campus primarily during the evening. In addition, the "Taiwan Program" is offered to a select group of Taiwanese business persons. Accelerated modules are offered in Taiwan by SVSU faulty. The students come to Saginaw for two four-week summer sessions. Support services for students and faculty are available through the Office of International Studies.

The College submitted its request for candidacy for AACSB accreditation in March, 1994. The self-study process indicated that many standards should be met. A notable exception is the standard related to scholarly activities which have increased in recent years but still remain below the expected level for professional program accreditation.

College of Arts and Behavioral Sciences

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The College of Arts and Behavioral Sciences, made up of twelve departments and an art gallery and a sculpture gallery, has a strong commitment to teaching and to the teacher-scholar model. The college’s 71 full time faculty serve approximately 1700 majors including students in the teacher-education program, students taking courses in the general education program, and students pursuing the Bachelor of Applied Studies degree. In addition, the Departments of Political Science and Criminal Justice offer a joint Master of Arts degree.

Like other programs across the university, the college has begun to consider assessment of programs, including general education. Because of the university assessment initiative, each major has now developed program goals and objectives, an undertaking that should serve programs well as they move forward with assessment.

To help faculty carry out their responsibilities, all have been provided with computers, and all chairs have modems. At the same time, some departments are working with equipment that needs to be replaced.

College of Education

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The College of Education includes three academicdepartments: teacher education, educational leadership services, and health and physical education. Overall the programs appear to be operating efficiently and with significant focus on the needs of students. Undergraduate early childhood education and/or certification programs are offered in elementary and secondary teaching, special education, early childhood education, bilingual education, health and physical education teaching, and fitness management. Masters programs are offered in educational leadership; elementary, middle, or secondary teaching; k-12 reading; early childhood education, and learning and behavioral disorders. The College received its most recent NCATE accreditation in 1992.

The Teacher Education program works closely with area school districts and professionals to provide multiple field experiences as part of the certification program. In addition to course work on campus, the Educational Leadership and Services program offers courses leading to the M.A.T. and M.Ed. in Macomb County on a continuing basis. The Health and Physical Education program utilizes the modern and well-equipped facilities of the Ryder Center to provide students with appropriate testing, evaluation, and clinical experiences. There appears to be a strong link between programs in the College of Education and other units on campus. Health and Physical Education has worked closely with the College of Nursing and Allied Health Sciences in developing the Occupational Therapy program. Cooperative efforts with the College of Arts and Behavioral Sciences has enhanced several programs including content preparation for teachers, improvement of the bilingual program, development of appropriate and necessary course work for teacher education programs, and cooperative supervision of the Saginaw Valley Project.

As the College strives to maintain its position in providing qualified graduates with appropriate preparation and leadership skills, the College will need to address the following challenges: (1) professional development opportunities to ensure that faculty are preparing students for the rapid changes that are and will be taking place in school districts, buildings, and classrooms; (2) ongoing monitoring of the changes in K-12 schools so faculty can model appropriate desired teaching strategies for the professionals in training; (3) on-going evaluation of the effectiveness of adjunct faculty and their contributions to the students and programs; (4) attention to the diversification of the faculty and the curriculum; (5) setting a plan for upgrading the skills and use of technology to meet the demands and the future directions of professionals in the field.

College of Nursing and Allied Health Sciences

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The College of Nursing and Allied Health Sciences includes the departments of nursing, medical technology, and occupational therapy.

The Department of Nursing is the largest of the health sciences programs and offers the Bachelor of Science of Nursing and the Master of Science in Nursing degrees. Both degrees are accredited by the National League of Nursing and the Michigan Board of Nursing. The undergraduate curriculum coordinates its professional nursing program with courses in the natural and behavioral sciences. The graduate program, largely composed of part-time students, focuses primarily on nursing administration and education.

The occupational therapy program was established in 1992 and the first class was admitted in the fall, 1993. The medical technology program is an interdisciplinary degree primarily coordinated by the department of biology.

The College appears to be strongly committed to professional development, particularly involving teaching and research activities with outside institutions. The College has developed an assessment program that includes review of student outcomes in the instructional and clinical performances areas, student self- evaluations, and surveys of student satisfaction. Alumni and employers are surveyed every two years. Student performance on the NLN examinations and state board exams provide feedback for modification of the curriculum.

General Education

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General Education at Saginaw Valley State University requires 39 semester hours, liberally distributed across nine content areas: Literature, The Arts, Numerical Understanding, Natural Sciences, Historical and Philosophical Ideas, Social Science Methodologies, Social Institutions, Communication, and International Perspectives. The nine areas of the program are meant to achieve nine accompanying objectives, tied to the disciplinary content of specific courses.

Though the current program has been in place since 1988 and is a noticeable improvement over its predecessor, faculty are still grappling with the following issues:

• what overarching principles and goals should define and direct the program;
• how can students complete the four-credit hour requirement in international perspectives with courses that are only offered in three-credit hour increments;
• how to assess a program that is dispersed among many objectives, courses and departments;
• how to facilitate coherence and articulation among courses within the program and between the program and the major;
• what oversight mechanism needs to be in place to monitor and support the program;
• how best to communicate to, and instill the value of, the program in both students and faculty;
• how to convince faculty that general education should complement the major rather than detract from it.

Faculty committees are to be commended for tackling these difficult and perennial questions. At the same time, however, the continued presence of these unresolved issues makes an assessment of the program, focused upon student learning outcomes, difficult, if not virtually impossible. The university needs to be able to articulate for itself and others the nature and purpose of general education at Saginaw Valley State. It is not yet able to do that in a wholly satisfactory way, though the self-study indicates that some faculty realize that general education must be more than the sum total of its parts.

In conversations with faculty, NCA team members explored the possibility of focusing upon specific competencies and skill clusters faculty wish to develop in students, and concomitant pedagogies that would ensure the development of those competencies and skills. Such a discussion, predicated on the notion that, in general education, skills (critical thinking, writing, verbal) and competencies might at least share or even take primacy over specific content/knowledge, may ease the development of appropriate assessment measures for the program. Too, this approach acknowledges that how one teaches and delivers general education is just as important as what (program content) one teaches and delivers; and that competencies and skills,better than articular disciplinary content/knowledge, articulate across disciplines, between general education and the major, between the university and the world of work and life.

A focus on skills and competencies would facilitate cross disciplinary conversation and, perhaps, cross disciplinary assessment and, ultimately, interdisciplinary general education courses.

Meantime, ongoing faculty reflections and conversations about general education are healthy and desirable.  The university must not let such conversations, however, prevent it from bringing timely and satisfactory closure to the issues identified above.

Graduate Education

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Saginaw Valley State University offers five graduate programs including the Master of Arts in Teaching, Master of Arts (Criminal Justice/Political Science), Master of Science in Nursing (Nursing Client Care Management), Master of Science in Nursing (Nursing Education), and Master of Business Administration.

Graduate students are primarily part-time students with full-time jobs in the Tri-City area. During 1993-94, 718 part-time and 31 full-time students were enrolled in graduate work at SVSU. Graduate education is primarily administered by the Dean in the academic discipline and the Graduate Committee of the University. The Graduate Committee consists of two deans and six faculty members whose primary responsibility is oversight of the graduate programs and selection of graduate faculty.

Graduate faculty generally carry a reduced load of nine credits and are expected to maintain a high level of scholarship. Graduate programs are reviewed on a regular basis by the Graduate Committee and results channeled to the appropriate academic departments sponsoring the programs.

Enrollment in several of the graduate programs is very low. With only one or two graduates over a three year period, the viability of the educational experience may be questionable. It is suggested that the university carefully examine whether low enrollment programs should be continued.

Library

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The Melvin J. Zahnow Library is an attractive, accessible facility that employs a capable and friendly staff. Efforts have been made to provide support for undergraduate and graduate programs through appropriate use of technology and participation in consortia to link and share resources. The budget has been strengthened and stabilized as a result of shifting the portion of the budget that had been funded by the University Foundation to state funding sources. The staff has been creative in working with faculty redirect serial expenditures and has extended its hours in response to expressed student and faculty needs. However, students continue to express concern that the library is closed during breaks when they have more time to use the facilities and that hours are not extended during final examination periods.

As the university continues to plan for its future, it will need to also plan to augment the library’s budget, bringing it closer to national norms of 3-5% of the university’s budget; and it will need to plan for expansion for additional print material, technology, study space, and the resources to support faculty scholarly activities.

Honors Program

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The Honors Program has carefully defined and published polices and procedures for the operation of the program, the structure and duties of the faculty committee, and the guidelines for students who wish to participate in the program. Each term two or three honors courses are offered with a maximum of 20 students in each section. These courses meet General Education requirements and are designed to cover more sophisticated material, in greater depth, and with greater individual attention. Each honors course includes a major writing assignment. A student must elect at least four three-credit honors courses to graduate from the honors program.

A significant component of the program is the senior thesis. From the approval of a topic through the presentation at a public forum, the senior thesis is spread over the final four semesters. The student receives three credit hours during the semester in which the thesis is written and a $300 stipend is given to the student after successful completion of the thesis and the presentation.

The Honors Committee sponsors the spring Honors Convocation which recognizes graduating seniors who have completed the program and those who will graduate with honors. This is a formal academic assembly with faculty attending in academic regalia and with a noted speaker.

The Honors Program appears to be operating successfully. It has undergone some revisions in the past few years and strives to provide a rewarding and enriching educational option for academically talented SVSU students. As with any program that does not have a long history of success, reputation, or tradition, much of the achievement rests on the goodwill of the active faculty who work on the committee, who teach the courses, and who guide the senior students through their thesis work. The committee will need to continue to explore additional strategies for addressing these issues and for seeking to continue to elevate the reputation of the program.  Currently the program is attracting adequate numbers of students and faculty. Students who participate receive some perquisites including a "blue card" that gives registration priority and a stipend after completion of the thesis. The committee will need to continue to monitor such perquisites to maintain optimal student quality and participation.

Sponsored Programs

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The primary role of the Office of Sponsored Programs is to provide technical assistance and support to faculty and staff who are engaged in writing grants and contracts for funding from the state, federal, and private sector. Many of the activities in the office are coordinated with development efforts, supported by the University Foundation, and administered by the Office of Development.

The office has provided an exceptional level of support to the faculty toward the preparation and writing of grant proposals. In addition to publishing a monthly newsletter which identifies potential funding opportunities, the office also offers workshops and seminars to assist faculty and staff with proposal development efforts. While state and federal agencies have served as primary sources for funding, private sources such Dow Chemical Corporation or General Motors have also provided support for the University.

International Programs

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The Office of International Programs, which reports directly to the president, provides "in-take" services, advising, and programming to international students pursuing degrees and other courses of study at Saginaw Valley State University, and "out- placement" services to Saginaw students and faculty participating in study abroad programs at sister institutions in Japan, Mexico, France, Turkey, Poland, and the People’s Republic of China. It also provides assistance to students participating through consortial arrangements in programs in Austria, Italy, Japan, and Mexico.

The program is constantly seeking ways to increase the number of students participating in the program, and works with the Office of Financial Aid to provide assistance to participating students. At the same time, however, the office acknowledges the need to become even more creative and proactive to increase the diversity (age, gender, ethnic and economic background) as well as the number of students studying abroad.

The Office of International Programs has recently proposed that the university develop a major in International Studies. Such a major would serve students and the university well, and would provide an indepth correlative to the international perspectives component of the university’s general education program. At the same time, the major must complement and co-exist with existing majors and fit within the context of the university’s state mission.

Bilingual/Bicultural Program

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The university’s Bilingual/Bicultural Program helps the university carry out its educational and outreach mission by training teachers to serve Spanish speaking migrants and Limited English Proficient (LEP) children in the Saginaw valley. Students in the program complete a bilingual endorsement in Spanish curriculum along with other courses required for the baccalaureate teaching degree.

Although the program is federally funded through Title VII, Bilingual Education Act, it has also become rapidly institutionalized within the university. The university pays 100% of the salaries for program and instructional staff, and provides adequate and attractive space for program functions.

The operation of the program provides academic advising and personal counseling for its students, pays for tuition and books, and provides a modest monthly stipend. The program is served by a community advisory board which assists with program recruitment, development, and placement of students. The program’s success has thus led to the participation, graduation, and placement of a significant number of students and teachers.

Affirmative Action/Multicultural Programs

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University related activities pertaining to multiculturalism and affirmative action are administered by the Director of Multicultural Programs/Affirmative Action. This position reports directly to the President and functions primarily to promote multicultural programs, assist in recruitment of underrepresented faculty and staff, and provide guidance for EEOC compliance pertaining to faculty and staff search processes.

Much of the recruitment for minority students, particularly African American students, occurs from the surrounding Tri-City area. The summer Challenge Program has proven to be a valuable tool toward the recruitment of minority students. The University also sponsors a scholarship matching program aimed at recruiting minority students through efforts of providing matching scholarship funding with the private sector. Presently, 10% of the student population represents minority groups. While greater efforts toward the recruitment of minority students needs to be encouraged, additional attention should be given to retention of this population.

The recruitment of minority faculty has been less successful, and the proportion of minority faculty to the general faculty is excessively small.  Of the 176 full-time faculty members, 4 are reported as African Americans, 18 as Asian, and 4 as Hispanic for a total of 26 minority faculty. Traditional approaches toward the recruitment of minority faculty do not appear to have been successful. The University must develop innovative strategies to recruit and retain faculty from underrepresented groups.

The office is also involved in developing programs pertaining to multiculturalism, such as inviting minority speakers and guest lecturers to campus. Programs to observe cultural holidays and events have been offered. A Multicultural Advisory Committee, composed of local minority community leaders, assists in cultivating communication between the University and community. While these efforts are commendable, the University must carefully review its strategies to integrate multiculturalism into the campus environment and should seek additional opportunities to enhance its efforts to institutionalize values of diversity and multiculturalism.

Student Affairs

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Of the 6,975 students enrolled at SVSU during fall, 1993, 90% commute to campus.  In addition, the average age of the students is 28 years, 47% attend part-time, 81% are undergraduate students, 10% represent minority groups, and 60% are female.

Interviews with students indicated that they are pleased with the quality of the faculty and the academic programs. The students were energetic, articulate, and highly supportive of the university. However, it was noted that they feel somewhat isolated and uninformed about issues confronting the campus. This may be due to the number of commuting, part-time students at SVSU. Consequently, the University should strive to develop methods to encourage student involvement in campus activities including committee representation.  It is also important for the campus to establish a systematic plan for addressing the needs of commuter students particularly those who attend evening classes.  While the Office of Evening Services is designed to assist these students, there is still a need for them to have direct access to other university offices rather than having to go through a third party. It is advisable for the university to provide student leadership development to encourage active participation in university wide committees.  Students also expressed concern that they do not have a picture ID card. Consequently, they must carry two forms of identification.  It is suggested that the university explore a picture ID system that would provide easy access to campus facilities and services.

The Student Affairs division recently has undergone several changes in its organizational structure. On several occasions, offices have been established with one person, a small budget, and minimal or no support staff. It appears that some confusion exists among offices regarding their respective responsibilities. As the division adjusts to the re-organization, it will be important for the administration and staff to examine how the units relate to one another and to the university. In addition, it will be important for the university to monitor the functions of the individual offices to ensure that fragmentation and duplication of services does not occur. It is also imperative that the Student Affairs Division monitor all federal and state mandates, particularly those related to the Student Right to Know Act, the National and Community Service Trust Act of 1993, and Title IX. In some instances, it did not appear that a clear understanding of these mandates was held by the staff.

With the rapid growth in enrollment, the Registrar’s Office is striving to develop procedures to handle the concomitant increased demands on the office. A telephone registration system is being installed which should reduce some of the traffic in the office. However, it was noted that students tend to leave school or drop courses without processing their official withdrawal forms. It was also noted that the office has difficulty tracking students to determine why they have left the institution. It is suggested that the Registrar’s Office develop, communicate, and coordinate an exit process for students. It is also suggested that a degree audit process be developed to provide information to students and advisors in a timely manner.

The Academic and Career Development Services had reported to the Academic Affairs Division until recently. The office is responsible for advising students and providing career information. However, it appeared that some uncertainty exists regarding the mission and purpose of the office. While students should be referred to a faculty advisor upon declaration of a major, it is common for students to remain with the personnel in Academic and Career Development Services for much of their academic career. Although it is understandable that students prefer to continue relationships with familiar advisors, it is important for them to have an opportunity to interact in an advising framework with faculty. Furthermore, the workload in the office appears to be very heavy, resulting in some functions related to career development and tracking left undone. It is important for the office to develop and use institutional data related to graduation rates, length of time and credits to degree, and success rates.

The Minority Services Office is a one person office with no support staff. Consequently, it appears that some degree of isolation exists between this office and the mainstream of the campus.

The campus appears to have attempted to address many issues related to students needs through the recent re-organization. As noted above, it will be important for the division to carefully monitor the results of the re-organization and to ensure that fragmentation and duplication do not, occur. Part of the re- organization included a new position of Associate Dean who is responsible for developing strategies for coping with issues associated with a commuter campus, bringing in new ideas and opportunities through an open hiring process, and identifying staff development components. The campus is commended for recognizing that unique needs exist among its student population and for attempting to address them.

Financial Resources

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Saginaw Valley State University has the financial resources to meet its mission.  As with most institutions of higher education in the United States, there likely will be financial challenges in the future.  There is no large or imminent concern for the financial security of the institution at the present time.  The institution contracts for annual external audits of its financial resources using common accounting standards for higher education.  The institution has considerable control over its finances having relatively modest state oversight, freedom to use its general operating funds as it deems best, control over its tuition rates and the ability to retain and use student fee revenue as it determines. Tuition rates are competitively set for Michigan and there is opportunity to continue raising them by the amounts necessary to cover inflation and the obligations of the faculty and staff contracts.

The institution has an independent Foundation that raises about $1,600,000 per year with $200,000 going annually into campus accounts primarily for student aid.

Though there have not been increases in the state appropriations for the last two years, there is optimism that some funding will be forthcoming this year for general operations. There appears to be no danger of a collapse in state resources and therefore no reason to believe that the institution’s current funding is in danger or that more state funding will not be forthcoming in the near future.

The only modest concern that may be raised is that the fund balance for the general fund is on the low side at slightly over 1% of the annual operating budget.

Physical Plant

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As a relatively young campus, the University enjoys a modern physical plant and expansive grounds that would be the envy of many landlocked, older campuses. Planning efforts for additional buildings have reflected current and future needs.  The walk-through connectors to all buildings are attractive and accommodate the climate of the region.  While the campus has been in an expansion mode during the past decade, it has recently developed a deferred maintenance plan that projects short term and long term maintenance needs.  It was noted that one of the imminent needs will be repair and maintenance of the residence halls, a concern also expressed by the students. It was also noted that until recently, there was a waiting list for the residence halls. Over the past three years they have opened under capacity. It is suggested that the university examine the reasons for the change in demand and seek ways to reverse the trend.

Planning

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The planning initiated by the President on his arrival at the campus focused first on beginning campus discussion of some of the more pressing issues facing the campus. A Planning Task Force of 25 faculty, students, staff, administrators, alumni and the Board of Fellows developed a report of plans and goals intended to help guide the University over the next several years. The focus of the discussions appeared in a document Promises to Keep: Towards a University of Vitality, Distinction and Purpose.  The President described the plan as an "extended conversation between the institution and its new president". The campus is now in an annual planning cycle that was initiated by the Board in the spring of 1993 when it approved a new mission statement for the university and identified 9 goals for the campus with accompanying objectives. The mission statement is concise and is an excellent statement of focus for the campus. The statement has been framed and placed on the wall in numerous locations throughout the campus.

In a Summer retreat, the president’s chief administrative and academic officers worked from these 9 goals and related objectives to identify the goals and objectives for each of the units. This process is in its first year but follows a model process. In the future the Board should consider identifying measures of accomplishment of the objectives or standards it wishes to see maintained. There is considerable difference in style and specificity in the goals and objectives of the administrative units. While these differences reflect the differences in the functions and the personalities of the administrators, the Board and President should seek to make the objectives more measurable.

Another planning effort which is important to the future of the institution is the enrollment management activity.  A group of administrators has been working for nearly two years learning about this process and gathering data. The first report is nearly completed and will be used to guide new student enrollment targets and give enrollment projections for the 1994-95 academic year. Implementation of this planning effort will allow the institution to make appropriate program shifts and improvements over time to meet changing demands of the student population. It will also allow the institution to have some control over the characteristics of the students who enroll in the institution.

Admissions

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The university has experienced a steady enrollment growth during the past ten years with an enrollment of 6,975 students in the fall, 1993. An energetic, student oriented admissions staff has capitalized on the unique features of the university to attract students. Frequent interaction with faculty, described as the "best promoters," and expansion of excellent physical facilities were identified as key contributors to the success of recruitment efforts. While the admissions office is administratively located in the Public Affairs division, it is clearly integrated into the fabric of the entire institution.

Institutional Research

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The Institutional Research Office directly reports to the President and is heavily involved in executive level planning including the development of the new physical facilities master plan. The office works with and integrates all types of institutional data including financial, physical space, personnel and student information. A major internal project of the institutional research unit is the development and publication of a data element dictionary that will bring greater consistency to reported data and also a greater understanding across the campus to the meaning and appropriate interpretation of data.

It was noted that institutional data is presented in an ad hoc method with marginal utilization by the campus offices and decision makers other than the President and the executive staff.

While a great deal of data is available, the offices often indicated that they were not aware that it existed or were unable to locate a specific report. Such variation in utilization of the data raises questions regarding the efficiency and efficacy of the reporting and decision making process. It is suggested that the institution, especially the institutional research office and the computer center, work toward developing strategies for integration of data into the mainstream of the institution.

Computer and Technology Support

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Since the last comprehensive visit Computer Services has advanced its ability to provide the services needed by the campus in program and information delivery. The orientation of Computer Services is to be a supportive service center for campus computing and technology activities. In this role the unit is responsive to the clients it serves and is seen as having a positive impact upon the campus operations.

Numerous microcomputer labs are located across the campus for general student use and for instructional classrooms. Computer Services provides hardware, software, and student assistants/staffing for the labs. A faculty and staff committee is utilized to help set budget priorities.

Students expressed concerns regarding the lack of support for computer hardware and software, especially related to plans for upgrading and replacing outdated equipment. They also noted that they are interested in longer hours of operation even if it means an increased fee. As Computer Services prepares for the increasingly sophisticated needs of its clients, it will need to focus on the following areas: (1) multimedia equipment and software; (2) balanced hardware availability to meet specific disciplinary needs; (3) fiber optics and networking capabilities; (4) upgrading of campus hardware and software to meet changing instructional and administrative needs.

Assessment

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Although assessment of student academic learning has been initiated in several disciplines, the concept of assessment has not been embraced by the campus community. A number of faculty expressed concern that the assessment program would be used to target specific faculty members. Some faculty were unaware of assessment procedures that can be employed to determine student outcomes of learning or how the information could lead to institutional and programmatic improvement.

Specific items that must be addressed prior to submission of the required report in 1995 are:

Timeline --The timeline must be realistic and appropriate. The timeline submitted with the self-study did not extend beyond January, 1994.

Majors, General Education, and Graduate Programs --General education and graduate programs have not been addressed and only a limited number of undergraduate programs have submitted a plan. Many programs have not articulated what students are expected to learn.

Appropriate administration -- An assessment committee with representation from across campus has been identified to develop and monitor the plan. One dean is a member of the committee. There is no process in place for coordination or administration of the program. Furthermore, some faculty indicated that they "were waiting" for this initiative to be identified as a priority by central administration.

Will lead to institutional improvement -- Several anecdotal examples were given to demonstrate how the data has been or will be used. However, no clear evidence was provided that clarified how the assessment information would become a routine segment of institutional improvement and change.

The above issues must be addressed in the report. The university should also consider the ten characteristics of an assessment program (available through NCA) as the plan is developed. 

Athletics

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The athletic program was not described in the self-study. However, interviews with the athletic director and athletic promotions director indicated that the programs are focused on the needs of the student athlete. Retention rates are higher than the total student body. Both directors indicated good relationships with faculty, staff, and administrators. It is noteworthy that this opinion was shared by others outside the athletic program.

Examination of participation rates and scholarships awarded suggested a preference for men’s programs. It is suggested that the institution carefully review Title IX, gender equity, and minority student participation to ensure that the athletic program is in compliance with these initiatives. Scholarship support for minority and female athletes should also be examined.

Criterion Three: The Institution is Accomplishing Its Purposes

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As noted in the previous discussion, Saginaw Valley State University has developed quality academic programs and support services that are staffed by high quality, committed individuals. The physical plant is well maintained and a plan for addressing anticipated deferred maintenance needs has been developed. While fiscal resources are becoming increasingly restrained, the institution has initiated steps to ensure financial stability.

While data regarding some of the outcomes of student academic achievement was available, it is noteworthy that progress in establishing assessment as an integral component of the campus culture is limited. Furthermore, information from surveys of alumni, employers, and students appears to remain at the department/unit level with little integration in the university wide decision making process. The ability to make informed decisions will be increasingly embedded in the quality of data available from a variety of sources. The institution should continue its efforts to integrate data into planning and decision making.

The university has a well qualified and committed faculty and staff. The number of women and minority on the faculty appears low. Procedures should be established to increase the number of women and minority candidates among the applicant pool for open positions. It is noteworthy that female and minority representation among administrative positions is good. Three of the five college deans are female.

Criterion Four: The Institution Will Continue To Accomplish Its Mission

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Saginaw Valley State University celebrated its thirtieth anniversary in 1993. During its relatively short history, the university has been able to adjust to rapid changes in governance, enrollment, and physical plant. The university has a planning process in place that should assist the faculty, staff, and administration in moving the institution into the twenty-first century. As the institution continues to mature it will become increasingly important for the faculty, staff and administration to continue to consider both internal and external constituencies in the context of change.  The university faced serious problems in faculty and administration relations during the previous comprehensive visit.  While recent negotiations indicate a positive approach between the administration and the faculty, continued attention to building liaisons will be in the best interests of the institution and the students. Through such efforts, the institution will continue to meet its responsibility to its students and the residents of Michigan.

III. CONCERNS, ADVICE, AND STRENGTHS

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Concerns

1.   The University has not clearly articulated what general education is at SVSU: what are its overarching principles and goals, how will it assess student learning outcomes, and who is responsible for monitoring, supporting, and promoting the program.

2.   The University does not appear to have fully demonstrated its commitment to the principles of affirmative action. Increased effort must be made to identify innovative strategies toward the recruitment and retention of qualified faculty and students from underrepresented areas of society.

3.   While assessment has been initiated in several programs, the effort is not comprehensive throughout the university. The assessment plan has no timeline beyond January, 1994, does not demonstrate that institutional improvement will occur when it is implemented, does not provide for appropriate administration, and has not been accepted by many faculty and administrators as a means to identify opportunities for change.

4.   The university must enhance its efforts to embrace and institutionalize values of multiculturalism and diversity across the university. Such concepts must be woven into the culture of the institution through its curriculum and generalized activities.

5.   In light of the steady and continuous growth in enrollment, class size and offerings need to be carefully monitored to ensure that appropriate courses are offered to meet student needs and to reduce offerings in areas of low demand.

6.   While adjunct professors provide appropriate staffing for many courses, overdependence on part time faculty in some program areas (e.g. general education and lower division courses) can negatively impact student access to consistent quality instruction, to faculty-student interaction, and to the competitive advantage this university has over other institutions.

7.   While data is available, there is little evidence that the information is widely used in decision making, in describing institutional practices or for planning purposes at all levels of the university.

Advice

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1.   As the institution grows and changes, caution should be exercised to insure that program development is consistent with the role and mission of the university. Furthermore, courses which have not been offered and programs with low enrollments should be considered for deletion.

2.   The planning efforts, though well underway, need additional focus on measurable objectives and on involving more completely the institutional community. In addition, greater involvement of students, staff, and faculty in the development and understanding of the goals and objectives will be important in their implementation across the campus. The development and dissemination of the mission statement offers a good standard.

3.   The enrollment management planning process needs to continue and should be updated annually. The data and strategies developed from this plan are essential for providing appropriate programs for current students and in preparing for future enrollment trends.

4.   As the university continues to plan for the future, it must continue to recognize the centrality of the university library to its ability to carry out its mission. It must continue to provide adequate funding, technology, and space for the library.

5.   As a commuter campus, the institution must develop ways of encouraging students to become more involved in campus life by recognizing the importance of their participation in campus activities, committees, and decision making.

6.   Academic Affairs and Student Affairs should work together to exchange ideas and information regarding ways in which they enhance student development outside the classroom and in co- curricular activities especially as they pertain to the National and Community Service Trust Act of 1993 and Student Right to Know Act.

Strengths

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1.   Many faculty and staff have been engaged in purposeful conversations about key issues facing the institution: assessment, general education, enrollment management, international studies, and other planning and programmatic issues.

2.   The physical plant is attractive, barrier free and carefully planned to provide for the instructional program and to serve the regional mission of the institution. Since 1986 five major buildings have constructed or expanded, renovation of the Doan Center is in progress and construction of the 217,000 square foot West Complex will begin in 1994.

3.   The positive image and stature of the institution continues to grow in the region and the institution consistently seeks to provide new programs and services for the communities and constituencies it serves.

4.   There is an exceptionally strong commitment to good teaching and overall welfare of the students. Faculty are strongly motivated to improve teaching methodologies and provide learning opportunities for students.

5.   Public higher education in Michigan has retained a great deal of independence of action at the governing board level. SVSU has the freedom of action to allow it to better control its future and the capacity to make that future very positive for itself and its community.

6.   The future of regional institutions will belong to those that become interactive and interdependent with the region and the communities they serve. At both the academic unit level and at the central administrative level there is a strong commitment to connect with and serve students as well as business, education and civic community in the service region of the institution. This commitment forms a strong foundation for continuing to build these interconnections and the interdependence between the institution and its community.

7.   Labor Relations is handled in a professional manner across campus. The last two bargaining sessions have been handled professionally with no major problems and both sides have felt it was a win-win situation.

Rationale:

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Saginaw Valley State University is a strong institution "committed to meeting the needs of its unique student population." In its 30 year history, the campus has consistently increased its student enrollment, expanded its physical plant, and enhanced its academic programs. However, there are three issues that warrant immediate and serious attention: assessment, diversity, and general education. These concerns are discussed throughout the report. In summary, the assessment plan lacks an institution-wide commitment, timeline, administration, and link to institutional improvement. It is imperative that the university carefully review the assessment materials available through the North Central Association as the assessment plan is developed.

The General Education program lacks focus. As a relatively loose confederation of courses, the program needs direction and must be integrated into the assessment plan. The faculty and administration must consider the overarching principles and goals of general education and subsequently integrate them into the culture of the academic program.

The campus lacks diversity in its faculty characteristics and curriculum.  Efforts must be made to increase the diversity of the faculty, staff, and students. In addition, the university must review the integration of multiculturalism in the curriculum as well as the institutionalization of values related to diversity.

Each of the above issues must receive careful attention during the next year and reports regarding the ability of the university to address the above issues will be required as identified in the Statement of Affiliation Status.

WORKSHEET FOR STATEMENT OF AFFILIATION STATUS

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INSTITUTION:   TYPE OF REVIEW: DATE OF THIS REVIEW: DATE OF SAS: COMMISSION ACTION:		SAGINAW VALLEY STATE UNIVERSITY 7400 Bay Road University Center, MI 48710 Comprehensive March 14-16,1994
ACCEPTABLE PLAN FOR ASSESSMENT OF STUDENT ACADEMIC ACHIEVEMENT:         YES          NO X (If "NO", the team must recommend appropriate follow-up under PROGRESS REPORTS REQUIRED or FOCUSED VISITS. Candidate institutions are exempted.)
STATUS: Institution Team		Accredited: 1970-. Recommended Wording: RETAIN ORIGINAL WORDING Recommended Wording: RETAIN ORIGINAL WORDING
HIGHEST DEGREE AWARDED: Institution Team		Master’s. Recommended Wording: RETAIN ORIGINAL WORDING Recommended Wording: RETAIN ORIGINAL WORDING
MOST RECENT COMMISSION ACTION:		August 24,1990. TO BE CHANGED BY THE COMMISSION OFFICE
STIPULATIONS: Institution Team		None. Recommended Wording: NONE. Recommended Wording: NONE.
SITE APPROVAL EXEMPTION: Institution Team		Courses and programs at Wurtsmith Air Force Base, Oscoda, Michigan, and courses within the state. Recommended Wording: RETAIN ORIGINAL WORDING Recommended Wording: RETAIN ORIGINAL WORDING
PROGRESS REPORTS REQUIRED: Team		None. Recommended Wording: A report is due on June 30,1995,regarding the assessment plan for student academic learning.
CONTINGENCY REPORTS REQUIRED: Team		None. Recommended Wording: NONE.
MONITORING REPORTS REQUIRED: Team		None. Recommended Wording: A report is due on June 30,1995, regarding the University’s statement of goals and initiatives for Affirmative Action. A report is due on June 30, 1995, regarding general education specifically related to its principles and goals, assessment, individual responsible.
FOCUSED EVALUATIONS: Team		None. Recommended Wording: NONE.
LAST COMPREHENSIVE EVALUATION:		1993-94. TO BE CHANGED BY THE COMMISSION OFFICE
NEXT COMPREHENSIVE EVALUATION: Team		1993-94. Recommended Wording: 2003-04.