Academic Programs Prioritization

Executive Summary In 2014, within the framework of shared governance, Delaware State University (DSU) began a Program Prioritization Initiative (PPI) that was critical to its growth and its ability to deliver on its cornerstone goal of student success. The PPI will transform the institution to achieve excellence and pre-eminence in five strategic areas of scholarship and research while delivering exemplary graduate and undergraduate degree programs. This transparent and inclusive evaluation process examined all academic and administrative programs and services, focusing on their efficiency, effectiveness, productivity and centrality to the University’s mission, within the framework of shared governance. The prioritization process is the continuing implementation of our strategic plan: “Personal Responsibility in Delivering Excellence 2020 {PRIDE 2020}. The goals are to: 

review academic programs regularly to identify those programs that are of low productivity or low priority or are unnecessarily redundant;



determine the strategic allocation of existing resources; and



improve quality and efficiency

Economic projections suggest that federal and state government support for higher education is not likely to increase significantly in the foreseeable future. Consequently, a significant portion of the resources needed for new programs and to strengthen and/or expand existing programs will have to come from a reallocation of existing resources. The exploration of new strategies to move DSU beyond a sustainable academic and financial model into one that is stronger and innovative is essential to the University’s future. With few new resources available for investment in strategic priorities, DSU must use existing resources in the most purposeful, efficient manner possible. In order to increase the efficient use of our limited resources, the Division of Academic Affairs has prioritized programs to place them on a continuum from elimination to retention to investment. This prioritization process has created a roadmap for investment and reallocation over time. Employing a validated framework developed by Dickeson (2010), the PPI Taskforce developed a survey instrument and an evaluation rubric to examine eighty-two degree programs. Triangulation, a powerful technique that validates data though cross verification from two or more sources, was also used to analyze these degree programs.

These programs were reviewed not only in terms of enrollments and degree productivity, but also in terms of the appropriate balance of available resources against (1) the obligation to respond to the external demand for the program; (2) program costs; and (3) quality of program inputs. Reasons for retaining and/or investing in a program included: centrality to the institutional mission, support provided for other necessary programs, quality of program outcomes, maintaining institutional program diversity, regional uniqueness and relevance of the program, and recent developments that may lead to increased enrollments in the future (opportunity analysis). Nineteen degree programs were identified as high priority programs and were recommended for growth and investment: Baccalaureate - Agriculture, Natural Resources, Food and Nutritional Sciences, Criminal Justice; Mass Communication; Psychology; Teaching English as a Second Language, Aviation, Sport Management, Health Promotion, Movement Science, Nursing, Applied Chemistry, Biology, Molecular and Cellular Neuroscience; and Graduate - Natural Resources, Master of Business Administration, Educational Leadership- Ed.D, and Neuroscience. Twenty-four degree programs were identified as low priority programs and were recommended for deactivation: Baccalaureate - Art Management; English Education; French; Spanish, World Language Education; Elementary Special Education – Grades 18; Secondary Special Education – Grades 7-12, Biology Education, Chemistry Education, Forensic Chemistry, Physics Education, and Graduate - Family and Consumer Science, Art Education, Historic Preservation, Adult Basic Education, Curriculum and Instruction, Special Education, Science Education, Educational Leadership - M. Ed., Master of Art in Teaching, Applied Chemistry, Mathematics Education, and Physics Teaching. All students currently in these programs will be accommodated (program switch; graduate out, etc.). As the University continues to engage in the program prioritization, current assets will be redeployed to invest in signature programs and to innovate through the development of new programs. The result will be improved student outcomes and a greater alignment with our mission and vision in a way that sustains the University’s future with quality programs.

Introduction The Program Prioritization Initiative (PPI) was undertaken by Delaware State University to ensure that its academic programs align with the University’s mission, the “Personal Responsibility in Delivering Excellence 2020 {PRIDE 2020} strategic plan, and to manage and allocate our financial resources in ways that will best meet the needs of our students and our community. The PPI also gives the University the ability to respond quickly and effectively to the learning needs of the community, allows for continued excellence of programs, and positions the University for growth. Working together, we have this plan of focus areas, goals, strategies, and initiatives to guide us for the next five years as we transform DSU and earn recognition among the top tier Historically Black Colleges and Universities (HBCUs) in the country. The six strategic goals of PRIDE 2020 are the high level, key areas of focus that are necessary to achieve Delaware State University’s vision of academic excellence, producing and placing outstanding graduates, and effectively serving the citizens of Delaware and beyond. Within each goal, we have identified key action strategies –how we achieve each goal – and key performance indicators—how we measure progress. Academic Affairs Program Prioritization is an initiative of Goal #1 (Intellectual Climate and Culture) to review academic programs regularly to identify those programs that are of low productivity or low priority or are unnecessarily redundant. These reviews complement institutional self-studies for accreditation and professional accreditation for various disciplines As a result of academic program reviews and program prioritization, administrators can decide, based on data—both qualitative and quantitative, to strengthen programs, to consolidate programs, to initiate alternative strategies such as distance learning to improve productivity, to identify programs that will benefit from collaboration and the consolidation of resources, or to discontinue programs that are not productive. The PPI Taskforce developed productivity criteria, principles and guidelines for identifying programs for comprehensive review. These criteria are discussed in the next section. Eighty-two programs were reviewed. In order to respond fully to the academic expectations for efficiency that are part of PRIDE 2020, President Harry Williams, with support of the Educational Policy Committee of the Board of Trustees, appointed a PPI Taskforce that was charged to think critically, strategically and analytically, using data, in recommending program decisions while ensuring campus-wide involvement within the framework of shared governance. President Williams further stated that the PPI was essential to focus financial resources in a purposeful and efficient way to ensure that the University achieves a strategic balance with limited resources and to ensure that the University has the ability to respond quickly and effectively to Delaware, national and global needs. These programs were reviewed not only in terms of enrollments and degree productivity, but also in terms of the appropriate balance of available resources against (1) the obligation to respond to the external demand for the program; (2) program costs; and (3) quality of program inputs. Reasons for retaining a program include: centrality to the

institutional mission, support provided for other necessary programs, quality of program outcomes, maintaining institutional program diversity, regional uniqueness and relevance of the program, how the program might seize opportunities heretofore not considered by DSU and/or recent developments that may lead to increased enrollments in the future (opportunity analysis). Finally, the Academic Affairs Program Prioritization Initiative is a proactive effort to shape the University’s academic programs for the rapidly evolving needs of Delaware State University during the coming years and decades. With few new resources available for investment in strategic priorities, the university must use existing resources in the most efficient manner possible. In order to increase the efficient use of our limited resources, the Division of Academic Affairs will prioritize programs to place them on a continuum from deactivation to investment. This prioritization process will create a roadmap for investment and reallocation over time. Difficult decisions are being made as a result of this process, but they were well-defined, transparent and inclusive and will be phased in through planning, discussions and careful consideration of our mission, vision, core values, students, faculty, staff, and financial and governance infrastructure.

Data and Methods Following a validated framework used by over 300 universities to prioritize academic programs (Dickeson, 2010), the Academic Program Prioritization Taskforce sought nominations from the faculty and staff to participate to ensure campus wide involvement. Each member was charged with serving as a “trustee” of the University, not an “advocate” for a particular program, with no predetermined objective beyond reviewing programs by focusing on their efficiency, effectiveness and centrality to the University mission. The PPI Taskforce members are given in Appendix A. The Academic Program Prioritization Taskforce began meeting in February 2014 to review academic literature, particularly the Dickeson’s book previously mentioned. In addition, the PPI Taskforce worked with the staff of Institutional Planning, Research and Analytics (IRPA) and the Office of Assessment to define the data and analytic needs that focused both of qualitative and quantitative information from external and internal sources, e.g., enrollment, degree completion, graduation, student credit hours, personnel and staffing, program expenditures and revenue budget data. At DSU, the prioritization process was: 

Inclusive of all campus stakeholders



Open and transparent



Facilitated and executed by faculty and staff with diverse expertise



Guided by evaluation criteria developed by two taskforces whose members were nominated by their peers





Informed by data analyzed by and narratives created by faculty and department chairs Inclusive of perspectives of faculty, staff, and administrators

The Process is summarized in Figure 1.

Figure 1

The Guiding principles are given in Figure 2.

Figure 2

The criteria selected to evaluate the 82 academic programs was vetted by the taskforce and assigned weights appropriate to the perceived importance of each criterion. See Table 1.

Table 1 Evaluative Criteria and Weights Number 1 2 3 4 5 6 7 8 9 10

Criteria History and Development of the Program Expectations of the Programs External demand for the program Internal demand for the program Quality of program inputs Quality of program outcomes Size, scope and productivity of the program Revenue and other resources generated Costs and other expenses associated with the program Impact, justification, and overall essentiality of the program

Weights 7 7 13 11 7 10 14 9 7 15

Following the development of the evaluative criteria, the PPI Taskforce used the prioritization framework to develop a rating rubric (see Appendix B) to be used to evaluate the qualitative and quantitative data for the degree programs. The final version of the rating rubric allows for analysis of quantitative and qualitative data. Each criterion was evaluated using a rating scale of (0) not met; (1) partially met; (2) met; and (3) strongly met. Each criterion was also assigned a weight based on the relative importance of the criterion in the collective opinion of the taskforce members (see Table 2). Because of these variables had different means and standard deviations, along with being measures in quantities (i.e., number of publications, revenue generated, research grants/contracts and other productivity measures), the scores were converted to standard scores and normalized. For example, the score of 1.93 for the B.S. in Agriculture denoted that this program was 1.93 standard deviation units above the mean of all the scores for all of the programs evaluated. In addition, since the programs were scored by different reviewers, it should be noted that there is a degree of variance in interpretation of the rubric. Individual criterion scores were also reviewed and analyzed, in addition to the total scores, because they addressed very different issues related to quality, resources, scope, etc. A high score or a low score may not mean good or bad performance for a given category. Rather, the score is a measure of the way the program meets the specific criteria in the framework on the rubric that was developed. Specific information and protocol for completing the academic program analysis were given to the department chairs and deans. The IRPA office distributed the Academic PPI Questionnaire to department chairs using Survey Monkey (see Appendix C). The survey collection was designed for a 360-degree team response to allow chairs to collaborate with program directors and others in the survey submission. Additionally, the message

accompanying the survey described the process, and included a link to an online portal containing department trend data for use in completing the survey. To assist with planning a team response, the survey email invitation included a link to a PDF version of the survey. IRPA deployed the survey using 82 separate web collectors within the same survey so that response data would be consolidated into a single dataset. The degree program evaluations had a majority of the variables and/or categories based on the quantitative data that were accessed from DSU databases and provided by IRPA. In addition, qualitative data were collected for the remainder of the variables/categories through the aforementioned survey. Both the quantitative and qualitative data were graded with a rubric. The ratings and data are not being used exclusively to guide program prioritization. The ratings provide a mechanism to get an overview of groups of programs in specific categories as a starting point for a more in-depth evaluation. Budget, structure, effect on other programs and units, and many other considerations must be taken into account to make decisions for the benefit of DSU. Below is the timeline showing survey development, modification, launch, and the data collection window.

Table 2 Academic PPI Questionnaire Timeline

April 3, 2014

April 22, 2014

May 2, 2014 May 8-9, 2014 March 24, 2015 May 19, 2014 May 5, 2015 March 2015 September, 2015

Survey Design and Testing Portal created for chairs to access department trend data for PPI survey Online Survey Launch I via Email Collector Method for Single Response (First) Link to PPI Chair data included with launch. Online Survey Launch via Web Collector for Multiple Respondents (Second) Online Survey Launch via Email Collector Method for 360 Degree Team Response (Third) Portal Created for Academic PPI Task Force to Access Completed Questionnaires Chairs initiate surveys Completed PPI questionnaires uploaded to secure online portal for Task Force members to access and evaluate Survey collection completed

The department chairs and faculty used the framework developed by the PPI Taskforce to respond to the questionnaire and to conduct self-reviews of each degree programs. Figure 3 below shows the questionnaire completion history.

Figure 3 Academic PPI Questionnaire Completion History Following the collection of these data, triangulation, a powerful technique that facilitates validation of both qualitative and quantitative data through cross verification from two or more sources or methods, was used to analyze these data. By combining multiple observers and/or raters, methods, and empirical materials, intrinsic biases and the problems that come from single method, single-observer and a single-data source are overcome. In addition to reviewing and analyzing these data generated from the survey instrument and rating rubric, the deans also used data from Implementation of recommendations will begin during FY 2017 and may extend over a number of years. Finally, the process and information was uploaded to the University Blackboard Community. The faculty meetings, Blackboard community, and public forums were used as the primary measure of communication and transparency during the process.

Program Recommendations This section contains program recommendations submitted by the PPI Taskforce, the deans, and the provost. Each higher level of decision making obtained the benefits of the cumulative wisdom of each preceding level, but added its broader perspective to judgments made in the best interest of the entire University. At all levels, judgments about program prioritization were informed and supported by the data. {NOTE: The top score in the second column is the standardized normal score, while the score in parenthesis is the raw score. The raw score is provided in this draft for comparative purposes, and to show the differences when the raw scores are normalized. Only the normal score will be provided in the final report.} Table 3 Degree Program Recommendations College of Agriculture and Related Sciences Program CARS AG BS

Taskforce Recommendation 1.93 Retain/Enrich

College Recommendation Enrich

(2.5)

CARS AG MS

0.12 (1.9)

Modify

Modify/Maintain

Dean’s Comments Continue to build on program’s strengths by enhancing the undergrad research segment. Emphasize links with industry and private and public partnership. Market program strengths and state local and national needs for trained individuals in this subject area

This program suffered a drop in enrollment due to loss of key faculty. This has been remedied so we expect significant growth in students wanting to specialize in this major program.

Provost Recommendations Retain, high scores on external demand and quality of program outcomes Grow undergraduate program using federal funds New already approved faculty hire will enable growth in student numbers Great potential for partnerships with federal agencies and laboratories. Grow graduate program using Evans-Allen (federal) funds Provide incentive (noncash) for new faculty to mentor graduate student. Improve graduate students involvement in national and international research, and presentation of the research findings.

Family & Consumer Science – BS

Family & Consumer Science – Ed MS

Food & Nutritional Science - BS

-1.48

Deactivate

Modify/Merge

(.75)

-0.14

Modify/ Retain

Modify/Merge

(1.28)

-2.18

Modify/ Retain

Enhance

(1.8)

This program has valid tenets but failed to attract a significant mass of students. This program should be severely modified to address more of a need as determined by a college committee. Failing to determine the immediate relevance the program should be eliminated Program as designed to offer current teachers the opportunity for advance graduate education The slow start is the result of reduced support from the State to teacher education. Modification may include more online course offerings. The lack of a clear route to an internship for students wanting to become registered dietitian. This single factor has caused a drastic reduction in students completing this program.

Modify/Merge Program enrollment needs to be reevaluated in 3 years.

Deactivate There are only 3 students in this program; narrative failed to provide data to document the demand

Retain Increase research and scholarship Grow undergraduate program using federal funds Maintain ACEND accreditation

Food Science & Biotechnology - MS

Modify/Strengthen -0.19 (2.0)

Collaboration and partnership that are being forged with industry leaders such Campbell’s and Hertz will provide jobs and internship opportunities for our students. This will also serve as a recruiting tool for the program. Food safety and security is a priority area for USDA and should allow us to secure additional funding for research and teaching. New lab space is under construction

Improve recruitment by providing access through connected degree with area’s community colleges. Change the program to a Coordinated Program in Dietetics that builds the internship opportunity within the program. Retain, modify curriculum and strengthen, high scores on external demand, quality of program outcomes, and productivity, excellent opportunity analysis Increase research and scholarship Grow graduate programs using federal funds Secure grant funds to

for this program.

Natural Resources – BS

0.87

Modify/Strengthen

(2.2)

Natural Resources – MS

Textiles & Apparel Studies - BS

1.31

Enrich/Enhance

(2.4)

Enhance 1.20 (2.3)

Take advantage of the emphasis taken in this area by state government. Take advantage of the potential to partner with DNREC. This will allow us to train students in areas specific to the state’s needs The program could benefit from the hiring of an additional faculty to broaden the scope of the program. Students should be given a definite amount of time to complete the program. Tuition waiver should be an option to improve the recruitment efforts of this program. This program has declined in numbers recently. This is believed to be a result of the rigors of the program. Specialized recruitment should be done for this area.

modernize laboratory Partner with other HBCU institutions to enhance recruitment efforts Retain, high demand area, support the University’s sustainability goal in PRIDE 2020, the University’s strategic plan Retain, high scores on external demand, quality of program outcomes, and resources generated

Retain, high scores on opportunity analysis Establish connected degree programs with partner community colleges. Offer concentration within the area; Example, fashion design and fashion merchandising.

College of Business Program Aviation (BS) management

Taskforce Recommendation 1.35 Retain

College Recommendation Retain/Invest

(2.6)

Dean’s Comments 100% placement rate, unique program, high potential for partnerships, top 20% for enrollment and # of degrees awarded

Provost Recommendation Retain/Enrich Continue to build on the established reputation of the program Seek ABBI accreditation for Aviation. Funds have been identified. The report will be submitted in December 2015, with a scheduled visit in Feb 2016.

Sports Management (BS)

0.34

Management (BS)

0.56

Retain

Retain/Invest/Modify

High growth rate, top 25% for enrollment and # of degrees earned

Modify/ Merge

Retain/Invest/Modify

Modify/ Merge

Retain/Modify Curriculum

Top 10% for enrollment and # of degrees awarded, SAP Partnership, Analytics, a and Supply Chain concentrations can be added, high potential for partnerships and revenue growth Op 20% for enrollment and # of degrees awarded, SAP, high potential for partnerships and revenue growth

(2.4)

(2.35)

Accounting, Finance and Economics (BS)

0.46 (2.3)

Hospitality and Tourism (BS)

0.13

Sport Administration (MS)

0.51

Modify/ Merge

Retain

Top 25% in enrollment and # of degrees awarded, 100% job placement

Modify/ Merge

Retain

Top 25% for enrollment and # of degrees awarded

(2.05)

(2.3)

Expand MOU with Ningbo University of Technology in China Retain/Invest/Modify High potential for strategic enrollment increase in international students Retain/Invest/Modify Sustain until there are sufficient resources to build the big data\analytics focus Maintain AACSB accreditation Retain/Modify Curriculum High potential for strategic enrollment increase in international students Continue MOU with Ningbo University of Technology Retain Maintain ACPHA accreditation Retain

Business Administration (MBA)

0.24 (2.2)

Modify/ Merge

Retain/Modify Curriculum

Top 25% in enrollment and # of degrees awarded, SAP, high potential for partnerships and revenue growth

Retain/Modify Curriculum – SAP Sustain until there are sufficient resources to build the big data\analytics focus On-line program completed Growth and Investment Maintain AACSB accreditation

College of Arts, Humanities and Social Sciences Program

Criminal Justice

Taskforce Recommendation Retain 1.58

College Recommendation Retain/Invest

(2.45)

Sociology

0.83

Retain

(2.45)

Mass Communication

1.28

1.38

-0.04 (2.09)

Retain and Enrich

Retain/Invest

Retain

Top three in degrees granted the last three years. Highest in 2014. Recently created a new certificate program in Alcohol and Substance Abuse.

Retain/Invest

University Core Requirement; Degrees awarded meets two year threshold of at least 20 degrees in the last two years

Retain/Invest

Retain

Provost Recommendation Retain/Invest Identify a research focus and/or a certificate program Retain and Enrich Identify a research focus that contributes the social and behavioral sciences in concert with PRIDE 2020, the University’s strategic plan

Second highest enrolled major at DSU last three years; Top five degree granting last three years.

(2.64)

English

Major has been in the top 5-6 highest enrolled and degree granting majors at DSU last 3 years.

Retain

(2.37)

Psychology

Discipline is closely aligned and cognate area of criminal justice; Social science elective in the Gen Ed Breadth area

Dean’s Comments

Infuse sociology into Health and Wellness Initiative Seek ACEJMC accreditation

Retain/Invest Identify a research focus in cognitive psychology that aligns with the Delaware Center of Neuroscience

Retain/Invest Resources will be reallocated from other academic units to strengthen the English Composition Develop a ESL certificate program

English Education

-1.50

Modify

(1.26)

Spanish

-0.99

Low producing BA—less than 10 degrees last two years

Deactivate

Deactivate

Low producing BA; will remain a component of the multicultural component across the curriculum; part of DSU’s global mission.

Eliminate major and reduce to a minor

Deactivate

Low producing BA; will remain a component of the multicultural component across the curriculum; part of DSU’s global mission.

Eliminate major and reduce to a minor

Deactivate

Modify

One degree awarded 20122014

Deactivate

Deactivate

Modify

(1.59)

-2.04 French (0.8)

Deactivate; second lowest score of all programs

World Language Education

-1.74

TESOL (MA)

NR

Modify

Retain

Modify

Revise and Enrich based upon the creation of Intensive English Language Institute and proposed ESL certificate

History

0.19

Retain

Retain

Major Gen Ed component. Most sections have 30 or more students; smaller classes can be merged

Retain

Modify

Modify/Merge or eliminate in three years

Deactivate

Deactivate

(1.09)

(2.20)

Historical Preservation (MA)

-1.48 (1.18)

Political Science

-0.84

Modify

Retain

(1.9)

Art Management

-0.67

Retain/Modify Major recruiting drive; Gen Ed component. Majority of sections have over 20.

Modify

Possible merge or eliminate

Possible merge or eliminate

Deactivate

Modify/Retain

Retain

(1.77)

Art Education (BA)

-.29 -0.48

Modify

(1.69) Art Education (MS) Studio Art

Music Education Music

-1.55

Deactivate

(1.22) -0.04

Retain

Retain/Modify

Major recruiting in Digital media

Retain

(1.8) 2.0

Modify

Modify

Modify

Retain

-2.4

Modify

Modify/Enrich

Music Industry is a high enrollment track; great potential for expanded enrollment

Retain/Invest

NR

Retain

High Enrollment program

Retain/Invest

--

Integrated Studies

NR

Program has been operating less than 5 years Consider adding an online option A very important liberal arts major for students who have difficulties passing standardized tests

College of Education, Health and Public Policy Program

EARLY CHILDHOOD ed. Birth-2yr. (BS)

Taskforce Recommendation Modify

-1.58 (1.09)

ELEMENTAR Y EDUCATION (BS) PHYSICAL EDUCATION (BS)

College Recommendation

Retain but modify

Dean’s Comments

High enrollment. Good completion rate. Modify for dual cert in Spec Ed.

Modify -0.37 (1.93)

Retain but modify Retain

-0.53 (1.85)

Retain

Add Spec Ed as Dual Certification. High potential for growth if there is appropriate Praxis support. Solid enrollment. Good completion rate. Further program review to determine if modifications needed.

Provost Recommendations Retain and modify as suggested by the Dean Maintain CAEP accreditation Reduce to the minimum of 4 faculty members required for accreditation Retain and modify as suggested by the Dean; Praxis support will be provided by Title III funds Retain

Deactivate Restructure units within the CEHPP to gain efficiencies and/or synergies in teaching, research and outreach and reduce administrative costs.

SCIENCE EDUCATION( BS) -0.91 Modify (1.64) SECONDARY SPECIAL EDUCATION 7-12 (BS)

Deactivate

Modify -1.31 (1.25)

Deactivate Modify

ELEMENTAR Y SPECIAL Ed. 1-8(BS) Middle Level Education 58(BS) Adult Basic Ed (MA)

-0.52 (1.67) 0.02

Deactivate

Low enrollment Spec Ed is not a stand-alone certificate area. High demand area and should be Integrated with content majors as dual certification. FY 16 increase in # of students enrolled. Spec Ed is not a stand-alone certificate area. High demand area and should be Integrated with content majors as dual certification. FY 16 increase in # of students enrolled.

Deactivate

Modify/Retain

Deactivate

NR NR

Dormancy

Low enrollment, low demand

CURRICULU M& INSTRUCTIO N (MA) NR NR

Deactivate

Dormancy

Low enrollment, low demand

Retain, but modify ; develop strategies to increase enrollment and feeder for the Ed.D program High external demand; excellent opportunity analysis

Deactivate – replace with a certificate program

SPECIAL ED (MA) NR NR SCIENCE ED (MA) TEACHING( MAT)

NR

Low enrollment, low demand

Dormancy

Dormancy

Low enrollment, low demand Low enrollment. NOYCE is a weak feeder. Needs a major program revision but resources currently not available.

Dormancy

Low enrollment. Need to focus on doctoral program to matriculate current students.

Deactivate

-0.88 Modify (1.69)

EDUCATION AL LEADERSHIP (MEd)

Dormancy Modify

Modify 0.44 (1.84)

EDUCATION AL LEADERSHIP (Ed.D)

Modify 0.14 (1.94) ELEMENTAR Y EDUCATION (BS) HEALTH PROMOTION (BS) Movement Science (BS)

Deactivate

Retain but modify

-0.38 Modify (1.93)

Retain but modify

0.97 Retain (2.25) 1.30 (2.35)

Retain

Retain Retain

Students stuck in pipeline. Modify into four tracks: K-12 and IHE, both with dissertation and nondissertation tracks. Add Spec Ed as Dual Certification. High potential for growth if there is appropriate Praxis support. High enrollment. Good completion rate. High faculty productivity in community engagement, research, consistent record of grants. High Enrollment. Good completion rate. Consistent overloads for current faculty, high community engagement

Retain, but modify

Retain, but modify to include non-dissertation option and will expand the focus to include higher education administration; program will only be offer at DSU@Wilmington Achieve national preeminence in at least one area of research scholarship and doctoral education Any new faculty hires should contribute to intra-college and/or specific research and doctoral education Retain

Retain Identify a research focus that contributes to DSU’s Health and Wellness Focus Area Retain Growth and Investment Identify a research focus that contributes to DSU’s Health and Wellness Focus Area

Nursing (BSN)

-1.16

Modify

Retain, but modify

(1.34)

Strong potential for growth. Faculty education and personnel changes are needed. Need to strengthen community partnerships; curriculum modification (specifically as it pertains to General Education requirements and inclusion of Cultural Diversity. Dedicated space for nursing courses

Retain/Modify/ Invest A project plan and an external advisory committee has been developed to turn this program around Seeking personnel changes and/or “reduction in force” consistent with the CBA A Systematic Evaluation Plan has been developed

Social Work (BSW)

Social Work (MSW)

NR

1.04 (2.22)

NR

Retain

Retain, but modify

Retain

High potential for growth and sustainability. Data collection and analysis to inform retention stabilization strategies High potential for sustainability and growth with appropriate recruiting

Maintain ACED accreditation Retain Maintain CSWE accreditation Retain Growth and Investment On-line program nearly completed Maintain CSWE accreditation

College of Mathematics, Natural Sciences and Technology Program Biological Sciences (BS)

Taskforce Recommendation 0.97 Retain

College Recommendation Retain

(2.5)

Forensic Biology (BS)

1.00

Retain

Retain

(2.55)

Biological Sciences (MA)

-0.35 (1.95)

Modify

Retain

Dean’s Comments The concentration areas in Biological Sciences include: Health Professions, Biomedical Research, and General Biology. The B.S in Biology represents the signature undergraduate Biology major at DSU. The Health Professions concentration attracts the majority of our majors, as it prepares students for medical, dental and pharmacy school. The Biomedical Research concentration prepares student for the pursuit of graduate studies in Biological sciences, however; this program needs to be re-developed to strengthen the biotechnology/biomedical theme within the college. The departmental curriculum committee is in the process of making needed changes. This program attracts a substantial number of students and 80% of our past graduates have obtained gainful employment in the field or matriculate into graduate school. The 2015 Department of Labor report projects a 20% increased demand for jobs in the area of forensic science over the next 10 years.

A less research-focused graduate degree program provides a viable niche in the academic landscape. We not only need to retain the M.A., we also need to do a better job

Provost Recommendations Retain

Retain/Growth/Investme nt

Deactivate; low enrollment; very little internal and external demand

Biological Sciences (MS)

0.97

Retain

Retain

Retain

Retain

Retain

Retain

This program is externally funded, has a large cohort of faculty to support it, and is one of the defining programs in the department. Much of our recognition on the national and international academic landscape is derived from the Neuroscience PhD. Program.

Modify

Deactivate

Modify

Deactivate

The Department of Education offers the Master’s degree in Teaching (MAT) program, which offers a pathway into the profession for individual who hold a bachelor’s degree in non-teaching fields. It would be in the student’s best interest to pursue this pathway, as it allows them to meet the “highly qualified” criteria of the K-12 profession. The Chemistry Education degree program typically has low enrollment and has not had any to students since 2013. The department of Education offers the Master’s degree in Teaching (MAT) program, which offers a pathway into the profession for individual who hold a bachelor’s degree in nonteaching fields. It would be in the student’s best interest to pursue this pathway, as it allows them to meet the

(2.52)

Biology Mol & Cellular Neuroscience

0.12

Biology Neuroscience (PhD)

0.12

(2.24)

(2.25)

Biology Education

Chemistry Education (BA)

-0.13 (2.05)

of promoting it to prospective students. This program represents the most common avenue for Biology majors to proceed with their graduate development if not intending to pursue a career related to Neuroscience. This has to remain an option of the diverse interest of the average Biology major. The Neuroscience Master’s program is a signature DSU programs with funding, faculty engagement, and a growing workforce demand.

Retain Health Science Initiative and STEM Initiative in PRIDE 2020, the University’s strategic plan Increased use of MS and Ph.D. students as teaching assistants, instead of adjunct faculty Retain Health Science Initiative and STEM Initiative in PRIDE 2020, the University’s strategic plan Retain Health and Wellness Initiative and STEM Initiative in PRIDE 2020, the University’s strategic plan Grow Neuroscience especially via NIH Continue to build on the established reputation of the program Deactivate

Deactivate

Deactivate

Forensic Chemistry (BS)

Chemistry (BS)

0.56

Retain

(2.35)

Applied Chemistry PreProfessional (BS)

-0.54

Retain

Retain

Applied Chemistry (MS)

0.97

Retain

Retain

Applied Chemistry (MA)

NR

NR

Deactivate

Applied Chemistry (PhD)

0.97

Retain

Retain

(2.34)

(2.50)

(2.50)

“highly qualified” criteria of the K-12 profession. The Forensic Chemistry program attracts students, but the department has not been able to successfully build the program with adequate faculty to develop and teach courses and to provide students with related research experience. As a part of the overall recommendations for CMNST, it will be suggested that forensic chemistry become a concentration option under the Forensic biology program. This program attracts those students interested in a rigorous chemistry program with an aim to pursue graduate school in chemistry or research & Development career paths in industry. Students and 80% of our graduates have obtained gainful employment. This program attracts those students interested in pre-med chemistry program with an aim to pursue medical, pharmacy, or dental school.

Deactivate

Retain

Revise and Enrich based upon the creation of Intensive English Language Institute and proposed ESL certificate

This program attracts those students with an interested in a graduate program with a research focus, but not at the advanced level of a doctoral program. Most of our graduate students in the MS program are education, industry, government professionals. Historically low numbers in this program track

Retain; enrollment

This program has maintained a steady population of students with increasing numbers of applications and incoming students annually.

Retain

Deactivate

Increased use of MS and Ph.D. students as teaching assistants, instead of adjunct faculty

Applied Optics (MS)

0.07

Retain

Retain

(2.23)

Computer & Information Technology (BS)

-0.63

Retain

This is a high profile program and has received lots of attentions recently with 2/3 students graduating in each year.

While not very many students graduate from this program every semester, those who do either, obtain highly competitive and lucrative jobs or enroll into prestigious graduate programs. With the exception of a couple of years, over 85% or our students obtain jobs within their field of study before or within 3 months of graduating. More recently, we have had 100% of our students obtaining employment within 3 months.

(1.08)

Retain, external demand, critical for our optics program Continue to build on the established reputation of the program Grow through increased grant activity and through partnering with the Delaware Institute of Science and Technology Retain

The new curricula, redesigned in 2013, have helped significantly in retaining highquality students. We will not see the result of this change in degree trends till 2017.

Computer Science (BS)

-0.89 (1.65)

Retain

Retain

We have recently hired a new faculty member in cybersecurity, which will strengthen our program due to the interest by students and anticipated growth in demand in the industry. Adequate support for the development of the cybersecurity component will increase the enrollment of the information technology program. While not very many students graduate from this program every semester, those who do either, obtain highly

Retain, important to our STEM and SAP Initiative

competitive and lucrative jobs or enroll into prestigious graduate programs. With the exception of a couple of years, over 85% or our students obtain jobs within their field of study before or within 3 months of graduating. More recently, we have had 100% of our students obtaining employment within 3 months. The new curricula, redesigned in 2013, have helped significantly in retaining highquality students. We will not see the result of this change in degree trends till 2017.

Computer Sciences (MS)

-0.27

Modify

Retain

(1.89)

Mathematics (MS)

--

Modify

Retain

We have recently hired a new faculty member in cybersecurity, which will strengthen our program due to the interest by students and anticipated growth in demand in the industry. Adequate support for the development of the cybersecurity component will increase the enrollment of the information technology program. This program is very new and has not had time to fully develop and become well established. The program has received no financial support from the University since its inception. Interest in the program is now visibly growing. In the short time it has existed, the program has resulted in one student entering a PhD program and two more students will be completing their thesis this year. This program is the steppingstone to the Ph.D program. It attracts a small number of students each year, but 100%

Retain, Important to our STEM initiative, the SAP Initiative, and the STEM Initiative Grow through increased grant activity, and through partnering with the Delaware Institute of Science and Technology and research universities in China

Retain

of the graduates are gainfully employed in their field of study or in the doctoral program. According to the BLS, "Employment of mathematicians is projected to grow 23 percent from 2012 to 2022, much faster than the average for all occupations. Businesses will need mathematicians to analyze the increasing volume of digital and electronic data." Mathematics Education (MS)

--

Modify

Deactivate

This program attracts the least number of majors in the department. Only 2 students have graduated from the program from 2011-2015, and there are currently no major in this area. The department seems unable to identify how to attract students to this major.

Deactivate

Mathematics (BS)

--

Modify

Retain/Modify

This program attracts the second largest number of majors in the department and at least 80% of the graduates become gainfully employed in their field of study or matriculate into graduate school. According to the BLS, "Employment of mathematicians is projected to grow 23 percent from 2012 to 2022, much faster than the average for all occupations. Businesses will need mathematicians to analyze the increasing volume of digital and electronic data." There are also numerous initiatives and grant opportunities to attract majors to this field. It is also recommended that the overall departmental mission be re-designed to focus on teaching as it is truly a service

Retain/Modify as suggested by the Dean

department to the University. Although faculty are actively engaged in research, these individual are not willing to engage in teaching lower level math course, which has the highest demand and critical need of strong instruction. Additionally, personnel in the math department need to be re-assessed to improve the quality of teaching within the department. Mathematics Education (BS)

--

Retain

Retain

This program is nationally accredited by NCATE/CAEP. This major is the third largest major in the department and 100% of the graduates are gainfully employed in their field of study or in graduate school. No separate BLS data of mathematics teachers exist. However, according to BLS, "more than 700,000 new secondary education jobs projected between 2010 and 2020. Math teachers are expected to have better opportunities than other teacher because many school report difficulty finding qualified math teachers."

Retain; important to strengthening our general education program and improving our retention and graduation rates

Interdisciplina ry Applied Mathematics and Physics (Ph.D)

1.00

Modify

Retain

This program attracts the largest number of majors in the department and at least 75% of the graduates are gainfully employed in their field of study or in graduate school. The BLS report projects a 19% (faster than average) increased demand for jobs that require a doctorate in Mathematics.

Retain

(2.51)

Grow through increased grant activity

Engineering Physics (BS)

1.30 (2.98)

Retain

Retain

The Engineering Physics Program, which has three (3) concentrations (Electrical Engineering, Bio-Engineering and Optical Engineering), has attracted the majority of majors in this department for the past four year. It is recommended that the program be re-examined to ensure that students are receiving adequate courses and training to qualify in the field of engineering. The majority of majors are in the Electrical Engineering concentration. The US Bureau of Labor Statistics predicted a growth rate of 4-5% between 2012-2022. The Bioengineering concentration has the potential to grow and become very successful. Graduates in past three years have obtained employment in Lockheed Martin, Boeing, Applied Physics Lab or got admitted at reputable universities. It is recommended to discontinue this concentration due to the lack of interest by students for the last four years. Perhaps it should be redesigned to fill a critical need of Biomedical engineering, which is far more attracting for our population of students and the demand in the job market.

Retain Implement Dean’s recommendations

Physics (BS)

0.55

Retain

Retain

Modify

Retain

(2.34)

Physics (MS)

0.20

Although nationwide the physics enrollment is decreasing, we are graduating 1-2 students per year. The majority of physics graduates are accepted in highly ranked graduate programs.

Retain

(2.51)

Physics Teaching (MS)

-1.14

Important degree program to support the Optics program and the Delaware Institute of Science and Technology Modify

Deactivate

(1.55)

Physics Education (BS) Optics (PhD)

-1.21 (1.46) 0.73 (2.42)

Retain

This program graduated one student in 2011 and does not currently have any students enrolled.

Deactivate

Retain

Retain

Deactivate

Deactivate

This is a high profile program. Delaware State University is the only HBCU to offer PhD in Optics. This program got a lot of attentions recently with ten students enrolled.

Retain, Important to our STEM initiative, the SAP Initiative, and the STEM Initiative Continue to build on the established reputation of the program Grow through increased grant activity and through partnering with the Delaware Institute of Science and Technology

A summary of the high priority degree programs for all of the colleges recommended for growth and investment is provided in Table 4.

Table 4 Programs Recommended for Growth and Investment COLLEGES Arts, Humanities, and Social Sciences

Baccalaureate

Graduate

Criminal Justice Mass Communication Psychology Teaching English as a Second Language Agriculture and Related Sciences Agriculture Natural Resources Food and Nutritional Sciences

Natural Resources, MS

Aviation Sport Management

MBA

Health Promotion

Educational Leadership, Ed.D

Business

Education, Health and Public Policy

Movement Science Nursing

Mathematics, Natural Sciences and Technology Applied Chemistry Biology Molecular and Cellular Neuroscience

Neuroscience, Ph.D.

A summary of the low priority degree programs for all of the colleges recommended for deactivation is provided in Table 5. Table 5 Programs Recommended for Deactivation COLLEGES Arts, Humanities and Social Sciences

BA/BS

MA/MS

English Education Spanish French World Language Education Art Management

Historic Preservation Art Education

Family and Consumer Sciences

Agriculture and Related Sciences Education, Health and Public Policy Science Education Secondary Special Education – Grades 7-12 Elementary Special Education- Grades 1-8

Curriculum and Instruction Adult Basic Education Special Education Science Education Educational Leadership Master of Art in Teaching

Mathematics, Natural Resources and Technology Biology Education Chemistry Education Forensic Chemistry Physics Education

Applied Chemistry Mathematics Education Physics Teaching

Summary and Conclusions The Program Prioritization Initiative (PPI) was an opportunity for DSU to review its entire span of programs, courses, and services that we deliver in relation to how each aligns with our mission and how they position the University for growth while concurrently navigating the ever-changing landscape of higher education. That landscape includes shifting demographics, rising operational costs, shrinking federal and state appropriations, competing forces (online, nonprofits, MOOCs, etc.) greater accountability regarding student learning, retention and graduation, and declining confidence in its value proposition. These pressures clearly necessitate changes, and required DSU to engage in a proactive process of self-study and reflection designed to develop and inform our understanding of our academic programs and the resources that support them in order to make planned and systematic changes that enhance quality and effectiveness. The PPI process also examined the current status of educational offerings, assessed the future potential of these programs, identified opportunities for program alignment and reinvestment to strengthen the University, and enabled the University to take control of its resources and direction, ensure quality and chart its future. With few new resources available for investment in strategic priorities, DSU used a validated framework developed by Dickeson (2010), and a triangulation methodology to prioritize the degree programs. These programs were reviewed not only in terms of enrollments and degree productivity, but also in terms of the appropriate balance of available resources against the obligation to respond to the external demand for the program, program costs; and quality of program inputs. The rationale for retaining and/or investing in a program included centrality to the institutional mission, support provided for other necessary programs, quality of program outcomes, maintaining institutional program diversity, regional uniqueness and relevance of the program, and recent developments that may lead to increased enrollments in the future (opportunity analysis). In essence, DSU has undertaken prioritization or reallocation as a significant means of reinvesting in itself. Nineteen degree programs were identified as high priority programs and were recommended for growth and investment: Baccalaureate - Agriculture, Natural Resources, Food and Nutritional Sciences, Criminal Justice; Mass Communication; Psychology; Teaching English as a Second Language, Aviation, Sport Management, Health Promotion, Movement Science, Nursing, Applied Chemistry, Biology, Molecular and Cellular Neuroscience; and Graduate - Natural Resources, Master of Business Administration, Educational Leadership- Ed.D, and Neuroscience, Ph.D. Twenty-four degree programs were identified as low priority programs and were recommended deactivation: Baccalaureate - Art Management; English Education; French; Spanish, World Language Education; Elementary Special Education – Grades 18; Secondary Special Education – Grades 7-12, Biology Education, Chemistry Education, Forensic Chemistry, Physics Education, and Graduate - Family and Consumer Science, Art Education, Historic Preservation, Adult Basic Education, Curriculum and Instruction, Special Education, Science Education, Educational Leadership - M. Ed., Master of Art in

Teaching, Applied Chemistry, Mathematics Education, and Physics Teaching. All students currently in these programs will be accommodated (program switch; graduate out, etc.). As the University continues to engage in the program prioritization, current assets will be redeployed to invest in strong and growing programs and to innovate through the development of new programs. The result will be improved program quality and student outcomes, an exceptional educational experience, and in many cases, increased enrollment and actions that will lead to actions that will strengthen Delaware State in the years ahead.

References: Dickeson, R. C. (2010). Prioritizing Academic Programs and Services: Reallocating Resources to Achieve Strategic Balance. San Francisco, CA: Jossey-Bass.

Appendix A Academic Program Prioritization Initiative Task Force Members

Donald Becker, Associate Professor, College of Arts, Humanities and Social Sciences, Chairperson Jan Blade, Chair, Faculty Senate and Professor, College of Business Saundra DeLauder, Interim Associate Provost and Vice President for Academic Affairs and Dean, School of Graduate School and Research Samuel Hoff, Professor, College of Arts, Humanities and Social Sciences Gary Holness, Assistant Professor, College of Mathematics, Natural Sciences and Technology Erica Jackson, Associate Professor—College of Education, Health and Public Policy Martin Nunlee, Associate Professor, College of Business

Jeanel Lofland---Budget Director, Division of Finance and Administration Steven Newton, Professor, College of Arts, Humanities and Social Sciences Venuqopal Kalavacharla, College of Agriculture and Related Sciences

Clytrice Watson, Professor and Interim Dean, College of Mathematics, Natural Sciences and Technology Delores Finger-Wright, Professor, College of Education, Health and Public Policy Alton Thompson, Provost - Champion

Deans: Dyremple Marsh, College of Agriculture and Related Sciences Marshall Stevenson, College of Arts, Humanities and Social Sciences Donna Covington, College of Business Marsha Horton, College of Education, Health and Public Policy Clytrice Watson, College of Mathematics, Natural Sciences and Technology Saundra Delauder, School of Graduate Studies and Research Rebecca Batson, William C. Jason University Library

Institutional Research, Planning and Analytics Kimberly Sudler, Assistant Vice President Phyllis Edamatsu, Director Vaughn Hopkins, Associate Director Diana Yankovich, Technical Assistant

Institutional Assessment Genevieve Tighe, Assistant Vice President Bina Daniel, Director

APPENDIX B

Academic Prioritization Task Force

Rubrics to Consider under each Criterion Rating Scale: (0) not met (1) partially met (2) met (3) strongly met. History, Development and Expectations of the Program  Why was the program established?  What are it academic antecedents? 

How has the program evolved over the years?



What were DSU’s original expectations?



How have those expectations changed over time?



What degree to which the program has adapted to meet change?

External Demand for the Program  What external indicators are there to show the need for and attractiveness of the program? (often this is data driven such as national and local statistics)  Job prospects/placement  What are the trends over time (student enrollment, etc.)? 

What programs/services are provided to stakeholders outside of DSU?



Who are the key users of this program?

Internal Demand for the Program  In what ways is the program interdependent on, or does it serve, other programs?  What are enrollments in courses required for other programs? 

What proportions of enrollments are for major, minor, general education, or service purposes?



What other programs are providing a service or function similar to the one provided by your program?



What would the impact be on other programs if this program was altered or discontinued?

Quality of Program Inputs  Number of faculty and staff  Percentage of instruction offered by full-time faculty 

Number of students/majors



Curriculum (appropriate to the breadth, depth, and level of the discipline; degree to which it matches the learning styles and needs of students, etc.)



Extent has the program has adapted to technology



Equipment



Facilities



Other resources

Quality of Program Outcomes  List your program outcomes  What examples of exemplary performance has the program produced (i.e., research awards, publications, presentations, exhibits, shows, or other faculty productivity measures)? 

Has the program brought recognition to DSU?



To what degree do outcomes mirror the best practices at similar institutions?



Student scores on national exams



Student learning outcomes

Size, Scope and Productivity of the Program  Number of students served 

Student credit hours generated



Degrees awarded



Research grants/contracts



Faculty and Staff productivity

Revenue and Other Resources Generated  Enrollments  Research grants/contracts 

Equipment grants



Fundraising



Potential revenues



Other . . .

Costs and Other Expenses Associated with the Program  Are there demonstrable efficiencies associated with the program, relative to other programs (attempts to reduce costs and/or operate more efficiently)?  Equipment and Maintenance  Software and Maintenance  What investments are needed to bring this program up to a high level of quality?

Impact, Justification, and Overall Essentiality of the Program  Why should this program be continued or strengthened? 

What impact has the program had or does it promise to have?



What are the benefits to DSU of offering this program?



What is the connecting relationship between the program and achievement of DSU’s mission?



How essential is this program to DSU?



How is the program related to the success of other programs?

Opportunity Analysis of the Program

 

What external environmental factors affect the program and what opportunities are created? How might these opportunities be capitalized upon?



Would a change in program format/structure/content be beneficial?



What could this program do for DSU if it had

Appendix C Provost Introductory Message to Department Chairs Dear DSU Chairperson, As you are aware, in November 2013, President Williams appointed two task forces, Academic Program Prioritization and Administrative Support Services, to provide scholarly and thoughtful recommendations with respect to prioritizing academic programs and administrative support services. Prioritizing academic programs and administrative support services are consistent with our new strategic plan, PRIDE 2020, Goal #1 (Intellectual Climate and Culture) and Goal #6 (Institutional and Operational Effectiveness). The Academic Program Prioritization Task Force has developed a questionnaire to capture the data needed to review and assess the University’s portfolio of academic programs. Completing this questionnaire will help shape the direction of how the University will deliver its academic programs and how to focus financial resources in a purposeful and efficient way to ensure a strategic balance with limited resources. For ease of data collection and analysis, you need to complete one questionnaire per degree area. Each survey includes multiple sections and is configured to allow collection of a single response or a 360 degree team response (e.g. Links to the survey can be forwarded in sequence to others who can complete assigned sections and save them along the way. The chair finalizes the survey response.) Instructions for collecting a team response appear at beginning of the survey. To assist in planning/assigning team responses, a PDF version of the survey can be downloaded from the embedded link below. In the degree areas in which you share faculty, staff, resources, equipment, etc., please include these data on only one questionnaire and make the appropriate notation on the questionnaire. If you share faculty across degree areas, please provide unduplicated data, and again, make the appropriate notation on the questionnaire. For example, if Dr. X is teaching in two degree areas, only list his or her scholarly productivity once. The degree areas for your department can be found at: http://www.desu.edu/academics/majors-and-concentrations. Concentrations are to be included with their respective degree areas. In addition, given the way that revenue and cost data are captured, you only have to analyze these data by departments, not by each degree area. Again, these data will be provided in the electronic links provided by Institutional Research, Planning, and Analysis (IRPA). As you complete the questionnaire(s), it would be both helpful and advisable to include the program coordinators and faculty as much as possible. In fact, group sessions by degree areas would be effective and should result in a healthy dialogue. It is important to complete and submit this questionnaire on or before Monday, May 26, 2014. To assist you in responding to the questions, the IRPA office has embedded an electronic link

below to the data for your academic unit. As such, you only need to analyze these data, not provide it. If you have any questions about this questionnaire or the prioritization process, please email or call Donald Becker ([email protected]; x 6685) or Alton Thompson ([email protected]; x 6100). For questions or issues with accessing data for your unit, please email or call Kimberley Sudler ([email protected]; x 7036). PPI for Academic Programs Questionnaire Link: https://www.surveymonkey.com/s.aspx?sm=rBEbyBOmXyQiaPhfN8xo3A_3d_3d Data Link for PPI for Academic Programs (IRPA): http://dsuhvbishprod/icpd/default.aspx This secure dashboard is accessible from a university desktop or laptop. If this survey is forwarded to others for completion, please also forward the relevant data. The data can be downloaded in a number of formats including PDF and Excel. From the menu on the top of the dashboard, choose ‘Actions, Export, and then the desired format. A paper copy of the survey is available here. Thank you for your participation.

Alton Thompson, Ph.D. Provost and Executive Vice President for Academic Affairs Delaware State University