Section 3.6.1: Educational Programs: Graduate and Post-Baccalaureate Professional Programs

Judgment of Compliance

Requirement

Narrative

McNeese State University is in compliance with Comprehensive Standard 3.6.1.

Graduate studies at the University are driven by the University’s desire to “offer [. . .] specific graduate curricula distinguished by academic excellence.” (Mission Statement) The core values that engender academic excellence at both the graduate and undergraduate levels make up the conceptual foundation on which University graduate studies are built:

• Excellence in instruction;

• Programs that are viable, innovative, and relevant to market needs;

• Course content and curriculum development that is infused with a global outlook and ethical standards;

• Graduate research in appropriate disciplines.

Graduate School Mission

The Doré School of Graduate Studies has established its mission as follows:

The purpose of the Doré School of Graduate Studies (DSGS) is fourfold: professional training, to contribute to increased competency in specialized fields; research, to further the development of students in techniques and methods of scholarly research; knowledge, to develop broader and deeper understanding of human knowledge; and preparation, to stimulate and encourage students to prepare themselves for further graduate study” ( 2006-07 McNeese State University Catalog, 210).

Each of these purposes is addressed in graduate studies across the campus. Individual departments incorporate these purposes in varying degrees into their own graduate studies programs. The representative examples below demonstrate the ways in which various graduate programs address these important goals:

Professional training, to contribute to increased competency in specialized fields. Although all graduate programs infuse this goal into their programs, the mission of the College of Business Master of Business Administration Program has been developed with this aim in mind:

The purpose of the MBA program parallels the purposes of the Doré School of Graduate Studies, the College of Business, and the University. Specifically, the MBA program endeavors to provide its students with the background, skills, and insight needed to function effectively in an administrative environment. Graduates are prepared to meet the challenges from strong and growing global forces, conflicting values, changing technology, and demographic diversity among employees and customers. MBA program graduates will have the academic training to be able to contribute to their organization and society and to grow personally and professionally. ( 2006 Master Plan/Progress Report, 86)

Research, to further the development of students in techniques and methods of scholarly research. Research is a critical component of any healthy graduate program. The Burton College of Education Master of Science degree in Health and Human Performance places a premium on its graduates’ ability to conduct research in a variety of areas related to the major:

The purposes of the Master of Education degree in Health and Human Performance are: (1) Preparation of administrators, wellness directors, exercise physiologists, master teachers, and other advanced practitioners in Health and Human Performance; and (2) Promot[ion of] research in health promotion and exercise physiology. ( 2006 Master Plan/Progress Report, 164)

Knowledge, to develop broader and deeper understanding of human knowledge. The search for knowledge and understanding is the heart of every academic program on the University campus. Seeking knowledge and developing a thirst in students for knowledge is the foundation of education and the raison d' etre for the University. The College of Liberal Arts Master of Arts degree in English works to instill this thirst in its graduates:

The Master of Arts degree [in English] will prepare graduate students for further graduate study and/or for the practice of their discipline by providing them with skills in advanced scholarly research; in clear, concise, and persuasive writing; in the analysis and evaluation of literature, with emphasis on the canon of great works in the English language; and in effective teaching. ( 2006 Master Plan/Progress Report, 523)

The degree of Master of Science in Mathematical Sciences is designed to provide the student with knowledge of applied mathematics, pure mathematics, computer science, and statistics. It will also introduce the student to independent study and research. Upon completion of this degree, the student will be ready to work on a more advanced degree, to teach mathematics at the secondary or college level, or to use mathematical techniques in a scientific or industrial environment. ( 2006 Master Plan/Progress Report, 860)

The University places a high premium on graduate programs that demand academic excellence. To ensure that courses and programs are of a quality consistent with this aim, the University has put into place a process for developing and evaluating programs and courses that is systematic and rigorous.

Process of Development of New Programs

The policies at the University for development of curricula – both undergraduate and graduate – are based on policies and procedures established by the Louisiana Board of Regents and the University of Louisiana System. Board of Regents' Academic Affairs Policy 2.04, Part D, requires that institutions planning new academic programs summarize in a letter of intent the credentials of faculty members who will be directly involved in the proposed programs. Before new programs are authorized by the Board, institutions must demonstrate that not only can they provide the resources necessary to initiate the program, but that faculty members are qualified to oversee and implement it.

Another safeguard instituted by the governing boards is oversight by the University of Louisiana System Board of Supervisors. Section V. C.11:11 of the University of Louisiana System Bylaws states that part of the general duties of the Board of Supervisors is to "accept and approve curricula and programs of study."

The process for development of new programs is explained in detail in the McNeese State University Policy "Evaluation and Review of Curricular Offerings." Proposals for new programs are discussed with and approved by the Vice President of Academic Affairs. Following review and approval, Letters of Intent for new programs proceed through the appropriate levels of administration: department curriculum committee, college committee, Graduate Council, and the Academic Advisory Council for final campus approval. Following campus approval, the Letter of Intent is submitted to the University of Louisiana System, and then to the Board of Regents. Following approval from these state bodies, the University may submit a Degree Program Proposal to the University of Louisiana System and Board of Regents, and upon approval, the program may be included in the University Catalog.

Evaluation and revision of existing programs is conducted annually in preparing the Master Plan/Progress Report. As with undergraduate programs, each academic department and program examines graduate student learning outcomes, student evaluation of instruction, graduation rates, student opinion surveys, and other pertinent data to determine the efficacy of the department and the program. Based on analysis of these and other data, faculty members, program coordinators, department heads, and deans determine what, if any, kinds of improvements or changes are appropriate.

Responsibility for review, evaluation, and development of curriculum and coordination of programs lies with faculty members in each college and department. The most experienced and knowledgeable faculty members are responsible for program coordination and curriculum development and review. Program Coordinators, departmental faculty, and department heads devote considerable time and energy to periodic program reviews. Academic units which are accredited or approved through professional agencies or learned societies are called upon to review curricula to meet the expectations of those agencies. Policies initiated in 2005 charge Program Coordinators and departments to conduct in-house program reviews when their programs are not guided by external accrediting agencies. The University Program Review is discussed below.

University Program Review of Graduate Programs

In 2005, the University implemented in-house program reviews to ensure that both undergraduate and graduate curricula maintain quality, are effective, and deliver appropriate content. Program reviews are conducted by faculty in programs which are not accredited by professional accrediting agencies. The academic program review policy is published in the Faculty/Staff Handbook and on the University home page.

Graduate programs are reviewed periodically by faculty in programs not reviewed by professional agencies. The Graduate Council adopted the review plan on April 13, 2006. The Graduate Program Standards document demonstrates the process by which graduate programs are periodically evaluated by faculty members.

Internet or Web-Based Courses

Regardless of the method of course delivery – traditional or alternative – programs are developed, evaluated, and coordinated by appropriate, qualified faculty. However, to ensure that web-based courses are effective and meet the educational goals of the University, faculty delivering instruction using this medium are required to adhere to additional guidelines established by the Internet or Web-Based Course Policy. Guidelines regarding development of Internet courses are excerpted and summarized below.

• Faculty using Internet for course delivery must be properly trained and demonstrate competency in use of appropriate technical materials;

• Faculty offering new courses after fall 2005 will be required to successfully complete the online course, Introduction to Online Course Design;

• Faculty members must develop proposed course prior to semester course is offered;

• Course will be reviewed by the E-Learning Advisory Team for approval or with recommendations for improvement. Any course which does not receive the E-Learning Advisory Team approval may not be taught online;

• All Internet courses are subject to review by the E-Learning Advisory Team;

• A justification for offering the course through the Internet must be included in the request for approval.

Graduate Council

The Graduate Council, a committee of faculty members who are appointed by the deans of each college, meets monthly. A graduate student also sits on the Council as do the Dean of the Graduate School and the Vice President of Academic Affairs. This body is charged with examining and approving any changes to graduate curricula across campus. The Council approves applications from faculty to join the ranks of graduate faculty and other matters that relate specifically to graduate studies. The Faculty/Staff Handbook identifies the Council as follows:

Responsible for serving as a policy-recommending body and reviewing proposed changes to graduate curricula offerings and programs. Hears graduate student grade appeals. The Graduate Council is composed of a graduate faculty representative from each academic college, the Graduate School Dean, the Vice President of Academic Affairs-Ex Officio, and a Graduate Student appointed by the Graduate Council. This council reports to the Vice President of Academic Affairs. ( Faculty/Staff Handbook, Section 619)

Graduate Faculty

As a means of identifying and approving faculty members’ joining the graduate faculty ranks, the Graduate Council is granted the power to approve and renew applications for membership on the graduate faculty. Appointed by department heads and approved by deans, applicants are required to identify the graduate courses they are qualified to teach, to provide their academic qualifications for membership on the graduate faculty, to provide evidence of scholarly activity, and, for renewal, to identify the professional activities related to graduate instruction. Before faculty members are admitted to the graduate faculty, they must be approved by the Graduate Council and the Vice President of Academic Affairs. The Faculty/Staff Handbook defines the categories for membership:

202.3. Membership on the Graduate Faculty [. . . ].A member of the Graduate Faculty must be a faculty member with an earned doctorate or degree that is considered terminal for the field or discipline (M.F.A., M.L.S.) and must meet COC-SACS criteria to teach graduate level courses.

202.3.a.ii. Appointment to Graduate Faculty. Nomination for graduate faculty membership is by the department head with approval of the dean of the college, the Graduate Council, the Dean of the Graduate School, and the Vice President of Academic Affairs. Recommendations must include evidence of professional activity related to graduate education such as research, publication, exhibition or performance, membership in professional organizations, participation in regional and national meetings, and excellence in teaching. Appointment is for a maximum duration of five years; renewals must make application and provide evidence of scholarly work.

202.3.a.iii. Privileges. Members may teach graduate level courses, serve as members of the Graduate Council, direct research, and serve on advisory committees for students pursuing master's or specialist's degrees.

202.3.b. Graduate Faculty Temporary Member. An individual with a terminal degree in the field and appropriate experience shall be eligible for appointment to the graduate faculty as a temporary member to teach a specific course provided approval is granted by the Office of Institutional Effectiveness, the Office of Academic Affairs, and the President.

202.3.b.ii. Appointment as Graduate Faculty Temporary Member. Nomination is by the department head with approval of the dean of the college, the Dean of the Graduate School, and the Vice President of Academic Affairs. Recommendations for the nomination must include supporting documents such as evidence of scholarly work or national recognition in the field.

202.3.b.iii. Privileges of Temporary Graduate Faculty Member. A Temporary Member may teach graduate level courses.

Graduate Course Design

Graduate course content is reviewed periodically to ensure that courses are current, academically rigorous, and demand higher order thinking from students enrolled in the courses. During its November 1, 2004, meeting, the University Academic Advisory Council mandated that 500-600 level courses “must reflect the significant difference in content from the 400-level courses.” Course descriptions in the University Catalog are reviewed to ensure that graduate courses meet this criterion.

Although undergraduate and graduate courses do meet in the same classroom and typically have the same basic assignments, students enrolled for graduate credit in co-listed courses are required to complete projects that require independent learning.

Bloom’s Taxonomy is a useful tool to determine at which intellectual level course descriptions best fit. For example, courses at the undergraduate level ask that students perform at the lower levels of this model: knowledge, comprehension, and application. Students in graduate courses, however, are expected to engage in intellectual activities at the “higher” end of the taxonomy: analysis, synthesis, and evaluation. Below are sample course descriptions of undergraduate and graduate courses which reflect the University’s expectation of performance at the graduate level as compared to that at the undergraduate level. The italicized portions of graduate course descriptions illustrate these expectations.

Course syllabi provide additional evidence that graduate courses and programs are progressively more advanced in academic content than the University's undergraduate courses and programs. Syllabi are developed by faculty who have been approved by the Graduate Council for admission to the graduate faculty ranks. All faculty are expected to turn copies of syllabi in each semester to department heads. Syllabi for graduate courses which are co-listed with undergraduate courses are academically more advanced in content. Excerpts from syllabi below illustrate the academic expectations of these sample courses. The syllabi excerpted are appended as supporting documents in their entirety.

Number of Credit Hours:

6 Credits (1,16, 6)

1:16 ratio = 240 clock hours/semester

Prerequisite Courses: Nursing 577/677

Course Objectives:

1. Utilize highest level of research evidence to create clinical practice guidelines.

2. Manage therapeutic plan based on differential diagnoses and priorities to return patient to stable state and optimum health.

3. Demonstrate competency in personal, collegial, and collaborative approaches in interpersonal transactions to enhance therapeutic outcomes.

4. Utilize teaching-coaching strategies for individuals, families, and groups.

5. Demonstrate a commitment to the implementation, preservation, and evolution of advanced practice roles of educator, consultant, collaborator, coach, leader, change agent, and researcher.

6. Direct the delivery of clinical services within an integrated health care system.

7. Ensure quality of care through consultation, collaboration, continuing education, certification and evaluation.

8. Provide culturally competent care.

9. Analyze state and national regulatory and certification requirements for advanced practice.

10. Advocate, at a system level, to help bring about policy changes that facilitate cost-effective positive patient care outcomes.

ELIT 669: Practicum in Educational Administration. On-the-job training for the prospective administrator under the guidance of a successful, experienced, practicing administrator with supervision by members of the University faculty. Prior to registration, the student must make necessary arrangements through the Head of the Department of Administration and Supervision and the school system where the practicum will be served. Course may be repeated one time for credit with permission of the major professor and head of the Department of Administration and Supervision. Students who have one or more years of administrative experience are limited to 3 semester hours of credit on this course.

Conceptual Framework:

The purpose of this course is to provide opportunities to reflect upon and develop an understanding of the role and function of the principal as a building level leader with respect to established professional standards. The prospective administrator is afforded an opportunity to apply concepts, understanding, and skills in a practical setting.

Objectives:

Measurable objectives, assessment, and the relationship to the Burton College of Education Conceptual Framework (CF), the Educational Leadership Constituent Council (ELCC), and the Standards for School Principals of Louisiana (SSPL) are listed below. During or upon successful completion of this course the student will be able to demonstrate his competence in relation to the following objectives.

The candidate will:

1. Develop a general understanding of various school/district operations, procedures, and organizational structures Field Supervisor Evaluation on University Form.

2. Acquire specific knowledge in areas of school/district administration.

3. Participate in broad and practical experiences in educational and school/ district operations.

4. Have specific experience in school/district operations, management techniques, curriculum implementation, and budget preparation.

5. Develop technology skills that will enhance the administrator’s ability to lead and manage.

Graduate Culminating Experience

The nature of graduate studies is to gain knowledge, skills, and understanding in a discipline that is broader in scope than that gained while completing the undergraduate degree. The graduate student is expected to have successfully completed upper-level undergraduate work and be prepared to engage in the discipline at levels significantly more advanced.

The goal of any graduate studies program is to foster intellectual breadth and provide training that leads to a successful career or additional graduate studies. Emphasis is placed on knowledge, skills, original research, problem solving, and creative expression. At McNeese, graduate students are required to pass a comprehensive examination that covers areas of a student’s major and minor field of study.

The graduate culminating experience serves to draw together the seemingly disparate courses that may make up the graduate curriculum. The capstone experience brings a sense of closure to the graduate experience. Wagenaar¹ notes that the synthesizing and integrating that is inherent in the capstone experience “provides a sense of coherence.”

The list of graduate student accomplishments appended as a supporting document reflects the levels of academic achievement of graduate students who have, through their graduate studies, accomplished the goals listed below. Mastery of these goals and of the content-knowledge specific to their fields indicates that students enrolled in graduate programs are being challenged through graduate instruction.

• Integrated and synthesized knowledge of the field;

• Extended the field;

• Critiqued the field;

• Applied the field;

• Addressed issues raised in undergraduate courses, but at a higher level;

• Explored key arguments in the field;

• Made specific comparisons with other fields;

• Demonstrated critical thinking within the field;

• Examined values related to the field.²

¹ Wagenaar, T.C. "The Capstone Course." Teaching Sociology, 21(3): 1993. 209-214.

² Wagenaar.

Supporting Evidence

Mission Statement

Institutional Goals

Evaluation and Review of Curricular Offerings

Academic Advisory Council Minutes 11-01-2004

Minutes of Graduate Council

Boardof Regents Guidelines: Request for Authority to Offer New Program

Section V. C. 11 of the University of Louisiana System's Bylaws

Graduate Faculty Request Form

English 421 Syllabus

English 523 Syllabus

Psychology 526 Syllabus

Education 642 Syllabus

Examples of Independent Learning