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MANSFIELD UNIVERSITY DIVISION OF ACADEMIC AFFAIRS

Academic Program and Staffing Plan: 2012-2015

Revisions

August 30, 2011

January 28, 2012

March 15, 2012

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Table of Contents

Introduction 1

Impact of Changing Demographic and Economic Environments 3

Impact of Marcellus Shale Development 5

Impact of Reduced Financial Support 6

Operating within New Expectations 7

Strategic Expectations to Ensure Sustainability 8

Department and Program Level Planning 9

[This section is under review among Deans and Department Chairs and not included here.]

New Programs in Marcellus Development and Production 9

Expansion or Modification of Existing Programs to Promote College Access and Student Success 10

Summary of Recommendations 12

Selected References 14

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Program planning, implementation, and improvement at Mansfield University are driven

primarily by the Mansfield Strategic Plan: 2008-2013, and the PASSHE Mission, Strategic Initiatives, and

Performance Funding Plan. These documents are in substantial alignment and can be reviewed online at

the Academic Affairs Planning website. However, since the Mansfield University Council of Trustees

approved the University’s Strategic Plan in 2008, there have been substantial changes in a variety of

internal and external variables that directly affect our academic planning and resource allocation. The

primary strategy of the existing plan emphasizes Mansfield’s development as a public liberal arts

university that also supports professional programs along the line of the Council of Public Liberal Arts

Colleges (COPLAC) model (http://www.coplac.org/about/mission.html) and in alignment with the

AAC&U LEAP model of general education (http://www.aacu.org/leap/what_is_liberal_education.cfm).

Mansfield continues to pursue this model based on the goals established in the strategic plan and has, in

fact, continued to prepare itself for admission to COPLAC1.

A number of external and internal factors introduced in recent years were not fully anticipated

in the current Mansfield Strategic Plan. These factors are often called “disruptive” influences in the

national context for public higher education. (See, for example, Selingo’s Chronicle of Higher Education

article, “A Disrupted Higher-Ed System.” Retrieved January 26, 2012 from

http://chronicle.com/blogs/next/2012/01/26/a-disrupted-higher-ed-system/#top.) Significant

disruptions for higher education have emerged in a variety forms:

Economic downturns of state, national, and global economies

Reluctance of many states, including Pennsylvania, to continue past levels of funding for

public higher education

Changing technologies that affect communication on campus and the efficient delivery

of curricula

Open courses available online

Online for-profit competition with traditional higher education

Changed public and legislative perceptions of higher education

New public policies at state and federal levels that affect or regulate higher education

Declines in the readiness of students for college

Rising expectations for student access, persistence, and completion of college (see, for

example, Complete College America.)

The impact of many of these disruptions was not predicted when our strategic plan was

implemented in fall 2008. While the fundamental goals and related actions of the plan may be sound,

many of the ways in which colleges and universities must change to ensure their sustainability could not

have been anticipated. Now, a new picture requires us to reexamine our assumptions and respond

quickly.

1 Recent communication with COPLAC (December 2011) indicates that it is time for Mansfield to revise and resubmit its COPLAC

application. This is a priority for completion in spring 2012.

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Impact of Changing Demographic and Economic Environments

Many of the assumptions that faculty or administrators might have made just three years ago

regarding the future of academic programs may no longer be viable. At least eight specific challenges

affect Mansfield’s future and the achievement of its strategic goals. They are summarized here (not

necessarily in order of importance):

1. Decreasing numbers of high school graduates within the University’s primary service

region, particularly in northern and western Pennsylvania and nearby areas of New York

state (PASSHE Fact Book 2009-2010, p. 9, Retrieved online at

http://www.passhe.edu/inside/asa/research/Documents/FactBook%202009-2010.pdf )

2. Student enrollment, which with the exception of the 2009-2010 academic year, has

shown a decline over the past three years

3. The development of new student housing, which until January 2012 had lagged behind

competitive institutions

4. Complex changing global and national economies affecting virtually all states and their

willingness to support higher education complicated by the capacity of many middle-

class families to afford rising tuition and fees

5. Declining State revenues accompanied by the disinclination of current state-level

leadership to support public higher education as in the past or even to implement

sufficient increased tuition (a PASSHE Board of Governor’s responsibility) to fill the

resulting gap between revenue and expenses.2

6. A general expectation that institutions of higher education become more effective and

efficient in serving larger numbers of students and demonstrating achievement of

clearly stated learning outcomes

7. Mansfield University’s size relative to the System funding formula, which is arguably

designed to support institutions that have mean headcount enrollments above 8000,

compared to Mansfield’s enrollment of 3569 (fall 2009 based on the PASSHE Fact Book)

8. The substantial impact of a Marcellus natural gas drilling boom on much of the region

served by Mansfield University, and particularly on communities in the immediate

vicinity of the University.

Mansfield University has been particularly affected by a continuing drop in graduating high

school seniors in its primary service areas of north central Pennsylvania and the southern tier of

upstate New York. The decline in graduating seniors has been accompanied by a natural gas drilling

boom that significantly affects the communities and economies of the region. Mansfield has prepared

itself for the impact of the declining high school seniors by implementing new recruitment and

retention strategies, and this academic plan should be read in conjunction with a revised Admissions

Strategic and Action Plan and a new Retention Action Plan. We responded to the generally

2 PASSHE has recently commissioned an external consultant to analyze the capacity of students and families to absorb tuition

increases.

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unanticipated natural gas development by arranging a series of campus presentations that explored

various economic development, educational, environmental, and community planning perspectives on

the emerging boom. Representatives of the University have also participated in various economic

development and natural gas impact forums in an effort to identify potential new roles in the boom

economy. One example of new activity is our exploration of an opportunity to become a supplier of

water, which is in high demand for the gas drilling process, to nearby communities and drilling

companies.

The various changes in the global, national, state, and local economies have clearly had an

impact on the capacity of Mansfield and other public universities to conduct their business in the same

ways they have for many decades. In concert with other PASSHE universities, Mansfield has recently

reviewed and placed in moratorium some of its smaller academic programs that would have supported

its public liberal arts mission. Budget challenges driven by state revenue declines, the current

Governor’s practice of reducing funding for public higher education, decisions about tuition made by the

System Board of Governors, and similar variables out of the direct control of the University have led

Mansfield to retrench faculty and carefully conserve financial resources to sustain the achievement of

our core academic and strategic goals.

Impact of Marcellus Shale Gas Development

The Pennsylvania Marcellus gas “play” is a substantial part of one the world’s largest natural gas

fields, and its presence is having a significant impact on the workforce of the region. The timeline for

extraction of gas is estimated to be a period of 30 to 50 years, but the period of most intense

development that requires new labor and professional support may only last a decade, depending on

the results of drilling to other layers adjoining the Marcellus that have yet to be fully explored. Most of

the jobs associated with the industry are in “blue collar” positions, although there are also substantial

numbers of office and professional or technical staff essential to the industry. (See Figure 18, page 26, in

the linked document, which provides a pie chart of workforce occupations by category in the Marcellus

Shale Education & Training Center Statewide Marcellus Shale Workforce Needs Assessment).

The issues surrounding workforce development and potential roles for a public liberal arts

university in a fast-changing boom environment are complex. In November 2011 our university

academic leadership team collaborated with State Representative Matt Baker to host a meeting of gas

drilling company leaders to discuss ways in which we could provide professional academic degree

programs to prepare students for work in the industry. A number of recommendations emerged that

have provided direction for academic administrators and faculty who have now prepared program

proposals for review at the campus and PASSHE levels.

Labor needs are also expected to shift rapidly as gas wells are planned, drilled, and then placed

in production over an extended period. The most recent workforce analysis produced by the Marcellus

Shale Education and Training Center notes that a substantial portion of the shifting workforce will be

needed during the pre-drilling and drilling phases, while a much smaller workforce will be needed during

the longer-term production phase. Less than 10% of the workforce will require four-year academic

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degrees, while nearly 70% will need trade or industrial certifications, one to two-year technical degrees,

or similar preparation for their careers in the Marcellus development (Marcellus Shale Education &

Training Center, 2011).

Not surprisingly, several community and technical colleges in Pennsylvania, New York, West

Virginia, and Ohio have participated in the development of programs aimed at the gas drilling workforce

needs. In our immediate region, the Pennsylvania College of Technology in Williamsport, a special-

mission affiliate of the Pennsylvania State University, has positioned itself to respond to the gas drilling

industry and serve its technical needs through a variety of programs including engineering and

surveying, construction and earthmoving, and equipment service and repair (see

http://www.pct.edu/naturalgas/ for an overview of their programs). Within PASSHE, the Clarion

University-Venango Campus in western Pennsylvania offers a concentration in Natural Gas Technology

within an Associate of Applied Science degree in Industrial Technology (AAS-IT) developed in partnership

with a manufacturing institute. The curriculum is much as one would expect at a technical institution

and quite different from the mission or experience base of Mansfield University (see

http://www.clarion.edu/235566/ for a program overview).

What then will be the impact of the Marcellus development on Mansfield University, and how

should we approach educational needs relative to its mission? There are likely both some negative

effects and some genuine opportunities to serve and improve the changing region. First, Mansfield is ill-

equipped in terms of mission, staffing, or physical and technical facilities to prepare workers for many of

the workforce careers associated with the gas industry. Nonetheless, we offer a series of courses in our

forward thinking Department of Geography and Geology that prepare four-year degree students with

bachelor’s level skills relevant to the gas industry. At this point these courses are enrolled at full capacity

and will need additional support to expand. The meeting of gas companies convened by Rep. Baker

indicated potential for an AAS degree and a minor area of study in gas development as well as a new BS

program in safety management linked to the particular needs of the industry. Planning for the

development of these programs is moving rapidly with the assistance of an external consultant.

A paradox also characterizes the Marcellus development, which offers relatively high average

salaries, so that many potential college students are likely to decide to participate in the boom

employment rather than attend college as they exit high school or complete studies at a community

college. Anecdotal evidence from admissions counselors and other discussions in the community

suggests that some students from the region may delay college to work in the industry. Partial solutions

to this particular challenge involve offering (a) new programs that support careers in gas development

(and thus even higher earnings), and (b) new pathways for adult learners to return to college. Mansfield

must examine both of these options promptly.

Impact of Reduced Financial Support

Like all Pennsylvania public universities, Mansfield faces significant budget challenges as state

support declines. An analysis by our interim President and former Vice President for administration and

Finance suggests these needs can only be addressed if we expand enrollment to at least 4000 FTE

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students. The economies of scale that characterize the State System, given the current funding formula,

obviously require an enrollment significantly higher than our current level. The budget challenges that

face Mansfield are intensified by the State’s continuing revenue shortfalls and the disinclination of the

current leadership to support public higher education at historic levels. The current state allocations

represent less than 30% of Mansfield’s E&G budget and are likely to be reduced even further. Mansfield

will assure its sustainability by increasing enrollment as it strategically limits the growth of its faculty and

staff.

Operating within New Expectations

The changes in demography and economy strongly suggest that a new and far less stable notion

of “normal” in higher education is emerging for faculty, staff, and academic programs. To these changes

may be added shifting performance expectations and revision of past assumptions. For example,

professional responsibilities of faculty and administrators are being redefined by the actions of state and

federal agencies as well as regional and specialty accreditors. The University has been required to

redesign various policies and processes and to appoint staff such as a Director of Assessment,

Institutional Effectiveness, and Compliance to ensure that we are prepared to address the expectations

of the more regulated environment that characterizes higher education. Expectations of the PASSHE

Board of Governors and the Chancellor’s office have also changed in ways that have a direct impact on

accountability and program directions at the state level. Particular examples of the changes over just the

past three years at Mansfield include these:

Review of small programs, mandated by the Chancellor’s office in 2009-2010 to be completed

and continued on an annual basis

A retrenchment process initiated in 2010-2011 that resulted in notices of retrenchment being

given to five faculty members in October 2010

Retirements or resignations of a significant number of experienced faculty and staff over the

past two years

Additional actions to improve assessment, retention, and completion of programs as a result of

our needs to become more efficient and effective and to take advantage of the revised PASSHE

Performance Funding Plan (February 23, 2012).

A consequence of the various adjustments to budgets, staffing, and programs has been an

expectation that most if not all university employees assume additional responsibilities with fewer

resources at their disposal. There has been a significant impact on staff at all levels within the Academic

Affairs Division, and many faculty members have been asked to assume responsibilities for teaching and

advising additional students. Many programs are stretched to their realistic capacities while being asked

to demonstrate greater effectiveness in ensuring student success.

At a time when our capacity is challenged, we are also expected to demonstrate more clearly

than ever the quality of our programs. The elements of quality in academic programs have not been

consistently defined or assessed at Mansfield or many other universities. Moreover, many of our

assumptions about quality are challenged by the shift from a teaching to a learning paradigm that

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emphasizes the assessment of student learning outcomes as a foundation for measurement of program

quality.

Tied to these changes are the varied technology-driven developments in education. From online

instruction and support for blended instructional methodologies via course management systems to

digital projection and smart board capacities in our classrooms, there have been fundamental

alterations in expected faculty roles, skills, and the delivery of curricula. With the rapidly growing

availability of instructional resources online, the very role of faculty is being reconsidered. Many

institutions are defining faculty roles more as guides, facilitators, and quality monitors for ensuring the

achievement of learning outcomes as opposed to the traditional notion of faculty primarily as sources of

information and wisdom via lecture or various forms of presentation.

Strategic Expectations to Ensure Sustainability

The challenges require new strategies and collaborative leadership to ensure institutional

effectiveness and sustainability. The following are seven strategic actions Mansfield University must

address in the short and long term:

1. Continuously review the following variables3 for all academic programs:

a. External (state and regional) demand for graduates

b. Internal demand from other programs and general education

c. Quality of inputs and processes

d. Quality of outcomes

e. Productivity

f. Revenue and other resources generated

g. Impact and justification as essential elements of the University’s program portfolio

h. Opportunities for improvement or growth

i. Alignment with the mission and strategic goals of the University and PASSHE

2. Ensure the delivery of all curricula is as efficient as possible via curricular and course redesign

based on best national practices.

3. Make student learning inescapable by collaboratively transforming the culture to ensure that

student engagement, persistence, and completion rates improve until we reach the benchmarks

of best-practice institutions with similar campus characteristics.

4. Systematically apply best practices in advising and instruction for achieving program and course

learning outcomes. (See Mansfield’s Retention Action Plan for related information.)

5. Reallocate resources to academic programs that have potential for growth and are in alignment

with our mission, experience base, and capacity to implement effectively.

6. Assess both outcomes and satisfaction with all academic programs, and act to improve or

eliminate programs that do not attain desired outcomes and levels of student satisfaction.

3 Dickerson, R. C., & Goldstein, L. May 2, 9, 2011). Academic program prioritization. Academic Impressions.

(http://www.academicimpressions.com/webcast/academic-program-prioritization-integrating-academic-and-financial-planning).

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7. Phase out or place in moratorium programs that are too small or inefficient to sustain or that

cannot justify (based on dimensions in strategy 1 above) continuation as part of the University’s

academic portfolio.

Implementation of the above strategies must be consistent, collaborative, transparent, and

based on available data rather than unsubstantiated assumptions.

The sections of this plan that follow summarize the status and staffing of Mansfield’s academic

and related support programs. Our Office of Institutional Research and Assessment Data has provided a

variety of data about program enrollments, completions, and faculty staffing. Annual reports and

periodic program reviews prepared by academic departments and programs provide additional

information about program effectiveness, particularly the assessment of student learning outcomes,

which are organized for review in TracDat. Mansfield’s academic Deans and Provost review and act on

such information as a means of assisting faculty in improving the effectiveness of their programs.

Additional analyses contained in the PASSHE commissioned Deloitte Consulting Report on Mansfield

University Academic Programs4 (June 2008), our Review of Department and Program Costs and

Revenues, our Summary of Small Program Reviews (2009-2010), and Retrenchment Plan (2010) have

been used to inform the analyses, conclusions, and recommendations. No single variable is generally

used to determine recommendations; each department and program plays a unique role within the

University’s academic portfolio, and there is always a qualitative element of judgment that informs the

analyses and recommendations. The objective is to sustain a portfolio of programs that demonstrate

their effectiveness in achieving goals and outcomes aligned with the state and region’s needs and the

University’s mission and goals.

Department and Program Level Planning

This section of the plan is organized by department. Data reviewed in preparing the analyses

include five-year trends in numbers of majors and minors, credit hour productivity, numbers of

graduates, faculty staffing, and program costs and revenues for each program or department. Programs

of particular significance within each department are discussed separately. [The section of the plan is not

included here as the drafts are under continuing review in discussions between the Deans, Department

Chairs, and Provost.]

New Programs in Marcellus Development and Production

As noted above, Mansfield University has been studying the emerging Marcellus industry for the

past two years, and the Office of the Chancellor has asked that we explore development of programs to

support the professional workforce needs of the industry. Input from the gas industry emphasized the

need for Mansfield degree programs that would support career-centered degree paths into the gas

industry rather than basic workforce development, which is being provided by private firms, community

4 The Deloitte Consulting Report is labeled second draft,” but in a personal communication on August 19, 2011, Dr. Kathleen

Howley, PASSHE Senior Associate Vice Chancellor for Academic and Student Affairs, confirmed that there were no revisions to the report which had been received at the PASSHE Offices.

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colleges, and a limited number of public universities that have substantial technical and engineering

expertise.

Mansfield has held continuing discussions with industry representatives and established teams

that are developing degree programs in gas development and production, which will provide a pathway

for students who are interested in the Marcellus industry. Those company representatives gathered at

the meeting in late November recommended that Mansfield develop: (a) a minor program of studies in

natural gas development that would support a variety of majors already in place across our academic

units such as our Geology and Geography Department, Business, Human Resource Management,

Communication studies, etc.; (b) internships, practica, or cooperative education programs in the

Marcellus industry; (c) basic degree programs in Marcellus development and production; and (d) basic

degree programs in safety management that focus specifically on the needs of the Marcellus industry.

The minor programs of study should flow naturally from the degree programs we will propose. We are

aware of safety programs in other PASSHE institutions but also find evidence of a compelling need for

additional graduates in this field to serve northern areas of Marcellus development that range into New

York as those counties come online for gas development.

As a consequence, teams are developing degree programs in gas production and services as well

as safety management. Mansfield has regular discussions with various gas production and safety

companies as we build partnerships that will support high quality degree and certification programs for

the Marcellus industry. We intend to focus first on an AAS degree group of concentrations in natural gas

production and services, including worksite safety. We are also examining existing programs at other

colleges and universities closely to determine best practices and curricula. Our goal to have

appropriately trained faculty in place as early as fall 2012 so that relevant gas production, services, and

safety coursework can be offered to interested students.

Expansion or Modification of Existing Programs to Promote College Access and Student Success

The following are proposed modifications to college access, progress, and degree completion

initiatives. Implementation of the proposed programs will require the addition of a faculty to support

high quality advising for online students.

Credit for Life Experience: Mansfield University plans to initiate a pathway for nontraditional adult

students to obtain credit for life experience in collaboration with the Learning Counts initiative and the

Council for Adult and Experiential Learning by the start of the fall semester 2012. These affiliations will

provide credible pathways for nontraditional adult students to assess the possibilities of receiving credit

for life experience and begin a college education at Mansfield in one of our on-campus or on-line

programs.

General Education Online: Mansfield offers a variety of undergraduate and graduate programs online.

Until recently, students in online undergraduate programs such as the RN to BSN program in Nursing

and the BA program in Art History, could not be assured of a sufficient offering of online courses in

General Education. Our goal is to ensure by the start of the 2012 summer session a sufficient selection

of courses on-line for Mansfield to consistently offer a full program of General Education to

undergraduate students who are studying at a distance. Students enrolled in online degree programs

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will have priority access to online General education courses and the ability to complete their studies in

4 years or less if they remain in the same major program.

BA in Liberal Studies Online: Mansfield’s BA program in Liberal Studies is a pathway to each student’s

individual course of study planned in conjunction with an academic advisor. Our goal is to begin offering

the BA in Liberal Studies online as well as on campus with selected concentrations that include 18 to 21

credits of study in areas such as business, accounting, health education, psychology, and others, as part

of a program for degree completion in four years or less. Students in the region will be able to choose a

course schedule that is on campus, online, or blended depending on their needs. Not all courses can be

guaranteed for availability online, but there will be a sufficient number to ensure a robust program,

particularly for students who wish to attend summer school.

Three-Years to Degree Completion: Some learners desire a three-year pathway to degree completion.

Using a selection of online course in General Education and targeted concentrations, we intend to offer

the ability to complete a BA degree in no more than 3 calendar years if a student continues on a path of

study planned and approved by a faculty advisor at the time of admission. The planned program must

include summer studies and a willingness to take 18 credit hours in some semesters. The 3-year

program of study will be challenging and not suited to all students.

Student Support Services: We are at work improving several initiatives to help students enter and

complete college online or on campus in a four-year timeframe. We now offer various student support

programs for students who need additional assistance in ensuring success in their college studies. These

range from a new summer Gateway Program to a First-Year Experience Program in which all entering

students are involved. There are also more focused initiatives such as a federally funded TRiO student

support program, and Tutoring, Writing, and Learning Centers. As needs arise, we will add other

support services and staff to ensure student success in attaining a college degree. Our success as an

institution will be measured via the PASSHE Performance Funding Plan as well as other internal

measures that are part of our rigorous assessment processes.

Summary of Academic Plan Goals

This section summarizes the primary goals and actions associated with this academic program and

staffing plan. Many of the items that follow are already at an early implementation stage. The other

items are under active consideration.

Sustain Mansfield’s commitment to its current mission, vision, and strategic goals

Continue to affirm the essential underpinning of the curriculum provided by the liberal arts

foundation of the recently revised General Education Program

Apply for membership in the Council of Public Liberal Arts College

Examine the University’s academic practices and strategies in relation to the multiple economic,

demographic, and public policy disruptions that are having a significant impact on public higher

education and, as necessary, redesign the delivery of courses and curricula to ensure their

sustainability

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Apply the seven strategic actions below to examining and planning the future of all academic

programs

1. Continuously review for all academic programs the following variables:

a. External demand for graduates

b. Internal demand from other programs and general education

c. Quality of inputs and processes

d. Quality of outcomes

e. Productivity

f. Revenue and other resources generated

g. Impact and justification as an essential element of the University’s program

portfolio

h. Opportunities for improvement or growth

i. Alignment with University and PASSHE goals and mission.

2. Deliver all curricula as efficiently as possible via curricular and course redesign based on

best national practices.

3. Make student learning inescapable by collaboratively transforming the culture to ensure

that student engagement, persistence, and completion rates improve until we reach the

benchmarks of best-practice institutions with similar campus characteristics.

4. Systematically apply best practices in advising and instruction for achieving program and

course learning outcomes. (See the Retention Action Plan for more detail.)

5. Reallocate resources to academic programs that have potential for growth and are in

alignment with our mission, experience base, and capacity to implement effectively.

6. Assess both outcomes and satisfaction with all academic programs, and act to improve

programs that do not attain desired outcomes and levels of student satisfaction.

7. Phase out or place in moratorium programs that are too small or expensive to sustain or

that cannot justify (based on items in strategy 1 above) continuation as part of the

University’s academic portfolio.

Recognize the imperatives associated with the revised PASSHE Performance Funding Plan, which

focuses on improved student access, retention, and degree completion

Apply the recommendations of the Retention Action Plan to guide achievement of Mansfield’s

strategic and performance funding goals

Develop a Distance Education Strategic Plan to ensure best practices and effectiveness in

implementing online and blended programs

Ensure that the University is responsive to the needs of the rapidly emerging Marcellus gas

industry, which will drive the regional economy for the next several decades, by introducing the

following:

(a) An Associate of Applied Science (AAS) degree in Gas Development and Production

(b) A minor area of study in Gas Production that will enable students in various academic

programs to prepare for entry-level career positions in the industry

(c) A Bachelor of Science (BS) degree in Safety Management that will support the safety needs

of the Marcellus industry as well as a variety of other areas of business and the public

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sector, where rising levels of expertise in ensuring worker and community safety are

anticipated

(d) Internships, practica, or cooperative study in the Marcellus industry for various majors

Introduce a Bachelor of Science (BS) degree in Community Health Education to address growing

needs nationally and in the region for health education for both intervention and disease

prevention

Initiate a pathway for nontraditional adult students to obtain credit for life experience in

collaboration with the Learning Counts initiative by fall semester 2012

Ensure sufficient courses online for Mansfield to consistently offer a suitable program of

General Education to undergraduate students who are not on campus

Modify the BA in Liberal Studies program so that it can be offered fully online with selected

concentrations that include 18 to 21 credits of study in areas such as Business, Accounting,

Health Education, Psychology, and others as part of a program for degree completion in a

maximum of four years

Using the selection of online courses in General Education and targeted concentrations, offer

the ability to complete a BA degree in no more than three calendar years if a student continues

on a planned path of study at the time of admission

Ensure sufficient advising and learning resource support for all students who need assistance to

succeed in Mansfield programs whether they are on campus or online

Continue to assess and improve the effectiveness of all of our programs, services, and initiatives

using multiple methods including the Excellence in Higher Education process and TracDat as an

assessment data management tool.

______________________

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Selected References

Dickerson, R. C., & Goldstein, L. (May 2, 9, 2011). Academic Program Prioritization. Academic

Impressions. (http://www.academicimpressions.com/webcast/academic-program-prioritization-

integrating-academic-and-financial-planning).

Marcellus Shale Education and Training Center. (Summer 2011). Pennsylvania Marcellus Shale Economic

Impact Study. (Available online at http://marcelluscoalition.org/wp-

content/uploads/2011/08/PennsylvaniaStatewideWorkforceAssessmentv1_Final_for_web.pdf).

Pennsylvania State System of Higher Education. (Various dates). FactBooks 2001-2010. (Available online

at http://www.passhe.edu/inside/asa/research/Documents/Forms/AllItems.aspx )

Mansfield University. (April 2, 2010). Summary of Mansfield University Responses to PASSHE Show Cause

Review of Programs with Low Graduation Numbers.

University Leadership Council. (2011). Smart Growth: Bringing Rigor to Academic and Enrollment

Planning. Washington, DC: The Advisory Board Company.