Standards:

STANDARD FOUR

Programs and Instruction

4.1-4.11 Description

	Eastern is primarily a teaching university which is authorized by the 
Connecticut Board of Governors for Higher Education to offer 11 Bachelors of 
Arts programs, 9 Bachelors of Science programs, 4 Bachelors of Arts & Sciences 
programs, a Bachelors of General Studies program, an Associates in Arts & 
Sciences, and an Associates in Science program. Eastern also offers an 
individualized degree that allows students to combine two disciplines under the 
guidance of academic advisers. There are 19 teacher certification programs at 
the graduate and undergraduate levels. On the graduate level, Eastern offers 
masters programs in accounting, organizational management, and education. A list 
of approved programs is available in the document room/index.

	Each academic program is described in the university catalog. Advising forms for 
individual programs specify the admission, retention, and graduation 
requirements for each program.  Requirements that may vary by program include 
grade point average in the major, program-wide tests, and capstone courses. The 
catalog also describes requirements such as the general education program and 
the writing across the curriculum requirement.

	Eastern develops, approves, and administers its academic programs and curriculum 
through established institutional processes. Additions and deletions of programs 
or courses are consistent with available resources, faculty expertise, student 
needs, and academic planning. Course content is determined by academic 
departments and, with the recommendation of academic deans, is reviewed by the 
Curriculum Committee for approval by the University Senate. Faculty, deans, and 
the academic vice president develop programs. The University Senate, university 
president, CSU System chancellor, Board of Trustees, the Department of Higher 
Education, and the Board of Governors approve new programs and delete 
discontinued programs. All academic programs receive final approval from the 
Connecticut Board of Governors before they are offered or advertised. 
Eastern introduces a new program when the resources are available, there is a 
demonstrated need for the program, and the program supports the mission of the 
institution. Eastern has focused on program modification and improvement rather 
than program proliferation. The new accounting master's degree was instituted in 
response to student demand and changes in the accounting profession. Faculty 
positions were added to support new programs in studio art, developmental 
mathematics and writing, business administration, and other priority programs. 
All Eastern courses provide adequate time for reflective learning. The 
university standard of fifteen contact hours per awarded credit is maintained 
throughout all programs, whether the course is offered in the conventional 
sixteen-week semester or during the shorter summer and winter sessions. The 
syllabi, readings, assignments, and evaluation tools are equal regardless of the 
course duration.

	Eastern has expanded its co-curricular programs. The University Hour program 
sets aside one hour each week during which no classes are held, thus freeing up 
time for lectures and presentations from a broad range of academic disciplines 
and the performing arts. Such activities are an integral part of the mission of 
the university, and they continue to grow.

	A specified amount of summer curriculum development funds is available to 
support program and curriculum changes. New facilities, faculty and support 
staff, and library and technology resources have been added to improve academic 
programs and facilitate student learning and achievement. An increasing number 
of faculty development programs are aimed at improving instruction. The Center 
for Educational Excellence sponsors numerous programs on teaching and learning, 
as well as an orientation program for new faculty. See Table 4-1. The faculty 
development committee also sponsors faculty development activities. 

TABLE 4-1 Center for Educational Excellence
Programs and Activities Fall 1999- Spring 2000
	Based on reviews of continued need, several undergraduate and graduate programs 
have been modified or eliminated in the past ten years. The Education Department 
has modified its offerings in response to changing teacher certification 
requirements. Eastern has struck a delicate balance between the need to 
revitalize the curriculum and to maintain the student's planned program of 
study. When a program is scheduled for elimination, students enrolled in it are 
informed in writing. Required courses for graduation and other course options 
are offered to students-in-progress. Course substitutions for major and minor 
programs are handled by department chairpersons for full-time and part-time 
students.

	The University Senate's Academic Program Review Committee (APRC) has been 
coordinating Eastern's academic program review activities since 1987. The 
process requires that all academic programs conduct self-studies and undergo 
evaluation by a combination of peers and external reviewers on a regular basis, 
at least once every seven years. Results of the evaluations and the 
recommendations of external reviewers are reported to the University Senate and 
academic administrators for appropriate review and action. In 1995, the APRC 
modified its program-review methodology to include more student-outcome 
information as part of the evaluation of program effectiveness. 

	In addition to the APRC academic program review process, academic departments 
are asked to evaluate themselves using department-specific information in their 
annual reports. One of the benefits of this approach is that faculty are 
constantly evaluating their programs through the use of consistent multiyear 
information. Department-specific information includes course enrollment data, 
current student survey information, graduate follow-up information, and 
department-generated student-outcome information. Recent department annual 
reports are available in the document room/index.

	Programs have been modified as a result of program review efforts. During its 
recent review, the Business Administration Department made a number of changes 
in its programs in response to the results of interviews with students, course 
evaluations, and results of the department's comprehensive exam. For example, an 
ethics module was built into BUS 230, a required course. The Political Science 
Department modified its program to make it more integrated and coherent.  The 
Communications Department and the Biology Department also made significant 
improvements to their programs as a result of program reviews. 

	To accommodate the needs of students beyond easy commuting distances, off-campus 
sites and distance-learning opportunities are available. The School of 
Continuing Education has operated at a variety of locations over the years. 
Current sites include the Groton Sub Base, Waterford High School, Vernon Center 
Middle School, Kelly Middle School in Norwich, the Hartford Armory, and the 
Mohegan Sun Casino in Uncasville. In addition to traditional off-campus courses, 
Eastern offers a number of courses through CSU Online. 

	Approximately 10 percent of undergraduate part-time student credit hours are 
generated through off-campus programs. Off-campus courses are scheduled through 
the School of Continuing Education or the Graduate Division.  The selection, 
assignment, and evaluation of faculty members teaching these courses are under 
the control of the department chairpersons. Specific agreements regarding use of 
facilities and shared responsibilities have been reached with all participating 
institutions that serve as hosts to Eastern's courses. All part-time students 
are offered personalized academic advisement through the School of Continuing 
Education.

	The Admissions Office is responsible for ensuring that students offered 
admission are adequately prepared for their academic program in order that they 
will benefit significantly from their total college experience. The Admissions 
Office also evaluates transfer credits according to accepted higher education 
norms. The Office of the Registrar evaluates student progress toward a degree, 
which is also monitored by an academic adviser.  All transcript information, 
including degree program, transfer credit, registered credit, and grade point 
average, is available to all authorized faculty and administrative personnel via 
the CSUSIS computer information system. 

4.1-4.11 Appraisal
	Eastern's academic support and co-curricular programs are consistent with and 
serve to fulfill its mission and purposes. Objectives and requirements that meet 
established standards have been developed for each degree program. These 
materials are readily available for students. Eastern's academic planning 
activities are realistic and take into account available resources. The 
institution maintains direct and sole responsibility for the academic quality of 
programs and assures adequate resources to maintain quality. 
On-campus faculty have a substantive role in the design and implementation of 
off-campus programs. Such activities are integral parts of the institution and 
maintain the same academic standards as courses and programs offered on campus. 
They receive sufficient support for instructional and other needs. Students have 
ready access to appropriate learning resources. In the past few years, Eastern 
has made significant advances in the availability of technology. Students can 
access the university's networks and the Internet from their rooms in the 
residence halls, classroom buildings, and the new library. In addition, all 
members of the university community have access to the network from their homes 
via the Internet.

	Student-learning outcomes assessment is still a new initiative at Eastern, and 
some departments have not fully developed a program of measuring student 
learning outcomes assessment. Several departments are currently involved in 
restructuring their curricula and degree requirements to better reflect current 
emphases in their disciplines. Numerous departments are also taking steps to 
implement comprehensive examinations in order to provide clearer assessment of 
both program effectiveness and student progress. See the document room/index 
"Assessment Methods Used by Academic Programs." 

	Resources need to continue to expand to meet the needs of the increasing number 
of students. Between fall 1990 and fall 1999, Eastern's full-time undergraduate 
enrollment increased 26 percent. This has caused the institution to 
significantly increase the size of its faculty and its facilities. The number of 
faculty has increased 29 percent and the number of new facilities has increased 
substantially. Eastern is currently undergoing an explosion of building to meet 
previously identified needs for new resources. Two new residence halls opened in 
fall 1999. The new J. Eugene Smith Library opened in January 1999, providing 
more space for collections, as well as much-needed computer labs, classroom 
space, and meeting facilities. Webb Hall, our new classroom building, opened in 
January 1992. Between 1990 and 1999, the total amount of facilities space grew 
by 52.1 percent, from 793,309 square feet to 1,206,565 square feet of gross 
available space.  See the document room/index "Inventory of Facilities Report".

4.1-4.11 Projection
	Eastern's future directions are clearly specified in its recently approved (fall 
1999) role and scope statement. This document states (page 8): " Eastern is 
committed to those programs in the arts and sciences and professional studies it 
can deliver at an exemplary level. Eastern has a commitment to a multicultural 
curriculum, state-of-the-art instructional technology to enhance teaching and 
learning on and off campus, and interdisciplinary and international studies. 
Eastern also values its historic and future role in teacher preparation. The 
university is committed to strengthening existing programs and developing new 
innovative programs that respond to the changes in society as well as enhance 
the university's competitive position. Central to maintaining academic 
excellence is the assessment of student learning outcomes in all academic 
programs.  Academic excellence will be further enhanced by the creation of a new 
physical environment, including space for the sciences, early childhood 
education, fine arts, and other academic and student programs.  New academic 
programs will continue to meet the highest standards of excellence, strengthen 
the university's mission, attain distinctiveness within the state and region and 
attract qualified students." See this report in the document/index under 
Standard One. 

	The dean of education and professional studies will work with the dean of arts 
and sciences and the Academic Program Review Committee to restructure the 
university's program review process and to extend the process to all areas of 
the university. Work is already underway in both schools to focus program 
reviews on student outcomes, based upon program objectives. Within the 
established program review cycle for the next five years, academic departments 
that are not already subject to external accreditation will receive training and 
assistance in defining program objectives.

	Faculty will continue to have a substantive responsibility in the design and 
implementation of the curriculum. Eastern will conduct additional research to 
improve student learning and retention. Recruitment efforts will be focused on 
attracting students who would be more likely to succeed at Eastern. Improved 
student support and monitoring of academic progress will contribute to improving 
student retention and overall academic standards. Better coordination of 
recruitment and retention efforts, as well as one-stop-shopping student 
services, will improve service delivery. 
 


STANDARD FOUR
Undergraduate Degree Programs

4.12-4.19 Description
	Eastern Connecticut State University offers 24 undergraduate academic major 
programs leading to either a Bachelor of Arts, Bachelor of Science, or Bachelor 
of General Studies degrees. There are also 32 undergraduate minors available. 
Majors and minors are listed on pp. 11-12 of the university catalog. 

	An individualized major is available for students consisting of courses from two 
or more disciplines leading to a Bachelor of Arts or Bachelor of Science degree. 
The individualized major may be based in either the School of Arts and Sciences 
or the School of Education and Professional Studies. The University Honors 
program offers excellent students a challenging sequence of coursework in 
addition to the courses required by their academic majors. Tables with 
characteristics of the academic majors are in the NEASC document room. 

	All Eastern students seeking a bachelor's degree must complete the university's 
general education requirements (GER). The purpose of the GER is to help students 
gain an awareness of methods of inquiring and knowing; enhance their abilities 
to research and communicate; learn ways to think critically, imaginatively, and 
analytically; develop an understanding of diverse cultures and societies; 
appreciate the sense in which the past illuminates the present; and respond 
sensitively to human achievement and creativity. The GER is described on pp. 79-
86 of the university catalog.

	Graduation requirements include completion of at least 120 credits with an 
overall average of at least 2.0. At least 60 credits must be at the 200-course 
level or higher, and at least 30 credits must be at the 300 or higher level. 
Students also must complete the general education requirements (GER) described 
below, including a foreign language requirement if not completed in high school. 
They must also complete the requirements for a major and fulfill the university 
writing requirements. For most students, the university requires completion of 
one or two freshmen level writing courses, passing a writing competency 
examination or submission of an adequate portfolio of written work, and 
completing a 300- or 400-level writing intensive course in the student's major. 
The university's academic degree programs are housed within three schools: Arts 
and Sciences,  Education and Professional Studies, and Continuing Education (the 
BGS major and associate degree program). Majors range in size from 71 to 36 
credits, with an average of 45 credits. The modal major size is 36 credits. 
Twenty of the twenty-four majors distribute coursework between specific required 
courses and choices among courses within the major. The four exceptions--
accounting, early childhood education, middle school education, and social work-
-are all majors designed to conform with professional standards. Every major 
offers its students the opportunity to earn academic credit through experiential 
learning, internships, or practica. Business administration and the majors 
leading to teacher certification and social work require such experience.
Business Administration, Computer Science, Economics, the three Education 
majors, English, mathematics, and psychology offer their students membership in 
disciplinary national honor societies. All education majors and other programs 
leading to teacher certification are approved by the Connecticut State 
Department of Education and plans exist for seeking their accreditation with the 
National Council for Accreditation of Teacher Education. The social work and 
studio art majors are actively seeking accreditation through their professional 
accrediting bodies, the Council on Social Work Education and the National 
Association of Schools of Art and Design. 

	Early childhood education, elementary education, middle school education and 
physical education are designed to lead to Connecticut teaching certification. 
Biology, English, environmental earth science, history, and history/social 
science majors can be combined with education coursework to qualify for teaching 
certification at the secondary school level. All undergraduate teacher 
certification programs are designed to meet strict State Department of Education 
standards as well as standards of discipline-specific professional societies. 
School of Education and Professional Studies majors seeking early childhood, 
elementary education, or middle school certification have either a subject-
matter major or two areas of study plus a 30+ credit hours professional 
education component. Students in secondary education or physical education 
teacher certification programs complete majors in their certification fields. 
All initial teacher certification students must complete an admissions process 
that includes demonstrated competence in mathematics and quantitative reasoning, 
reading, and writing. The State of Connecticut requires that students seeking 
admission to an initial certification program either pass the Praxis I test at a 
level higher than the national average or achieve a state-approved minimum SAT 
score. In addition to specific course requirements, teacher education students 
must submit as part of the screening process one or more personal essays, 
provide at least four letters of recommendation, and pass an interview session 
with a team of faculty. 

	Although each education student must complete state and university general 
education requirements, additional requirements exist within each education 
program. Secondary education and middle school education students must major in 
one-subject area and take additional credits in a related area. Early childhood 
education students must complete a content area major in human growth and 
development.

	Two general studies degree programs reside in Eastern's School of Continuing 
Education: an Associate in Science degree (AS) and a Bachelor of General Studies 
degree (BGS). There are special variants of these programs tailored for 
registered nurses and other health care professionals, described on pages 
257Ð260 of the 1998-2000 ECSU catalog. The associate degree is described on 
pages 260-261. 

	The Bachelor of General Studies degree (BGS) is a flexible adult degree program 
offered through the School of Continuing Education at Eastern. It is available 
to both full-time and part-time students who are twenty-five years of age or 
older at the time of matriculation. It is especially appropriate for those who 
have gained significant learning through their work/life experience. There is no 
minimum number of completed credits required for entry into the BGS program. 
Credit requirements for the BGS degree can be met through college coursework 
(taken at Eastern and other colleges) in combination with nontraditional 
learning programs such as Eastern's Credit for Life Experience and Learning 
Program, CLEP (College Level Examination Program), DANTES, and American Council 
on Education (ACE) credit recommendations for military and other training. A 
maximum of 60 credits may be earned through one or a combination of 
nontraditional learning options. 

	Upon entry to the BGS program, each student completes a learning contract with a 
continuing education adviser. The contract outlines the student's proposed plan 
of study and ensures that all degree and university requirements will be met. A 
minimum of 30 credits must be earned through actual coursework completed at 
Eastern and a minimum of 15 credits in the major concentration must be upper-
level. One of the two required BGS concentrations must be from a discipline in 
the School of Arts and Sciences. Approved transfer credits from other colleges 
and universities can be incorporated into the BGS degree; there is no time limit 
on when transfer courses were taken. 

4.12-4.19 Appraisal 
	All academic degree programs are reviewed on a seven-year cycle. Reviews are 
conducted by academic departments under the guidance and supervision of the 
Academic Program Review Committee (APRC), a committee of the University Senate. 
The schedule for department reviews is available in the document room. The 
review process begins with a comprehensive department/program self-study, 
including a statement of the program's goals and objectives and evaluations of 
the following areas: appropriateness of the required curriculum; course 
instruction; student recruitment, retention, and advisement; incorporation of 
students into the program's preprofessional context; faculty scholarship, 
research, and creative activity; and student learning outcomes. Following 
completion of the self-study two external evaluators from similar academic 
programs conduct an on-site program review and submit an evaluation report to 
the APRC. The process concludes with a meeting conducted by the APRC between 
program faculty and the appropriate dean, during which the evaluation data is 
discussed and concrete proposals to support and improve the academic program are 
drafted. See the senate bill and guidelines for program review in the NEASC 
document/index room.

	In addition to the comprehensive APRC program review, each academic department 
is required to submit an annual report to the Academic Affairs Office that 
includes the following item: 

	Please describe your department's assessment activities in [academic year] and 
discuss what program improvements have been made because of these assessment 
activities. Be sure to discuss what your department has done to implement 
student learning outcome measures and how these measures have been used to 
change instruction.

	Wide variation exists in how departments assess their program outcomes. 
Approaches include comprehensive examinations, evaluation of student portfolios, 
student course-evaluation data,  and senior exit surveys. Approximately half of 
the departments in the sample provided little or no discussion in response to 
the annual report assessment item.

	Comprehensive testing is required for students seeking teacher certification. To 
earn certification, all students complete batteries of advanced tests in their 
certification fields. These tests are called Praxis II and are required by the 
State of Connecticut; they measure academic competence, integrative skill 
development, and some pedagogical knowledge. Field experiences and a full 
semester of student teaching are also requirements for teacher certification. 
Eastern scores on the Praxis II tests are in the NEASC document room.
Each September a survey of graduates is mailed out by the Connecticut State 
University to all members of the previous year's graduating class. Surveys 
mailed to Eastern Connecticut State University graduates yielded a return rate 
of 40 percent in 1996 and 37 percent in 1997, a response rate comparable to the 
return rate from the other CSU university campuses. More than 90 percent of 
Eastern's graduates in 1996 and 1997 expressed satisfaction with their academic 
program and their mastery of their major. This survey is in the document room.   

4.12-4.19 Projection

	A survey mailed to department chairs in March 1999 revealed that several 
departments are considering significant changes in their undergraduate degree 
offerings. At least three new majors are under consideration. The Fine Arts 
Department is considering a Bachelor of Fine Arts Degree in studio art. The 
Biology and Physical Sciences Departments are seeking to convert a minor in 
biochemistry into a major. The Health and Physical Education Department is 
developing two new tracks in the sports and leisure management major, a track in 
health/fitness management, and one in sport management. Sports management may be 
developed into a major. The Education Department plans to seek accreditation 
with NCATE, the National Council for Accreditation of Teacher Education for all 
of its programs. 

	Less dramatic changes mentioned in survey responses reflected anticipated 
faculty retirements and new hires, which would enable curricular enhancement and 
possible shifts in program emphasis in several departments. The Communications 
Department looked forward to making its major more technologically intensive as 
its budget permits new equipment purchases. 

Within the past two years, the most important issue to arise concerning the BGS 
degree has been the need to address how the BGS students should meet the upper-
level, writing-intensive course requirement. Because the writing-across-the-
curriculum requirements at Eastern have been phased in gradually for transfer 
students, only recently have larger numbers of the BGS students fallen under the 
writing requirements. In some disciplines such as business, BGS students have 
been allowed to take the writing-intensive major course. In other areas such as 
history and sociology, BGS students are not eligible to register for the senior-
level writing-intensive courses. Individual accommodations, such as writing-
intensive independent studies, must be arranged. 

	Discussions were underway during spring 1999 to address the issue of how BGS 
students in disciplines where there is not an available writing-intensive course 
open to them can best meet the goals of the writing-across-the-curriculum 
requirement. Current discussions are focused on the possibility of having such 
students submit an advanced portfolio.

	Another area that needs to be addressed is coordination of the individualized 
studies major. This issue will be considered during the program's scheduled 
review by the Academic Program Review Committee.   

	The issue of uneven responses to the annual report requirements is being 
addressed by the dean of education and professional studies and the dean of arts 
and sciences through communication with the academic departments and the 
Academic Program Review Committee. The deans will work with the Academic Program 
Review Committee to restructure the university's program review process and to 
extend the process to all areas of the university. Work is already underway in 
both schools to refocus program reviews by departments on student outcomes based 
upon program objectives. Within the established program review cycle for the 
next five years, academic departments that are not already subject to external 
accreditation will receive training and assistance in defining program 
objectives and initiating academic assessment methods. These procedures can then 
be incorporated into the department's annual reviews. See document room/index 
ÒTable 2, Assessment Methods Used by Academic Programs.Ó 
 

STANDARD FOUR
Graduate Degree Programs

4.20Ð4.25 Description
Administration of Graduate Program and Instruction

	The Graduate Division, a division of the School of Education and Professional 
Studies, administers the graduate programs at Eastern Connecticut State 
University (ECSU).  Two of the academic departments within the School of 
Education and Professional Studies have built upon their undergraduate program 
bases to offer the opportunity for advanced study at the master's level in their 
disciplines. The master's programs enable students to advance in their careers 
or to prepare for doctoral-level study. Master of Science degrees are offered 
in: Early Childhood Education, Elementary Education, Reading and Language Arts, 
Science Education, Organizational Management, and Accounting. Non-degree planned 
programs enable individuals to earn teacher certification or to gain personal 
and professional development beyond the bachelor's level. The graduate degree 
programs are planned and scheduled so that students may pursue them on either a 
full- or part-time basis.
	
	The Graduate Division is responsible for the administration of all graduate 
programs in the university, a function that is shared with the discipline-
focused academic departments in the School of Education and Professional 
Studies. The Office of the Dean of Education and Professional Studies 
coordinates administrative activities and procedures related to the university's 
graduate-level programs in areas such as program promotion, recruiting, 
admissions, graduate student records, full-time registration, graduation, 
assistantships, and scholarships. The Graduate Division office staff currently 
consists of the dean of education and professional studies, a graduate adviser, 
and one clerical member. The dean of education and professional studies 
cooperates with the faculty and the chairs of the academic departments in the 
development of new programs and the administration of graduate studies policies.
The university does not have a formally defined graduate faculty; however, 
possession of the doctoral degree is a requirement of graduate instructors. This 
can be waived only with permission of the appropriate department chairperson and 
the dean of education and professional studies. In these cases individuals 
(full-time and part-time) must have a demonstrated equivalent level of 
competence in the specific subject area. All faculty assigned to graduate 
teaching are experienced professionals in their fields of study.
Thus, the undergraduate-teaching faculty, the body primarily responsible for 
graduate teaching, comprises faculty members whose experience and record of 
scholarship qualify them to offer graduate-level instruction and supervise 
graduate research. The faculty's purpose is to encourage and contribute to the 
advancement of professional or practice-oriented knowledge through instruction, 
mentoring, and research/creative activity. In addition, the faculty is 
responsible for student advising and supervising the activities of graduate 
internships, practica, and/or field placements. Departments assign graduate 
advisers in the various academic programs on the basis of their educational 
credentials, research, and professional interests.  

Development of New Graduate Programs

	Before a new graduate program can be offered at ECSU, it must pass through an 
extensive review and approval process on campus, within the Connecticut State 
University System (CSU), and at the Connecticut Department of Higher Education 
(DHE). Proposals must document program objectives, academic value, quality of 
instruction, social merit, consumer (student/potential employer) need, and other 
clear reasons to add the offering. In addition to a thorough presentation of 
factors reflecting need and demand, the written plan must describe the program's 
uniqueness, curricular content, necessary library support, faculty resources, 
and financial requirements.

	Instructional faculty members within the university's academic departments 
initiate proposals for new graduate programs and revisions of existing programs.  
From the departments, the proposals move forward on campus and must be approved 
by the University Curriculum Committee and the University Senate. The internal 
review and approval process is sufficient for limited modifications to existing 
graduate programs.  Once approved by the campus community, requests for new 
graduate majors proceed to the CSU Chancellor and the Board of Trustees. 
Following review by the chancellor's office and the board's approval, the 
proposal is forwarded to the DHE for final analysis and consideration. If the 
Board of Governors of DHE recommends licensure of the program, the program is 
made available to prospective students as an approved program offering. Final 
accreditation of the program follows a positive review by the DHE after two to 
three years.

Admission of Graduate Students

	Admission to the university's graduate programs is based upon an applicant's 
previous academic achievement and evidence of ability to successfully pursue 
advanced study in the proposed field. The applicant must hold a baccalaureate 
degree from a regionally accredited institution of higher education in the 
United States or an equivalent degree from a recognized institution in another 
country. The admission process is moderately competitive. A minimum cumulative 
average of 2.70 on a 4.00 point scale for all undergraduate work or its 
equivalent is required for all applicants. The 2.70 (B-) average is consistent 
with that required for initial educators in Connecticut, enabling individuals to 
matriculate in the teacher certification programs.


	All graduate programs have established additional admission requirements beyond 
the minimum standards applied by the Graduate Division. Program-specific 
criteria may include an undergraduate major or its equivalent in the discipline 
for which admission is sought; standardized test scores; departmental 
interviews; and letters of recommendation.  International applicants must 
further demonstrate competency in English (TOEFL minimum score of 550) and proof 
of financial support. All applications for advanced programs are processed 
through the Graduate Division and the academic departments.  Current full- and 
part-time enrollment in the Graduate Division is 433 students. A breakdown by 
graduate programs is available in the document room.
Graduate Degrees, Programs, and Related Requirements
ECSU offers graduate programs in three fields: education, management, and 
accounting.  Each discipline awards a Master of Science degree; Education 
provides options for certification, master's and certification, master's, and 
post-master's study.

	Upon formal admission to a graduate degree or planned study program of any kind, 
the student is assigned a faculty adviser. Following the established 
requirements of each program, the adviser and the student develop a plan of 
study for the degree program.  After the dean of education and professional 
studies approves the student's plan of study, it is recognized as the student's 
official Planned Program of courses and/or project requirements.
Specific degree requirements differ from program to program. However, all 
graduate programs at Eastern require a minimum of 30 credits of approved 
graduate-level courses (normally a core of required courses and directed 
electives), and either a comprehensive examination (Plan A) or a master's thesis 
(Plan B). Graduate courses at ECSU are numbered at the 500-699 level; all 
required courses in the graduate degree programs are typically in the 500-599 
range.

	All programs have core course requirements, covering the seminal issues and 
knowledge in a field and the research methods appropriate to the discipline. 
Professional degree programs also require internships and clinical practica.  In 
some programs, the required coursework is extensive and few elective courses may 
be taken. In all cases, elective courses are chosen with the adviser for 
relevance to the program and added depth of study.

	The graduate programs in education and organizational management provide 
instruction in relevant research methodology, directed toward the appropriate 
application of its results as a regular part of professional practice. The 
organizational management program affords the student a broad conceptual mastery 
of the field of professional practice through an understanding of its subject 
matter, literature, theory, and methods. The program in accounting focuses on 
the sequential development of professional skills, which will result in 
competent practitioners, specifically CPAs.

	The Master of Science in degree programs in education provides advanced study 
for practitioners for teaching and careers in education. Current research in 
education is examined, and teaching strategies that have immediate classroom 
utility are developed.  Coursework may be applied to certification programs in 
education. Students with Provisional Certification, who do not wish to complete 
a Master of Science degree, may complete thirty hours in a Planned Fifth Year 
Program to meet state requirements for the Professional Educator Certificate. 
ECSU cooperates with Southern Connecticut State University in a Sixth Year 
Program in Educational Leadership.

	The Master of Science Degree in Organizational Management program focuses on 
individual behavior, group dynamics, organizational processes and structure, and 
their interactions. It is appropriate for individuals seeking to develop 
interpersonal and organizational skills applicable in a wide variety of work 
settings and should be of particular interest to individuals in supervisory and 
project-management positions in social and public agencies. The program assumes 
professional work experience on the part of participating students. The 
organizational management program is a professional development program designed 
to enhance the individual's ability to deal with the dynamics of complex 
organizations.

	The Master of Science in Accounting program provides students with extensive 
specialization in accounting integrated with knowledge of the liberal arts, 
economics, and management. Beyond technical competency, emphasis is placed on 
the further development of analytical abilities, communication and interpersonal 
skills, creativity, and cultural awareness. The program is primarily designed 
for those who have completed an accredited baccalaureate degree program with a 
major in accounting, as well as for those with extensive practical experience in 
accounting and/or financial management.

	Quality of work by individual students is ensured by the standard of a minimum 
grade point average of 3.00 (B) to continue in matriculated status and to 
graduate. Students are also subject to dismissal if nine semester hours of Cs 
are earned in the accumulation of credits necessary to graduate or if grades of 
C or below are earned in consecutive courses. Regular warning, probation, and 
dismissal procedures are used to discourage unqualified students from persistent 
enrollment in courses.

Graduate Assistantships and Educational Support
Graduate assistantships (GAs) constitute the primary type of merit-based 
financial support for graduate students at ECSU. Currently, eight positions are 
available in various academic departments and in program-related administrative 
areas throughout the institution.  

	Graduate assistantships are provided on a full-time or half-time basis. Students 
appointed as full-time GAs work approximately twenty hours per week during the 
semester; students holding half-time appointments work ten hours per week. Only 
full-time graduate students (carrying a minimum course load of nine credit 
hours) are eligible for full-time assistantships. Half-time assistantships may 
be awarded to full-time or part-time students.
Full-time graduate assistants receive stipends ranging from $2,400 to $4,800 
each semester, in addition to a waiver of some required fees. Half-time graduate 
assistants receive stipends ranging from $1,200 to $2,400 each semester. If 
half-time assistants enroll full-time (nine or more credit hours), they pay 
full-time tuition but receive fee waivers as specified for full-time assistants. 
If a graduate assistant enrolls for fewer than nine course credits in a 
semester, the student pays appropriate fees for part-time study.

4.20 Ð 4.25 Appraisal
Curricula and Standards

	The graduate degree programs at ECSU meet the standard of providing students 
with the opportunity to master a complex field or professional area through the 
design of the curricula and planned programs of study and through the 
aforementioned required learning experiences. The capstone requirements of the 
thesis or comprehensive examination demonstrate a student's ability to analyze 
problems related to the area of specialization and to present results in an 
appropriate manner.

Resources

	Faculty teaching in graduate programs are fully qualified for master's level 
instruction.  Full-time faculty members with doctorates typically teach graduate 
courses, although full-time faculty with master's degrees and adjunct faculty 
with specialized experience or knowledge are also assigned occasionally to teach 
graduate courses. Of concern is that the majority of full-time faculty members 
at ECSU teach both undergraduate and graduate courses. The enrollment demands in 
the undergraduate programs sometimes force the reassignment of faculty to 
undergraduate courses and the cancellation and postponement of graduate 
offerings with small enrollments.
The faculty instructional workload at ECSU has ramifications in all areas, 
including research and graduate education. The twelve-hour instructional load 
limits a faculty member's ability to give the extra time that is desirable for 
mentoring and working with graduate students outside the classroom.
Funding for graduate assistantships remains low. This results in few 
assistantships, small stipends, and graduate programs that are not competitive 
in the recruitment of highly qualified students who require financial support.
J. Eugene Smith Library resources appear adequate for master's-level study, 
particularly with the online networking of the Library and wide borrowing 
capability. The computer facilities and campus network are good, allowing all 
matriculated students Internet access from campus.

Program Quality and Assessment
	In terms of the curricular and program requirements and the placement of 
graduates, the graduate programs appear to achieve their general objectives. As 
described above, the graduate programs serve different purposes. The 
disciplinary master's degree programs emphasize substantial mastery of knowledge 
and theory in the field.  Graduates of the programs enter field-related jobs or 
are accepted at other institutions for doctoral study. Practice-oriented 
programs prepare students for professional practice in fields with a terminal 
master's degree.
	The degree to which academic departments have defined objectives for their 
programs in terms of student outcomes varies a great deal across the 
institution. Only the Organizational Management program has articulated specific 
objectives that outline the general skills and abilities a graduate is expected 
to develop as a result of the program.  Better definition of program objectives 
will enable departments to improve their assessments of programs. At present, 
most of the evidence that students are acquiring program knowledge and skills 
comes from students' passing of program courses and requirements such as the 
comprehensive examinations and internships. What is needed is more direct 
assessment of students' skills and knowledge that is independent of the original 
instruction.  
	Further, the degree to which departments offering both undergraduate and 
graduate degree programs have assessed the relationship and interdependence of 
the two levels also varies. The Master of Science Degree in Accounting has 
cohesive curricula and does require scholarly and professional activities 
designed to advance the student substantially beyond the educational 
accomplishments of a baccalaureate degree program. The Master of Science Degree 
in Organizational Management is only tangentially related to the undergraduate 
business program; no attempt has been made to assess the relationship and 
interdependence of the two programs.
The regularity of program reviews and the quality of the reviews are 
inconsistent across the university. Programs in the Education Department undergo 
periodic self-studies for Connecticut Department of Education accreditation. All 
programs in the Department of Education as well as majors for certification 
offered in the School of Arts and Sciences, have recently begun the application 
process for accreditation by the National Council for Accreditation of Teacher 
Education. 
	The university's mission statement clearly identifies the institution as "the 
state's public liberal arts university Éa predominantly undergraduate 
institution."  Currently, there is no plan to change ECSU's graduate programs to 
research-oriented disciplinary master's degree programs designed to prepare 
students for scholarly careers.

Administration of Programs
	Currently, there is no graduate studies committee or representative body of the 
departments offering graduate courses through which policy standards and 
regulations are discussed. The interdisciplinary program in organizational 
management maintains an advisory board comprising of faculty who teach in the 
program and adjunct faculty who work in corporate human resources management. 
The Education Department maintains a standing committee for graduate studies, 
but few of the committee's policy and regulation changes are communicated to the 
Graduate Division. 

4.20 Ð 4.25 Projection
	In academic year 2000-2001, the dean of education and professional studies will 
establish a Graduate Studies Council made up of members from departments 
offering graduate courses. This body will review and approve a plan to implement 
changes in admissions, record keeping, and other procedural matters. 
Additionally, the Graduate Studies Council will be an advisory "committee" to a 
new associate dean of education and professional studies in such matters 
pertaining to the administration and coordination of the graduate programs; the 
associate dean of education and professional studies will chair this committee.
The Graduate Studies Council will also develop a plan to evaluate the 
relationship between the undergraduate and graduate level courses in their 
respective departments. In addition, the council will serve as a forum for 
graduate student concerns and comments.   
	
	To reduce the number of graduate courses cancelled because of low enrollment, 
the associate dean of education and professional studies will work with 
department chairs in the next year to establish better scheduling of graduate 
courses. Cycling patterns will be established for programs with smaller numbers 
of students so courses are not scheduled too frequently or in competition with 
one another. This will improve students' planning of their graduate studies and 
reduce the need for course substitutions.

	The Dean of Education and Professional Studies will work with the Dean of Arts 
and Sciences to restructure the university's program review process and to 
extend the process to all areas of the university. Work is already underway in 
both schools to refocus departmental program reviews on student outcomes based 
upon program objectives.  Within the established program review cycle for the 
next five years, academic departments that are not already subject to external 
accreditation will receive training and assistance in defining program 
objectives. The self-studies required for national accreditation (NCATE and 
AACSB) in the affected graduate programs will also require the departments 
offering graduate courses to define their relative emphases in program 
objectives that are reflected in curricular, scholarly, and program 
requirements.

	Concomitantly, the Dean of Education and Professional Studies will seek 
additional resources for faculty staff development and research through contract 
negotiations, legislative initiatives, and extramural funding. Over the next 
year, strategies will also be developed to increase funding for graduate 
assistantships and scholarships.

	During the next two years, departments with graduate programs will engage in 
strategic planning in order to capitalize on faculty strengths, capture ECSU's 
competitive advantage, and improve graduate offerings qualitatively. Funds have 
been allocated to move to candidacy both the Education Department and Business 
Administration Department undergraduate and graduate programs for accreditation 
by specialized national accreditation agencies. The Education Department has 
made "application" to the National Council for Accreditation of Teacher 
Education (NCATE) and plans to seek NCATE accreditation as part of the 
Connecticut State Department of Education review in 2001.  The Business 
Administration Department is currently completing a preliminary self-study as 
part of its accreditation process through the American Assembly of Collegiate 
Schools of Business (AACSB); the department has declared its intentions for 
precandidacy with AACSB.  It is anticipated AACSB accreditation will occur 
during academic year 2003-2004.

	In the next two years, the Education Department will also work with the 
Educational Leadership Department at Southern Connecticut State University to 
build on the existing collaborative sixth-year program in educational leadership 
to expand ECSU's graduate offerings. Currently, the university has a master's 
program in mathematics certification and a sixth-year program in educational 
technology proceeding through the internal curriculum approval process. In 
addition, the university has a proposal to offer the Masters of Science Degree 
in Organizational Management off-campus currently under review for approval by 
the Connecticut Department of Higher Education. This program is designed to 
respond to the supervisory training needs in eastern Connecticut, specifically 
in the nonprofit sector and the gaming industry.
In the next five years, Eastern Connecticut State University does not expect a 
significant increase in new graduate programs in the next year. The dean of 
education and professional studies and the dean of continuing education expect, 
however, to develop in the next year more short-term advanced study and 
certificate programs to meet the need of employees in government, businesses, 
and social service agencies. To attract and build part-time, postbaccalaureate 
enrollment, the university will develop more "accelerated" programs, work out 
more flexible, innovative scheduling patterns, and implement more distance-
learning courses in existing graduate programs.

STANDARD FOUR
SCHOLARSHIP AND RESEARCH

4.26-4.28 Description 
Scholarship  
	An approved University Senate bill (SB 91/92-3) signed by President Carter in 
1991 states that the main criterion for promotion, tenure and retention of 
Eastern Connecticut State University faculty is quality of performance and the 
highest priority when measuring performance is teaching. The bill also 
describes, under "Creative Activity," the various types of faculty scholarship, 
research and artistic activities to be considered for faculty evaluation by the 
University Senate's Promotion and Tenure Committee. Additionally, scholarly 
behavior expected of faculty as role models for students is defined in the 
Statement on Professional Ethics (Article 4.111-CSU-AAUP Collective Bargaining 
Agreement).

	In 1993, ECSU's Role and Scope Statement declared that commitment to scholarship 
and research is crucial to the enhancement of the quality of instruction and 
public service at the university. New-course creation is an integral part of 
faculty scholarship. The increased emphasis on interdisciplinary collaboration 
in course development encourages faculty scholarship that focuses on integration 
of knowledge across disciplines cited in the university mission statement. 
Evidence of this scholarship can be found in the Honors Program colloquia 
courses, the First Year Program's general education courses, and courses in the 
interdisciplinary minors (e.g., Women's Studies and Canadian Studies).
Scholarship for ECSU faculty also involves finding effective ways of conveying 
information to students, collaborating with students to solve research problems, 
and encouraging students to take active roles in learning. Recently, the 
university received a five-year grant from the Carnegie Mellon Foundation to 
begin a collaborative faculty development program, "The Scholarship of 
Teaching." This program will explore the scholarship qualities involved in being 
a good teacher. Additionally, new ways to enhance faculty scholarship are 
explored in a variety of workshops, teleconferences, and discussion groups 
coordinated by the Center for Educational Excellence (CEE).

	Students develop into scholars by working at group projects in class, by doing 
internships on and off campus, by carrying out independent research projects, 
and by working on senior projects or honors theses. Eastern's Career Planning 
and Placement Office informs students of community and business opportunities 
offering hands-on experiences in their chosen fields. It also helps students 
determine their potential career interests. 

	Students also develop their scholarship through community-outreach activities to 
public schools and in artistic productions. Students attend conferences and 
present their research. Through extracurricular campus clubs, students develop 
research and leadership skills in their disciplines by organizing and hosting 
lectures and in other creative avenues. Students participating in ECSU 
international study programs are required to articulate what they have learned 
and to develop portfolios of their work abroad.

Research 

	Faculty members receive reassigned time for research. The number of hours 
allocated per semester is based on the total number of faculty per university 
(Article 10.6.4, CSU-AAUP Collective Bargaining Agreement). Faculty can also 
receive reassigned time for research through external funding or through 
compensation from the university for research-related activities that do not 
interfere with the normal workload (Articles 10.10-10.12, CSU-AAUP Collective 
Bargaining Agreement). 
	Faculty can obtain additional time for scholarship and research activities that 
are likely to enrich their teaching. This is defined as sabbatical leave in the 
CSU-AAUP Collective Bargaining Agreement, Article 13.7, and is available to 
tenured faculty who have completed six academic years of full-time service. Time 
for additional educational or professional leave for attendance at conventions, 
professional meetings, and seminars is available for up to five working days per 
academic year (CSU-AAUP Collective Bargaining Agreement, Article 13.8). Faculty 
can obtain funds for travel to conferences, faculty development activities, 
curriculum-related activities and retraining from a fund administered by the 
Office of Academic Affairs (CSU-AAUP Collective Bargaining Agreement, Article 
12.10.1). Additional funds allocated for recruitment and retention of faculty 
from diverse ethnic backgrounds are made available for faculty development and 
travel of untenured minority faculty members (CSU-AAUP Collective Bargaining 
Agreement, Articles 12.10.3-12.10.5).
	In addition to release time and financial support, the university strives to 
provide adequate physical facilities for research in a variety of subjects, as 
outlined in the ECSU Facilities Master Plan. The new library building provides a 
user-friendly environment for research and scholarship. The Center for 
Instructional Technology, located in the new library has the latest technology 
for developing multimedia presentations for all types of courses, as well as for 
enhancing existing coursework with outside teleconferences. 
	Research facilities are inspected by the ECSU environmental safety officer to 
achieve compliance with federal and state regulations related to safety and 
other research concerns.  As mandated by the CSU Board of Trustees, the 
university established two entities in February 1995: the Research Advisory 
Council (RAC) and the Committee on the Use of Human Subjects in Research. The 
RAC advises the president on matters related to research at ECSU and responds to 
requests from the CSU System Office for research-related information. The RAC 
proposes, develops, and recommends policies to the University Senate related to 
campus research and organizes and oversees committees to administer research 
policies. The Committee on the Use of Human Subjects in Research is under the 
oversight of the RAC and has the responsibility for reviewing research involving 
living human subjects with regard to scientific merit and ethical 
considerations. They have established a policy for ethics in human subject 
research.

University Encouragement of Scholarship and Research
Academic freedom guidelines provided in the CSU-AAUP Collective Bargaining 
Agreement emphasize that all faculty are entitled to freedom in their 
instructional, research, and publication activities (see Article 4.2; academic 
freedom is defined in Article 4.2.1).  The university acknowledges faculty 
members who are role models for scholarship and research with a variety of 
awards. Sanctioned by University Senate bylaws (Article 5.12.4), the 
Professorship Awards Advisory Committee evaluates nominees for CSU distinguished 
professor positions as the positions become available in the CSU System. 
According to contractual agreement, Eastern may have no more than two CSU 
distinguished professorships at any one time. A distinguished professorship 
brings with it additional salary compensation. Other awards recognizing 
excellence in scholarship and research are the Distinguished Faculty of the Year 
Award and the Excellence in Teaching Award. In 1993, the university started an 
annual convocation to celebrate its emphasis on scholarship; the centerpiece is 
a speech by the winner of the "Distinguished Faculty Member of the Year Award."
Student scholarship is rewarded and encouraged across departments through 
induction of students into honor societies associated with their discipline 
(eleven honor societies currently have chapters at ECSU), departmental award 
ceremonies highlighting student accomplishments, and the University Honors 
Program. The University Honors Program provides financial support for many 
students, encouraging scholarship through their preparation of an honors thesis. 
The program also engages students in interdisciplinary general education courses 
designed to develop students' critical thinking and communication skills, while 
raising their consciousness on multicultural and currently important research 
topics.

	The university and the CSU System encourage collaborative scholarship projects. 
The CSU Committee on the Arts meets regularly to discuss systemwide arts 
ventures. The CSU System helps support attendance and participation of theater 
students from all four CSU universities in a theater in New York forum 
showcasing student talent. There are also band and choral collaborative concerts 
involving the community.  Programs such as CSU's "Conversations Across the 
Discipline," the annual CSU Research Conference, the CSU Computing Conference, 
and ECSU's "Lunch and Learn" (weekly seminars) present programs on research 
projects and the scholarship of Eastern faculty and students.

4.26-4.28 Appraisal 
Scholarship
	The University Senate's Promotion and Tenure Committee (following the guidelines 
indicated in Senate Bill 91/92-3), in conjunction with academic departments, 
deans, academic vice president, and, the president, evaluates faculty for 
contract renewal, promotion, and tenure. Evidence of faculty productivity in a 
variety of creative/research activities is compiled annually by department and 
submitted in annual departmental reports to the Office of Academic Affairs (see 
Academic Affairs Annual Reports in the document room.
Additional evaluation of scholarship occurs in the Academic Program Review 
process, coordinated by the University Senate's Academic Program Review 
Committee. How each major and minor program integrates experiential learning, 
the use of technology to enhance instruction, and multicultural components of 
each program are ways in which the review process evaluates scholarship of 
faculty and students. 
	The quality and variety of scholarship opportunities available to ECSU students 
are assessed through a survey sent to recent graduates. Survey questions ask 
ECSU graduates to measure the worth of their undergraduate learning experiences 
and to what extent their scholarship helped them to succeed in their jobs or 
continued professional education.  Many graduates return to the university to 
discuss their successful career development in alumni programs organized by the 
Office of Institutional Advancement, indicating their satisfaction with their 
undergraduate scholarship experiences. Evidence of student success in 
scholarship is compiled by departments in the annual departmental reports 
submitted to the vice president for academic affairs.

Research
	Research collaboration of faculty and students is encouraged through faculty 
load credit for individual student research projects. This work is assessed when 
students present their projects at regional or national conferences, when they 
receive awards for their supervised research, and when they publish their 
research results with their faculty mentors. The School of Arts and Sciences 
also sponsors an undergraduate research conference each spring in which students 
from all disciplines are invited to contribute. Collaborative faculty-student 
research is funded by the ECSU Foundation through monies distributed by the 
Office of Academic Affairs to university researchers.  

	In addition to financial support, scholarship and research often require 
considerable blocks of time not available to faculty with heavy teaching loads 
and other service responsibilities. There is a need for additional university 
personnel to facilitate faculty and student research and to assist faculty to 
develop research projects for external funding.

	There is also a need for more coordination of faculty research with ongoing 
facility development initiatives. Campus-based research involving students and 
faculty at times conflicts with facilities repairs or renovations, temporarily 
closing down facilities where research is being conducted.  Early notification 
of building closures would give researchers time to secure other facilities or 
reschedule. Many faculty conduct research projects when they are not teaching 
and when the university is not in session.
	The university should consider new ways to allow more time for research; for 
example, connecting reassigned time to research productivity for tenured faculty 
and prioritizing release time for untenured faculty. University guidelines for 
reassigned time for research also need to be modified to allow time for faculty 
to write up their research projects for publication. Currently, the university's 
support for research focuses on the initiation of new research projects. Often, 
the researcher's data collection, data analysis, and research reporting take 
longer than the period of support. The researcher often must work to publish the 
research findings after returning to a full teaching schedule.

University encouragement of scholarship and research
	In keeping with its mission, ECSU strongly supports the development of liberal 
arts-oriented programs during the academic year through University Hour, 
"Conversations Across the Disciplines," and the Center for Educational 
Excellence programs. It promotes scholarship and research through summer study 
in a variety of countries. Many of these programs have a multicultural or 
international focus and involve collaboration among departments with local 
businesses and nearby colleges and universities. To maintain quality, the 
university needs to provide greater staff assistance to coordinate, publicize, 
and administer these programs.
	
	The nomination process for the various awards given to faculty should include a 
more efficient system for obtaining information. At present, all the gathering 
of information is left up to the nominating person, who often does not have the 
time or the appropriate background information to obtain or determine the types 
of data needed to support his/her awards nominee.
Students also need to be made more aware of the variety of awards and 
scholarships that are open to them at various stages during their undergraduate 
education. Such knowledge would help them to better define their short- and 
long-term educational goals. Students often do not know about research and 
scholarship opportunities that are available to them often until the latter part 
of their undergraduate career. There is a need for better coordination between 
academic departments and the Career Planning and Placement Office in 
disseminating information about available student opportunities and encouraging 
more students to pursue the opportunities.

4.26-4.28 Projection
	Two bodies (appointed by the president and approved by the University Senate) 
are involved in determining and assessing institution-wide goals. The Planning 
and Priorities Council reviews the major planning initiatives, assesses their 
achievement, and recommends necessary changes to the initiatives. The Quality 
Improvement Team is responsible for assisting the university to meet its major 
strategic goals, as identified by the Planning and Priorities Council.
The Planning and Priorities Council will consider the issues raised in the above 
appraisal section: an increase in research assistance, research time, and 
research staff assistance. The council will make recommendations to the 
University Senate concerning these issues. The Council may need to meet more 
often, perhaps at least four times a year.
	The Professional Awards Advisory Committee will review the present system of 
faculty awards, considering means by which to gather information on nominees in 
addition to nomination letters. 
	The Career Planning and Placement Office will develop a program to inform 
academic departments about student scholarship and research opportunities.
University faculty will continue working with local schools and businesses to 
strengthen the institution's multicultural and international program 
development. Departments will continue to connect to the bilingual nature of our 
local community in many of their programs, and the various departments will 
continue hosting conferences (e.g. on technology issues in the twenty-first 
century, homelessness issues) to interact with community needs.


STANDARD FOUR
Instruction Standards

4.29-4.32 Description
Instructional Methods
	Eastern's emphasis on teaching excellence is supported by the CSU-AAUP/BOT 
collective bargaining agreement, which makes teaching the first and most 
significant category of evaluation of faculty members. Faculty members employ a 
variety of methods of instruction to enhance student learning, including 
learner-instructor discussions, seminars, workshops, cooperative learning 
strategies, practica and internships, guided and independent study projects, and 
laboratories. Emphasis is on maximizing interactions between the learners and 
instructors through small class size, active learning strategies, and 
experiential learning. 
	
	Integration of technology to support instruction is widespread and expanding. 
Experimentation with methods to improve technology-based instruction is 
supported at Eastern with the availability of state-of-the-art computer labs, 
information technology, "smart classrooms," Web courseware, PictureTel, 
technical staff, and training. Several new computer labs in the library 
complement existing and new labs in the science building, arts building, and 
main classroom building. The new labs permit use of the most recent developments 
in presentation software, Web courseware, and videoconferencing. Faculty members 
have been supported in their development of courses for OnlineCSU with faculty 
load credit and course development stipends. 
	
	Experimentation with service learning, incorporation of multicultural 
perspectives, active learning, collaborative learning, and writing across the 
curriculum have been supported through workshops and stipends. Student research 
is encouraged in several departments and programs through the use of independent 
studies and theses that are required for department honors (especially in 
biology and English) and for the University Honors Program. Student achievement 
is recognized by numerous academic honor societies, awards sponsored by alumni 
and faculty, and by cross-campus competitions in writing, scholarship, and 
creative activity.

	Major and minor programs are developed and implemented by faculty to ensure a 
diversity of methods and viewpoints in instruction. Several senate committees, 
including Curriculum and Academic Affairs, carefully monitor the development of 
programs to ensure that Eastern offers programs only where there is adequate 
faculty and staff. 

	Preparing students with skills in the processing and integration of knowledge 
and information is one of the goals of the General Education Requirements and of 
the Blue Sky Program for first year students. The Blue Sky Program is also 
designed to enhance retention partly through the collaboration of faculty and 
Office of Student Affairs personnel. 

Faculty Development
	The Office of the Vice President for Academic Affairs sponsors the Center for 
Educational Excellence (CEE), which is staffed by a faculty member on six FLC 
released time (with additional compensation for Intersession and summer) as 
director and a staff person. The CEE sponsors workshops on teaching 
technologies, use of the Internet in teaching, and teaching portfolios, 
teleconferences on learning and teaching, special topic presentations, book 
discussion groups, and new faculty and adjunct faculty orientation seminars. The 
CEE has supported curriculum development projects and projects to support 
faculty in incorporating collaborative learning and multicultural perspectives 
in courses (Project Impact) and service learning in courses (Service-Learning 
Course Transformation Project). 
	The Faculty Orientation Program is run each year by the CEE for new faculty 
members. This one- or two-day program includes workshops that introduce new 
faculty to university resources, expectations, and procedures, as well as 
workshops that deal with teaching issues. The opening speaker for this event is 
always the previous year's winner of the Excellence in Teaching Award or 
Distinguished Faculty Member Award. The event emphasizes the need for new 
faculty to focus on four areas: teaching, advising, creative activity, and 
service. Orientation activities continue through the year with workshops and a 
mentoring program; approximately 80 percent of the new faculty participate each 
year in the latter. 

	Through the CEE, Eastern was a founding member and has played an active role in 
the Connecticut Consortium for Enhancing Learning and Teaching (CCELT). Since 
the first annual conference in 1996, the CEE has paid the registration fees for 
Eastern faculty members who have presented and attended. Connecticut State 
University funds a "Conversations Across the Disciplines" program to enhance 
instruction by encouraging faculty members at the four CSU campuses to gather to 
discuss discipline-specific teaching issues. Eastern provides support for 
faculty members who wish to participate in the Yale Visiting Faculty program. 
Instructional effectiveness is periodically assessed at Eastern. Assessments are 
made of most courses at the end of the semester through use of "The Connecticut 
State University Course Information Survey" form or other academic department 
forms as mandated by the CSU-AAUP/BOT collective bargaining agreement. Eastern's 
Data Center processes the survey forms and tabulates the data. Departments have 
various methods for administration of the survey and for comparing the results 
across faculty. 

	Several departments have also developed a system of peer instructional review as 
part of their faculty review processes. The CEE encourages midsemester 
assessment. It promotes and makes arrangements for small-group evaluations and 
videotaping of instruction and maintains samples of survey instruments that 
faculty members may use for purposes of formative assessment.
The CSU-AAUP/BOT contract provides for travel support for faculty to attend and 
present at regional, national, and international conferences; faculty support 
for curriculum development; research and summer curriculum projects; and funds 
for weekly faculty presentations in the "Lunch and Learn" series. 

Academic Advising
	ECSU maintains the Academic Advisement Center and the Learning Center that 
provide information and advice for students, and tutors and staff for workshops 
on specific academic skills and subjects. Department chairs and other faculty 
meet with incoming students at orientation and throughout the year at events 
coordinated by the Academic Advisement Office staff and the Registrar's Office. 
Students who have declared a major are assigned advisers in the appropriate 
departments, and undeclared students are advised in the Learning Center or are 
assigned to faculty advisers. The Advisement Center offers training sessions for 
faculty advisers and provides an advising handbook and newsletters. 

4.29-4.32 Appraisal
	The Center for Educational Excellence (CEE) and the Data Center have facilitated 
ongoing workshops for faculty on the integration of educational technology into 
instruction to meet the needs of students and the demands of innovations within 
academic disciplines. Training and the availability of leading-edge technology 
are challenges due to the speed of change in instructional technologies and the 
restrictions of funding. Funding for the CEE has fluctuated from year to year 
(1999-2000 operating budget: approximately $16,000), although when additional 
funds were needed to maintain effective programs, they were provided by the 
Office of Academic Affairs. An example: the Service-Learning Course 
Transformation Project, approximately $3,000 in 1998-99. Although the CEE had no 
permanent physical location for several years, in December 1999 it was moved 
into the CIT area of the fourth floor of the library.

	Each year, the CEE offers or supports a wide range of programs. In 1998-99 more 
than 35 events were offered under the auspices of, or jointly with, the CEE, in 
addition to a two-day orientation and seven presentations for new faculty, both 
full- and part-time. Faculty from most academic departments have participated in 
CEE programs, and most events are well attended.
	ECSU has begun to focus on the evaluation of instructional effectiveness through 
campuswide discussions of the scholarship of teaching, supported by materials 
from the Carnegie Foundation, and through participation in a nationally 
broadcast videoconference. Further campuswide discussions on teaching evaluation 
and assessment have been sponsored by the University Senate. 
	Faculty take great advantage of the limited resources for faculty development 
opportunities--travel to conferences, summer curriculum projects, program 
developmentÐto the point that there is greater demand than resources. Amounts of 
CSU-AAUP/BOT 1998-99 and 1999-00 collective bargaining agreement special funds 
at Eastern are shown in Table 4.29A. 
	Additional support for faculty development comes in the form of released time 
for research. Nine faculty members received a total of 23.5 credit hours of 
released time for research in fall 1999, and 7.5 hours for supplemental lab 
support.






 Table 4.29A


CSU-AAUP/BOT Agreement Faculty Development Expenditures


  
	
 
1998-99
	
1999-00


	
Total travel
	
$71,274
	
$78,399



	
Full-timers
	
65,147
	
70,559



	
Part-timers
	
7,128
	
7,840

		

	
Total faculty 

          development
	
l7,091
	
18,800



	
Full-timers
	
15,382
	
10,920
			
		

	
Part-timers
	
1,709
	
1,880



	
Retraining
	
4,182
	
4,600
			
			

	
Curriculum related
	
21,818
	
24,000

		

	
Research grants
	
67,455
	
74,198

		

	
Minority mentoring
	
4,274
	
4,940

		
		






	Additional resources for encouraging the sharing of information and practices 
between faculty and academic-advising professionals would enhance the 
effectiveness of advisement. The Advisement Center developed the Faculty 
Associates program for the 1998-99 academic year. Participants in this 
continuing program advise students in the Learning Center, where experts can 
provide assistance. The Advisement Center funded a videoconference in October 
1999 related to advisement, and the director of the Advisement Center provides 
workshops for new faculty on advisement. 
	All incoming freshmen participate in registration sessions organized by the 
Advisement Center. The Advisement Center also provides group meetings and 
counselors for students on probation.
	Annual award dinners and ceremonies sponsored by several discipline-specific and 
general Honor Societies provide an opportunity for the university to recognize 
the accomplishments of our outstanding students.  The CSU System also awards 
special recognition to exceptional students.  A new venue for sharing student 
work is the Annual Student Research and Exhibition Conference sponsored by the 
School of Arts and Sciences, held very successfully for the first time on April 
29, 2000. 

4.29-4.32 Projection
	ECSU has plans for a Center for Instructional Technology (CIT), which would 
serve as a clearinghouse for the application of leading-edge technologies to 
enhance instruction. Although it is unclear whether the original plans for 
staffing the CIT will be fully implemented, as of December 1999, (when the CEE 
was moved to the CIT area of the library), equipment has been installed, staff 
have been assigned, and programs have been initiated. It is expected that 
additional faculty activity related to instructional technology will be 
conducted now that these resources are available. The CEE, which has assumed 
responsibility in recent years for service-learning, the Blue Sky Program, and 
the promotion of technology in instruction, will continue to expand its 
activities in these areas while maintaining its original mission to support 
faculty development. New offices in the library, support from the Office of 
Academic Affairs for innovative projects, stable funding for operating expenses, 
and continued cooperation from offices around campus will ensure the CEE's 
ability to accomplish this. 
	The recognition of student achievement has increasingly been institutionalized 
at convocations, graduation, and other awards ceremonies. The contemplated 
expansion of the Blue Sky Program will enhance student preparation and provide 
faculty with a greater understanding of students' capabilities and learning 
needs. 
	Additional resources for faculty travel and curriculum development efforts are 
sought through contract negotiation, legislative initiatives, and extramural 
funding. 
	Increased collaboration by faculty, Office of Student Affairs personnel, and 
academic-advisement professionals within the Blue Sky Program will enhance the 
effectiveness of student advisement.


STANDARD FOUR
Admissions and Retention
 
4.33-4.41 Description
Structure
	Full-time undergraduate enrollment goals are established at the Connecticut 
State University System level for the four constituent universities. At Eastern, 
these enrollment goals are an important part of the Strategic Plan. With the 
approval of the Enrollment Management Committee, the Office of Admissions and 
Enrollment Management implements a comprehensive recruitment plan to ensure that 
the university's full-time enrollment objectives are met. 
	ECSU's policies and procedures comply with equal opportunity legislation and are 
consistent with the CSU Board of Trustees' policies and the university's 
mission. The mission and goals of the university are stated in its publications, 
which include the catalog, viewbook, and Student Handbook.
	Eastern's Office of Admissions and Enrollment Management is responsible for the 
recruitment of full-time undergraduate students and the admission process for 
all matriculating full- and part-time undergraduate students. The office 
includes the director; the associate director; three assistant directors; one 
outreach recruiter; three full-time classified staff; and seven part-time 
student workers.

Undergraduate Full-Time
The mission of the Office of Admissions and Enrollment Management is to target, 
recruit, and matriculate qualified full-time students. Its charge has been to 
increase full-time enrollment modestly each year. Official third week enrollment 
information is presented in Table 4.33 A.  
	In an effort to ensure that the new student population is ethnically, 
economically, and geographically diverse, Eastern does not discriminate on the 
basis of race, gender, religion, economic background, sexual orientation, 
demographics, or physical or learning disabilities. The executive assistant to 
the president/director of equity and diversity works proactively to promote 
campuswide diversity. In addition to specific recruitment strategies to attract 
students of varying backgrounds, the university also supports multicultural 
initiatives, including participation in groups and organizations such as Global 
Majority, Nubian Society, West Indian Society, International Students 
Association, Organization of Latin American Students, Abigayle, Canadian Club, 
International Student Exchange, Unity House, and Interfaith House.
 
Undergraduate Part-Time
	The School of Continuing Education at Eastern is responsible for part-time 
undergraduate enrollment (fewer than twelve credits). It recruits and enrolls 
students on matriculating, nonmatriculating, and noncredit bases. In addition, 
it recruits and enrolls full-time adult students for its bachelor of general 
studies degree program, and special associate and bachelor degree options for 
RNs, LPNs and other health care professionals. These prospective degree-seeking 
students apply for admission to the Office of Admission and Enrollment 
Management. The criteria for admission are the same as for full-time applicants 
but factors such as employment history, community involvement, and professional 
training are considered rather than relying primarily on high school preparation 
and test scores. All prospective students are encouraged to meet with a 
continuing education staff person to provide additional information for 
admissions decision making. Matriculated part-time students may change to full-
time at a later date.
	Part-time enrollment is beginning to rebound after several years of decline that 
were due to changing demographics, increased competition, and a stable economy. 
Through efforts to expand off-campus program offerings, distance-learning 
options, and noncredit programming addressing the demands of business and 
industry, it is expected that enrollment increases will be realized. The School 
of Continuing Education consists of a dean, associate dean, assistant dean, a 
coordinator of the Office of Professional Development, five university 
assistants, two full-time classified staff, and five part-time student workers.

Graduate 
	The Graduate Division recruits and makes admission decisions for all students 
(full- and part-time) interested in pursuing a master's degree and/or graduate 
work at the university. The Graduate Division staff consists of a dean, a 
coordinator, two full-time classified staff, and one part-time student worker. 

Admission Policies and Procedures
Undergraduate Full-Time and Part-Time
	The admissions screening process aids in assessing the academic potential and 
readiness of prospective students. The criteria for regularly admitted students 
are listed in Eastern's catalog; the use of these criteria ensures that admitted 
students have a reasonable potential for success in completing a degree. The 
criteria:
¥ Secondary school preparation 
¥ Standardized test scores 
¥ Recommendations from most recent high school or college attended 
¥ Interviews (in the case of CAP and Continuing Education students) 
¥ Employment, professional training, and life experiences (for adult students)
Eastern also provides a special-admit program for students who show a potential 
to succeed at the college level but do not meet all the regular admission 
criteria. The STEP/CAPÐSummer Transition at Eastern Program/Contract Admissions 
Program is a one-year academic support program with a required six-week summer 
program component. Students chosen for participation usually demonstrate high 
motivation; academic ability not fairly measured by standardized test scores; a 
strong sense of responsibility or commitment demonstrated by employment or other 
norm; and a concern for others shown by community service or high school 
activities. Admission is limited to students with educationally and/or 
economically disadvantaged backgrounds and whose parents are not graduates of 
four year colleges. Applicants are then selected based on the application for 
regular admission and personal interview. STEP/CAP students must sign a contract 
that requires them to use Learning Center services. 
	Eastern is committed to offering support and educational resources to students 
at all educational levels. The Office of Student Affairs and the Office of 
Academic Affairs offer various support programs. Students with disabilities 
receive assistance through Counseling Services. Peer and professional tutoring 
is offered through the Learning Center; mentoring and academic advisement is 
offered by the Academic Advisement Center. Academic advisement is offered by the 
Academic Advisement Center for full-time students and by the School of 
Continuing Education for part-time students and full-time students enrolled in 
the School's bachelor of general studies and associates degree programs. 
Although the state of Connecticut is the most prominent feeder region, ECSU also 
recruits extensively out of state and internationally. Out-of-state and 
international enrollment includes students from approximately 26 states and 33 
countries. 
	During the fall and spring semesters, Office of Admissions and Enrollment 
Management representatives conduct more than two-hundred high school guidance 
visitations, including all high schools in Connecticut. In addition, Admissions 
participates in more than one-hundred college fairs in eleven states. To foster 
relationships between prospective students and Eastern alumni, the office also 
conducts Admissions/Alumni Association recruitment sessions both in and out of 
state. A series of "Guidance Breakfasts" to bring ECSU to the guidance counselor 
community also takes place during the academic year.
	In addition to the traditional prospective student information sessions held on 
campus during the week and every other Saturday, the Office of Admissions also 
hosts a variety of recruitment events throughout the year. Such events include 
an open house in the fall, the Admitted Student Reception in the spring, the 
Guidance Counselors' Appreciation Luncheon in the fall, and the Project 
Awareness, which brings more than five-hundred high school students from under-
represented groups to campus during the fall and spring semesters. 
The Office of Admissions and Enrollment Management also works with other campus 
units, including the Department of Athletics, and with the international student 
advisor. Faculty participate in the Office of Admission's telemarketing 
campaigns to prospective students with a decided major and serve on the 
Enrollment Management Committee.
	The School of Continuing Education's recruitment efforts include regularly 
scheduled evening information sessions on campus and at various locations 
throughout eastern Connecticut; specialized workshops on campus throughout the 
year dealing with topics of interest to prospective students (e.g., "Success in 
College", "Technology Tips for Returning Students", "Consider CLEP and Dantes," 
"What is Credit for Life Experience and Learning"); employer-sponsored education 
fairs (such as Pfizer, Massachusetts Mutual Insurance, community hospitals); and 
publication of registration booklets for the summer session and winter 
intersession, as well as part-time registration booklets for the fall and spring 
semesters. The school also assists the Office of Admissions and Enrollment 
Management in representing the university at the state community colleges' 
transfer fairs.



Graduate 
The Graduate Division requires the following for admission:
¥ bachelor's degree from an accredited institution 
¥ minimum overall grade point average of 2.70 
¥ personal statement that reflects excellent writing and reasoning abilities 
¥ recommendations from two individuals knowledgeable about the candidate's 
ability to do graduate work.

	Experiential and Nontraditional Credits for Undergraduate Students
At the undergraduate level, ECSU awards credits for university-level work 
completed through a variety of alternative routes. A maximum of sixty credits 
(per Connecticut Department of Higher Education Board of Governors regulations 
and nationally recognized standards) may be earned through any or a combination 
of the following:
1. Testing
¥ College Level Examination Program (CLEP) 
¥ Armed Forces College Level Examination Program (DANTES) 
¥ ACT Proficiency Examination Program (PEP) 
¥ ACE Guide/Educational Experience in Armed Forces in subjects offered at 
Eastern 
¥ Directory of National Programs on Non-Collegiate Sponsored Instruction (PONSI)
2. ACE Recommendations
Eastern follows the recommendations of the American Council on Education in 
granting transfer credit for military and other nationally recognized 
professional training in subject areas taught by the university (as published by 
ACE in the National Guide to Educational Credit for Training Programs and the 
Guide to the Evaluation of Educational Experiences in the Armed Services).
3. Credit for Life Experience and Learning Program
Since 1973, ECSU has enabled qualified adults to earn credit for college-level 
learning gained through work, volunteer, and other experiences by means of 
portfolio assessment. Most students are required to complete the noncredit 
Portfolio Preparation Workshop prior to evaluation by a faculty evaluation 
committee. The evaluation process includes an in-person committee interview 
along with submission of a completed learning portfolio. Eastern also accepts 
transfer credits awarded by nationally accredited colleges through comparable 
experiential assessment programs if they are in subject areas taught at the 
university. In addition, ECSU awards transfer credit for documented 
training/licensure in several health care professions, including registered 
nurse, licensed practical nurse, dental hygienist, medical laboratory 
technician, radiological technologist, and respiratory therapist. 

Transfer Students and Awarding Credits
	In the fall 1999 semester, approximately 23 percent of the incoming 
undergraduates enrolled at ECSU were transfer students. 
Per CSU Board of Trustee regulations, transfer students who have earned a 
minimum of twelve credits (excluding remedial courses) from other accredited 
colleges and universities may be considered for admission. These students must 
have a cumulative grade point average of C (2.0 on a 4.0 scale) with consistent 
but preferably improving grades. Transfer credit is evaluated by reviewing 
appropriate accreditation sources and catalogs, and/or by consulting with 
pertinent academic departments or schools. A computer-generated list of 
equivalent courses is maintained and updated periodically to permit accurate and 
consistent credit evaluation.
	Evaluation of official college/university transcripts for transfer credit is 
completed upon a student's admission to the university. Credit is awarded in 
semester hours and indicates the courses and number of previously earned credits 
that have been accepted by Eastern. Generally, transfer students are sent a 
letter of acceptance along with the transfer credit evaluation, indicating how 
many courses have been accepted and how each course will count toward a degree. 
Usually, courses from other regionally accredited institutions will transfer, 
provided that they are in subject areas offered at Eastern and that the student 
has earned a grade of C- or higher in the course. Regardless of the number of 
credits transferred to Eastern, students must earn at least thirty credits in 
residence to earn a bachelor's degree. Transfer credits are not calculated in a 
student's cumulative grade point average at Eastern. Eastern accepts transfer 
credits from accredited institutions, applying policies and principles that 
provide adequate safeguards to ensure that credits accepted reflect the 
appropriate level of academic quality and are applicable to the student's 
program of study. ECSU is an active participant in the transfer-credit 
articulation process between the CSU System and the Connecticut Community 
College System. ECSU has also has forged individual transfer articulation 
agreements with a number of two-year/junior and community colleges throughout 
New England and several international colleges as well. A "Transfer Compact" 
between two neighboring colleges, Quinebaug Valley Community College and 
Manchester Community College and Eastern Connecticut State University, were 
designed to provide special opportunities for students who transfer from QVCC or 
MCC.

Graduate Transfer Credit
Graduate transfer credit may be approved by the adviser and the dean of 
education and professional studies when
¥ Graduate courses have been completed at an accredited institution; 
¥ Courses carry a grade of  B or higher: 
¥ Courses are related to the student's planned program at Eastern; and 
¥ Courses are within a six-year time limit.
No more than nine credits may be transferred from other institutions. Six 
additional credits may be accepted from graduate programs in the Connecticut 
State University System. 

Retention
The Contract Admission Program (CAP) for educationally and economically 
challenged students and the Blue Sky Program for admitted freshmen in general 
are designed to ensure that first-year students make a successful transition to 
college academic work, use all of the resources that are available to ensure 
success, and become active and responsible members of the Eastern community. 
Another retention-related program offered by the university is the Academic 
Growth and Assistance Program (ASAP) for probationary students. This 
comprehensive intervention program helps students who have encountered academic 
difficulties to reassess their purpose in attending college and to become more 
responsible for their personal and academic lives, and engages them in a variety 
of mandatory educational support activities designed to increase their academic 
performance (educational planning sessions, tutoring, academic counseling).
Orientation programs for first-time and transfer students, commuter students, 
and international students support student retention. 
	The university Catalog and the Student Handbook describe the requirements for 
remaining in good academic standing and for probation and the mechanisms in 
place to ensure that these requirements are enforced. The Advisement Center and 
the deans cooperate to enforce these requirements. 


4.33-4.41 Appraisal
Through development and implementation of strategic recruitment plans and 
retention initiatives, enrollment at Eastern has increased over the past eight 
years and the diversity of the student body has been enhanced.

Admissions: Undergraduate
	Over the last several years, the Office of Admission and Enrollment Management 
has accomplished the following:
Developed and implemented comprehensive new student recruitment plans. The 
Office implemented a comprehensive recruitment plan that included specific 
strategies to increase the number of inquiries and improve yield rates. Specific 
markets, including highly rated students, out-of-state students, residential 
students, and students of color, were targeted to be increased. A separate 
marketing and recruitment plan for students of color was developed and 
implemented. The comprehensive recruitment plan includes strategies designed 
around Eastern's Admissions Rating System which allows Eastern to identify and 
quantify the academic quality of the admitted pool. Moreover, it allows the 
Office to identify specific groups of students for scripted follow-up, 
scholarship consideration, and intensive-yield initiatives. For fall 1998, there 
were 1,893 applicants from first-time, first-year students. Of these, 1,546 were 
admitted (82 percent) and 730 enrolled. Of the 639 transfer applicants, 559 were 
admitted and 437 enrolled.  The Admissions rating profile has been stable for 
the last few years but for Fall 2000 it is projected that the percentage of 
incoming students rated "excellent" will increase. See Table 4.33 B.
	Developed timely response system for inquiry management. Through a professional 
outsourcing agency, the Office of Admissions and Enrollment Management has in 
place a client-oriented system that sends a personalized letter and 
viewbook/application to an inquirer within days of receipt of inquiry.
Increased on-campus programs. To enable prospective students, parents, and 
counselors to learn more about ECSU and see its outstanding facilities, the 
number of on-campus events, including open houses, receptions, Office of 
Admissions "Tour Talks," individual interviews, and guidance luncheons, has 
increased.
	The most challenging admissions and retention issues include the following:
¥ Continuing to admit students with potential for success. In 1989, the mean SAT 
score for all incoming freshmen was 848, equivalent to about 970 Recentered. The 
mean SAT for fall 1999 first-time, full-time freshmen was 950. See Table 4.33 C. 
The number of first-year CAP students rose from 58 in 1995 to 66 in 1999. 
The University Senate addressed the subject of the potential of Eastern 
students, holding a special forum to discuss how Eastern can recruit the "best 
and brightest" students. In recent years, incoming first-year students have had 
a greater need for developmental classes.  Most of the classes (General Studies 
classes in writing, mathematics, study skills, etc.) have not been taught by 
full-time faculty and the curriculum is not developed by academic departments. 
¥ Continuing the commitment to enhance diversity. Between 1984 and 1989, about 
10 to 15 percent of new students were categorized as minorities; by 1999, this 
figure was approximately 15 percent. Over the last decades, the total number of 
minority students on campus has increased significantly.  See Table 4.33 D.
¥ Student demographic trends. ECSU is committed to increasing the number of out-
of-state and international students, a goal strongly affected by aggressive 
competition and the ever-increasing costs of attendance for these same markets. 
In March 1999, ECSU hired an admissions outreach recruiter who has the specific 
charge to recruit and enroll out-of-state and international students. It is also 
important to recognize the impact that the "mass exodus" of Connecticut high 
school seniors to out-of-state colleges has on Connecticut colleges and 
universities, including ECSU. In 1998, more than half of Connecticut's 
graduating seniors chose to enroll at out-of-state institutions. Through 
creative use of limited merit-based scholarship incentives and aggressive 
recruitment strategies, including the cultivation of guidance personnel and 
parents, and expanded campus visitation programs, Eastern is striving to enroll 
its share of students.
	¥ Increasing demand for need-based financial assistance. Eastern continues to 
operate in an environment where the total student population's financial need is 
not matched by equal need-based funding allocations. In recent years, available 
need-based grant funding has covered only 28 percent of the students' 
demonstrated need. 
	¥ Increasing demand for merit-based recognition. CSU emphasizes the use of 
monies for needy students and Eastern has been limited in the kind and amount of 
merit-based scholarships it can offer to academically prepared students and 
students who have distinguished themselves as outstanding leaders. Merit 
scholarships are provided under the Presidential and the Trustees merit 
scholarship programs. Full-tuition Honors Program Scholarships are awarded for 
each cohort.  Increasing scholarship funds are also made available through the 
ECSU Foundation.  Approximately $400,000 of merit-based aid is awarded annually. 
Steps have been taken to set aside funds under the CSU board resolution mandates 
to position Eastern more competitively. 
	¥ Declining community college enrollments. A significant portion of ECSU's 
transfer base was derived from students transferring from one of the state's 
community colleges. ECSU has been challenged to make up the enrollment as a 
result in the decline in the number of community college enrollments. Specific 
retention efforts are also being developed to ensure that transfer students 
complete their educational requirements and graduate, although transfer students 
are more likely to graduate than incoming first-year students.
	¥ Establishing universitywide accountability for recruitment and retention 
efforts. ECSU continues to promote recruitment and retention as universitywide 
responsibilities. 	

Admissions: Graduate
	The master of science in education programs enjoy ample recognition in the 
immediate geographic area. As the organizational management program has sent its 
graduates out into the community, awareness of this program began to increase. 
The new master of science in accounting program has only just been launched and 
yet is drawing significant inquiries from Connecticut and beyond. Full-time 
graduate enrollments have increased by 88.9 percent since 1991 and part-time 
graduate enrollment has increased by 13 percent. Some successful initiatives in 
the Graduate Division have included
¥ Expansion of sites for course offerings, especially in Connecticut's southeast 
region, which is beginning to reap rewards in increased applications. 
¥ Expansion of promotion and publicity, which has been similarly received. 
¥ The development of new programs (e.g. master of science degree in accounting).
We recognize that we need to continue all of these efforts and expand them.
Retention 
	Eastern's one-year retention rate has fluctuated from 64 percent to 74 percent 
over the past decade. See Table 4.33 E.
Table 4.33 E
One Year Retention Rates of First-Time, Full-Time Students
The six-year graduation rate for students beginning their enrollment as freshmen 
declined from 48 percent to 35 percent from 1985 through 1993 cohorts, with a 
mean of 44 percent compared to 42.5 percent of all AASCU respondents (1996).  
See Table 4.33 F

Table 4.33 F
Six year Graduation Rates of First-Time Full-Time Students

	The university may have "typical" retention and graduation rates, but attrition 
is still a matter of concern. The Office of Institutional Research and Planning 
has helped in analyzing the causes of attrition. Comparing data for student 
characteristics, retention and graduation rates for ECSU peer institutions 
indicates the close correlation in general between student success in high 
school and perseverance in college. See Table 4.33 G. As Eastern emphasizes the 
admission of more highly-rated students, retention and graduation rates should 
improve. 
 	The CAP/STEP and Blue Sky Programs are aimed, at least partly, at addressing 
retention. Evaluations of the CAP/STEP Program (1990-99) indicate that the 
activities and services offered by this program foster personal growth and 
social connections among participants, resulting in improved academic 
performance and higher first-to-second-year retention rates.
The Blue Sky Program is operating with provisional approval, but preliminary 
survey and anecdotal evidence are positive. The one-year retention rate for fall 
1998 Blue Sky students was six points higher than that of non-Blue Sky students. 
For African-Americans, it was 16 points higher. 

4.33-4.41 Projection
Admissions and Retention: Undergraduate
	Through the following continued and enhanced initiatives, the university will 
continue modest enrollment increases while emphasizing the admission of students 
with potential for success:
¥ collaborative efforts under an enrollment-management model; 
¥ aggressive recruitment and retention strategies; 
¥ utilization of alumni as a means to promote the university; 
¥ planned improvements in technology; 
¥ dramatic improvements in the aesthetics of the physical plant; and 
¥ the addition of new programs and faculty.
As shown earlier, projections for the Fall 2000 cohorts based on Admissions data 
indicate that enrollment goals will be met with more excellent students and 
fewer students who are likely to need developmental courses.  Efforts at 
improving retention and graduation rates will continue with the planned 
expansion of the Blue Sky Program and other academic programs, as well as 
initiatives by the Office of Student Affairs. The number of General Studies 
classes offered will be decreased as academic departments, especially English 
and Mathematics and Computer Science, develop alternative means of providing 
appropriate courses and as successful recruitment efforts reduce the number of 
students who need them. The university has made a commitment to ensuring that 
all developmental courses are under the control of academic departments.  In 
addition, the university will expand fundraising to build up scholarship 
endowments.

Admissions and Retention: Graduate
	Enrollment in graduate programs will increase with the addition of the master of 
science degree program in accounting and with the addition of new sites for 
course offerings.