May 24, 2012 TO: President Mark Lombardi, Maryville University of ...
May 24, 2012 TO: President Mark Lombardi, Maryville University of ...
May 24, 2012 TO: President Mark Lombardi, Maryville University of ...
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<strong>May</strong> <strong>24</strong>, <strong>2012</strong><br />
<strong>TO</strong>:<br />
FROM:<br />
<strong>President</strong> <strong>Mark</strong> <strong>Lombardi</strong>,<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> Saint Louis<br />
Joyce Gardner<br />
SUBJECT: Accreditation Evaluation Report, Request to initiate distance delivery and a<br />
contractual relationship<br />
Enclosed is the institution’s copy <strong>of</strong> the evaluation report on <strong>Maryville</strong> <strong>University</strong> <strong>of</strong> Saint Louis.<br />
At the end <strong>of</strong> the document, you will find the recommendation on the accreditation relationship.<br />
The Commission expects the <strong>President</strong> or Chancellor <strong>of</strong> the institution (or chief executive <strong>of</strong>ficer<br />
if a different title is used) to acknowledge receipt <strong>of</strong> this report within two weeks <strong>of</strong> the date indicated<br />
on the enclosed form. In addition, the institution may choose to submit an additional written response<br />
in the form <strong>of</strong> a letter to the Institutional Actions Council. The letter should not exceed five pages and<br />
is to be submitted electronically with the enclosed form within the two-week timeframe.<br />
Please complete and return the enclosed form, along with any additional written response, to<br />
Stephanie Kramer, skramer@hlcommission.org, no later than two weeks from the date indicated. The<br />
institution’s response becomes part <strong>of</strong> the <strong>of</strong>ficial record <strong>of</strong> the evaluation and is included in the<br />
materials sent through the decision process to the next committee that reviews the institution.<br />
If the Commission does not receive a response within two weeks, it will conclude that the<br />
institution concurs with the accreditation recommendation and will forward the appropriate materials<br />
to the Institutional Actions Council (IAC) for review and action. More information on the<br />
Commission’s decision process is provided on the attached form and available on the Commission’s<br />
website (www.ncahlc.org).<br />
The institution will receive an <strong>of</strong>ficial action letter, a revised Statement <strong>of</strong> Affiliation Status (SAS), and a<br />
revised Organizational Pr<strong>of</strong>ile (OP) following the IAC meeting. If you have any questions concerning the<br />
evaluation report or the decision process, please contact Eric V. Martin, your staff liaison.<br />
Enclosures<br />
cc: Renee Aitken, Team Chairperson
REPORT OF A CHANGE VISIT<br />
To<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis<br />
St Louis, Missouri<br />
3/19/<strong>2012</strong>-3./20/<strong>2012</strong><br />
FOR<br />
The Higher Learning Commission<br />
A Commission <strong>of</strong> the North Central Association <strong>of</strong> Colleges and Schools<br />
EVALUATION TEAM<br />
Dr. Renee Aitken (chair), Fulltime Faculty in School <strong>of</strong> Education, Northcentral <strong>University</strong>, Columbus, OH<br />
43221<br />
Dr. Gregg Chenoweth, Vice <strong>President</strong> for Academic Affairs, Olivet Nazarene <strong>University</strong>, Bourbonnais, IL<br />
60914
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis/1444<br />
CONTENTS<br />
Assurance Section<br />
Part I: Context and Nature <strong>of</strong> Visit……...................................................................................3<br />
Part II: Evaluation <strong>of</strong> Documentation Supporting Institution’s Request for Change…......…..4<br />
A. Alignment with institution .......................................................….…..4<br />
B. Capacity for implementing and sustaining the change(s)…..............4<br />
C. Strategies for monitoring and evaluating the change(s)….........……5<br />
D. Strategies for addressing strengths, challenges, or strategic issues<br />
related to the change(s)………..........................................................5<br />
E. Potential positive or negative effects <strong>of</strong> the change(s) ….….......…..5<br />
F. Quality standards………....................................................................6<br />
Part III: Recommendation and Rationale................................................................................7<br />
A. Recommendation ………..................................................................7<br />
B. Rationale for Recommendation .......................................................7<br />
C. Other Accreditation Issues …………...............................................8<br />
Part IV: Statement <strong>of</strong> Affiliation Status………..........................................................................9<br />
Advancement Section<br />
Overall Observations about the Organization.........................................................................10<br />
Consultations <strong>of</strong> the Team .....................................................................................................10<br />
Recognition <strong>of</strong> Significant Accomplishments, Progress, and/or Practices..............................10<br />
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ASSURANCE SECTION<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis/1444<br />
Part I: Context and Nature <strong>of</strong> Visit<br />
A. Purpose <strong>of</strong> Visit: Requested Change<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St. Louis proposes to <strong>of</strong>fer in entirely online format a Doctorate <strong>of</strong> Nursing Practice,<br />
a Master’s <strong>of</strong> Science in Nursing with concentration in Gerontology, and an MSN with concentration in<br />
Family Nurse Practice.<br />
B. Accreditation Status<br />
<strong>Maryville</strong> <strong>University</strong> successfully completed a decadal, comprehensive visit in 2004, and successfully<br />
completed a focused visit in <strong>May</strong> 2009 for the launch <strong>of</strong> a Doctorate <strong>of</strong> Nursing Practice.<br />
C. Institutional Context<br />
<strong>Maryville</strong> <strong>University</strong>ʼs mission includes the goal <strong>of</strong> “empowering students to achieve their career goals and<br />
be successful participants in the global marketplace.” In order to help fulfill this goal, the School <strong>of</strong> Health<br />
Pr<strong>of</strong>essions is extending the <strong>of</strong>fering <strong>of</strong> the two programs which form the rationale for this request―the<br />
Master <strong>of</strong> Science in Nursing with concentrations in Adult/ Gerontology Nurse Practitioner and Family<br />
Nurse Practitioner and the Doctor <strong>of</strong> Nurse Practice using on-line delivery. The decision to <strong>of</strong>fer these two<br />
programs on-line came after two years <strong>of</strong> study and review to enter the distance education arena and<br />
partner with Embanet+Compass Knowledge Group.<br />
D. Special Conditions<br />
The team reviewed the Embanet+Compass-Compass Contract.<br />
E. Approvals Obtained<br />
<strong>Maryville</strong> <strong>University</strong> has approval to <strong>of</strong>fer distance education from the state <strong>of</strong> Missouri and the Board <strong>of</strong><br />
Trustees.<br />
F. Interactions with Institutional Constituencies<br />
1. <strong>President</strong><br />
2. Vice <strong>President</strong>, Academic Affairs<br />
3. Vice <strong>President</strong>, Adult & Online Education<br />
4. Vice <strong>President</strong> , Enrollment Management<br />
5. Dean, School <strong>of</strong> Health Pr<strong>of</strong>essions<br />
6. Program Director <strong>of</strong> Nursing<br />
7. Embanet+Compass-Compass Partners (2)<br />
8. Director <strong>of</strong> Planning, Research, and Information Technology<br />
9. Vice <strong>President</strong>, Business<br />
10. Vice <strong>President</strong> for Student Life, Dean <strong>of</strong> Students<br />
11. <strong>President</strong>’s Advisory Council<br />
12. Library Dean<br />
13. Instructional Designer<br />
14. Nursing Faculty (4)<br />
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15. Students (1)<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis/1444<br />
G. Principal Documents, Materials, and Web Pages Reviewed<br />
1. HLC Change Request Form<br />
2. Comprehensive Visit Report 2004<br />
3. Focused Visit Report 2009<br />
4. Learning Management System for online learning orientation course<br />
5. Faculty Handbook<br />
6. Embanet+Compass Compass Contract<br />
7. Adult and Online Learning Master Budget<br />
8. Online Learning Staff Hiring and Benchmarks Plan<br />
9. Resource Room Booklets on the “Nine Hallmarks <strong>of</strong> Quality Distance Education” by the HLC<br />
10. LMS review<br />
11. Overall <strong>Maryville</strong> website<br />
Part II: Evaluation <strong>of</strong> Documentation Supporting Institution’s Request for Change<br />
A. Commitment to, preparation for, and fit <strong>of</strong> the proposed change to the institution<br />
It is apparent <strong>Maryville</strong> faculty and administrators extrapolate their mission to this online education<br />
initiative with full fidelity. Interviews with the <strong>President</strong>, VP <strong>of</strong> Adult & Online Education, Dean <strong>of</strong><br />
Health Sciences, Department Chair <strong>of</strong> Nursing, CFO, Head <strong>of</strong> the Department <strong>of</strong> Technology and<br />
Learning, Nursing faculty, Dean <strong>of</strong> the Library, and others consistently demonstrate collaboration for<br />
more than two years in reviewing which degrees to <strong>of</strong>fer online, which 3 rd party company to provide<br />
instructional design and student recruitment services, the scale <strong>of</strong> budget appropriations, and timeline<br />
<strong>of</strong> new course development. Faculty also reflect the same positive disposition as expressed by<br />
administration. Further evidence <strong>of</strong> the <strong>University</strong>’s commitment is to award four faculty load credits<br />
for those teaching 3-credit courses online, paying faculty $3,000 for new course creation, availing<br />
faculty with multiple instructional design staff through the 3 rd party contract, providing four Student<br />
Services Advisors through the 3 rd party, an aggressive budget increase for Adult and Online Education<br />
from $250,000 to $1 million per year, a future staffing plan based upon online student enrollment<br />
benchmarks, a Cabinet-level appointment to manage this enterprise (VP <strong>of</strong> Adult & Online Education),<br />
etc..<br />
B. Capacity for implementing and sustaining the change(s)<br />
It is evident that <strong>Maryville</strong> has a robust personnel support plan for the online effort. Examples include<br />
the number <strong>of</strong> student service advisors, staffing threshold matrix, the number <strong>of</strong> instructional designers<br />
at both Embanet+Compass and <strong>Maryville</strong>, and the 6 people for the Help Desk 10 hours a day. Some<br />
institutions fail at online learning because they have a disproportionate attention to technology when it<br />
is fundamentally a human endeavor.<br />
Other evidences <strong>of</strong> capacity include the IT bandwidth and back-up provisions (two on campus, one <strong>of</strong>f<br />
campus), a marriage <strong>of</strong> campus and 3 rd party based instructional designers, budget shifts in Learning<br />
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and Technology Department from $260,000 to $370,000 since 2009, another $100,000 provision for<br />
new s<strong>of</strong>tware licenses, and $2 million in IT staffing. The operational budget for Adult and Online<br />
Education has grown from approximately $250,000 to $1 million, exclusive <strong>of</strong> staffing. Also, the pace<br />
<strong>of</strong> new course creation for nursing programs online is appropriate with four courses over four months,<br />
recurring as initial students commence the program.<br />
C. Strategies for systematically monitoring and evaluating the effects, performance, and/or quality<br />
<strong>of</strong> the change(s)<br />
<strong>Maryville</strong>’s contract with Embanet+Compass follows particular enrollment benchmarks, based upon<br />
fairly substantial market analyses, expecting a launch with 70 online students. The VP for Adult &<br />
Online Education then follows a staffing plan with specific enrollment thresholds for new positions,<br />
assuring the human capital can keep pace with enrollment demand. With respect to course creation<br />
and review, it is evident the Nursing faculty retains jurisdiction over concerns pertinent to the Higher<br />
Learning Commission. While the 3 rd party vendor (Embanet+Compass) conducts marketing and<br />
recruits students, the <strong>Maryville</strong> faculty provide instruction, write courses, design learning objectives,<br />
assess activities, select faculty, set qualifications for faculty, pay faculty, and determine admissions<br />
requirements. Meanwhile, the VP <strong>of</strong> Adult & Online Learning expects all new courses to meet Quality<br />
Matters standards for online education. Meanwhile, end <strong>of</strong> course evaluations will also be employed,<br />
with systematic analysis provided by Smarter Surveys.<br />
The <strong>University</strong> further has accounted for intellectual property concerns through a course creation<br />
contract with faculty. This wise step will provide stability for the institution should faculty creators leave<br />
the <strong>University</strong> even while programs continue.<br />
D. Strategies for addressing strengths, challenges, or strategic issues (especially those<br />
previously identified by the Commission) related to the change(s)<br />
A Comprehensive Visit in November 2004 indicated ambiguity on mission commitment to the liberal<br />
arts, insufficient academic infrastructure, too few full-time faculty relative to total enrollment,<br />
fundraising needs, and a “maintenance strategy” for adult programs. A Focused Visit in <strong>May</strong> 2009<br />
regarding <strong>of</strong>fering a Doctorate <strong>of</strong> Nursing Practice indicated the <strong>University</strong> did address challenges<br />
identified in the 2004 report, such as establishing more full-time faculty relative to enrollment, stronger<br />
advising services, a strategic fundraising plan, a Center for Teaching and Learning, etc. A concern in<br />
the 2009 Visit was to establish a Graduate Study Officer to manage policy and student issues for the<br />
DNP. As <strong>of</strong> this visit, the robust staffing plan for online education – including benchmarks for future<br />
hires – adequately prepares for this concern.<br />
E. Potential positive or negative effects <strong>of</strong> the change(s) on other institutional operations<br />
The online initiative is budget-independent, claiming no financial resources from other <strong>University</strong><br />
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concerns. Because the <strong>University</strong> experienced enrollment growth <strong>of</strong> more than double over the past<br />
10 years, and maintained key markers <strong>of</strong> financial health, an adequate investment pool <strong>of</strong> about $1<br />
million per year is already available for this online initiative. Key markers <strong>of</strong> financial health include<br />
annual return on net assets, annual net operating margin (i.e. pr<strong>of</strong>it), debt principal relative to annual<br />
operations, debt service load relative to annual operations, and liquid cash reserves. All this mitigates<br />
against risk or failure in the online initiative.<br />
F. Quality standards<br />
The support systems are being put in place to increase the likelihood that the institution’s promise on<br />
quality will be delivered. The support includes the online writing center, the intention to provide<br />
SmartThinking, the role played by the department <strong>of</strong> learning design and technology, substantial<br />
budget provisions, two data backup sites and one <strong>of</strong>f campus and they have contracted with D2L for a<br />
<strong>24</strong>/7 help desk. Recognizing the need for such support services before implementing online programs<br />
to ensure their commitment to quality can be realized.<br />
It is also laudable that the <strong>University</strong> has developed a substantial “on ramping” module for new online<br />
students – an online education orientation sequence to be administered between admission and the<br />
first course. The team reviewed these components and find them adequate. The <strong>University</strong> will learn<br />
from its first few cohorts how such content might be best calibrated to the needs <strong>of</strong> their students.<br />
While the 3rd party vendor (Embanet+Compass) conducts marketing and recruits students, the<br />
<strong>Maryville</strong> faculty provide instruction, write courses, design learning objectives, assess activities, select<br />
faculty, set qualifications for faculty, pay faculty, and determine admissions requirements.<br />
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Part III: Recommendation and Rationale<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis/1444<br />
A. Recommendation<br />
The team recommends approval <strong>of</strong> online degree programs in a level 1 placement in the<br />
percentage bracket for distance delivery <strong>of</strong>ferings <strong>of</strong> not more than 5%.<br />
B. Rationale for the Team’s Recommendation<br />
The organizational culture <strong>of</strong> student access to faculty has been successfully ported to the online<br />
environment. In meetings with students, faculty, staff, and administrators the value <strong>of</strong> personal<br />
interaction was strongly communicated to the team. Maintaining the personal connection<br />
between faculty and students is an important value that helps define <strong>Maryville</strong> <strong>University</strong>.<br />
The transition <strong>of</strong> faculty from on ground to online teaching is challenging and requires meaningful<br />
preparation. <strong>Maryville</strong> <strong>University</strong> has demonstrated a commitment to online learning through its<br />
budgeting practices, its attention to preparation <strong>of</strong> courses, availability <strong>of</strong> online student services,<br />
and the dedication <strong>of</strong> full-time faculty and administration.<br />
The team found the contract with Embanet+Compass to be specific in the courses and programs<br />
for which it will provide recruiting and support. The Embanet+Compass team visited the campus<br />
during the team visit. There is a clear understanding between the administration and the<br />
Embanet+Compass representatives <strong>of</strong> their roles and responsibilities as stated in the contract.<br />
Although the contract duration seems excessive (10 years) both parties indicated it was a<br />
standard contract. The revenue split was 65% and 35% with Embanet+Compass retaining 65%,<br />
again a standard contract stipulation for Embanet+Compass. The administration assured the<br />
team the contract was specifically for the Health Sciences Doctor <strong>of</strong> Nurse Practitioner and<br />
Doctor <strong>of</strong> Physical Therapy programs and would not extend to other programs. Several members<br />
<strong>of</strong> administration expressed the university’s decision to move the business program online without<br />
the support <strong>of</strong> Embanet+Compass.<br />
The team was given access to the LMS and the few online courses <strong>Maryville</strong> <strong>University</strong> has<br />
<strong>of</strong>fered to their students. Administrators, faculty, and staff indicated these courses have been an<br />
excellent opportunity to define, refine, and set policy for course design and course delivery.<br />
<strong>Maryville</strong> <strong>University</strong> has documented these best practices and sought out support from existing<br />
s<strong>of</strong>tware vendors to fill any gaps. The academic rigor, design requirements, and course-delivery<br />
expectations are clearly defined for faculty as well as support staff. Changes have been made<br />
across the university including in the administration, library, technology, and faculty to support the<br />
online students.<br />
C. Other Accreditation Issues<br />
None<br />
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Part IV: Statement <strong>of</strong> Affiliation Status<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis/1444<br />
A. Affiliation Status Accredited: 1941<br />
B. Nature <strong>of</strong> Institution Private NFP<br />
C. Conditions <strong>of</strong> Affiliation None<br />
D. Monitoring None<br />
Progress Report:<br />
Rationale and Expectations<br />
Monitoring Report: Topic(s) and Due Date (month/date/year)<br />
Rationale and Expectations<br />
Conditions (if . . . then)<br />
Contingency Report:<br />
Topic(s)<br />
Rationale and Expectations<br />
Other visits scheduled. State the type <strong>of</strong> visit required, the topics to be addressed, the<br />
recommended date, and the rationale for the visit recommendation.<br />
Type <strong>of</strong> Visit<br />
Topic(s) and Timing (academic year - xxxx-xxxx)<br />
Rationale and Expectations<br />
E. Commission Sanction or Adverse Action None<br />
Placed on Notice:<br />
Probation:<br />
Due Date for the Report<br />
Rationale and Expectations<br />
Areas That Must Be Addressed<br />
Date <strong>of</strong> Next Evaluation Visit<br />
Rationale<br />
Requirements for Removal <strong>of</strong> Probation<br />
Denial or Withdrawal <strong>of</strong> Status:<br />
Rationale<br />
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F. Summary <strong>of</strong> Commission Review<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis/1444<br />
Timing for next comprehensive visit (academic year - 2014 - 2015)<br />
Rationale for the recommendation: No change<br />
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ADVANCEMENT SECTION<br />
<strong>Maryville</strong> <strong>University</strong> <strong>of</strong> St Louis/1444<br />
I. OVERALL OBSERVATIONS ABOUT THE ORGANIZATION<br />
<strong>Maryville</strong> <strong>University</strong> has all the necessary elements in place to succeed in online learning.<br />
Faculty, staff, and administration understand and appear willing to support growth as it occurs.<br />
The contract with Embanet+Compass provides a starting point for the development <strong>of</strong> online<br />
courses is limited to the health pr<strong>of</strong>essions programs.<br />
II.<br />
CONSULTATIONS OF THE TEAM<br />
The team would caution <strong>Maryville</strong> <strong>University</strong> to consider the impact <strong>of</strong> third party vendor systems<br />
on the online programs. Many institutions recognize the value <strong>of</strong> tertiary products because they<br />
provide vetted solutions. It is evident that many such products are soon to be deployed such as<br />
Turnitin, Quality Matters, SmartThinking, and SmarterSurveys. Careful attention should be paid to<br />
the volume and timing <strong>of</strong> adding supplemental services to the learning platform. The experience<br />
<strong>of</strong> other startups has been IT solutions when stacked upon one another can become IT failures.<br />
Moving forward there may be a stronger dependence <strong>of</strong> future students on library staff than<br />
currently imagined. The needs <strong>of</strong> online students for library support differ significantly from those<br />
<strong>of</strong> on ground students. This one area <strong>of</strong> need is <strong>of</strong>ten unforeseen in the implementation <strong>of</strong> new<br />
programs, but has a great impact on student success.<br />
A concern registered by the Visit Team during the visit was the duration <strong>of</strong> the contract with the<br />
3 rd party vender. While a 10 year commitment provides stability for the <strong>University</strong> and vendor, the<br />
transitional nature <strong>of</strong> online markets, technologies, <strong>University</strong> staff, <strong>University</strong> finances, etc.<br />
demands both parties coordinate their adaptability. Some <strong>of</strong> this is personality-dependent, and<br />
some is contract-dependent. While currently the <strong>University</strong> and 3 rd party vendor conceive <strong>of</strong> each<br />
other as “partners,” pressures in online education to market degrees, qualify prospective<br />
students, matriculate them with adequate federal aid, educate, and assess them can morph a<br />
partnership to a “client-provider” relationship. Both parties are encouraged to communicate well<br />
and <strong>of</strong>ten not only about work outcomes but relative satisfaction with which each party conducts<br />
its share <strong>of</strong> this enterprise.<br />
Another concern is for the <strong>University</strong> to calibrate the definition <strong>of</strong> a credit hour from on ground, 15<br />
week courses to these new, 8 week accelerated courses. The online learning student handbook<br />
conveys an expectation that students spend 17 hours per week on the course. It is not presumed<br />
that the <strong>University</strong> must ensure students spend 17 hours, however, the team talked with one<br />
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student from one course in the pilot phase who testified to spending 2-6 hours per week on the<br />
course. While one student does not make up the whole class and the time spent was a guess, not<br />
a carefully documented record, the university may wish to ensure the expectations for work time<br />
on projects area clearly stated and the workload is calibrated to meet the 17 hour per week<br />
expectation.<br />
III.<br />
RECOGNITION OF SIGNIFICANT ACCOMPLISHMENTS, PROGRESS, AND/OR PRACTICES<br />
Despite the scale <strong>of</strong> investment in the online programs, it does not appear to render other aspects<br />
<strong>of</strong> the university vulnerable. All the customary makers <strong>of</strong> financial health are evident: net on<br />
annual operations, size <strong>of</strong> debt, liquid cash reserves, and fully funded depreciation. The attention<br />
shown to financial concerns shows a commitment to student success rather than making a quick<br />
buck.<br />
Faculty, students, staff, and administrators demonstrated their commitment to online learning<br />
through progress, collaboration, and sensitivity to those not yet involved in the initiative. The<br />
direct testimony by course creators, online students, faculty, and staff supervisors confirmed this<br />
commitment. Establishing a community <strong>of</strong> support in the infancy <strong>of</strong> this initiative will carry the<br />
university through the next stages <strong>of</strong> development.<br />
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Team Recommendations for the<br />
STATEMENT OF AFFILIATION STATUS<br />
INSTITUTION and STATE: <strong>Maryville</strong> <strong>University</strong> <strong>of</strong> Saint Louis, MO<br />
TYPE OF REVIEW (from ESS): Change Visit<br />
DESCRIPTION OF REVIEW (from ESS): Request to initiate distance delivery and a contractual<br />
relationship<br />
DATES OF REVIEW: 3/19/12 - 3/20/12<br />
LEGAL STATUS: Private NFP<br />
TEAM RECOMMENDATION: No Change<br />
DEGREES AWARDED: B, M, D<br />
TEAM RECOMMENDATION: No change<br />
Nature <strong>of</strong> Organization<br />
Conditions <strong>of</strong> Affiliation<br />
STIPULATIONS ON AFFILIATION STATUS: Approval at the doctoral level is limited to the<br />
Doctor <strong>of</strong> Education in Leadership (Ed.D.) degree, the Doctor <strong>of</strong> Physical Therapy (DPT)<br />
degree, and the Doctor <strong>of</strong> Nursing Practice (DNP) degree.<br />
TEAM RECOMMENDATION: No Change<br />
APPROVAL OF NEW ADDITIONAL LOCATIONS: The Commission's Expedited Desk Review<br />
Program is only available for <strong>of</strong>fering existing degree programs at a new location within the<br />
area.<br />
TEAM RECOMMENDATION: No change<br />
APPROVAL OF DISTANCE EDUCATION DEGREES: The institution has not been approved to<br />
<strong>of</strong>fer its degree programs or more than four <strong>of</strong> its certificate programs through distance<br />
education or correspondence education as defined in Commission policy. Commission policy<br />
does permit the institution to <strong>of</strong>fer up to four certificate programs as well as a limited number <strong>of</strong><br />
courses leading to degree programs through distance education or correspondence education<br />
without seeking prior approval.<br />
TEAM RECOMMENDATION: The institution has been approved under Commission<br />
policy to <strong>of</strong>fer up to 5% <strong>of</strong> its total degree programs through distance education.<br />
The processes for expanding distance education are defined in other Commission<br />
documents.<br />
REPORTS REQUIRED: None<br />
TEAM RECOMMENDATION: No change<br />
OTHER VISITS SCHEDULED: Change Visit: 2011 - <strong>2012</strong>; Request to initiate distance delivery<br />
and a contractual relationship<br />
TEAM RECOMMENDATION: None
Team Recommendations for the<br />
STATEMENT OF AFFILIATION STATUS<br />
Summary <strong>of</strong> Commission Review<br />
YEAR OF LAST COMPREHENSIVE EVALUATION: 2004 - 2005<br />
YEAR FOR NEXT COMPREHENSIVE EVALUATION: 2014 - 2015<br />
TEAM RECOMMENDATION: No Change
ORGANIZATIONAL PROFILE<br />
INSTITUTION and STATE: <strong>Maryville</strong> <strong>University</strong> <strong>of</strong> Saint Louis, MO<br />
TYPE OF REVIEW (from ESS): Change Visit<br />
___ No change to Organization Pr<strong>of</strong>ile<br />
Educational Programs<br />
Programs leading to Undergraduate<br />
Programs leading to Graduate<br />
Associate 0<br />
Bachelors 50<br />
Masters 11<br />
Specialist 0<br />
First<br />
Pr<strong>of</strong>essional<br />
Doctoral 4<br />
Program<br />
Distribution<br />
Recommended<br />
Change (+ or -)<br />
Off-Campus Activities<br />
In-State: Present Activity: Recommended Change:<br />
(+ or -)<br />
Campuses: None<br />
Additional<br />
Locations:<br />
Hazelwood (Field-Based Site:<br />
Graduate Education) ; Lake<br />
St. Louis (Weekend &<br />
Evening College - Lake Saint<br />
Louis) ; Sunset Hills<br />
(Weekend & Evening College<br />
- Sunset Hills) ; Webster<br />
Groves (Field-Based Site:<br />
Course<br />
Locations:<br />
Graduate Education)<br />
None<br />
Out-<strong>of</strong>-State: Present Wording: Recommended Change:<br />
(+ or -)<br />
Campuses: None<br />
Additional<br />
Locations:<br />
Scott AFB, IL (Weekend &<br />
Evening College - Scott AFB)<br />
Course<br />
Locations:<br />
Scott AFB, IL (Weekend &<br />
Evening College - Scott AFB)<br />
Out-<strong>of</strong>-USA: Present Wording: Recommended Change:<br />
(+ or -)<br />
Campuses: None<br />
Additional None<br />
Locations:<br />
Course<br />
None
Locations:<br />
Distance Education Programs:<br />
Present Offerings:<br />
Doctor - 51.38 Registered Nursing, Nursing Administration, Nursing Research and Clinical Nursing (Nursing)<br />
<strong>of</strong>fered via Internet; Master - 51.38 Registered Nursing, Nursing Administration, Nursing Research and Clinical<br />
Nursing (Nursing) <strong>of</strong>fered via Internet<br />
Recommended Change:<br />
(+ or -)<br />
Add:<br />
Doctor – xx.xx Nursing Practice (DNP)<br />
Master – xx.xx Nusring Gerentology & Family Nurse Practice<br />
Correspondence Education Programs:<br />
Present Offerings:<br />
None