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SACS Self Study Report

Preface | Introduction | Section I | Section II | Section III | Section IV | Section V | Section VI | Summary


Introduction

FGCU -- From Dream to Reality

Some of the decade-old notes are hand-written. They are punctuated with suggestions ("use television, cable, and computers"), questions ("Should enrollment be capped?"), and brutally honest personal reactions ("I, too, am frustrated!"). The designation at the top reads, simply, "Ft. Myers - 10th University Planning."

But those notes, exchanged among the chancellor and staff of the State University System of Florida, also include precursors to what would later become key elements of the mission statement for the then-nameless "Tenth University"

· "staff committed to innovation/technology"

· "rewards for teaching and service are really implemented"

· "the academic vision for the institution should take advantage of some of the things we know about the changes in technology"

· "develop library access plan for using data bases"

· "an environmental focus"

It was a dream. It was daring. It was a vision of a university that would break the mold -- faculty with term contracts, classes without classrooms, a commitment to community service, a library with electronic access vastly greater than its physical holdings.

Today that vision is a reality. Florida Gulf Coast University, the state's "10th University," officially opened its doors and began classes on August 25, 1997, with an enrollment of over 2,600 students. The campus sits on a 760-acre site surrounded by wetlands, pinelands, and cypress domes an ideal location for a university with an environmental focus. Now in its second year of operation it has:

· Over 3,000 students.

· Approximately 170 faculty described by the SACS Candidacy Committee as "outstandinga diverse and distinguished group of scholars dedicated to teaching and to students."

· Two classroom buildings with state-of-the-art technology.

· A state-of-the-art library with holdings exceeding 118,000 volumes.

· A campus broadcast facility, the heart of electronic-based instruction.

· A family resource center.

· Over $35 million in foundation assets.

· Five fully funded and endowed professorships.

· Hundreds of thousands of dollars available for scholarships.

· A 250-bed lakefront student residence complex.

During its first semester of operation, FGCU gained accreditation candidacy status with the Commission on Colleges (COC) of the Southern Association of Colleges and Schools (SACS). A year later it has completed this Self-Study Report in preparation for an accreditation committee visit in January 1999.

This introduction includes a more formal history of Florida Gulf Coast University (FGCU), a description of the institutional self-study process undertaken by FGCU, a description of the FGCU annual survey, and a list of members of the self-study committees.

The major sections of the Self-Study Report analyze the operations of the university in terms of the six major sections of the Commission on Colleges publication, Criteria for Accreditation. The summary examines the findings of the self-study in terms of the major institutional issues being examined and identifies responsibility for addressing the recommendations and suggestions.

History and Characteristics of the Institution

Creation of Florida Gulf Coast University

Efforts to bring university programs to Southwest Florida originated with a groundswell of community support in the early 1970s for broader higher education opportunities. In response to community needs, the University of South Florida established a regional campus in Lee County with the first classes held in downtown Fort Myers in September 1974. A permanent campus was established in 1977 on a 55-acre site adjacent to Edison Community College in Fort Myers.

The 1980s brought unprecedented population growth to the state of Florida and especially to the southwest region. According to the U.S. Bureau of Census figures, between 1980 and 1990 the overall growth rate for Florida was 33 percent, while Southwest Florida grew by over twice that rate 69 percent. At the same time, a larger growth of future college students was on the horizon: the number of Florida public high school graduates was predicted to increase 50 percent in a ten-year period beginning in the mid-1990s.

The Florida Board of Regents, which coordinates the development of the State University System (SUS), recognized the pressing need for additional access to higher education and observed that the nearest main campus of a SUS institution was too far a distance (150 miles) to provide adequate service to the rapidly growing Southwest Florida region. Therefore, in January of 1991 the Board of Regents recommended that a tenth state university be located in Southwest Florida.

In May of 1991, Governor Lawton Chiles signed authorizing legislation to establish the "Tenth University." The legislation also provided for the creation of a committee to advise the Board of Regents on all matters relating to site selection for the new university. The Southwest Florida Regional Planning Council was charged with assisting the site selection committee in determining the most feasible site. From the three sites (all in the Fort Myers area) recommended by the site committee, the Board of Regents in February 1992 approved the Alico site.

The Alico property, located in southeast Lee County near Interstate 75 and Alico Road, was offered by prominent businessman Ben Hill Griffin III through Alico, Inc., an agribusiness company headquartered in Southwest Florida. The offer included 760 acres of land for the university campus, a pledge of $2.4 million to assist with roadway development, a $200,000 planning grant, a pledge of $1.2 million for endowed academic chairs, and a gift of 215 additional acres of land to be deeded to the university foundation.

The new institution was officially named Florida Gulf Coast University by the Florida legislature in April 1994. A groundbreaking ceremony for the university was held November 28, 1995, and opening day was August 25, 1997. Phase one construction consists of two academic buildings, a library, and three student services and administrative services buildings. Additional facilities include the central energy plant, family resource center, and WGCU-FM and WGCU-TV broadcast buildings.

Prior to the opening of the permanent campus, university staff were accommodated at various locations in the area. In July 1993, the Lee County Board of Commissioners loaned the first temporary office space to the university in the Lee County administrative building, downtown Fort Myers. In November 1993, university administrators and staff moved to leased office space in the Midway Centre, located at 17595 South Tamiami Trail, approximately four miles from the university site.

To accommodate continued staff expansion, in January 1996 additional office space was leased in the Gateway Barnett Bank office building just north of the Southwest Florida International Airport. In July 1996, the student services staff of Florida Gulf Coast University moved to the USF Fort Myers campus to more effectively coordinate the transition of student services activities from the branch campus to the new university.

Florida Gulf Coast University had approximately 100 employees by July 1, 1996. By opening day 1997, faculty and staff numbered approximately 400, which includes individuals transferred from the Fort Myers campus of the University of South Florida.

FGCU opened on schedule August 25, 1997, with over 2,600 enrolled students, a figure that will reach 10,000 in about five years. Most will get degrees in career-oriented fields with high employment demand in Southwest Florida business, education, social work, and health care.

Ten Year Development Plan

Action of the Florida legislature in 1992 required certain planning steps in the creation of the new university be completed by December 1992. The Ten Year Development Plan for a New University in Southwest Florida, which was formally adopted by the Board of Regents in November 1992, fulfilled that requirement. The plan includes the mission statement for the new university as well as plans for merging the University of South Florida at Fort Myers branch campus into Florida Gulf Coast University; proposed programs to be offered; distinctive features, such as distance learning opportunities, planned for the new institution; and enrollment projections.

Mission

The primary mission of FGCU, as approved by the Board of Regents, is to provide undergraduate education, with a broad range of programs in arts and sciences, business, environmental science, computer science, education, nursing/allied health, and social services. Selected graduate programs in education, business, social services, and arts and sciences are also to be offered as needs are identified and resources allow. The primary service area of Florida Gulf Coast University includes five Southwest Florida counties: Charlotte, Collier, Glades, Hendry, and Lee. Specialized degree programs, alternative teaching methods, and innovative techniques are expected to broaden the student base to include students from throughout Florida and beyond.

The FGCU mission statement provided the context within which FGCU has further developed its institutional purpose. The FGCU Executive Staff (the president and the three vice presidents) and the Deans Council approved a statement of guiding principles, which sets the direction of FGCU into the twenty-first century. The statement also enunciates the values that will undergird the new academic community and link it to the broader community it is serving. Above all, the statement makes it clear that FGCU will place student success at the center of all endeavors; and, in order to ensure this success, the university will integrate assessment into all of its operations.

When the COC Candidacy Committee visited the institution in October 1997, it suggested that, as part of the upcoming self-study, the university review the two documents described above and consider the advisability of updating the language and consolidating the two documents into one. Accordingly, the original mission was reviewed and supplemented with a consolidated Vision, Purpose, and Commitment Statement, which was approved by the Executive Staff on August 11, 1998.

Budget

As the tenth institution in the State University System, Florida Gulf Coast University has enjoyed substantial and growing financial support from the State of Florida. The university's operating budget has grown from $600,000 in fiscal year 1992-93 to $32,793,202 in fiscal year 1998-99. Current capital funding for projects in design or under construction is over $35 million. Contracts and grants estimate expenditures of $4,295,000 for fiscal year 1998-99, with auxiliary enterprises estimating expenditures of $2,661,586.

Foundation

The Florida Gulf Coast University Foundation, Inc. was established in 1993 for the purpose of supporting the development of Florida Gulf Coast University. Since the establishment of the foundation, the majority of its funds have come from individuals, corporations, and foundations located in the Southwest Florida region. These funds have been targeted mainly in four major areas of support: professorships, scholarships, capital and faculty programs. To date, these supporters have generated more than $35 million for Florida Gulf Coast University through the foundation.

FGCU foundation gifts come from a variety of activities, programs and campaigns including employee, student, alumni, annual fund, capital and major gift campaigns. New activities and programs continue to be added as new goals and priority areas are identified.

Accreditation

Following legislative authorization in May 1991, Board of Regents staff worked closely with staff of the Southern Association of Colleges and Schools, culminating in a SACS staff visit to Tallahassee in spring 1992 to brief the chancellor, legislators, and legislative staff on procedures for a new university to undergo accreditation. This resulted in a late September agreement on steps and timelines, which were then incorporated into the Ten Year Development Plan for a New University in Southwest Florida, approved by the Board of Regents in November 1992.

FGCU first submitted an Application for Membership with the Commission on Colleges of the Southern Association of Colleges and Schools in October, 1996, anticipating authorization to conduct a self-study and receive an accreditation committee. Under the then-existing accreditation procedures, FGCU could have then been considered for Candidacy, "the normal first status in the accreditation process." In order to facilitate attainment of this status as early as possible, FGCU leadership developed a handbook to be used by study committees and approved an organizational structure for the self-study process.

In December of 1996, however, the COC modified the accreditation procedures and added provisions for a new institution to receive a Candidacy Committee and be considered for candidacy prior to completing a self-study. Accordingly, FGCU submitted a revised application and received a Candidacy Committee in October of 1997. The recommendations of that committee were favorable and, as a result of action in early December by the Commission, FGCU was granted Accreditation Candidacy status. That status was retroactive to the beginning of the fall 1997 term, the opening of the university.

In January of 1998, FGCU was authorized by the Commission to conduct an institutional self-study and receive an accreditation committee. Since much of the preliminary planning for the self-study had already been completed, the institution undertook an accelerated self-study and the Commission agreed to schedule an Accreditation Committee in January of 1999 with COC action anticipated the following June. Favorable action would be retroactive to January 1, 1999.

Characteristics of the Institution

Florida Gulf Coast University is a public institution of higher education, one of ten in the State University System of Florida. It is a comprehensive university offering a full range of baccalaureate programs and graduate education through the master's degree, with authorization to offer the specialist degree. Academic programs are offered through the Colleges of Arts and Sciences, Business, Health Professions, and Professional Studies.

The university was founded in 1991 by act of the Florida legislature. In 1994 the Ben Hill Griffin family and Alico, Incorporated, donated $3.8 million dollars and a 760 acre site of pristine wetlands. Building began in 1995 and the university opened its doors to students in August of 1997 with an initial enrollment of about 2500. Enrollment for the fall 1998 semester is approximately 3,000, and projections are that enrollment could increase to as much as 10,000 in five years. The institution meets the higher education needs of Southwest Florida and has as its primary service area Charlotte, Collier, Glades, Hendry, and Lee counties.

The mission of the university emphasizes teaching, technology, community service, and study of the environment. The guiding principles stress student success, academic freedom, diversity, citizenship, service, technology, collaborative learning, and assessment.




The Institutional Self-Study

Purpose and Goals of the Self-Study

The purpose and goals of the self-study are included in the FGCU Self-Study Plan and Manual. The purpose of the institutional self-study is to demonstrate that the university maintains the appropriate programs, services, processes, and resources necessary to fulfill its stated mission; demonstrate compliance with the SACS Criteria for Accreditation; and provide recommendations and suggestions for further improvement.

The goals of the institutional self-study are to:

· Determine the extent to which the college meets or exceeds SACS accreditation requirements.

· Prepare a self-study report that will be useful to the SACS visiting committee, the university, and the community.

· Review and reconfirm the mission statement of the university.

· Appraise all policies and procedures of the university.

· Recommend ways to achieve more effective and efficient use of available resources.

· Foster a sense of community among faculty, administration, staff, students, and others by participation in a collaborative endeavor.

The Self-Study Process

Study Committees

There were fourteen study committees with responsibilities for the six sections of the Criteria. Six study committees correspond to the six major sections and were designated I-VI, using roman numerals. Eight additional study committees had responsibilities for various subsections of the three largest sections; and, consistent with the numbering system of the Criteria, were designated with two arabic numerals separated by a decimal point. For example committee 4.8 was the subcommittee in Section IV which examined subsection 4.8 Faculty. The structure, membership, and specific responsibilities of the study committees were detailed in the Self-Study Plan and Manual.

Resource Materials

To facilitate the institutional self-study, each study committee was given the following four documents:

The Criteria for Accreditation, 1996 edition, a publication of the Commission on Colleges, was the primary resource for self-study. Committees were asked to review their assigned sections carefully, and to pay particular attention to statements in the Criteria using the word "must" (or similar imperatives indicated in bold), the criteria with which institutions must demonstrate compliance to gain accreditation. They were also asked to examine the "should" statements, which are advisory, but not a requirement for accreditation. This printed edition of the Criteria does not include changes in

Sections 1.4, 4.2.1, 4.3.2, 6.1.2, and 6.3.6, which were approved at the 1996 and 1997 December meetings of the Commission. Those changes were included in a version of the Criteria that, with COC permission, was placed on the Fgcu-marlin share drive (\Criteria\Criteria (1996 & 1997 rev.doc).

The Handbook for Study Committees was made available on the Fgcu-marlin share drive (\Sacs\Handbook.doc). This handbook functioned as a working document for each of the study committees. It contained the entire text of the Criteria (without the 12/96 and 12/97 revisions); each time a "must" or "should" statement appears, a box had been inserted which included a space to identify supporting documentation. Much of this documentation had already been identified for most of the sections. The study committees reviewed the suggested documentation which demonstrated compliance, determined what additional documentation was needed, and used those materials in drafting their reports utilizing the on-line preformatted self-study outline described below.

The Self-Study Plan and Manual was made available on the Fgcu-marlin share drive (Sacs\General Info\Plan & Manual.doc). This document provided the rationale and guidelines for writing the self-study report.

The Self-Study Report was made available on the Fgcu-marlin share drive (\Sacs\Self Study Report). This preformatted first draft of the self-study outline included the entire text of the Criteria (including the 1996 and 1997 changes) and, as study committees completed their individual reports, became a living document, eventually evolving into the completed report.

This on-line approach to a self-study is perhaps unique. It is significant, however, that an institution committed to the use of technology utilized technological resources so extensively in preparing this Self-Study Report.

Institutional Issues

Because FGCU is a new institution seeking initial accreditation, the self-study was unique. Most aspects of the institution were being developed and refined even as they were being examined by the study committees. The following institutional issues, however, emerged as critical areas of inquiry which are examined in this Self-Study Report:

· Examination of the extent to which the institution is in compliance with the Criteria.

· Evaluation and refinement of the institution's mission statement.

· Development and implementation of an Institutional Effectiveness Plan.

· Development and approval of policies mandated by the Criteria.

· Examination of the institution's use of technology during its inaugural year.

· Examination of three functional areas: Graduate Studies, Library Services, and Student Development Services.

Criteria

FGCU recognizes that a self-study should be more than a simple audit of the extent to which the institution is in compliance with the Criteria for Accreditation. As a new institution, however, the institution determined from the outset that the Criteria would be an important resource in institutional planning and that the Criteria would be the primary focus of the self-study report. The Criteria served as more than a checklist of standards to be met; it functioned as a meaningful guide as policies and procedures were developed, faculty and staff were hired, and programs were developed. Because FGCU is institutionally committed to assessment, this Self-Study Report is more than an audit; it is a thorough, in-depth analysis of each requirement in the Criteria.

Mission

As Section II describes in greater detail, the Florida Board of Regents first approved the FGCU mission statement in 1992 as an integral part of the initial planning for the new university. This mission statement provided clearly defined guidelines for the establishment of the institution, and the development of its programs in instruction, scholarship and service. To complement the mission, a statement of guiding principles designed to establish quality goals was developed in 1996.

The COC Candidacy Committee suggested that, as part of its upcoming self-study, "the institution review the two statements and consider the advisability of updating the language and consolidating the two statements into one." Under the auspices of the Institutional Effectiveness Committee, the original mission was reviewed and supplemented with a consolidated "vision, purpose, and commitment" statement which was approved by the Executive Staff on August 11, 1998.

The mission is referred to throughout the self-study and is described in Section II Institutional Purpose.

Institutional Effectiveness

The FGCU Institutional Effectiveness Plan was adopted by the Executive Staff in September 1997 to guide the university in the planning and evaluation process. The Institutional Effectiveness Plan is grounded in FGCU's institutional values, as emphasized by the FGCU guiding principle affirming that "the university is committed to accounting for its effectiveness through the use of comprehensive and systematic assessment."

The Institutional Effectiveness Plan is examined in greater detail in Section III Institutional Effectiveness, and references to the institution's planning and evaluation process can be found throughout the self-study.

Policies

Throughout the Criteria for Accreditation there are a number of must statements which address the need for published policies and procedures. The Criteria stresses the importance of those statements by emphasizing that the policy or procedure be:

· In writing.

· Approved through appropriate institutional processes.

· Published in appropriate institutional documents accessible to those affected by the policy or procedure.

· Implemented and enforced by the institution.

In the earliest planning stages of the self-study, over a year prior to the formal opening of the institution, all criteria requirements for published policies, along with the four requirements listed above, were identified and shared with the vice presidents, deans, and other unit heads. They were informed of the policy requirements and urged to develop those policies as part of the planning process for their respective units. As a result many policies were developed prior to the hiring of faculty and staff, and prior to the actual enrollment of students. When the self-study was initiated, study committee chairs were given a list of the published policy requirements in their respective sections and asked to verify the existence or determine the status of those policies. The result of this survey indicated that most policies had indeed been developed. However, since many had been developed prior to the actual arrival of faculty, staff, and students, there was some question whether they should be considered "approved through appropriate institutional processes." Furthermore, it was learned that the institution did not have a formal policy approval process.

As a result of these concerns, the Assistant/Associate Deans Council, chaired by the associate vice president for academic affairs, was charged with reviewing all institutional policies, developing an institution wide procedure for approving policies, and ensuring that all policies and procedures required by the Criteria were published and had been appropriately approved. The resultant FGCU "official policy process" was approved by the president on September 3, 1998, and responsibility for implementation was delegated to a Policy Review Committee. The status of required policies and procedures is addressed in each of the sections that describe those requirements.

Technology

An important focus of FGCU's mission is the use of technology. It is appropriate, therefore, that the use of technology and its application in distance learning becomes one of the institutional issues examined in the self-study. That use is examined in detail in Section 5.3 Information Technology Resources and Systems, as well as in Section 4.5 Distance Learning Programs, Section 5.1.4 Information Technology, Section 5.1.7 Library/Learning Resources for Distance Learning Activities, and Section 5.2 Instructional Support.

Functional Areas

The institutional issues described above were all identified prior to the initiation of the self-study. As final study committee reports were being reviewed by the Steering Committee, however, three other institutional issues were identified which had received considerable attention during the self-study process: Graduate Studies, Library Services, and Student Development Services. These were designated functional areas and are given special consideration in Sections 4.3, 5.1, and 5.4, respectively.

Organization of the Report

Because the self-study was based primarily on the Criteria for Accreditation, the outline of the Self-Study Report follows the outline of the Criteria exactly. There are six major sections (identified by roman numerals). All of the major sections, except for Section II, have subsections identified by arabic numerals separated by a decimal point. Each self-study committee dealt with the criteria contained in either an entire major section or one or more subsections.

Description

The description consists of (1) the quoted material, in italics, from the Criteria which includes the "must" and "should" statements, and (2) a response that is a descriptive narrative of the study committee's findings as to the current circumstances at the university.

Analysis

The analysis involves a critical analysis of strengths and weaknesses of the institution related to its success in achieving its own predetermined goals. The analysis includes a thoughtful evaluation as to the appropriateness, sufficiency, and quality of the university's programs, services, processes, personnel, resources, and planning as they relate to the criteria for that section. It is a critical discussion of points raised in the description.

Recommendations and Suggestions

Study committees formulated recommendations in response to findings of non-compliance with "must" statements. Suggestions address weaknesses or build on the strengths of the institution, and are usually made in response to "must" or "should" statements; however, study committees made some suggestions without linking them to specific criteria statements.

FGCU Annual Survey

In the spring of 1998, the Office of Planning and Evaluation administered the first FGCU annual survey to faculty, students, and staff. This survey is part of the university's commitment to continual evaluation and improvement. This initial survey covered a wide range of topics and served three broad purposes: (1) to set benchmarks for future analyses, (2) to diagnose any potential problem areas in the university, and (3) to provide attitudinal and opinion data related to SACS criteria.

The surveys were administered during the period of March 2 to March 27. Faculty and staff surveys were distributed and collected via inter-office mail, with a follow-up reminder via e-mail. The student surveys were administered in class by the faculty during the two-week period following spring break. All full-time faculty (170), as well as adjuncts (98), received the faculty instruments, 246 full-time staff received the staff instruments and 922 student surveys were administered.

The faculty instrument contained 84 specific evaluation items, the staff survey 69 and the student instrument had 77. There were two versions of each instrument, each containing the same items. One

version asked the respondent to agree or disagree with each statement using a six-point Likert scale. The second version asked each respondent to place an importance rating on each item and to evaluate FGCU's performance for each item, again using a six-point Likert scale survey.

The survey results were disseminated to the university community electronically and to each self-study committee both electronically and in hard copy. Each committee received the raw data files as well as summarized results reporting the mean, standard deviation, frequency counts, and percent distributions.

Members of the Self-Study Committees

Steering Committee

Joseph Ravelli, Dean Steering Committee Chair

Planning and Evaluation

Sanford Colley, Assistant Dean Self-Study Director

Planning and Evaluation

Cathy Duff, Assistant Dean Self-Study Editor

Planning and Evaluation

Jon Litz Student

Charles McKinney, Director

Academic Support Services Chair, Committee I

Principles and Philosophy

Tom Harrington, Professor Chair, Committee II

College of Business Institutional Purpose

Harriett Bohannon, Director Chair, Committee III

Course, Faculty Development Institutional Effectiveness

Tom Valesky, Professor Chair, Committee IV

College of Professional Studies Educational Program

Jo Ann Wilson, Chair and Chair, Committee 4.2

Associate Professor Undergraduate Program

College of Health Professions

Hudson Rogers, Chair and Chair, Committee 4.3

Professor, College of Business Graduate Program

Jim Wohlpart, Associate Professor Chair, Committee 4.8

College of Arts and Sciences Faculty

Julie Konzak, Associate Vice President Chair, Committee V

Administrative Services Educational Support Services

Peg Gray-Vickrey, Associate Professor Chair, Committee 5.3

College of Health Professions Information Technology

Cecil Carter, Associate Professor Chair, Committee 5.4

College of Professional Studies Student Development Services

Linda Bennion, Controller Chair, Committee VI

Administrative Services Administrative Processes

David Osterholt, Executive Assistant Chair, Committee 6.2

Office of the President Institutional Advancement

Judyth Swingen, Professor Chair, Committee 6.3

College of Business Financial Resources

Edwin Everham, Assistant Professor Chair, Committee 6.4

College of Arts and Sciences Physical Resources

Steering Committee Subcommittees

Cathy Duff, Assistant Dean Chair

Planning and Evaluation Editorial/Documentation Subcommittee

Members: Tom Valesky

Jim Wohlpart

Kim Edwards, Coordinator Chair

Academic Support Services

Planning and Evaluation Finance Subcommittee

Members: David Osterholt

Judyth Swingen

John Huffman, Director Chair

Institutional Research Evaluation Subcommittee

Members: Harriett Bohannon

Hudson Rogers

Laurie Wortham, Office Manager Chair

Planning and Evaluation Arrangements Subcommittee

Members: Cecil Carter

Julie Konzak

Study Committee Members

I Principles and Philosophy of Accreditation

Dr. Charles McKinney Chair Director, Academic Support Services Office of the President

Dr. Timothy Barnett-Queen Assistant Professor, Social & Human Svcs. College of Professional Studies

Ms. Kim Edwards Coordinator, Academic Support Services Planning and Evaluation

Ms. Virgina Faramo Student

Ms. Barbara Krell Senior Administrative Assistant Office of the President

Ms. Joanna Hogan Coordinator, Information Services University Relations & Development

Dr. Joyce Honeychurch Assistant Professor College of Professional Studies

Mr. Roy Mum Assistant Professor College of Professional Studies

Dr. Jerry Schoenfeld Associate Professor College of Business

Dr. Joyce Thornton Professor College of Health Professions

Dr. Joe Wisdom Associate Professor College of Arts and Sciences

II Institutional Purpose

Dr. Tom Harrington Chair Professor College of Business

Ms. Diana Heredia Student

Dr. Linda Houck Assistant Professor College of Professional Studies

Ms. Georgia Predmore Coordinator, Library Computer Systems Library Services

Mr. Neal Snyder Director, Computer Systems Administrative Services

III Institutional Effectiveness

Ms. Harriett Bohannon Chair Director, Course/Faculty Development Instructional Technology

Dr. George Alexander Associate Professor College of Professional Studies

Dr. Carmen Arteaga Associate Professor College of Arts and Sciences

Mr. Adam Corey Student

Ms. Carolyn DeLuccia Administrative Assistant University Relations and Development

Dr. Donna Henry Assistant Dean College of Arts and Sciences

Dr. Gil Hutchcraft Associate Professor College of Professional Studies

Mr. C. R. Lyons Director, Physical Plant Administrative Services

Mr. Joe Pandur Director, Purchasing Administrative Services

Dr. Regina Payne Professor College of Health Professions

Mr. Jac Powell Associate Dean Student Services

Ms. Madeline Rebar Coordinator, Human Resources Human Resources

Dr. John Rue Professor College of Business

IV Educational Program

Dr. Tom Valesky Chair Professor College of Professional Studies

Ms. Peggy Bradley Assistant Professor College of Professional Studies

Ms. Loredana Campanile Chair, and Assistant Professor College of Health Professions

Mr. Terry Dugas Associate Director Distance Teaching & Learning WGCU-TV

Ms. Jeni Ezzell Student

Ms. Elaine Hozdik Director, Multi-Access Services Student Services

Dr. Barry Langford Associate Professor College of Business

Dr. Valerie Smith Coordinator and Professor College of Arts and Sciences

Mr. Brad Sullivan Assistant Professor College of Arts and Sciences

4.2 Undergraduate Program

Dr. Joann Wilson Chair Chair, and Associate Professor College of Health Professions

Ms. Carol Burnett Coordinator and Faculty Administrator College of Business

Dr. Orinda Christoph Chair, Management College of Business

Mr. Trae Cotton Coordinator, Academic Programs Student Services

Ms. Alice Green Coordinator Student Services

Dr. Chuck Lindsey Assistant Professor College of Arts and Sciences

Ms. Greta Marszalkowski Student

Dr. Celeste Murphy Associate Professor College of Professional Studies

Dr. Morgan Paine Associate Professor College of Arts and Sciences

Dr. Martha Rosenthal Assistant Professor College of Arts and Sciences

Ms. Linda Summers Service Learning Coordinator Office of Academic Affairs

Ms. Michele Yovanovich Director, Admissions and Recruitment Student Services

4.3 Graduate Program

Dr. Hudson Rogers Chair Chair, and Professor College of Business

Ms. Susan Byars Coordinator, Admissions and Recruiting Student Services

Ms. Karen Holler Executive Secretary College of Business

Dr. Carolyn Spillman Professor College of Professional Studies

Dr. Halcyon St. Hill Chair, Interdisplinary Studies College of Health Professions

Dr. Eric Strahorn Associate Professor College of Arts and Sciences

Dr. Roberta Walsh Chair, and Associate Professor College of Professional Studies

4.8 Faculty

Dr. Jim Wohlpart Chair Associate Professor College of Arts and Sciences

Mr. Steve Belcher Director, Human Resources Administrative Services

Mr. David Cox Student

Dr. Terry Dennis Professor College of Business

Dr. Victoria Dimidjian Professor College of Professional Studies

Dr. Madelyn Issacs Assistant Director and Associate Professor College of Professional Studies

Ms. Lynda Jack Coordinator and Assistant Professor College of Health Professions

Dr. Gary Lounsberry Assistant Professor College of Professional Studies

Ms. Eileen Regelski Administrative Assistant College of Arts and Sciences

Mr. Glenn Whitehouse Instructor College of Arts and Sciences

V Educational Support Services

Ms. Julie Konzak Chair Associate VP Administrative Services Administrative Services

Dr. Jon Brunner Director, Counseling Student Services

Mr. James Leavor Student

Dr. Cynthia Lott Associate Professor College of Professional Studies

Dr. Gary Mayfield Assistant Professor College of Professional Studies

Dr. Bob Miljus Lecturer College of Business

Dr. Irv Solomon Associate Professor College of Arts and Sciences

Mr. David Vazquez Director, University Budget Administrative Services

5.3 Information Technology

Dr. Peg Gray-Vickrey Chair Associate Professor College of Health Professions

Mr. Rueban Edgington Student

Dr. John Fitch Associate Professor College of Arts and Sciences

Mr. Jim Fritz Specialist Computer Applications Student Services

Ms. Ronda Johnson Fiscal Operations Supervisor Administrative Services

Dr. John Murray Associate Professor College of Arts and Sciences

Dr. Walter Rodriguez Chair, Computer Information Systems College of Business

Ms. Lisa Vayo Senior Computer Support Specialist Instructional Technology

5.4 Student Development Services

Dr. Cecil Carter Chair Associate Professor College of Professional Studies

Dr. Leslie Bielen Associate VP, Academic Affairs Office of Academic Affairs

Dr. Karen Eastwood Associate Professor College of Business

Ms. Pam Fairfax Coordinator, Human Resources Administrative Services

Ms. Jill Herold OPS-Technical and Paraprofessional Student Services

Mr. Chris Miller Coordinator, PAC Office Student Services

Ms. Shanon Mullen Student

Dr. Forest Wortham Director, Student Development Student Services

VI Administrative Process

Ms. Linda Bennion Chair Controller Administrative Services

Ms. Torrie Alt Student

Dr. Rick Christoph Associate Professor College of Business

Ms. Linda Ciprich Inspector General Office of the President

Mr. Bill Doughty Director, Communications University Relations and Development

Ms. Barbara Gray Administrative Assistant College of Business

Mr. John Huffman Director, Institutional Research Planning and Evaluation

Ms. Leonor Lugo Office Assistant Finance and Accounting

Mr. Edgar Martinez Director, University Outreach Student Services

Dr. Arthur Rubens Associate Professor College of Health Professions

6.2 Institutional Advancement

Mr. Dave Osterholt Chair Executive Assistant Office of the President

Ms. Tami Bartunek Coordinator, HS/Comm. College Relations Student Services

Dr. Gary Bonvillian Associate Dean College of Business

Ms. Catherine Brown Administrative Assistant Academic Affairs

Dr. Carol Davis Chair, Nursing College of Health Professions

Mr. Kirk Lehtomaa Director, WGCU TV Radio/TV Station WGCU

Ms. Linda Trexler Administrative Assistant University Relations and Development

Ms. Laurie Wortham Office Manager Planning and Evaluation

6.3 Financial Resources

Dr. Judyth Swingen Chair Professor, Accounting Chair College of Business

Mr. Jack Fenwick Director, Facilities Planning Administrative Services

Mr. Bob Harris Director, Campus Police and Safety Administrative Services

Ms. Sandy Iding Office Manager Human Resources

Mr. Tracy Ingram Student

Mr. Steve Magiera Assistant Controller Controller's Office

Ms. Sara Mayo Senior Accountant Controller's Office

6.4 Physical Resources

Dr. Edwin Everham Chair Assistant Professor College of Arts and Sciences

Dr. Alan Bielen Assistant Director, Physical Plant Plant Maintenance and Operations

Dr. Roy Boggs Associate Professor College of Business

Dr. Marci Greene Associate Professor College of Professional Studies

Mr. Ed Lebioda Director, Activities/Recreation Center Student Services

Mr. Vic Vyas Student

Self-Study Organizational Chart



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