Coastal
Graduate Council Meeting
Minutes
Members Present: Elsa Crites,
Emory Helms, Jim Eason (for John Marcis), Dennis Rauch, Wink Prince, Brenda
Sawyer, Deborah Vrooman (for Susan Libes), Joe Winslow, Eric Wright, Dennis
Wiseman. Guests: Dave DeCenzo, Linda Henderson
The
meeting was called to order at 11:30 AM in the Singleton Building Conference
Room by Dennis Wiseman. Dr. Wiseman
greeted the guests in attendance and provided an overview of the agenda for the
meeting.
College of Natural and Applied Sciences
The
first item of business on the Council agenda was the proposal from the
Recommendation for New Courses
MSCI 576 Marine Plankton. (3) (Coreq: MSCI 576L) This
course explores the structure and function of planktonic communities. The role of phytoplankton, zooplankton and
bacteria are examined in detail.
Concepts such as mineral cycling, energy flow, predatory/prey
relationships, tropic interactions as well as spatial and temporal dynamics are
investigated in lecture, discussion, and an integrated laboratory setting. A review paper on a selected topic will be
assigned. Offered every other year in
spring.
MSCI 576L Marine Plankton
Laboratory. (1) (Coreq: MSCI 576) The
laboratory will demonstrate the topics and principles presented in
lecture. The laboratory consists of a
field or laboratory study dealing with planktonic processes in estuarine or
marine environments and may require weekend commitments. Graduate students will be responsible for
selecting and moderating the discussion of series of research papers associated
with the research topic of the semester.
Offered every other year in spring.
Rationale: The upper
level undergraduate course MSCI 476 has been taught for 10 years and is popular
with students. The course can be made
more rigorous for graduate students and represents an area of study that is
highly marketable and interdisciplinary with the other marine science
subdisciplines.
CMWS 670 Watershed Science
and Management. (3) An interdisciplinary survey of watershed science, covering
essentials of hydrology, geology, biogeochemistry, ecosystem structure and
function, watershed modeling, and ecological economics. Current trends in
watershed management are covered from the perspective of the USEPA’s Watershed
Approach which relies on development and implementation of watershed management
plans. Other tools for watershed
protection will be addressed, such as the Clean Water Act, stormwater best
management practices, Better Site Design, habitat conservation, and public
outreach strategies.
Rationale: The course
covers a large and growing field related to coastal marine and wetland studies
and provides a background in the science of watersheds as well as current
trends in management. Employment
opportunities in both arenas are significant.
Discussion: Dr. Wiseman
asked Dr. Vrooman if she would speak on behalf of the proposed courses and she
offered a brief overview of the courses and their intended purpose. After a short discussion that included
clarifying the reference in the rationale for MSCI 576 that the courses as
offered as MSCI 476 could be made more rigorous, and correcting a typographical
error in the presentation of the description of CMWS 670, the courses were
approved with no further discussion.
The
second item of business on the Council agenda dealt with the proposal from the
Spadoni College of Education to add a music area of concentration to the M.Ed.
in Secondary Education. Dr. Wiseman
identified that such a change would require notification of the South Carolina
Commission on Higher Education but not the seeking of approval from the
Commission. The recommended change and
its rationale are included below, followed by the pertinent information to be
sent as notification to the South Carolina Commission on Higher Education.
Recommendation for New Area of Concentration
in Music in the M.Ed. in Secondary Education
The purpose of the M.Ed. in
Secondary Education is to offer certified teachers the opportunity for
professional growth and development at the graduate level. In completing program requirements, students at
this point are expected to identify a concentration of study in one of the
following areas: English, mathematics,
natural science, social studies and Spanish.
The
Rationale: Area teachers
have requested that a concentration in music be made available to them within
the M.Ed. in Secondary Education.
Additionally, with adoption of the Master of Arts in Teaching (MAT)
degree in music, a growing number of graduate courses have been added to the
Coastal graduate curriculum to support this program. Many of the same courses
in music can benefit both certified teachers and students who desire to become
certified teachers. The addition of
music to the listing of available concentrations follows the same step taken
two years ago in adding Spanish to the listing.
S.C. Commission of Higher Education
Notification of Change in Academic
Program Status
After approval by Chief
Instructional Officer
please send completed form
by mail to: Or FAX to:
S.C. Commission on Higher
Education (803)
737-2297
Division of Academic Affairs
and Licensing
1. Institution and implementation date for change: Coastal
Carolina University, fall
2005
2. Degree awarded, major, and concentration, if
applicable: Masters of Education
Degree
in Secondary Education — Music.
3. Site of delivery:
Coastal Carolina University
4. Mode of delivery (distance, traditional, both) and
percentage of coursework
offered
by each mode: Traditional 100%.
5. CIP Code (confirmed by CHE): 131205; Site Code (assigned by CHE): 51001
6. Nature
of change and summary of the rationale for and objectives of the program
(Please include the number of credit hours the change entails.)
Teachers
in the University’s service area have requested the opportunity to obtain a
M.Ed. in Secondary Education with a concentration in Music. This concentration
is not currently available. Now that the
Department of Performing Arts is offering graduate study to support the M A T
program, we feel that
7. Curricular
display of courses in the major (prefix, number, and title), information on
general education and electives requirements; number of credits required for
graduation.
Master of Education in Secondary Education - Music
I. Basic
Studies 18
hours
II. Specialized Studies
- SCED 726 Advanced Princip1es and
Practices of 03
hours
Teaching in High School
- Additional approved specialized
studies 06
hours
III. Content
Studies 09
hours
Possible courses to select from:
MUED 520 – Orchestration and
Arranging
MUED 560 – World Music: Cross-Cultural Communication
in Contemporary
Education
MUED 561 – Brass Methods
MUED 562 – Woodwind Methods
MUED 661 – Percussion Methods
MUED 662 – String Methods
Discussion: A brief
discussion followed the presentation of the agenda item from the Spadoni
College of Education. The consensus of
the Council members was that the addition of the music option to the M.Ed. in
Secondary Education would be a positive change to the degree program and was
approved with limited comment.
Following approval of the
change to the M.Ed. in Secondary Education with the addition of the music
concentration, Dr. Wiseman directed the Council members to the copy of the
Program Planning Summary for the Master of Education in Educational Leadership
in their agenda packet. Dr. Wiseman
informed the members that the Program Planning Summary had been sent to the
South Carolina Commission on Higher Education as notification that Coastal was
in the development stage of preparing a proposal for the degree program. The Program Planning Summary will remain active
at the Commission for a maximum of three years.
If a full proposal for the degree is not submitted within the three year
period, the Planning Summary will cease to be considered active and applicable
to a forthcoming proposal and will need to be resubmitted. The Program Planning Summary submitted to the
Commission is as follows:
Program Planning Summary
Master of Education Degree in Educational Leadership
Coastal
Program designation:
The program is a Master of Education (M.Ed.) degree in
Educational Leadership encompassing 39 graduate credit hours.
Proposed date of implementation: Fall 2006
Justification of need for the new program:
The justification of need
for the program can be approached from at least two directions. One direction is the identified shortage of
principals. The other is the changing
nature of the principalship and, therefore, the changing nature of the
qualifications needed of individuals to be effective in principal positions. The South Carolina Department of Education
has identified that
A report from The South Carolina Center for Educator
Recruitment, Retention, and Advancement (CERRA) identified that, from a 2001 to
2004 supply and demand survey, administrative hires were at a high in 2001
(478), dropping to 346 and 335 in 2002 and 2003 respectively, and rising to 439
in 2004. Administrative vacancies or
unfilled positions reported during this same period have been on an increase
from 16 in 2001 to 30 in 2004. This is
with ten districts not reporting data to the Center. The Department of Education identified that
in 2004 the average number of years that a principal or career center director
held that position was 5.4. The number
of principals and career center directors who held the position for no more
than a year was 203 out of a total of 1,110, resulting in a principal turnover
rate of over 18 percent. In 2004-2005,
individuals with certification as an elementary and/or high school principal
numbered 1,662. Out of this figure 80%
were Caucasian, 16% African American, with the remaining percentage being
represented by other races. These
figures are representative of the national scene as well. In
A policy brief from the Center for Reinventing
Public Education noted, however, that a quantitative analysis conducted by the
Center suggests that school principal shortages are not the norm. This is based on a study of public school
districts from ten regions throughout the country. The real problem identified by the Center is
that principals are unevenly distributed among schools and districts. Districts typically with the fewest
applicants are those with high poverty, high challenge, higher concentrations
of poor and minority students, low per-pupil expenditures, and low principal
salaries. It also was identified that
the perception of a principal shortage persists not only because of an
inequitable distribution of applicants, but also because superintendents are
not finding the type of principals that they desire.
For differing reasons, school systems across the
country are being faced with varying and, at times, significant school leader
shortages. Beyond the question of supply
and demand, as previously noted, is the question of candidate quality. A majority of superintendents rank prior
leadership experience as the most important experience needed by a principal
pointing to teaching experience and background in curriculum as being less important.
A recent publication by the Southern Regional
Education Board (SREB) titled Good Principals Are the Key to Successful
Schools: Six Strategies to Prepare More Good Principals noted that, in the
16 SREB states, school district leaders frequently report that the supply of
principals is diminishing rapidly.
Nevertheless, the major problem faced is not a lack of certified
principals but, rather, a lack of qualified principals. While every state may have many individuals
with certificates as school administrators, no state has enough individuals
with the knowledge and skills needed to lead schools to excellence. The report recommended six strategies that
can be used to ensure an ample supply of highly qualified principals: 1) Single out high-performers, 2) Recalibrate
preparation programs, 3) Emphasize real-world training, 4) Link principal
licensure to performance, 5) Move accomplished teachers into school leadership
positions, and, 6) Use state academics to cultivate leadership teams in
middle-tier schools. Although some of
these strategies are targeted to state-level initiatives, some are or can be
very much university-based. In
developing its own program, CCU will, in working closely with local school
districts, concentrate on Strategy 1, Strategy 3 and Strategy 5, and be guided
by the recommendations of Strategy 2.
Anticipated program demand and
productivity:
Interactions
with and recommendations from the administrations of the two school districts
in closest proximity to CCU have identified strong support for the program
reinforcing that there is current demand justification. Likewise, these same observations have been
shared by the Executive Director of the
Assessment of extent to which the
proposed program duplicates existing programs in the state:
There
is no doubt that other institutions of higher education in
In
terms of geographic proximity to CCU, no program is near the CCU region of the
state, with the two closest communities being
Relationship of the proposed program to
existing programs at the proposing institution:
CCU offers masters level programs in the Spadoni
College of Education and the
Relationship of the proposed program to
other institutions via inter-institutional cooperation:
CCU is interested in developing a cooperative
relationship with any other institution in the state that would like to
collaborate in the preparation of school leaders. This cooperation can be in the form of
resource sharing in terms of instructional resources, personnel resources, or
coursework. It can be through
face-to-face cooperation or through electronic cooperation.
Total new costs:
Given that the program does not focus specifically
on teacher preparation or professional development, where the institution has
had its graduate focus to date, it is recognized that new costs in the areas of
additional faculty and library resources will be incurred. It also is anticipated that, based on the
institution’s desire to work closely with area school districts in the delivery
of the program, there will be additional administrative costs as well. In a preliminary review, the institution has
identified costs anticipated in the areas of faculty, library and
administration at $170,000 to $180,000.
E.
The
third item on the Council agenda was the proposal from the E. Craig Wall
College of Business Administration to offer the Master of Business
Administration (MBA) degree. Dean
DeCenzo spoke to the rationale behind the degree and its purpose, including
reference to the withdrawal of the Winthrop MBA from the Coastal Carolina
campus and requests from businesses in the area as well as the College’s
international partners to offer the degree program. Dr. Linda Henderson spoke to the process
followed to gather input from stakeholders, including current students, graduates
and area business professionals, along with the review of MBA programs at other
institutions. Dr. Henderson introduced
the curriculum of the degree program and its needed courses and explained the
need to establish the accounting specialization within the degree at the
outset. The Program Planning Summary for
the Master of Business Administration sent to the South Carolina Commission on
Higher Education, the catalog presentation of the degree and the proposed new
courses to support it are as follows:
Program Planning Summary
Master of Business Administration
E.
Coastal
Program designation:
The
program is a Master of Business Administration (M.B.A.) degree requiring 36
credit hours.
Proposed date of
implementation: Fall 2006
Justification of need for
the program:
The
faculty of the Wall College of Business Administration has long felt the need
to offer a quality MBA program to students and employees of businesses in the
Grand Strand region of
Both
of these programs were configured as distance-learning programs offering
evening classes at CCU. The USC program
is broadcast over a one-way satellite hook-up with a call-back feature to allow
students at CCU to call in questions. In recent years the program has allowed
students to use video-streaming technology over the Internet although one or
two students still attend classes at CCU’s
The
need for a CCU MBA program comes in response to two recent events. The first of these events is the express
demand for a CCU MBA program on the part of business leaders in the Grand
Strand area and members of the Wall College Board of Visitors, who have pledged
to support the new program by working cooperatively with CCU to make the
program available to their employees.
The second event is the announcement by
A
third factor in the decision to offer the MBA at CCU is the ongoing need to
prepare students for certification as CPAs.
A fourth factor in the development of the CCU MBA is
the network of relationships that CCU has established with international
business schools. Articulation
agreements currently enable students from these partner schools and CCU to
complete dual business degrees at each institution. Faculty from the partner schools have
indicated that their students would find a MBA degree from CCU to be of
interest.
These
considerations have triggered the current effort to design and implement an MBA
program that will not only serve local students but also attract students from
outside the immediate region. The
program focuses on major areas of business competencies that have been
identified by local constituencies and in the professional literature. These competencies/knowledge sets include:
Important features of the CCU MBA include striking a balance between
service management
and
finance/accounting content, flexible delivery of instruction encompassing
modular course construction based on program objectives and targeted skills,
and a traditional classroom environment significantly enhanced by innovative
learning technology. The program will
incorporate international and ethical studies across the program in an applied,
student-active format.
Anticipated demand and
productivity:
Strong
support for the MBA in the regional business community and demand among CCU
graduates are expected to provide initial enrollments. Students are expected to come from businesses
and firms in the region, from CCU’s own student body, and from the Winthrop
University MBA program. Among these
business entities are Burroughs & Chapin Company, Inc., AVX Corporation,
City of
Enrollment
figures reflected in the Winthrop University MBA program show growing interest
in the program at CCU. Total enrollment
figures for a five-year period are as follows:
Fall 2000 - 23; Fall 2001 – 20; Fall 2002 – 28; Fall 2003 – 24; Fall 2004 – 36. CCU anticipates drawing students from the
same sources as
Assessment of extent to which the proposed program duplicates existing
programs in the state:
According
to the CHE listing and respective university homepages, public institutions now
offering the MBA degree are as follows:
The Citadel,
Of
these universities, only three (excluding
Relationship of the proposed program to existing programs at the proposing
institution:
The
proposed CCU MBA will strengthen the institution’s business and accounting
programs by offering students a convenient way to continue their studies. The Wall College of Business Administration
has the highest enrollment of any of the four colleges at CCU. The CCU MBA program will enhance the
institution’s ability to attract faculty and students, augment the applied
research focus of the faculty and undergraduate program, and expand CCU’s ability
to serve its students and the region.
Total new costs:
The
CCU MBA program will require two new faculty hires in 2005-2006 (these
positions have already been approved) and two new faculty hires in
2006-2007. As enrollments warrant,
further faculty may be needed along with an MBA director and dedicated
administrative support staff.
Additional
library resources will be required to support new graduate courses developed
for the program and the expected increase in faculty and student research. Other resources such as CRSP tapes (in addition
to the S&P Compustat system already in place), small grants to support
research projects, and voice recognition software may also be needed. In addition, video and audio conferencing
technologies will be needed to facilitate collaboration with students in
partner schools abroad along with graduate assistantships to ensure that
talented students are attracted to the program.
Catalog presentation of
MBA program:
The
Master of Business Administration (MBA) graduate program provides study of
major areas of business competencies and knowledge encompassing the disciplines
of accounting, finance, economics, management and marketing. The program balances its applied service
sector focus with a strong grounding in finance and accounting. Students are actively involved in coursework
through extensive use of cases, simulations, research in discipline-specific
databases, projects, and appropriate learning technologies.
The
MBA program includes a concentration in accounting that prepares accounting
students for careers in public accounting, income taxation, and corporate
accounting. Successful completion of all
requirements for the accounting concentration will satisfy the education requirements
for CPA candidacy.
Applications for admission to graduate study are to
be directed to the Office of Admissions at the University.
Regular
admission to the Master of Business Administration is met by satisfactorily
meeting the following criteria:
1.
Completion of an
application form and payment of the application fee.
2.
Submission of an
official undergraduate transcript from each post-secondary school or college
previously attended, including any graduate study previously undertaken.
3.
Evidence of
having received a baccalaureate degree from a regionally accredited institution
in this country or its equivalent at a foreign institution based on a four-year
degree.
4.
Completion of the
Graduate Management Admissions Test [GMAT] within the last five years with a
score of at least 500. International
students whose native language is not English must also submit scores on the
Test of English as a Foreign Language [TOEFL] of at least 575.
5.
Submission of two
letters of recommendation from individuals familiar with the academic ability,
level of responsibility, and work ethic of the candidate.
6.
Completion of
prerequisites with an average grade of B or better during the last five
years. Prerequisites required for
admission are:
Admission decisions are made
when all evidence of the candidate’s ability to succeed in graduate studies has
been submitted. The decision is based on
the following formula:
(GPA X 200) + GMAT score = 1050 or more.
Applicants
may receive provisional admission to the MBA if they do not meet the stated
admission requirements. The decision to
offer provisional admittance to the program is made by the MBA director. Students who are provisionally admitted are
limited to 12 hours of course work. Upon
satisfactory completion of this coursework with a B or better in each course,
provisional status may be lifted.
The Master of Business Administration requires:
Required Courses (36
Credits)
The
MBA degree program at
Core
Courses (12 Credits)
CBAD
630 Financial
and Managerial Accounting (3)
CBAD
631 Fraud
Examination (3)
ECON
720 Economic
Strategy (3)
CBAD
700 Corporate
Responsibility (3)
Required
Courses (15 Credits)
CBAD
725/CSCI 725 Database
Management and E-commerce (3)
CBAD
750 Service
Marketing Management (3)
CBAD
760 Financial
Management (3)
CBAD
774 Human
Behavior in Business (3)
CBAD
778 Strategic
and International Issues in Management (3)
Selective
(3 Credits)
Choose
one:
CBAD
665 Financial
Statement Analysis (3)
CBAD
772 Service
Operations Management (3)
CBAD
773 Project
Management (3)
Research
Component (6 Credits)
CBAD
691 Applied
Research Methods (3)
CBAD
798 Research
Project (3)
Accounting Concentration
Students
wishing to pursue the accounting concentration within the MBA program must
present evidence of successful completion of the baccalaureate degree with a
major in accounting in addition to satisfying the admission requirements listed
above. The undergraduate program must
include at least 120 credit hours and include study of financial accounting,
managerial or cost accounting, business law, accounting information systems,
and taxation.
Required courses for the accounting concentration
include 36 credit hours as follows:
General MBA Requirements (18 Credits)
ECON 720 Economic Strategy
(3)
CBAD 760 Financial
Management (3)
CBAD 700 Corporate
Responsibility (3)
CBAD 778 Strategic
and International Issues in Management (3)
CBAD 691 Applied
Research Methods (3)
CBAD 798 Research
Project (3)
MBA Selective (3 Credits)
Choose one:
CBAD 725/CSCI 725 Database
Management and E-commerce (3)
CBAD 750 Service
Marketing Management (3)
CBAD 772 Service
Management (3)
CBAD 773 Project
Management (3)
CBAD 774 Human
Behavior in Business (3)
Accounting Requirements (12 Credits)
CBAD 533 Governmental and
Not-for-profit Accounting (3)
CBAD 535 Advanced
Accounting (3)
CBAD 537 Auditing
(3)
CBAD 639 Special
Topics in Taxation (3)
Accounting Selective (3 Credits)
Choose one:
CBAD 632 Advanced
Managerial Accounting (3)
CBAD 636 Advanced
Accounting Information Systems (3)
CBAD 665 Financial
Statement Analysis (3)
New Courses in Support of
the Master of Business Administration (MBA)
CBAD 630 Financial
and Managerial Accounting.
(3) Study of managerial and
financial accounting, with emphasis on the preparation and use of budgets,
business plans, the accounting cycle, and financial statement analysis in the
service sector. Online research into
important accounting topics and presentation of findings is required.
CBAD 631 Fraud Examination. (3) Study of the principles and methodology of
fraud detection and deterrence. The
course includes such topics as asset misappropriation schemes (e.g., skimming,
cash larceny, check tampering, etc), corruption, fraudulent financial
reporting, internal control, and deterrence.
CBAD 632 Advanced Managerial
Accounting. (3) The process of using
accounting information for long-and short-term decision making is addressed. The course presents advanced concepts helpful
for understanding internal accounting as a tool to generate information for
strategic managerial planning and control.
It surveys fundamental managerial accounting, develops an operational
understanding of elementary cost systems, capital and operating budgeting
concepts, incremental analysis, transfer pricing, performance evaluation, and
quantitative techniques for assisting managers in the planning and control
functions.
CBAD 636 Advanced Accounting
Information Systems. (3) Study of database design theory and p5rinciples unique
to accounting information systems.
Students create and design accounting information systems using sound
database design theory and mid-level accounting software.
CBAD 639 Advanced Topics in
Taxation. (3) Tax planning in the business environment. Students prepare cases and research briefs
using an online tax service and other sources.
Topics include planning for business organization and sale or
liquidation, distributions, mergers and acquisitions, employee compensation and
retirement plans, and the gift and estate tax.
Alternatives to the income tax are considered.
CBAD 665 Financial Statement
Analysis. (3) An advanced case course which includes an in-depth study into the
analysis of the profitability and viability of a commercial enterprise. Primary focus is given to the analysis of a
firm’s accounting practices and financial statements from the framework of
overall business analysis. The case
method is utilized.
CBAD 691 Applied Research Methods. (3) Building
on students’ knowledge of statistics and elementary data analysis, the course
focuses on definition of the research problem, sampling and data collection,
entry and storage of data, application of appropriate analysis techniques to
test assumptions and hypotheses, and reporting and interpretation of results.
CBAD 700 Corporate
Responsibility. (3) An interdisciplinary examination of the role of the
corporation in the
CBAD 725/CSCI 725 Database
Management and E-commerce. (3) Structure
and function of E-commerce database systems; design options and implementation
of database management systems in E-commerce; hands-on laboratory practice and
term project includes use of a widely used database software application to
deliver E-commerce applications on the Internet; case readings including
implications of database technologies to E-commerce.
CBAD 750 Service
Marketing Management. (3) Analysis of marketing problems of business firms and other types of
organizations through readings and case studies. Attention focuses on the
influence of the marketplace and the marketing environment on marketing
decision making; the determination of the organization's products, prices,
channels, and communication strategies; and the organization's system for planning
and controlling its marketing effort.
Special attention is focused on the marketing of services
CBAD 760 Financial
Management. (3) An advanced case course focusing on financial theory and
techniques for the analysis and solution of financial problems dealing with
valuation theory and investment, financing, and dividend decisions of the firm.
CBAD 772 Service
Management. (3) An understanding
of the important marketing and operational characteristics of service
businesses. These include service process
design, quality management and control, facility design, capacity management,
human resource selection and training, technologies in services, and defining
the exchange process in terms of marketing parameters of product, price, place,
and promotion.
CBAD 773 Project
Management. (3) The purpose of this course is to explore the
project management environment in business and technology today. Students will acquire new software skills and
the methodology on how to successfully manage a project. The goal is to provide
the student with a framework to understand the current issues and challenges of
the project management environment today as it applies to industry, software
development, or service management.
CBAD 774 Human Behavior in Business. (3) An overview
of worker and consumer behavior in a discussion format. Emphases are on (1) the dynamic
interactions of people working in organizations (2) application of various
managerial concepts, models, theories, and tools for identifying, diagnosing,
and solving organizational problems, (3) social and
psychological influences on buyer behavior, and
(4) application of consumer behavior models to marketing
decision-making processes. Topics include theories of individual
and group behavior, motivation, leadership, and ethical decision making.
CBAD 778 Strategic
and International Issues in Management. (3) Seminar in strategic
management designed to integrate business functions and examine issues that
develop in the relationship between organizations and their changing
environments, both global and domestic.
The course concentrates on modern analytical approaches and on applying
successful strategic practices in a team-based, asynchronous, diverse learning
environment.
CBAD 798 Research
Project. (3) An applied research project in the student’s discipline or
area of special interest. Requires
presentation of research results orally and in writing.
ECON 720 Economic Strategy. (3) Applications of economic theory, techniques, and tools of analysis to decision-making
at the firm/organization level. The
course is designed to develop students' understanding of how to efficiently
achieve the goals of the firm and their ability to recognize how economic
forces affect the organization.
Discussion: Following the presentations of Dean DeCenzo
and Dr. Henderson, a lengthy discussion followed. Council members shared observations about the
need for the program and the quality of the work presented to them from the
Guidelines for Graduate Assistantships
The last item of business on
the Council agenda dealt with the current policies and procedures related to
graduate assistantships at the University.
Dr. Wiseman provided the Council members with a copy of the current
policies and procedures related to graduate assistantships found on the
university website at www.coastal.edu/graduate.
Dr. Libes had asked that the
policies and procedures be reviewed by the Council in the following two areas.
Dr. Rauch raised a third area
of discussion concerning graduate assistantships that pertained to the
reference to outside funding sources as being either non-profit organizations
or state or federal agencies.
Discussion: Concerning
the points raised by Dr. Libes, the Council members shared many observations
about having an expectation that a faculty member seeking a grant from an
outside agency be expected to seek tuition remission. While observations were shared that this
would be a way to assist the institution financially, it also was noted that,
in some instances, such an expectation could limit the potential of the grant
awarded to the faculty member. After a
lengthy discussion, it was decided that the language in this section of the
policies should indicate that faculty members were encouraged to seek tuition
remission but were not expected to do so.
Regarding the points raised by Dr. Rauch, after some discussion it was
clear to the members that other sources of assistantship support could be
available to the University from sources other than non-profit organizations
and state and federal agencies. After
discussion of this point, the members amended the language in this section to
change the reference to outside funding sources as follows:
Outside Funding
Given the lateness of the
hour following the discussion and approval of the above points pertaining to
graduate assistantships, and the desire to have Dr. Libes present when
discussing the topic of graduate fellowships, the Council adjourned at 12:30
PM.