1. Name of Institution: University of Rhode Island
2. Administrative Unit(s): The Graduate School and the Feinstein College of Continuing Education
3. Title of Proposed Organizational Change: Post Baccalaureate Certificate Programs
4. Intended Date of Organizational Change: As soon as authority granted with anticipated date of first certificate program approved, spring 2001.
5. Intended Location of Organizational Change: University of Rhode Island
6. Institutional Review and Approval Process:
Graduate Council (New Program Review Committee)
March 31, 2000
October 26, 2000
President of the University
7. Summary of the Proposed Organizational Change: (abbreviated)
The University of Rhode Island seeks authority to develop and approve a category of programs known as Post Baccalaureate Certificate Programs. These programs are a series or sequence of courses that focus on a specific body of knowledge, that are part of an existing graduate curriculum and that are between 12-15 credit hours of course work. Post Baccalaureate Certificate Programs use existing course capacity to respond to professional and workforce development needs, to provide opportunities for colleges and departments to explore new curricular areas within and across departmental boundaries and for program revitalization and enrichment.
It is entirely consistent with the University's mission to transmit and foster the application of knowledge in order to meet the changing needs of its constituency through the development and delivery of Post Baccalaureate Certificate Programs. Furthermore, such programs address one of Rhode Island's Higher Education Board of Governors goals and priorities for 1999-2002 which is "to support a full range of quality academic programs within the system while maintaining the flexibility to meet changing workforce needs and supporting the state's economy."
8. Signature of the President:
Robert L. Carothers, President
9. Persons to be contacted during the review:
Alan Shawn Feinstein CCE
Director, Feinstein CCE
Graduate Professional Center
* The courses that comprise such a Certificate Program are part of an existing graduate curriculum of the University and focus on a specific area or particular body of knowledge.
* Admission to the program is based on an admission policy in keeping with current Graduate School requirements. They need not be identical; however, specific requirements should be identified and noted.
* Completion requirements must be specified and should be the same as for degree programs (for example, classes must be passed with a grade of C+ or better, and the program must be completed with a B average or better.)
* Recognition of the completion of the Certificate Programs must be noted on the transcript.
* Programs can be created in response to professional or workforce development needs.
* Programs can be created to provide flexible opportunities for colleges and departments to explore new curricular areas both within and across departmental boundaries.
*Programs can be created to provide opportunities for developing new resources at the departmental or college level.
* Programs can be created for program revitalization or enrichment by reaching out to new audiences or using new delivery formats.
For the University to develop and authorize Post Baccalaureate Certificate Programs is entirely consistent with its mission to expand, transmit, and foster the application of knowledge in order to meet the rapidly changing needs of its constituency. University graduate education already provides rigorous advanced study and research opportunities for personal and professional development. Post Baccalaureate Certificate Programs can invite new audiences to engage in graduate level education in a very focused way. While some Post Baccalaureate Certificate Programs may be less broadly oriented by the very focused nature of their scope, they will be no less rigorous in the application of knowledge to real world problems.
These programs are both new and an extension of existing programs. They are new in that they may focus on one or more key or core competencies from a single, discipline-based, larger program and extend these to a new constituency or in a new format. Alternately, they may draw on multiple competencies from several existing programs restructuring them in response to new or changing learning trends.
Post Baccalaureate Certificate Programs may exist as a complete subset of a graduate curriculum and as such may create opportunities for participants to move from the Certificate Programs to the graduate program upon completion of the Certificate Program provided they meet all applicable admissions criteria. In this sense, they will take full advantage of existing program capacity and may provide a more knowledgeable and more fully prepared master's degree applicant. In addition, interdisciplinary Certificate Programs that draw from a broader base within the graduate curriculum may provide opportunities for those engaged in full-time graduate study in a single area to explore interdisciplinary linkages. Finally, Post Baccalaureate Certificate Programs, while drawing from the existing graduate curriculum, are not duplicative of it.
a. Program title and federal CIP code number will be provided by each department seeking Certificate Program approval.
b. Names of courses, departments, and catalog numbers will vary by submission and will be provided by the sponsoring department.
c. No new courses will be used.
d. Required courses will vary by Certificate Program.
e. No options available.
f. No course distribution requirements.
g. Free electives will vary by program.
h. Certificates will be a total of 12-15 credits in length.
1. 1&2. The overall construct of these programs is consistent with emerging national trends as indicated by a national study conducted by Wayne Patterson for the Council of Graduate Schools in 1998 and fall well within the recommended 8-15 credit parameters.
3. Curricula will vary by program.
4. Certification/licensing requirements are program specific and will be supplied by the sponsoring academic department.
1. Within Rhode Island, Salve Regina University and Roger Williams University have post baccalaureate certificate programs. The certificates are also referred to as pre-masters certificates. Certificates are offered in expressive arts, financial arts, gerontology, human resource management, information systems and management at Salve Regina and in accounting at Roger Williams University.
2. Within the New England region and nationally, post-baccalaureate certificates are offered by New Jersey Institute of Technology, University of North Carolina at Greensboro, University of Connecticut, Northwestern University, University of Colorado Bolder, Kansas State University and others.
3. Because these programs usually will consist of existing URI courses that are packaged in a highly focused manner to meet the requirements of the certificate, it is anticipated that the use of transfer credits will be rare. However, it is possible that cooperative agreements with other public and independent institutions could be made. Proposals for individual Certificate Programs will carry this information.
4 -6There is no projected impact of this proposed program on other higher
education institutions within Rhode Island and there are no cooperative
arrangements or external affiliations with other institutions offering similar programs.
7. The determination of the Regional Program status of an individual Certificate Program will be made on an individual program basis and is likely to be influenced by the regional status of the degree program with which the certificate is most closely associated.
a. Overseeing and managing the approval process for Post Baccalaureate Certificate Programs will function in a similar way. That is to say, existing administrative structures in the form of the Graduate Council and the Faculty Senate will have the overriding responsibility to review and authorize Certificate Programs. They already function in this role, and the introduction of new Certificate Programs will have little impact on their workload.
One unique feature of the administrative process for managing Post Baccalaureate Certificate Programs is the collaboration between the sponsoring academic unit, the Alan Shawn Feinstein College of Continuing Education and the Graduate School. Emerging national trends suggest that the most effective means of organizing and developing such programs require collaboration between the sponsoring academic unit, the graduate school and the continuing education unit. This kind of "shared model leadership" (Patterson, 1999) is intended to provide a flexible yet rigorous mechanism for the development and delivery of high quality graduate certificate programs. At the same time, this model insures such programs are responsive to the needs of the institution, its students, and the community it serves.
The proposal for a new Certificate Program should contain a description of a coordinator who will administer the program. This could include any partnerships or joint ventures between departments. Excess revenue over expenses and other overhead issues should be detailed as well as any other administrative or implementation expectations. Program coordinators should prepare a brief annual report to be submitted to the CPD Panel. Such a report should include financial information, the number of students starting and the number of students completing, plus other relevant information that will be helpful in determining the success of the program in meeting its goals. Should such reports not be forthcoming two years in a row, or should enrollment trends or fiscal issues indicate a lack of program viability, the CPD Panel will recommend program elimination. If such a recommendation is made, the Certificate Program must cease accepting any new students and must show how any students in the program will have sufficient opportunity to complete their program of study. Once such a plan is approved by the CPD panel, should a sponsoring department wish to initiate a new or revised Certificate Program, they must begin the steps outlined in this process again.
1. Obtain guidelines for proposal development and consult with CPD Panel.
2. A brief statement of intent to prepare a proposal, including rational, is submitted to the CPD Panel by the Dean or department head of the sponsoring unit.
3. Proposal is prepared using specified formats.
1. Receipt of program proposal by the CPD Panel.
2. Evaluate the proposed program according to the following criteria:
a. Extent to which program uses a specific area or particular body of knowledge to address a professional or workforce development need.
b. Extent to which program proposal examines the relationship between the nature of the material, the needs of the audience and the delivery format.
c. Extent to which the program identifies a particular workforce or professional developmental need.
d. Any projected cost or administrative issues not identified or clearly accounted for.
e. Insure that all required information is included or appended.
f. CPD Panel forwards proposal to New Program Review Committee with comment and recommendation.
1. Receipt of program proposal in Graduate School
2. Notification and Comment
a. Notify appropriate units of the University of the proposal, call for comment on the proposal and set deadlines for receipt of comment (at least 30 and no more than 45 days from time of call for comment). Council is notified at this time. Other units to be contacted will include all departments, colleges, or other units directly involved or affected by the proposal, and must include the Council of Deans and the Joint Educational Policy Committee.
b. Comments submitted in response to a proposal must be made available for inspection. The report to the Senate must indicate the persons and/or groups who have submitted comments, and indicate where the comments are on file and available for review.
3. Evaluate the proposed program according to the following criteria:
a. Extent to which the program would contribute to the University's fulfillment of it's teaching and service responsibilities.
b. Relationship of the program to the developmental plans of the University.
c. Any unidentified issues or concerns including an unanticipated budget or curricular impact.
4. Recommendation is made to Graduate Council by New Programs Committee, and Graduate Council votes approval or disapproval.
5. If approved, Graduate Council, with advice from New Program Committee, arrives at a recommendation for the proposal.
6. Forward the proposal, or a revised version of the proposal, with its report and recommendations to the Faculty Senate for subsequent action. Unless an extension of up to 30 calendar days has been authorized by the Faculty Senate Executive Committee, the report must be submitted no later than 30 calendar days after the deadline set for receipt of responses on a proposal.
a. Describe the specific area or particular body of knowledge on which the program focuses
b. Explain how the program addresses or meets a workforce or professional development need
c. Identify the existing graduate curriculum(s) that the program courses will be drawn from and list the courses (not to exceed 15 credit hours)
d. Indicate other potential benefits of the program
e. Define admission criteria including any specific requirements
f. Describe Completion Requirements
g. Identify faculty (either full time or adjunct) and if there are any unique selection factors
h. Explain delivery format as either traditional (i.e. 15 weeks, 3-hour lectures each week) or non-traditional (i.e. Web-based, CBT or compressed video) or a blend. Please describe the relationship between the nature of the material, the needs of the audience and the delivery format
i. Explain how student progress will be monitored and who will do it. This should take into account advising both prior to admission and advising that monitors student progress
j. Describe how the program will be administered within existing departmental structure and identify who will function in the role of coordinator and any budget considerations
k. Explain how program outcomes will be assessed and evaluated. Outcomes must be identified in relationship to program purpose (see 6a) and must go beyond individual course or instructor evaluations (SETs) and may include exit interviews, follow-up surveys with employers or relevant industry segments to determine what impact the students' completion of the certificate has had.
1. Name of department:
Charles T. Schmidt Labor Research Center
2. Title of proposed program:
Graduate Certificate in Labor Relations and Human Resources
3. Intended date of implementation:
4. Anticipated date of granting first certificate:
5. Intended location of program:
6. Description of the program
Rationale: This program is designed to provide students with a fundamental understanding of labor relations and human resources. The target group is students (both experienced and new graduates) who possess a Bachelor's degree from an accredited institution of higher learning in any field who wish to study Labor Relations or Human Resources at the post-graduate level and who (a) at the time of application do not seek admission to the M.S. degree program; or (b) at the time of application, seek to explore these fields of study, with possible plans to later apply for admission to the M.S. degree program. Some of these students may have professional experience in Labor Relations or Human Resources.
As outlined below, students may choose from a wide array of courses related to labor relations and human resources. The specific program of study pursued by individual students will be geared to meet the student's individual needs and interests, as determined by the student in consultation with the Director of the Schmidt Labor Research Center and LRC faculty.
b. Workforce or professional development need: It is anticipated that the Graduate Certificate Program in Labor Relations and Human Resources will serve the needs of mature students currently employed or aspiring to a labor relations or human resources position with management, labor unions, or government agencies as well as those who may be working in a non-Human Resource or Labor Relations position, but whose job nonetheless requires some understanding of Human Resources or Labor Relations issues. The Graduate Certificate program is designed to provide these individuals with the fundamental background in Labor Relation and/or Human Resources relevant for their positions.
c. Existing graduate curriculum: As outlined below, all courses in the Graduate Certificate Program will be drawn from currently existing courses offered by the Schmidt LRC as part of its Master's degree program.
d. Other potential benefits: Mature students are often reluctant to make the commitment required by a full-fledged Master's degree program such as the one currently offered by the LRC. At the same time, the completion of non-degree coursework provides students with little recognition and, consequently, fewer incentives to pursue post-graduate education. It is anticipated that the Graduate Certificate will encourage these students to pursue further professional development. Furthermore, it is expected that some students will apply to the Master's degree program subsequent to their completion of Graduate Certificate Program.
e. Admissions requirements: Admission requirements would be identical to those currently in effect for the M.S. degree program. Students may be admitted with full status or as "promising students".
f. Completion requirements: A minimum of four courses from those listed below, completed within a 2-year period with a GPA of at least 3.0. No grades below "B" will be counted toward the four-course certificate minimum. All rules respecting scholastic standing as promulgated by the Graduate school and described in the University Catalog are applicable to the certificate program.
No transfer courses from other institutions will be accepted as fulfilling these requirements.
g. Faculty: Full-time and adjunct faculty currently associated with and teaching in the Master's degree program offered by the LRC.
h. Delivery format: Initially traditional, although the LRC expects to explore the efficacy of alternative delivery formats in the future.
i. Monitoring of student progress: Students will complete a program of study in consultation with the LRC Director. The Director will evaluate the student's progress toward the completion of that program of study each semester and advise the student accordingly.
j. Administration of program: The Graduate Certificate Program will be administered by the Director of the Labor Research Center as a part of existing duties.
k. Assessment and Evaluation of Program Outcomes: Program outcomes will be evaluated on the basis of application and graduation rates and on the extent to which Certificate recipients apply for the Master of Science degree program in Labor Relations and Human Resources. In addition, the LRC will survey existing students and alumni of the program to assess strengths, weaknesses, and overall success of the program.
1. Time Frame of Program Initiation: Spring Semester 2001.
m. Additional Considerations -- Transfer to the M.S. Degree Program: Since admission requirements are identical to those for the M.S. Degree Program, students who successfully earn a Graduate Certificate will automatically be admitted to the M.S. program with full standing.
a. LRS/SOC 432 Industrial Sociology
b. LRS/MGT 500 Labor Relations and Human Resources
c. LRS 520 Developments in Worker Representation
d. LRS/PSC 521 Comparative Labor Relations Systems
e. LRS/ECN 526 Economics of Labor Markets
f. LRS 531 Employment Law
g. LRS 532 Seminar in Employment Law
h. LRS 533 Pensions, Health Care, and Employee Benefit Programs
I. LRS 541 Labor Law
j. LRS 542 Collective Bargaining
k. LRS/PSC 543 Public Sector Labor Relations
1. LRS 545 Arbitration and Mediations of Labor and Employment Disputes
m. LRS 546 Negotiations and Alternative Dispute Resolution
n. LRS/EDC 579 Labor Relations and Collective Bargaining in Education
a. LRS/MGT 500 Labor Relations and Human Resources
b. LRS/ECN 526 Economics of Labor Markets
c. LRS 531 Employment Law
d. LRS 532 Seminar in Employment Law
e. LRS 533 Pensions, Health Care, and Employee Benefit Programs
f. LRS/MGT 551 Human Resource Strategy
g. RS 541 Labor Law
h. MGT 630 Organizational Behavior
i. MGT 640 Compensation Administration
j. MGT 641 Human Resource Development
k. PSC/LRS 503 Problems in Public Personnel Administration
NOV 28 2000
UR1 GRADUATE SCHOOL