Why Graduate Programs at PLNU
Mission Statement:
Point Loma Nazarene University exists to provide higher education in a vital Christian community where minds are engaged and challenged, character is modeled and formed, and service becomes an expression of faith. Being of Wesleyan heritage, we aspire to be a learning community where grace is foundational, truth is pursued, and holiness is a way of life.
Mission Context:
The University, established in 1902 by the Church of the Nazarene, offers quality liberal arts and professional programs on its main campus in San Diego and select graduate and professional programs throughout the denomination’s southwest educational region.
Adopted by PLNU Board of Trustees
Introduction
PLNU’s mission statement clearly identifies graduate programs as an essential part of our educational work. Why graduate programs? Why throughout the southwest educational region? What does select mean? And how do we do this in a way that is faithful to our institutional educational values? It is truly desirable for a deeply held faculty consensus about graduate programs to emerge. This essay will attempt to address these important questions.
A Bit of History
Graduate programs have been a part of higher education from its very beginning. As early as the 13th century, when the medieval university began to take its institutional form, graduate programs were essential aspects of university life. Along with the Baccalaureate degree, the Master of Arts degree and doctoral degrees in law, medicine, and theology were regularly conferred. It was considered normative, for those who were willing and able to continue on with their education at the advanced level, to do so.
As colleges were founded in the United States before and immediately after the Revolutionary War, they were patterned after universities in Scotland and England – all of whom offered graduate degrees. There was never any intent in this country to separate graduate study from undergraduate instruction. It is true that many liberal arts colleges in this country did not, at first, offer graduate degrees, but this had much more to do with the rapid expansion of colleges and a shortage of qualified faculty members and students than it did with a contrarian philosophy. The fact is that initially they did not have the faculty and financial resources to offer these programs. As soon as they did, they did.
In 1852 and 1853 John Henry Newman delivered a series of lectures about the modern university that were ultimately published as The Idea of the University. He believed and argued that a university could and should be committed to personal learning where the knower is known and where there is interest in the development of the whole person, not just the intellect. To this day, Newman’s ideas have provided the philosophical foundation for American liberal arts education and the accompanying commitment to academic study in residence. Yet, Newman assumed that the liberal arts would be taught along side professional graduate degree programs – and that each program benefited from and improved the other. He saw no conflict between graduate schools and residential learning. In fact, he assumed that graduate programs would be residential as well.
When Phineas F. Bresee founded this institution in 1902, the intention was always to offer graduate degrees. In fact, in 1910, the name of the institution was changed to Nazarene University, and the idea was that it would develop into a true university with a bible school, a liberal arts college, and a variety of professional schools (including a law school). A graduate degree in theology was offered in the 1930’s, and graduate programs in education were developed in the 1950’s. So, graduate programs were in the plans from the inception of the institution and were being offered in Los Angles long before the move to San Diego in 1973.
Today, the addition of graduate professional programs permits the institution to identify and hire new faculty members who bring with them exceptional professional experience and expertise. It increases the total number of specialized faculty members in a given department to join in curriculum development, advising, teaching, and discourse, and it brings additional resources (books, journals, technology, contacts) that enrich the undergraduate educational experience in many ways. The existence of a graduate program also provides an opportunity for undergraduate faculty to teach advanced students in a specialized area of interest – an opportunity not always available in an undergraduate department. And at the same time, the undergraduate department with its commitment to the liberal arts and to residence tempers the stress on short-term training and credentialing often found in graduate professional programs. Undergraduate and graduate programs, when offered side by side, hold the potential to strengthen the educational experience for students at all levels by providing a depth of expertise and breadth of coverage and philosophical approach not available to a small, undergraduate program.
Thus, the growth of graduate programs along side the liberal arts undergraduate college is normative in the development of American higher education. As resources became available and opportunities appeared, colleges and universities naturally move to and expand graduate offerings, thereby strengthening many aspects of the university’s educational program and mission. Those who argue that the addition of graduate programs is somehow abnormal or inappropriate for a liberal arts undergraduate college ignore both the developmental history of higher education and the wishes of the founder of this institution.
Why Offer Graduate Programs Off Campus and Across the Region?
When PLNU reached the city-imposed enrollment cap in 1998, the decision was made to move all graduate programs off campus in order to maximize the size and scope of the undergraduate program on our residential campus – limited to about 2400 undergraduate students. Because the institution had been offering graduate programs “off campus” for 25 years in Pasadena (graduate programs continued to be offered in Pasadena after the campus moved to San Diego) we knew that it could be done successfully. Since graduate programs were offered primarily in the evening to commuting students, offering them in San Diego at a more convenient location in facilities specifically designed for graduate students seemed of provide a distinct educational advantage.
Offering programs throughout the educational region of the Church of the Nazarene was a way of faithfully responding to the call to make Christian higher education accessible to those who desire it and consistent with the Church of the Nazarene’s history of sending people into the world to address critical needs. For example, in Bakersfield, the elementary and secondary school districts expressed an urgent need for graduate and credential programs in Education. And leaders in the church and the community desired that these programs be offered by a Christian university. Since the students in Bakersfield were primarily working school teachers, they could not come to San Diego. So PLNU went to Bakersfield.
For over a century, the churches of what is now the Southwest Region of the Church of the Nazarene have faithfully supported the University with prayers, students, buildings, leadership, finances, and even food. Offering high quality, Christ-centered educational programs across the region is one tangible way for the university to say thank you and to give back something to regions who have given so much to us.
Select Graduate Programs
The mission calls for “select” graduate programs. These are in disciplines that meet identified community needs with high quality academic programs that are consistent with our identity as a Christian university in the Wesleyan tradition and faithful to our institutional mission. They meet the educational needs of local working professionals in a manner that also fosters their spiritual and personal development.
At the Cap: Revenue Options
When the university hit the enrollment cap on the undergraduate program, were there other options to offset the increased revenues resulting each year from continued (over budget) growth? Yes. In fact, the institution considered four primary strategies as alternatives to continued undergraduate growth that would provide expanding financial resources to maintain and improve existing programs, renovate infrastructure, and promote innovation:
- Significantly increase the money raised from donations
- Substantially increase student tuition
- Begin degree completion and online undergraduate programs
- Expand graduate programs
1. Increase Giving
The University is always working on strategies to increase donor support, but a careful analysis of the strength of the current donor pool and the prospects for quickly expanding that donor base made it very clear that this was not a strategy in the short term to offset the loss of “over-budget” revenues. The donor pool was simply not mature enough and there were several key capital projects that would command the Advancement team’s energies for some time to come.
2. Increase Undergraduate Tuition
A second alternative was to dramatically increase undergraduate tuition. In fact, this was the strategy recommended to the Cabinet by a prominent consulting firm after a careful analysis of our admissions and recruitment efforts. Given the size of our applicant pool, it was clear that PLNU could increase tuition charges and still have enough students to remain at the undergraduate enrollment cap. However, in doing so, we would lose our comparative price advantage with other high quality Christian universities, and we might price some of our primary constituency groups out of the market – particularly in light of the fact that nearly 100% of current district budgets were being given in the form of Nazarene grants. There was no way to increase Nazarene scholarships enough to keep up with the cost of tuition. Further, there was a great fear that increasing undergraduate tuition would push PLNU to become even more of an “affluent white campus” than it already was. We saw this to be incompatible with our theological values and our commitment and current effort to increase diversity.
3. Begin Degree Completion and/or Online Programs
Another strategy to increase revenues was to develop a program to compete in the adult education market – particularly degree completion and online programs. Both the President and Provost had experience in developing and managing undergraduate degree completion programs, but they realized that the market was extremely competitive. Several of PLNU’s prime competitors were highly engaged in these activities (Biola, Concordia, Azusa Pacific), and were already active in San Diego County. In addition, major players like National University and the University of Phoenix made the adult education market in San Diego largely price sensitive. There was certainly a large market for on-line instruction, but there is little expertise on the campus with this method of course delivery or experience with this level of market competition.
With virtually no faculty experience in developing or operating completion programs, it meant the University would need to purchase a package program or outsource the program – at a high premium. This greatly reduced the contribution to the bottom line in the short term. More importantly, given the highly competitive adult market in San Diego and the faculty’s deep philosophical resistance to any program that did not honor the University’s commitment to educating the whole person, it was determined that starting such a program would be more disruptive than helpful to campus life – particularly if another more satisfactory alternative could be developed.
Faculty resistance to online programs was even stronger. For many, it violated the primary values of residence. Given strong faculty opposition and the lack of expertise on campus, increasing revenues through online instruction did not seem feasible without a major faculty fight. And even if the faculty were willing, it was not clear to university planners how much immediate revenues would be available to support growing campus needs.
4. Expand Graduate Programs
With serious concerns about the other three options, it was clear that expanding graduate programs was both feasible (given market demand for graduate professional programs in California) and mission appropriate. After a thorough assessment of the program in Arcadia, the Provost determined that it is possible to remain mission faithful in off site graduate programs, but it required a serious, sustained intentionality. This strategy would allow the institution to continue to operate from a position of strength and within its own experience and philosophical orientation. PLNU could replicate the successful Arcadia program in Education and use that expertise to assist in developing new graduate programs in Business, Nursing, and other areas.
University planners came to believe that this was the correct strategy for PLNU. It would permit the institution to mature along the lines of the majority of colleges and universities in this country, fulfill the founder’s wishes, give access to graduate study at a prominent Christian university to those living in San Diego and around the Southwest Region, strengthen and invigorate undergraduate programs who developed graduate programs with the infusion of new faculty, instructional materials, technology, and graduate students, and support the entire undergraduate program with additional revenues for faculty, library, media, technology, facilities and research support.
Faculty are the Key
The key, of course, is to be sure that the programs are mission faithful – with high academic quality, vital spirituality, and a sense of residence and formation. It cannot be replicated with residence halls, chapels, student governments, recreation rooms, gymnasiums, playing fields, libraries, quadrangles, and other traditional means. Graduate students are older and do not live on campus. Most are working professionals and many have heavy family obligations. If a sense of mission is to be maintained, it will have to be maintained primarily in the classroom and faculty office – not as an ancillary set of activities delegated to student life professionals as it is often done in undergraduate programs.
Serious, sustained intentionality in hiring and supporting full and part time faculty will be required. A core of full time Christian faculty is essential, and the support of faculty is critical. There must be a fully developed program for faculty development, support, and renewal, since so much responsibility for mission achievement rests on the shoulders of faculty. And the careful recruiting and development of part time faculty is fundamental to success. This means a good portion of revenues must be wisely reinvested in faculty and staff. There is no such thing as a cash cow, select, high quality, residential professional graduate program.
But by carefully selecting potential sites, directors, faculty, and staff, and by intentionally reinvesting in personnel and program, there is every reason to believe that hospitality and conversation can thrive within a caring, covenantal community. It may not look and operate like an undergraduate residential campus, but it can flourish with high academic quality, deep spirituality, and a vital sense of residence nonetheless.
Markers of an Effective, Mission-Centered Graduate Program
The Graduate Studies Committee of Point Loma Nazarene University has listed the following factors to be considered when evaluating the mission fit of any proposed or existing graduate program. These serve as markers for an effective PLNU graduate program:
- The program is aligned with the mission of Point Loma Nazarene University and graduate studies.
Factors to Consider
| 1.1 |
The mission statement is clear and represents the heart of the university mission. |
| 1.2 |
This program enhances the moral and character development of students. |
| 1.3 |
Christian principles are integrated into the curriculum. |
| 1.4 |
A sense of community or “residence” is achieved and the mission of PLNU remains at the center of this program, despite its off-campus location. |
- The program addresses an existing need that is recognized by the community.
Factors to Consider
| 2.1 |
The target audience is well specified. |
| 2.2 |
The program clearly meets the needs of the target group. |
| 2.3 |
The time frame of the program to meet the need—whether it is short term or long term—is discussed. |
| 2.4 |
The site and facilities represents the university well and allows for quality program delivery. |
- The program contains a quality curriculum.
Factors to Consider
| 3.1 |
Course descriptions are clear and appropriate. |
| 3.2 |
Core content is appropriate and comparable to respected high quality programs. |
| 3.3 |
The breakdown in unit requirements between required and elective courses is appropriate. |
| 3.4 |
Student admission requirements are clear and appropriate. |
| 3.5 |
The delivery method ensures that students will finish with a high level of educational and/or professional competence. |
| 3.6 |
A clear plan for assessment of student outcomes is identified and appropriate to the educational objectives of the program. |
| 3.7 |
Student research and/or scholarship requirements are clearly articulated |
- Faculty who teach and mentor students in the program have high quality academic credentials.
Factors to Consider
| 4.1 |
Faculty assignments are clearly specified. |
| 4.2 |
Faculty teach in their area of doctoral (or professional) expertise, which is appropriate to graduate level education and program objectives. |
| 4.3 |
Vitas, student evaluations, academic credentials and professional experience is documented for each faculty member and provides evidence of a high quality faculty. |
| 4.4 |
Faculty who teach in the program have scholarly expertise and productivity that is of a caliber to constitute a high quality academic program. |
| 4.5 |
Evidence of four types of scholarly activity—the scholarship of teaching, discovery, integration and application—is documented across the group of faculty who teach in the program. |
| 4.6 |
The ratio of full-time to adjunct faculty is appropriate to ensure quality course offerings and student advising. |
| 4.7 |
The number of full-time faculty is reasonable to constitute a program. |
| 4.8 |
The percentage of doctorally qualified faculty who teach in the program is high and appropriate to achieve program objectives. |
| 4.9 |
A plan for recruiting new faculty who are qualified to teach in the program is outlined. |
| 4.10 |
Faculty loads will ensure an appropriate level of time for faculty to maintain a scholarly agenda and advise student research projects and/or thesis projects. |
| 4.11 |
The projected faculty/student ratio is appropriate to achieve program objectives and creates a suitable learning environment for students. |
- The program is a financially responsible endeavor, and will not drain institutional resources.
Factors to Consider
| 5.1 |
A market analysis reflects distinctive elements in the program that make it attractive to students among comparable programs offered by our competitors. |
| 5.2 |
A financial analysis considers price comparison among similar programs that are program competitors. |
| 5.3 |
Program income and expenses are clearly outlined and it can be demonstrated that the program is financially viable in the short term and sustainable in the long term. |
| 5.4 |
The new program does not drain institutional resources away from existing undergraduate programs. |
| 5.5 |
The practicalities of implementing the new graduate program have been carefully considered, such as faculty travel time, etc., so that the new program does not dilute the quality of the undergraduate program or the learning experiences of undergraduates, by limiting their access to faculty, etc. |
| 5.6 |
Support staff and faculty resources such as library, admissions, instructional media, financial aid, public safety, parking, business office and technology, are in place to provide adequate support for this program. |
- A plan for on-going assessment is clearly specified which evaluates the learning objectives of the program and whether the program is achieving its mission.
Factors to Consider
| 6.1 |
Program outcomes are clearly identified, and an assessment plan is in place to evaluate those outcomes. |
| 6.2 |
Assessment instruments are specified which are appropriate to the learning objectives of the program. |
| 6.3 |
A time-line of program evaluation and assessment is well specified. |
| 6.4 |
A plan for reporting findings about program effectiveness to the Graduate Studies Committee on an annual basis is outlined. |
| 6.5 |
Program shut-down conditions are specified. |
Closing Comment
It may be that the Graduate Studies Committee should revisit and revise these markers from time to time, perhaps giving attention to including some mention of curricular expectations from the appropriate academic guild (#3) and specifically listing for spiritual expectations for faculty (#4). In any case, if these markers are carefully and faithfully used to evaluate new and existing graduate programs, there is every reason to believe that graduate programs can remain faithful to mission and strengthen undergraduate programs – and no reason to believe that the question Why Graduate Programs at PLNU should be revisited every time the faculty considers the approval of a new graduate program. The initiation of graduate programs at PLNU is developmentally sound, consistent with the founder’s vision, mission faithful, academically appropriate, and financial helpful. New graduate proposals should be evaluated on their own merits, and not made to address this contentious and tired question that has been asked and answered so many times. Let’s move on to Century II.
Patrick Allen
July 26, 2005
Notes added February 10, 2006:
The Graduate Studies Committee is currently working on the following revisions to the markers listed above:
- Including some mention of curricular expectations from the appropriate academic guild (#3)
- Specifically listing for spiritual expectations for faculty (#4)
- Adding a 7th criteria that discusses the spiritual components of the program