DOCUMENT RESUME

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AUTHOR Lauper, Russell T.; Meskill, Victor P. TITLE An Experiment in Upper-Division Education. Planning for ; Vol. 4, No. 1:4/4 February 1975. INSTITUTION Society for Coll. and Univ. Planning, New York, N.Y. PUB DATE Feb 75 NOTE 5p.

EDRS PRICE MF-$0.76 HC-$1.58 PLUS POSTAGE DESCRIPTORS *Cooperative Planning; Educational Innovation; *Higher Education; *Interinstitutional Cooperation; Private ; *Private ; State Boards of Education; Statewide Planning; *Upper Division

Colleges . IDENTIFIERS C W Post Center; *Long Island ; St Josephs

ABSTRACT .In June 1973, the New York State Board of Regents approved the establishment of the Coordinate Campus proposed by two private institutions, the C.V. Post Center of Long Island University and St. Joseph's College. This report describes the general purpose and history of upper-division education and examines the experiment in interinstitutional education as one solution to problems facing many private institutions. (MJM) ilt . ..

.../IIII - MIAIII llil Ili 1 for higher education

V i Ut PAR TMEN T C. HEAL TH. Vol. 4, No. 1: 4/4February 1975 EDUCATION VELEARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCE() EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE -PERMISSION TO REPRODUCETHIS COPY. SENT OFFICIAL NATIONAL INSTITUTE OF RIGHTED MATERIAL HAS BEEN GRANTED EDUCATION POSITION OR POLICY BY An Experiment in Upper-Division Education _ _ _ _ _S IQ4 - c 0 TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THENATIONAL IN- STITUTE OF EDUCATION FURTHERREPRO. OUCTION OUTSIDE THE EkeSYSTEM RE- QUIRES PERMISSION OF THECOPYRIGHT OWNER - al In June, 1973, the New York State Board cf Regents approved the establishment of the Coordinate Campus proposed by two private institutions, the C.W. Post Center of Long Island University and St.. Joseph's College. This report describes the general purpose and history of upper-division education and examines this experiment in inter-institutional education as one solution to problems facing many private institutions. The authors are Russell T. Lauper and Victor P. Meskill, respectively assistant vice president and vice president for administration at C.W. Post.

The change in enrollment patterns during the past Historical Background decade encourages institutions of higher education to The first upper-level institution was the University of re-examine every aspect of their programs. Ernest Boter, Georgia, which in 1861 was known as Franklin College. chancellor of the State University of New York, has William Rainey Harper, in 1898 while president of the pinpointed one area for change: University of Chicago, initiated the separation of the As we serve a wider range of students we must permit first two years of the baccalaureate degree and used the greater flexibility in the length of study arrangements. I term "." The College of the Pacific is think,for example, that the four years of high probably the best known of the early upper-division /four years of college cycle must be challenged. institutions, but it reverted to a four-year program in There is, after all, no sacredness about the four-year 1951.3 baccalaureate.' The evolution of the upper-division institution, a In 1960, Pennsylvania began to develop community long-term development in the structure of American colleges. When the state'sMaster Plan for Higher higher education, may now be reaching maturity. The Education projected a need by 1970 for 15 community colleges, itbecame apparentthatexistingstate upper-divisioninstitution admits students only after universitiescould completion of a minimum of two years of college work; not meet therisingenrollment demands.In1966,"an upper division college and principal offerings are at the junior and senior level; in graduate center in Pennsylvania became a reality and a some cases,postgraduate studyisavailable. These institutions are often viewed as the culmination of junior forerunner to a small but growing number of such and programs. As stated by the institutions across the nation."4 The Coordinating Board subcommittee on policies of the Advisory Council on of the Texas College and University System found in Public Higher Education of the state of Washington's 1972 that four-year institutions could not cope with the House of Representatives, 'The main advantage of increasing number of junior college transfers. After establishing an upper-division university is the avoidance investigating severalalternatives, a commitment was of duplication in educational services." Other real finallymadetoestablishupper-levelinstitutions, advantages include an ability to create a single commuter resultinginthe nation'slargest network of public oriented place for junior college graduates within a single upper-level colleges. geographic area, the opportunity to design programs As of April 1974 there were 32 such colleges in the which will facilitate transfer from local junior colleges, nation, according to the Association of Upper-Level and the ability to strengthen the master's degree by Colleges and . Many educators still do not tying it more closely to the baccalaureate in a coordinate perceive that "the movement of students from junior to threeyear program of studies.2 senior colleges rivals freshman admissions as the second 2 most important problem in access to higher educe- solution,giventheresourcesavailablefrom each tion."5 Perhaps it takesa time of crisis to cause social institution and the needs of the community. Much institutions to adapt to the needs of society. C.W.Post researchwasundertaken beforeeither -institution Center of Long Island University and St.. Joseph's committed itself..? Federal, state and local demographic College have tried to assess those needs and developa studies wereutilized,and otherinstitutions were program to meet them, while simultaneously enabling consulted. By combining their resources and collective each institution to remain viable and retain its character experiences,theresulthasbeenaneducational and mission. institution that will place less strain on the financial Statewide and Regional Factors resources of the two institutions. Moreover, the new program, predicated on a mutual concern to maintain The motivationfortheestablishmentof the each college's academic integrity, is stronger than that Coordinate Campus was derived from decisions made which either could offer independently. years ago about the entire state's educational network. As early as 1944, during the initial plans fora Cooperative Curricula and Degree PrograMs statewide system of community and technical colleges, Although each aspect of the Coordinate Campus if the Commissioner of Education in New York State,at taken independently is not urusual, their combination in that time Gerirge Stoddard, had encouraged the creation one educational program may be unique. The joint of an upper-division institution at the New School for facilityhas providedtheresources,viability, and Social Research as a logical and necessary addition to the potential to meet the rapidly increasing demand for system. Then in 1956, the New York State Regents higher education facilities in Suffolk County. Students proposed the creation of three new community colleges can draw from the library and other academic support for Long Island, which admittedly, would still leavean services at the main campus of each institution. Higbee unmet need forethiCation beyond thetwo-year states that "The primary purpose for the creation of the opportunities.Therefore, the Regents also suggested modern upper-level institution is to meet the demands of creation of a "senior" college of the junior, senior and thejunior college transfer without duplication of first graduate years which would serve as the capstoneto effort. "5 Each program at the Coordinate Campus, an integrated educational system.6 selected from the curricula at the main campuses of C.W. Seventeen years later, two private institutions teamed Post and St. Joseph's College, meshes with programs at up to provide that necessary element. St. Joseph's nearby two-year institutions. College, in Brooklyn, and C.W. Post, in Nassau County, Each institution provides resources and expertise in established a joint campus to serve the rapidly expanding its fields of proven capability. C.W. Post provides all population of Suffolk County, Long Island. The new major field course work for the baccalaureate degree in unitislocated on the campus of the now-closed general business; St. Joseph's provides the liberal arts Brentwood College, in a large, multi-purpose facility component, and the degree is awarded by C.W. Post. whichstillhouses a convent and elementary and St. Joseph's offers a baccalaureate program in human secondary-level religious schools. relations, for which C.W. Post provides a 12-credit C.W. Post hadoperated an undergraduate and criminal justice sequence; the degree is conferred by St. graduate extension program for 13 years which enrolled Joseph's College. All graduate-level programs, including approximately 375 students per semester. St. Joseph's master's programs in early childhood education and in College operated an extension program enrolling 75 criminaljustice,are offeredby C.W. Post.In an part-time undergraduates. The smai! class sizes in the innovative configuration, the C.W. Post master's degree extension programs of bath C.W. Post and St. Joseph's in criminal justice has been telescoped with St. Joseph's Collegeswereindicationsoftheduplicationof College's degree in human relations. In this combined undergraduate programs in Suffolk County. The two 3/2 program, 12 credits of criminal justice coursesare institutions were not competing only with each other: substi.uted for the undergraduate program in human under a limitation established by the State Education relations offered by St. Joseph's. The student is awarded Departmentrestrictingundergraduateofferingsto the. human relations degree from St. Joseph's College freshman and sophomore levels, C.W. Post's program was and the master of professional studies degree from C.W duplicating courses offered at two-year colleges. Both Post. institutionssawtheneedforanupper-division institution to intersect also with two nearby public Priority to Transfer Students institutions, Suffolk County Community College and the The ACE report, "From Junior to Senior College: A State University of New York at Farmingdale. National Study of the Transfer Student," general) The upper-division concept was the most appropriate accepted as the outstanding piece of research on the

Planning for Higher Education Vol. 4, No. 1: 4/4February 1975 ()Society for College and University Planning, 3 Washington Square Village, Suite 1-A, New York, New York 10012. Publications Editor: Lawrence F. Kramer. Published incooperation with Educational Facilities Laboratories, 850 Third Avenue, New York, New York 10022. subject, indicates that transfer students are overlooked with which to round out the teaching schedules of the in many of the student services, orientation programs, faculty. As a result, most upper-level institutions find and extra-curricular activities at most four-year institu- themselves with a rather costly program, due to reduced tions: "The new freshman-continued to be the preferred teaching loads, or they must establish programs staffed client of the four-year institution ..."9 The Coordinate primarily by adjunat faculty. Fortunately, due to the Campus is devoted exclusively to transfer students. With proximity of the parent institutions to the Coordinate the elimination of the "preferred client" problem, all Campuseach within 40 milesthe full-time faculty extra-curricular activities and student services take into resources, of the home campus can be used to support considerationthe special circumstances of transfer the upper - division programs. students. The upper-division campus, in terms of its According to Dr. Boyer, "... campuses should be effect on transfer students, is not without difficulties, viewed as bases of operation, rather than places of yet the Coordinate Campus appears to be meeting the confinement." Although the statement referred primar- challenge. ily to students, experiences at the Coordinate Campus hive expanded the concept to include faculty and other Administrative Cooperation institutional resources. This has transformed a poten- The Coordinate Campus realizes econo"as through tiallycostlyideainto an economically successful joint utilization of physical facilities, always one of the operation. When declining enrollments are experienced mostcostlyitemsinthe budgets ofinstitutions. at the parent campus, faculty schedules can be rounded Operational expenses are shared and necessary capital out withteachingassignmentsatthe Coordinate improvements are jointly decided upon. Each institution Campus. By this means, students have the benefit of has an advisorycouncil comprised of faculty and programs supported by full-time faculty. academic administrators at the parent campus and one Other inherent problems stem from the lack of representative of the other institution. In this manner, courses at the freshman and sophomore level. Although each institution is a party to the projected future plans recent changesinmany college curricula make it of its counterpart involving the Coordinate Campus. increasinglydifficulttodefendmost distinctions Such communication provides opportunities for further between freshman/sophomore level and upper-division integration of curricula, exchange of resources, and courses, many upper-division institutions feelit inap- mutual agreement on commitment of resources and propriatetoofferlower-level courses.However, utilization of facilities. Curricular decisions originate elimination of the first two years does not permit the with the departments, and are approved by the advisory usual economic savings in the crossover of junior and councils ofeachinstitution.Decisions on faculty senior levelstudents into freshman and sophomore employment remain with the existing departments of courses. Upper-division institutions are also faced with the parent institutions. difficulties in tailoring programs for students who have A jointlyappointed financial aid officer provides all changed major fields of study or who are admitted with services for both institutions. Promotional flyers and limited academic deficiencies. The structure of the advertisements, recruitment activities, and telephone Coordinate Campusprovidessolutionsforthese services are also shared. The library resources provide problems: drawing upon the parent institution as a immediateaccess to over 60,000 volumes atthe resource base, the Coordinate Campus can employ a Coordinate Campus, with a fully operating professional variety of expedients. Students with specific course library staff, an expanded acquisitions budget, and a deficiencies may avail themselves of the full programs at built-in means of savings through central purchasing and either parent campus during summer sessions or in such processing of library materials at the main campuses of special intensified programs as the Weekend College or a the parent. nstitutions. Fees for such services as parking mini-semester. Furthermore, if sufficient numbers of are paid to the coordinate campus; instructional fees are students require a specific course, there is little difficulty apportioned to the institution originating the course at in offering the course at the Coordinate Campus. For its normal tuition rate. most upper-division institutions, new courses would have to be devised, approved and staffed as such needs arise. Specialization Retaining Flexibility Upper-Division Education: A New Approach A number of restrictions face upper-division institu- tions.The studentpopulation,transferringfrom Thus, the Coordinate Campus student has the two-year community or junior colleges, is likely to be opportunity to attend an institution where transfer oriented primarily to such professional fields as business students are the main focus of attention; yet, the administration or education. These areas of study program is, simultaneously, enhanced by the availability require advanced curricula, necessitating the establish- of the full range of freshman and sophomore level ment of a fairly specialized faculty. Highly-specialized courses. The value of the institution has recently been faculty members rarely possess similar levels of expertise confirmed by the decision of Suffolk County Commun- in more than one subject area. Moreover, there are no ity College to open a satellite campus in Brentwood. introductory courses at an upper-division institution Two years from now, many students who enrolled this 4 fall may transfer to the Coordinate Center. new instructional technology and expanded knowledge The upper and lower segments of the baccalaurate are reshape higher education. The openness required kil an at times separated for both philosophical and economic effectivecooperativeendeavorfrequentlypresents reasons. However, certain exigencies require crossovers difficult choices and unusual dilemmas for educators. anda blurringof the distinction. The Coordinate Ideally,inter - institutionalcooperationwillreplace Campus concept attempts to bridge the gap, as wellas competition, or at least raise it to a more professional the division between the undergraduate and the master's level,and eliminate unnecessary duplication which degree. persists in higher education in the .1° The complexities of inter-institutional cooperatipn areevident,. but the essential need to create new Russell T. Lauper educational relationships is also apparent. Demands for Victor P. Afeskill flexibility and innovation will increase as open access,

NOTES 6Altman, Robert A., The Upper Division College, San Francisco, I Boyer. Ernest L., "Changing Dimensions in Higher Education," Jossey-Bass, Inc., 1970, pp. 92.93. The College Board Review, No. 87, Spring 1973, p. 20. 7Meskill, Victor P., and Sheffield, Wesley, "Research on Transfer 2Altham, Robert A., "The Upper Division College:Blueprint or Blind Alley?", Journal of Higher Education, Vol. XLI, No. 3, Students: A Review of the Literature," College Student Journal, March 1970, p.205. Vol.5, No. 2, September-October, 1971, pp. 94-105. 8Higbee, J. Marvin, "Upper Division Colleges:An End to 3Shell, Helene I"A Profile of Upper-Level Colleges," Research Transfer Hurdles," Community and Junior College Joumal, Vol. Currents, ERIC Higher Education, p. 3. 36, No. 6, March 1973, p.44. 4Slygh, Walter M., Professional Presentation reportedin "The 9Knoell, Dorothy M., and Medsker, Leland, FromJunior to Upper Division University: Excitement and Challenge -A Study Senior College: A National Study of the Transfer Student, in Cooperation!' College and University, Summer, 1972, p. 473. Washingt, D.C., American Council on Education, 1965,p. 28. sWillingham, Warren W., The Number 2 AccessPrcblem: I 8Hesburgh, Theodore M., Miller, Paul A., Wharton, Jr.,CR ton, Transfer to the Upper Division, Washington, D.C., American R., Patterns for Lifelong Learning, San Francisco, Jossey-Bass, Association for Higher Education, 1972. Inc., 1973, p. 116.