. I
*
MARIST COLLEGE, POUGHKEEPSIE, NY
S'J}eci~l
Edition
,OCTOBER
2
3
1992
Marist begins
Middle
States Review Oct. 25
by
CAREY. ALLABAND · ··
A visiting team of faculty and
administrators from 11 colleges
and universities in the Northeast
will
arrive on campus on Sunday,
October
25,
1992, · to evaluate
Marist as pari of the Middle States
Association's ten-year reaccredita-
tion process. The primary purpose
of the visit is to study the College's
analysis of its own work, as
represented in the recently com-
pleted institutional self-study. The
Middle States team will be on cams.
pus through Wednesday, October·
28, during which tirrie they will be
_meeting
with
faculty,
ad-
ministrators, and students to
discuss the self-study and its assess-
ment of the College's programs ·
and activities.
Based on a report prepared by
the· team following. their. visit, the
College's response to the report,
the self-study itself, and the team's
recommendations, the Commission
on Higher Education will decide on
whether Marist should be reac-
credited -for another ten years; ·
·"There is·no doubt that Marist· ··
will be accredited again,''.· accor-
ding to Dr. Mark Sullivan, ex-
ecutive vice-president of Marist
College, "Marist h_as fully
demonstr_ated in its self
0
study that
it is adhering to the Characteristics
of Excellence adopted by.Middle
States c1s part of the assessment
process."
.
.
The team ·will have reviewed the
selfastudy prior to th.cir visit and
determined which areas to focus on
during their stay. The t~am's
primary goal · is to examine· the
academic program,,. organization,
. administration, facilities and
reso'urces for their- effect on. the
~caching arid the learning ·p_rocess
according to ''Designs F_or Ex~
cellence,A Handbook For Institu-
tional Self~Study.'' .
The teairiis made up of 11 facul~
ty and.administrators from institu~
tions. within the ·Middle States
Association region which includes
!:,Mission, GQals and Objectives
.2.:Jntegrity;,Equityand Diversity
3. · Planning and Resource
Allocation
4. Program and Curricula
·5. · Outcomes _and Institutional
Effectiveness
6.
Admissions
7.
Student Services
8. Faculty
9. Organization and Administra-
tion·
I 0. Governing Board and
Governance
11. Budgeting and Accounting
12. Library/Learning Resources
Center
13. Other Resources/Technology
14. Plant and Equipment
15 .. Innovation and Experi-
mentation
16. Catalogs, Publications, and
· Other Promotional Materials
17. -Institutional Advancement
18.
External Programs
The committees which consisted
of over 100 faculty, administrators,
and students, spent a full year
gathering information and holding
open meetings.· They,· in _turn,
:--'-'•=
0
repor-ted·their findings:and recom
0
·c:: .. · .. ·· -
.mendations to·tne:Steering Coin~·
·miitee- which. reviewed :coniinittee
:reports and Wrote the· final version
ofthe- -self-study.· document.
Through the·process of reviewing,
discussing, and editing, O'Keefc
stated -that, "as honest a job and
.. balanced appraisal as possible of
the College's strengths and
weaknesses was achieved."
Each· chapter in the Self-Study
:con.sists of. a general introduction,
; Admissions,;:housedJri::
G·reystone;
_Was··
0:~~.
of
~l}e areas
'exami
ne·d Jn
'.the
·recent
a description pf: the programs _and
. . . s~i!~s,tUqy. ·' '' -~\:
t·}:: _
:<:, . . ..
,i. . '· _: . · .
:??~::. ·
~
·_-:·,: •.. '
>
.
·/i,.<~irc:le
pl)citQ/Matt. Martin _
-:~;:!~~~:ri:~~
e~:~~~~~!~::,
!!~
Neiv . York,> New Jersey,· Pen.n- ·. of visiting team :members,'accor~
There- were
is
·subcommittees
.recommendations
for
sylvan1a/Marylanci. 'and°-Delaware: ',ding. to· Sullivan::'t\L
·? .:"'.
>· : .:
besides
the
·Steering Committee.
improveme~t.
. .
Dr.
p_ayid··Rubjilo~· President .of .. ·'.fheColiegeha{[~n:.~ork!riggn
Each .subcommittee· represented·
The,recommendations made at
Ganii_ori·Univ~rsity 'in Erie, ·Penn:.: · its self-study fors'aoouft,vo years -one.of the lTCharacteristics of
Ex-
·the erid.o(each chapter are actual-
sylvania;: chairs _the team.• · . _ : .. · prior to · its-.--pµblicati<>n in
cellence utilized.by-Middle States. ly strategies-forimprovenient and
The
ieam'
inein hers: are selected.:. September 1992: The· self-study was_ . An additional c<>mmittee . dealiQg. will serve as benchmarks for re-
in•a variety of ways.
One
way~id- . cpmpleted.under, th·e direction of
a .
with )nstitutional Advancement .evaluation by Middle -States ten
dle·States chooses team members is · Steering Committee· ;beaded.· by
was·~also created,
. . ·
. . years down the road, according to.
to .. match the unjque pr9grams of
Sullivan .and Dr. Ed o:Keefe, :a ·
The
18
committees w.ere .as ·Sullivan -and O'Keefe.
an institution with the backgro'unds· · .. professo:: of psy~hologr atl\1_arist.
~
follows:
.



















The Circle Sp~cial Edition
Selected
exCerpis
f
ro111
the
Marist
Self-Study
: Since the last Middle States Self-
Study in 1981; Marist College has.
experienced extraordinary grow,th
in enrollment, facilities, academic
breadth, and stature. Although the
number of traditional· students:
(ages 18-22) attending college .du.r~
ing the 1980s declined nationally by
13 perc.ent, Marist full time enroll-
ment increased 135 percent.
While growth, it is difficult to
identify a single factor behind this
dramatic.· growth any . observers --
point to our academic progr~q1.
development arid our physical ex-
pansion as the most likely reasons.
With
enroHment growth has _come
significant physic~! expansion.
Since 1980 the College has embark-
ed on a major building and renova-
tions program to accommodate ad-
ditfonal students and support its
primary academic thrusts. Projects
completed include the Lowell
Thomas Communications Center,
home of our communications
center and computer science/math
programs; the Dyson· Center, a
classroom arid office building ser-
ving our m_anag~ment, social
sciences, and public policy pro-
grams; and Donnelly Hall, which
houses the Division of Sciences and
the Computer Center. Future in-
itiatives will include a new library,
campus center, and housing units.
We believe the Self-Study reflects
the significant progress ,ve have
made as an institution of higher
learning since the 1981 Middle
States assessment. .As we .look
towardthe next ten years, we hope
the analysis contained in this report
will
hasten planning activities fo en-
sure eve1i.greater improvement in
the years to come.
Self-Study Process.
ln late Fall 1990 in preparation
for the Middle States Self-Study,
Marist President Dennis Murray
(after consultation . with senior
faculty and adminstrators) asked
Dr. Ed O'Keefe, Professor of
Psychology,. and- Dr. Mark -
Sullivan, Executive Vice-President,
. to.serve as.co-chai·rs of tve Study.
· Eleven other faculty and ad-
ministrators were then appointed to
asteering COII_Jmittee, and in Spring
1991
work began in earnest.
Therefore, eighteen subcommit-
tees were formed to correspond
with the seventeen _Characteristics
. of Excellence developed by Middle
States. To obtain the widest- input
possible,. each subcommittee was
co-chaired by a faculty member ··
and administrato.r, and composed
of faculty, administrators, staff,
and students. The Steering Com-
mittee drafted charges for each
subcommittee,
made
these
· available to the campus comm uni-·
ty, and appointed a liaison from .
the Steering Committee to each
. subcommittee. At a retreat 'in
January 1991, details of the Self-,
Study designwere discussed·with
faculty and administrators; par-
ticular emphasis was placed on the
importance of outcomes assess-
. ment in analyzing data that would
enable us to determine the Cols
lege's strengths and weaknesses in
each respective study · area. In
general, the methodology used by
the various subcommittees in
responding to their charges was to
(1) .
examine
an pertinent
documents, evaluation · reports,
survey instruments and statistical
dafa and (2) conduct interviews
with key persons involved in each
of the eighteen areas.
Opportunities to provide input
occurred at open meetings held by
each subcommittee during Fall
1991;
at a faculty retreat in January
1992
that focused on the
preliminary reports of the Cur-
ricula,· Faculty, Admissions, and
>.
Outco~es s~~coinmittees; anc(
ar:
t~~{lib~~ry. ·•' ,. ·. ',' . ·•.·' ,·
... ·.
·.', its financial stability
in
the decaae
a~ open meetm~ _on· the Self-Sfudy, : ,,:'; Oufrom·es assessment" of pro-. ahead: Marist'.s heavy dependence
.· draft document m May 1992. . . · &rains ·and curricula ·
..
. .
on student tuition as its major
Subsequent to the latte.r meeting, · .·.• . Since • issues. related to the
source of revenue must be lessen-
the draft. was reviewed;. critiqued,. • Core/Liberal ·studies Programs
ed, ·, hQ_wever, which will . place
and revised by the Steering Ccini-
have been long-standing, they will
greater fiscal resp_onsibility on the
mittee in July 1992. The Marist · need . prompt attention in the
Advancement Office to increase
Self~Study Report, therefore is the ~inoriths ahead: Although assess-
· annual fundraising and the size of
Steering Committee's synthel!is of
ment has been attempted, the Col-
our· endowment. · ..
a two-year comm unity-wide pro-. lege is unsure of the extentto which ··
Most faculty perceive teaching to
analytical process.
the Core/Liberal Studies Program
be their primary -function and
is meeting. all of its stated
realize that promotion and tenure·
objectives. ·
· ,
·
are inextricably connected to ex-
Major Fi'ndings
Marist has been· fortunate over
cellence in this regard. Other issues
.. the past ten-years in attracting an
·such as teaching and compensation
· · increasing number of students
equity still need to be addressed.
wh9se demographics are · much
· The campus is considerably more
· more varied than in the past. To a
spacious and physically attractive
degree this·is a mixed blessing, for
than at any time in its history.
.
..
,.
...
the retention of minority students.
.Programs presentlr,;in place may
need to he e~p;mded •.
. Technologically
. Techno1og1cally, Marist is one of
.the most sophisticated liberal arts
institutionsin the country - thanks
in large measure to its relationship
with IBM. Everi the library, which
always seems to get more than its
:fair share of criticism (less deserv-
ed than ever, however) is recogniz-
ed as teclinologically advanced with
. the
DOBIS,
PROQUEST,
As would be expected, many and
varied findings on the strengths.and
·weaknesses of the College emerg-
ed from this comprehensive Self-
Study. The Self-Study concluded
that. while the Strategic Plan has
served as a good foundation for
this analysis and has widespread
support throughout the College, its
specific · ob:ectives need tci be
reviewed a11_nt1ally and adjustments
made in resp(Jnse to changing ex-'
ternal and ih~rpal conditi,ons ..
Members of the community need to •
be continually encouraged to keep
the mission and goals of the Col-
lege in focus as revisions to . the
Strategic Plan and departmental
operating plans are proposed.
while student diversity contributes
Several · new academic and ad-
to cultural diversity it has placed,
ministrative buildings have helped ·
and
will
continue to place, a finan-
solve the · classroom and office
DIALOG, and other software
systems available to students and
faculty. Marist is fortunateto have
a very active governin& board that
· cial strain ori ihe College. The Self-
space pr.oblems, and the new or ex-
. Study determined that more finan-
panded facilities . for natural and
cial aid will be needed by all
computer science, fashion design,
studen.ts ·and, in particular, by the
communication arts, management
minority; international, and·adult
studies, · and social/behavioral
students that we are recruiting in
science 'have enhanced these
greater numbers:,~ and ·at a.time
academic programs. While avarie-
of severe federal and state cutbacks
ty of housing o·ptions are available
. in · financial support. The Self-
to students, too many of them still
Study also noted that there is
a ·
reside off-campus. Th_e planned
interfaces well with the faculty and
administration. The Board of
Trustees self-assessment pointed
out a need for even greater two-
way communication with the facul-
ty, particularly on academic mat-
ters, and perhaps with student
leaders. The Self-Study determin-
ed that administratively the College
functions well, with the lines of
• .
, . .
communication clearly established
,--,----,-----,-------------,---c....:.--,------'------------------, ·
and open. Academic matters
securely in the hands of the facul-
ty, with the decision-making pro-
cess in other areas well defined.
Financial Scene
Financially, the College appears
to be in good shape for the present
-
but potential problems have
.already been mentioned. Concern
has been expressed regarding the
allocation of resources particular-
ly with respect to academics, Self-
Study found that Marist is very
· much in line with comparable iIJ-
stitutions. Problems related to the
t
budgeting process have been iden-
t ,
·
tified and changes have been pro-
posed to resolve them. The forma-
tion of a Budget Priorities Com-
mittee (composed of four senior ex-
ecutives and four senior faculty) to
advise the President on annual
budget priorities should link the
Strategic Plan, operational plans,
budgeting process, and the external
funding environment more explicit-
ly.' Thiscommhtee -insures a greater
faculty voice in the budgeting pro-
cess. It is clear that many of the
previous assumptions made about
the College's strengths and
weaknesses have been bout in this
self-evaluation. It is also clear that
a more systematic approach to out-
comes assessment must be initiated
to substantiate the gains anticipated
from this Self~Study.
The Steering Committee also
suggests that a system be developed
to monitor the implementation of
the recommendations contained in
this report through the ongoing
· Strategic Planning process.
The Self-Study suggested more improvements for the college library.
In conclusion, we can only hop~
that in the year 2000 when the Col-
lege is beginning to prepare for tts
next self-study, an external
observer as distinguished as
The academic 'direction· and
functioning of the College receiv-
ed close scrutiny during the Self-
Study with particular concerns be-
ing expressed relative to the follow-
ing areas:
- Core/Liberal Studies Program
- Institutional support for in-
dividual initiatives
-
Resource allocation for
Graduate Education
- Programming for cultural
diversity
·
- External academic programs
- Support services, particularly
need to increase the number of full-
time Jaculty (particularly women
and minorities) and support per-
sonnel to serve this more cultural-
ly and ademically diverse student
body.Given the necessity for a new
library and residence hall, the
umaintenance and upgrading of
equipment and facilities, the need
for additional faculty, and the con-
tinued diversion· of financial
resources for student aid to counter
state cutbacks ($2 million in the
past two years), a major challenge
to the College wil!
b:
to_ m~inta~n
residence hall/townhouse/student
. center project will resolve this an~
related space problems when com-
pleted in 1994.
Support services that address the
personal and academic challenges
faced by an increasing number of
students have been responsible in
part for the better than average
· retention statistics reported by the
Office of Institutional Research.
However, persistent efforts will be
needed to aid the more diverse stu-
dent population to transition suc-
cessfully to college and to improve
;
Carnegie Foundation· President
Ernest Boyer will echo the com-
ments he made in 1990 following
a visit to Marist. To quote Dr.
Boyer,. "I think that M_arist con-
tinues to demonstrate tne superb
blend of, on the one hand, the utili-
ty of knowledge, and on the other
hand, a response to the deepest
yearnings of the human spirit.
It
is
an institution that contronts the
odds and demonstrates the
unbeatable combination of vi-
sionary leadership and dedicated
faculty."