Consortium on Quality Education Campus Statements
Central Connecticut State University
A. Campus description
Size
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In the fall semester of 2000, the University enrolled
12,252 students in 80 programs of study. The University
is housed in 39 buildings located on 294 acres in New
Britain and Newington, Connecticut.
Structure
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Central Connecticut State University (CCSU) is the
oldest public institution of higher education in Connecticut.
We are a part of the Connecticut State University (CSU)
system. Eastern, Southern, and Western Connecticut State
University are the other three institutions in this
system. Central is structured under three vice presidents:
academic affairs, institutional advancement and student
affairs. There are four academic schools: Arts and Sciences,
Business, Education and Professional Studies, and Technology.
Central is accredited by the New England Association
of Schools and Colleges (NEASC). We were reaccredited
by NEASC in 2000.
Funding source
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The $132,888,855 budget for the year 2000 is funded
by the following: 42.8% state appropriations, 25.9%
tuition and fees, 17.1% grants, 9.9% auxiliary services,
and 4.3% other.
Students served
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Our student body is approximately 54% female and students
from minority racial/ethnic groups comprise about 15%.
56% of our students attend full-time and 77% are studying
at the undergraduate level. Like many universities,
the average age of our students has been increasing.
40% are under 22, 32% between 22 and 29, 15% in their
thirties and 11% over 40 (2% unknown). Approximately
1,800 of the undergraduates live on campus; the remainder
commute to the campus for classes or reside in nearby
apartments. Based upon our Current Student Survey for
1999, 43% of our students are employed full time and
39% of our students are employed part-time.
Freshman to sophomore retention rate
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The first-to-second year retention rate is about 72%.
Five year graduation rate or completion and transfer
rate for community colleges
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The five-year graduation rate is about 35% and the
six-year rate is approximately 46%. About half of our
graduates have transferred to CCSU from other institutions,
most of them from nearby community colleges.
Where students go after leaving your campus
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Our graduates move into the Connecticut labor force
(81%). Almost a third of our graduates (31%) go directly
to studies at the graduate level, some while working
full-time.
Information on student movement (into, out of, and
within your institution)
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Connecticut is a very small state and many students
move fairly easily between its institutions of higher
education. It is not uncommon for our students to have
attended two or three institutions other than CCSU.
B. Innovative practices related to Greater Expectations
All majors at Central Connecticut State University
(CCSU) follow the same general education program. Majors are
built upon the foundation courses in the general education
programs. Students take approximately 45% of their degree
program in general education courses, which follow the same
pattern of focusing on skill development and introductions
to various disciplines and their methodologies.
The CCSU Honors Program is an alternative part
of General Education, open to academically qualified students
of any major. Courses are provided in the four areas of Western
Culture, Science and Society, World Cultures, and Writing
and Research. Courses are reading and writing intensive, and
feature a debate component as well. Classes are topic-oriented
and team-taught by faculty from different, but related disciplines.
CCSU's First Year Experience (FYE) program
is a general education requirement for all entering students
with fewer than 15 credits. CCSU's instructors integrate first-year
seminar topics (academic skills development, personal development,
and knowledge of the university and higher education in general)
directly into the normal content of existing traditional introductory
courses. Class enrollment is limited to 25 students and are
taught exclusively by full-time faculty who have completed
an in-service training program.
Because we know that knowledge transcends disciplinary
boundaries, students have the ability to follow interdisciplinary
programs such as the International Studies major. There are
many interdisciplinary minors coordinated by faculty across
the university: African Studies, African-American Studies,
American Studies, East Asian Studies, European Union/West
European Studies, Gerontology, Hospitality and Tourism Studies,
Latin American Studies, Middle Eastern Studies, Religious
Studies, Slavic/East European Studies, Urban Studies and Women
Studies.
Over 50% of our students participate in internships,
cooperative education, field studies experiences, practicums
or other community experiences. Some of the student experiences
are in connection with our outreach organizations. The Center
for Social Research involves faculty and students in projects.
The Institute for Industrial and Engineering Technology (IIET)
works with Connecticut industries. Faculty, students and business
leaders are involved with assisting incubator companies and
providing technical training.
Some of the innovations take place in individual
courses. These are courses where the pedagogy intentionally
develops the capacity to address unscripted problems. For
example, Chemistry and Biology faculty members developed a
course for non-science students that teaches through an inquiry-based
approach. These are courses for the elementary and middle
school education students that have been developed to focus
on the connections between biological sciences, physical sciences
and mathematics as well as technology.
We feel that a significant aspect of our success
in the improvement of learning is our commitment to celebrating
diversity. Education about diversity occurs in our classes,
in our programs, in student life activities and in community
celebrations. The College of Education maintains a Center
for Multicultural Research and Education. There are many student
organizations that focus on diversity. We have long maintained
a highly successful Educational Opportunity Program, a summer
access program for talented but high-risk students. We host
the community celebrations of Martin Luther King's Day, Three
Kings, Chinese New Year, among others.
CCSU has an important focus on international
education. We maintain a center for International Education,
which houses an Intensive English Language Program, International
Studies Concentration, China Resource Center, Center for Caribbean
and Latino Studies, and the Endowed Chair in Polish Studies.
We sponsor the Semester Abroad program as well as faculty
and student exchanges. We have formal lineages with many higher
education institutions throughout the world.
Central Connecticut recognizes that technology
has an integral role in learning. We continue to add additional
computer facilities and upgrade current functioning laboratories.
Technologically based programs have been added to our curriculum
as well. Each year multiple classrooms are being fitted for
multi-media capabilities. We currently provide a three-year
rotation for faculty computer replacements.
C. Institutional learning goals and a brief
description of the process followed to determine them
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To develop and enhance global awareness, civic responsibility,
personal reflection, and appreciation of cultural diversity.
This includes analyzing an issue from the perspective
of another cultural tradition, taking a public stance
that considers the interests of the wider community,
and demonstrating an ability to read, write, speak,
and comprehend a foreign language.
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To develop critical thinking skills. This includes
defining a problem, assembling evidence to support a
conclusion, assessing the validity of a sustained argument
and analyzing information to uncover underlying patterns
and structures.
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To strengthen writing and communication skills. This
includes developing a chosen topic, organizing specifics
to support a main idea, using proper grammar, addressing
a particular audience, and revising and editing to produce
focused and coherent texts.
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To strengthen quantitative skills. This includes applying
mathematical and statistical techniques as a means of
analysis within a variety of disciplines and assessing
the strengths and weaknesses of these techniques of
analysis.
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To develop and enhance appreciation for the arts and
humanities and an understanding of the range of human
knowledge. This includes the ability to engage in literary,
philosophic, and artistic expression, response, and
analysis.
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To develop scientific understanding of the natural
and social worlds. This includes the ability to generate
hypotheses and to assess the validity of evidence.
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To develop computer literacy. This includes the ability
to use computer and application software for research,
analysis and expression, and analyzing the effects of
computers on society.
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