Meeting of the Board of Regents | June 2008

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

 

 

TO:
FROM:	Johanna Duncan-Poitier
SUBJECT:	Globe Institute of Technology: Authority to Confer Degrees
DATE:	June 11, 2008
STRATEGIC GOAL:	Goals 2 and 4
AUTHORIZATION(S):

 

SUMMARY

 

Issue for Decision

 

Should the Board of Regents make permanent Globe Institute of Technology’s authority to confer degrees?

 

Reason for Consideration

             

              Required by State Regulation

Regulatory Provisions. 

 

Education Law §224(1)(b) specifies that degree-granting authority cannot be transferred via the sale of a proprietary college without consent of the Board of Regents.  To implement that statutory restriction, §3.58 of the Rules of the Board of Regents includes provisions requiring that the Board consent to the transfer of degree powers to a prospective owner of a degree-granting proprietary college prior to the purchase and following demonstration to the Department of the new owner’s capacity to meet the education and fiscal standards to operate the institution before ownership is established. 

 

Section 3.58 provides that the Regents “may consent to a temporary transfer of degree-conferring authority after the change of ownership or control of the institution already has been made, upon an adequate showing of good cause by the institution.”  Section 3.58(7)(iv) further allows the Board of Regents to extend consent for the temporary transfer for such additional periods as determined by the Board of Regents.

 

Proposed Handling

 

This question will come before the Higher Education Committee at its June 2008 meeting, where it will be voted on and action taken.  It then will come before the full Board at its June 2008 meeting for final action.

             

The recommendation to extend Globe Institute of Technology’s temporary authority to confer degrees to December 2008 is made in consideration of the institutional accreditation of this institution by the Board of Regents.  The Regents will take action December 2008 on the institution’s request for renewal of institutional accreditation.  Department staff recommends the extension of the temporary authority to confer degrees to coincide with the accreditation action when at that time staff will report on the continuing strengthening of the institution under the new owner and the results of any other matters currently in process.

 

Procedural History

 

On October 28, 2007, the former owners of Globe Institute of Technology sold the corporation to 878 Education, LLC.  On November 8, 2007, the new owner submitted an application for consent to a temporary transfer of degree-conferring authority, as well as the Application by a Prospective Owner for Authority to Award Degrees. 

 

At the December 2007 meeting, the Board of Regents found that good cause existed and authorized the Institute under its new owners to award the Associate in Applied Science (A.A.S.), Associate in Occupational Studies (A.O.S.), Bachelor of  Business Administration (B.B.A.), and Bachelor of Technology (B. Tech.) degrees for a period beginning immediately and ending on June 14, 2008, with the condition that, by January 14, 2008, it demonstrate to the Commissioner’s satisfaction its financial viability should it not be approved to participate in Title IV programs and the Tuition Assistance Program.  In May 2008, the Board of Regents voted to extend Globe Institute of Technology’s temporary authorization to award degrees until June 24, 2008.

 

On March 5-6, 2008, the Department made a site visit to Globe to determine whether it meets (1) the standards for program registration in the Commissioner’s Regulations; (2) the standards in Section 3.58 of the Regents Rules for Interim Guidelines for the Consent by the Board of Regents to the Transfer of Authority to Confer Degrees upon the Change of Ownership of a Proprietary College; and (3) the requirements in Part 4 of the Rules of the Board of Regents for institutional accreditation which expires December 31, 2008. 

 

The scope of this action is limited to the new owner’s compliance with Section 3.58 and Globe Institute of Technology’s compliance with the Program Registration Standards for the purposes of the Board of Regents granting permanent authority to Globe’s new owner to award degrees. The accreditation review is ongoing.  In December 2008, the results of the review will come before the Board of Regents with a recommendation regarding the renewal of Globe’s institutional accreditation.

 

Attached is a report of the Department’s findings about the new owner and its ability to meet the requirements of Section 3.58 and Globe Institute of Technology’s compliance with Part 52. On the basis of those findings, staff has determined that Globe’s faculty is appropriately credentialed, stable and in control of academic programs.  In addition, the curriculum is appropriate and at college level. 

 

Recommendation

 

It is recommended that the Board of Regents extend Globe Institute of Technology’s temporary authority to confer degrees until December 31, 2008 pending the Board of Regents vote on Globe’s application for renewal of institutional accreditation.

 

Timetable for Implementation

 

If the Board extends Globe’s authority to confer degrees, the new owner will continue to award degrees until December 31, 2008.

 

 

Attachment

DRAFT Site Visit Report

Transfer of Authority to Confer Degrees

Globe Institute of Technology

 

Background Information

 

Globe Institute of Technology is a New York business corporation located in Manhattan.  Established in 1994 as a non-degree school, it received from the Board of Regents in 1996 authority to award Associate in Occupational Studies (A.O.S.) degrees and to offer programs leading to that degree.  In 2000, the Regents authorized it to award Bachelor of Technology (B.Tech.) degrees and to offer B.Tech. programs in the physical sciences.  In 2002, the Board authorized it to award Bachelor of Business Administration (B.B.A.) degrees and to offer B.B.A. programs in business.  In February 2007, the Regents authorized Globe to award Associate in Applied Science (A.A.S.) degrees and to offer associate degree programs in the health professions.  The Commissioner has authorized Globe to operate an extension center in Monsey, Rockland County.

 

Globe offers associate degree programs in business, the health professions, and the physical sciences and baccalaureate programs in business and the physical sciences.  Between 1998 (when Globe received degree powers) and 2005, enrollment grew by 145.4 percent, from 681 students in the fall of 1998 to 1,671 in the fall of 2005.  Enrollment declined to 1,238 in the fall of 2006.  Enrollment for fall 2008 was 997 students, of whom 975 (97.8 percent) are full-time.  About 30 percent of the full-time students are Black or Hispanic.  On average, Globe, with an open admissions policy, accepts over 80 percent of its applicants.  In the Graduation Rate Action Plan, Globe describes its students, notwithstanding their ambitions and positive approach, as at risk for several reasons including English being their second language, financial difficulties, outside job obligations, the challenges of single parenthood and having limited prior academic preparation or few college level skills.  Since 1998, it has enrolled an average of 287 first-time students each year. 

 

Since 2004, Globe’s tuition and fees for full-time, matriculated students has been $9,136 per academic year.  The five-year financial plan projects average tuition and fees per full-time student to be $16,425 in 2008 and 2009, and to increase by 5 percent annually, for a projected full-time tuition of $19,014 in 2012.

 

Findings

 

              On March 5-6, 2008, an evaluation team assembled by the Department visited the Institute.  In preparation for the visit Globe prepared a self-study.  The team examined the self-study and supporting materials; met with faculty, students, the president, the dean and other administrators; and examined the facilities and other academic resources.

The site visit team members were:

 

Ward Deutschman, Ed.D.

Special Assistant for Operations and Information Management

Office of Student Affairs

Dowling College

Chair

 

Kathleen F. Egan

Associate

Office of College and University Evaluation

NYS Education Department

 

Jacqueline A. Kane, Ph.D.

Associate

Office of College and University Evaluation

NYS Education Department

Staff Liaison

William Kimmel

University Registrar

The New School

 

Theresa M. Maylone

University Librarian

St. John’s University

 

Gladys Palma de Schrynemakers, Ph.D.

Assistant Provost

Long Island University

 

Paul Thompson

Associate

Office of College and University Evaluation

NYS Education Department

 

 

General and Financial Information: 878 Education, LLC.

 

Standard (a) in §3.58(e)(6)(ii)

: Evidence confirming the prospective owner's capacity to operate the institution in compliance with the Education Law, program registration standards set forth in Part 52 of this Title, other Rules of the Board of Regents and Regulations of the Commissioner of Education, other State statutes and regulations, and Federal statutes and regulations, relevant to the operation of degree-granting institutions;

 

878 Education, LLC is a Delaware limited liability company created for the purpose of purchasing Globe Institute of Technology.  It is wholly owned by Marev Holdings, Inc., a Delaware corporation formed in 2000 as a private investment and management firm.  Martin Oliner, Esq., owns 81.45 percent of Marev Holdings; the balance is owned by the Oliner Family Trust, of which Mr. Oliner’s wife, Reva, is the trustee.  Mr. and Mrs. Oliner are the directors of 878 Education.  They reside in Lawrence, Nassau County.

 

Martin Oliner is an attorney in practice in New York State.  He holds J.D. and LL.M. degrees from New York University.  Mr. Oliner is the chief executive officer of First Lincoln Holdings, a real estate, insurance, and investment firm.  He was a founder of the San Francisco School of Osteopathic Medicine, which now is the Touro University College of Osteopathic Medicine.  He has taught at the NYU Law School, New York Law School, and the Touro College School of Law.  He has been a member of the Board of Trustees of Touro College for more than 15 years.

 

Reva Oliner has a B.A. degree and a master’s degree in education from Brooklyn College and was a doctoral student in education at Fordham University.  She has taught in the New York City public schools and at Brooklyn College. She is a trustee of the development board of St. John’s Episcopal Hospital, Far Rockaway, Queens.

 

Mr. Oliner has indicated that 878 Education, LLC intends to maintain ownership of Globe on a long-term basis.

 

Standard (b) in §3.58(e)(6)(ii)

: Evidence confirming that the prospective owner has sufficient financial resources to ensure satisfactory conduct of degree programs and achievement of the institution’s stated educational goals.

 

              A review of Marev Holdings’ federal corporate income tax returns for 2004, 2005, and 2006 indicate that it has substantial net assets available to support the acquisition of Globe.  Since the December 2007 Regents item, there is no additional information available to consider. 

 

Standard (c) in §3.58(e)(6)(ii)

: Evidence of the prospective owner’s experience operating an educational institution or other business or enterprise in an effective manner which demonstrates the prospective owner’s capacity to operate a degree-granting institution.

 

Neither Mr. nor Mrs. Oliner has past experience owning a higher education institution.  However, Mr. Oliner has experience with not-for-profit institutions of higher education, both as a founder of the San Francisco School of Osteopathic Medicine and as a trustee of Touro College for over 15 years.  In addition, they expanded the number of directors of 878 Education, LLC by adding persons experienced in higher education. Mr. Oliner has served as President and Chief Executive Officer since taking over the operation of Globe.  The academic leadership at Globe has continued under the new owner.  The team found the administration dedicated, actively engaged, proud of Globe’s mission and willing to extend themselves to their students.  However, the recent change in ownership has created a knowledge vacuum in senior-level administration.  At the time of the visit, Globe’s new owners were taking steps to address their inexperience by expanding the number of directors by adding persons experienced in higher education, employing field experts and actively recruiting professional leadership.

                                                                                                                                      

Standard (d) in §3.58(e)(6)(ii):

Evidence that postsecondary education institutions that the prospective owner operates in New York State or elsewhere, if any, are in compliance with Federal and state statutes and regulations and accreditation requirements relevant to the operation of such institutions.

 

              As noted, neither Mr. nor Mrs. Oliner has owned higher education institutions.  However, Mr. Oliner is a trustee of Touro College, which is operating in compliance with federal and State statutes and regulations and is accredited by the Middle States Association of Colleges and Schools.

 

Standard (e) in §3.58(e)(6)(ii)

: Evidence that the prospective owner has not engaged in fraudulent or deceptive practices.

 

              The Department’s review revealed no evidence of fraudulent or deceptive practices by 878 Education, LLC, Marev Holdings, or Mr. And Mrs. Oliner.  The site visit team did not observe any evidence of fraudulent or deceptive practices.

Program Registration Information: Globe Institute of Technology

 

FACILITIES/EQUIPMENT RESOURCES

 

52.2(a)(2) The institution shall provide classrooms, faculty offices, auditoria, laboratories, libraries, audio-visual and computer facilities, clinical facilities, studios, practice rooms, and other instructional resources sufficient in number, design, condition, and accessibility to support the curricular objectives dependent on their use.

 

52.2(a)(3) The institution shall provide equipment sufficient in quantity and quality to support instruction, research, and student performance.

 

Findings: Globe’s main location is situated at 291 Broadway in the City Hall area of lower Manhattan.  There is easy access to all forms of public transportation. Globe is a “vertical” commuter institution occupying approximately 60,000 square feet in an air-conditioned office building with its own entrance on Reade Street. The building is handicapped accessible.  There are 18 classrooms, a three-room library and six computer laboratories with a total of 195 computer workstations. Globe provides appropriate space for a combination Tutoring Center/Writing Center as described in the Graduation Rate Action Plan that has seen extensive use by students.  There are plans to separate the two centers and provide separate space for each service.  Globe’s web site is in the process of being redesigned.

 

              At the time of the visit, Globe had additional instructional facilities in Monsey, which is an approved extension center, and extension sites the Bronx.

 

              The new owner has settled all outstanding accounts , including overdue debts left by the previous owners and operational expenses related to faculty and staff salaries and facilities maintenance.

 

Library/Information Resources

 

52.2(a)(4) The institution shall provide libraries that possess and maintain collections sufficient in depth and breadth to support the mission of the institution and each registered curriculum.  Libraries shall be administered by professionally trained staff supported by sufficient personnel. Library services and resources shall be available for student and faculty use with sufficient regularity and at appropriate hours to support the mission of the institution and the curricula it offers.

 

Findings: The team found that as with other academic areas at Globe, the library has done a great amount of work in the months since new ownership has occurred.  The library director and staff show the same commitment to the students and mission of Globe as the faculty. Similarly, the library has not been overlooked by the new owners, and cash was made available immediately to satisfy creditors, such as book jobbers and database suppliers, to insure that the flow of new book orders could be assured. The library has asserted itself to take an active part in the academic life of Globe, and has clearly worked collaboratively with faculty.

 

The collaboration has been bi-directional. The library director serves on faculty committees and teaches a 3-credit online history class and a one-credit information literacy class. The literacy course has a well-designed syllabus, and an instructor’s guide that can be used by faculty members in addition to the library director. There has been substantial consultation with the library and the library director in the development of the Writing Across the Curriculum initiative.  It is anticipated that over time the information literacy and the writing initiative will grow more integrative with one another.

 

The staff of the library, who are appropriately credentialed for their responsibilities, is adequate.  With any growth in enrollment there will be a need for an additional full-time librarian to cover evening and weekend hours in a manner consistent with the professional services available during the day. The library is open seven days a week, and the hours on the weekend are generous.

 

The resources are balanced between electronic and paper, although journal subscriptions lag behind, and magazines are weighted toward trade journals. Globe’s library is a member of the New York Metropolitan Library Resources Council (METRO), the regional reference and research library resource systems organization.  They also make use of both the interlibrary loan services and the extensive professional development opportunities. Database subscriptions are primarily through NOVEL, and are thus available free of charge. There is a published (online) collection development policy which guides its acquisitions and de-acquisitions.

 

FACULTY

 

Competence And Credentials

 

52.2(b)(1) All members of the faculty shall have demonstrated by training, earned degrees, scholarship, experience, and by classroom performance or other evidence of teaching potential, their competence to offer the courses and discharge the other academic responsibilities which are assigned to them.

 

52.2(b)(4) At least one faculty member teaching in each curriculum culminating in a bachelor's degree shall hold an earned doctorate in an appropriate field, unless the commissioner determines that the curriculum is in a field of study in which other standards are appropriate.

 

52.2(b)(5) All faculty members who teach within a curriculum leading to a graduate degree shall possess earned doctorates or other terminal degrees in the field in which they are teaching or shall have demonstrated, in other widely recognized ways, their special competence in the field in which they direct graduate students.

 

Adequacy To Support Programs And Services

 

52.2(b)(2) To foster and maintain continuity and stability in academic programs and policies, there shall be in the institution a sufficient number of faculty members who serve full-time at the institution.

 

52.2(b)(3) For each curriculum the institution shall designate a body of faculty who, with the academic officers of the institution, shall be responsible for setting curricular objectives, for determining the means by which achievement of objectives is measured, for evaluating the achievement of curricular objectives, and for providing academic advice to students.  The faculty shall be sufficient in number to assure breadth and depth of instruction and the proper discharge of all other faculty responsibilities.  The ratio of faculty to students in each course shall be sufficient to assure effective instruction.

 

Evaluation, Professional Development, And Professional Involvement

 

52.2(b)(6) The teaching and research of each faculty member, in accordance with the faculty member's responsibilities, shall be evaluated periodically by the institution.  The teaching of each inexperienced faculty member shall receive special supervision during the initial period of appointment.

 

52.2(b)(7) Each member of the faculty shall be allowed adequate time, in accordance with the faculty member's responsibilities, to broaden professional knowledge, prepare course materials, advise students, direct independent study and research, supervise teaching, participate in institutional governance and carry out other academic responsibilities appropriate to his or her position, in addition to performing assigned teaching and administrative duties.

 

Findings: At the time of the site visit in March 2008, there were 23 full-time and 53 part-time faculty.  Faculty credentials were consistent with the disciplines in which they were teaching. There are no plans for any immediate faculty changes. Globe recruits, evaluates, and hires based on educational and professional experience, which includes a combination of an advanced degree in the appropriate field and years of both relevant teaching and professional experience.  There are no plans for any curricular changes until 2011, when Globe will consider expanding its baccalaureate degree programs to include Sports Science Management, Legal Office Management, and Hospitality Management.

 

A review of faculty credentials and the courses taught by specific faculty members shows that each baccalaureate program has at least one faculty member with a terminal degree.  In addition, faculty teaching in associate degree programs in many cases also have terminal degrees or training (for example, a CPA for an instructor in an associate-degree accounting course).

 

The team found that Globe’s faculty are highly qualified and committed to the institution and its students.  Faculty teaching loads are generally within normal levels and excessive overloads are not permitted.  Class sizes range from a maximum of about 30 down to 5 in some cases.

 

The role of faculty in Globe is largely traditional.  They are managed by an academic dean who bridges between the administration and the faculty.  A faculty curriculum committee is responsible for primary approval of new curricula after review by appropriate faculty and department personnel.  The deans, department chairs, and the faculty themselves act as an interoperating group to set curricula objectives, course content, new program designs, and evaluation standards.

 

Under the Academic Dean’s leadership, the faculty devises, develops, and evaluates all academic programs.  All full-time and part-time faculty attend the general faculty meeting at least once a semester.  The Curriculum and Faculty Affairs Committee meets at least once a semester and more often as necessary to consider all matters relating to academic programs and the faculty.  The Institutional Effectiveness Plan describes the assessment measures and methodologies to be used through the annual Outcomes Assessment process.  Globe has implemented an external program review process. 

 

Faculty are evaluated formally by administrative observation and informally by interaction with peers, on essentially a continuing basis.  According to faculty, Globe sets aside $1500 per full-time faculty member per year to be used for attendance at conferences, journal subscriptions and other individual development activities.  There are also group faculty development opportunities in which faculty share their new information and skills with each other. 

 

CURRICULUM

 

College Level and Integrity of Credit

 

52.1(f) Each course offered for credit by an institution shall be part of a registered curriculum offered by that institution, as a general education course, a major requirement, or an elective.

 

52.2(c)(3) Credit toward an undergraduate degree shall be earned only for college level work.  Credit toward a graduate degree shall be earned only through work designed expressly for graduate students.  Enrollment of secondary school students in undergraduate courses, of
undergraduates in graduate courses, and of graduate students in undergraduate courses shall be strictly controlled by the institution.

 

52.2(c)(5) The institution shall assure that credit is granted only to students who have achieved the stated objectives of each credit-bearing learning activity.

 

50.1(o) Semester hour means a credit, point, or other unit granted for the satisfactory completion of a course which requires at least 15 hours (of 50 minutes each) of instruction and at least 30 hours of supplementary assignments, except as otherwise provided pursuant to section 52.2(c)(4) of this Subchapter.

 

Coherence

 

52.1(b)(3) To be registered, each curriculum shall show evidence of careful planning.  Institutional goals and objectives of each curriculum and of all courses shall be carefully defined
in writing, and a reviewing system shall be devised to estimate the success of students and faculty in achieving such goals and objectives.  The content and duration of curricula shall be designed to implement their purposes.

 

52.2(c)(1) In addition to the requirements of section 53.3 of this Subchapter, the objectives of each curriculum and its courses shall be well defined in writing.  Course descriptions shall clearly
state the subject matter and requirements of each course.

 

Length To Completion

 

52.2(c)(2) For each curriculum, the institution shall assure that courses will be offered with sufficient frequency to enable students to complete the program within the minimum time for completion, in accordance with paragraphs (6) - (10) of this subdivision.

 

Findings: Credits required and awarded, along with course lengths specified by Globe, indicate that that these standards are satisfied for both associate and baccalaureate degree programs.  A review of the catalog and course outlines for both credit degree courses and non-credit (e.g., ESL) courses indicates that credit is only granted for appropriate courses.

 

It was evident to the team that Globe recognizes the significance of overall assessment to the health of the institution and is making good progress in developing and implementing strategies to evaluate how well it is meeting its educational mission and programmatic goals.  Several assessment documents exist for a number of educational programs and were available to the site visitors. Globe has an operational Outcomes Assessment Committee, which has recently begun its work with reviewing and revamping course syllabi to reflect course goals and student learning objectives; departments/programs also appear to have developed goals and objectives; and useful information, surveys, and other reports exist. 

 

Globe has a range of assessment documents and processes as evidenced in the Self-Study document, departmental and program plans, and syllabi. It is clear that the institution has conducted extensive assessments, collected data, and made several subsequent changes that are affecting student learning.

 

According to the Self-Study assessment plan, administrators and faculty the programs undergo outside evaluation every five years, several within the last few years.  The Business Department is currently involved in such a review.  External reviewers are invited to engage in classroom observations, interviews with faculty, analysis of course outlines, final examinations, etc.  The courses are also subjected to internal review.  The Business Department also uses the capstone (internship) course as a way to calibrate student knowledge and preparation for work.  Evaluation of the internship course is done by both the faculty and field supervisors.

 

In meeting with faculty, the team found faculty enthusiastic about and clearly engaged in assessing student learning on the course and program levels.  For example, an active and participatory discussion ensued about various mechanisms and structures for assessment of student learning, including program review, professional development, and the redesign of syllabi, to mention a few.

 

Globe’s catalog is comprehensive and explicit in outlining the requisite policies regarding enrollment in courses and what is required for the completion of the degree or program of study, including specific course-of-study outlines.  Course syllabi list prerequisites, in addition to the course outline, assignments, and course calendar, which are consistent with the description in the undergraduate catalog.

 

Course outlines are highly structured and standardized.  A review of sample Course Syllabi in the Self-Study indicates use of a standard syllabus format that includes the following:  Learning Objectives; Method of Instruction; Required Texts; Evaluation Systems; Assignments; Rules and Regulations; and Plagiarism Policy. These policies appear consistent and complete.

 

A review of student performance in a sample of introductory- and intermediate-level courses offered sequentially in a specific subject area resulted in course revisions to strengthen student achievement.  At the time of the March site visit, the curricular objectives and student expectations were stated in the catalog, printed materials, and online.  The syllabi and curricular materials that were supplied and reviewed were standard curriculum materials expected of college programs.  From reviewing Globe’s bulletin and sample course syllabi, and by attending credit courses and interviewing students onsite, it is evident that the student learning experiences are reliable indicators of the methods of instruction, which themselves are fully consistent with the purposes and objectives of the program.  For example, students in English 103--English Composition--are expected to write college-level compositions and a research paper, requirements that are clearly stated in both the course syllabus and catalog description. The texts and objectives for this course support what is normally expected in the curriculum of a college-level, 3-credit English composition course. Faculty who lead the English Composition session were observed to be enthusiastic about engaging their students in thinking about the writing process, implementing strategies to improve writing skills, and establishing a classroom venue favorable to student learning. 

 

              During the site visit, the team reviewed student portfolios with sample student research papers and students’ work during the visit to the ESL and English Composition classes.  The team found all reviewed samples to be college-level work.  The samples viewed during the class visits were also determined to be suitable for a college-level composition course.

 

ADMISSIONS

 

52.2(d)(1) The admission of students shall be determined through an orderly process using published criteria which shall be uniformly applied.  Among other considerations, the admissions process shall encourage the increased participation in collegiate programs at all levels of persons from groups historically underrepresented in such programs.

 

52.2(d)(2) Admissions shall take into account the capacity of the student to undertake a course of study and the capacity of the institution to provide the instructional and other support the student needs to complete the program.

 

52.2(f)(2) The institution shall assure that whenever and wherever the institution offers courses as part of a registered curriculum it shall provide adequate support services.

(See also 52.2(b)(3) under Faculty-Adequacy to Support Programs and Services.)

(See also 52.2(e)(5) under Administration.)

 

Findings: In 2006, 23.5 percent of full-time students, statewide, earned associate degrees from the institution they entered three years earlier, according to the Higher Education Data System (HEDS). Globe’s graduation rate at three years after entrance is 8.2% percent.  With respect to baccalaureate students, the data cohort is from 2004 therefore there are no data presented for a 6-year rate.  Data provided on-site showed that of 247 students who had graduated with baccalaureate degrees, 110 had completed either Globe’s associate degree programs and/or its certificate program.  The new owner in recognition of downward graduation trend under the previous owner has submitted to the Commissioner a Graduation Rate Action Plan which implements some immediate strategies included in the findings of this report and initiates an ongoing evaluation of causes to enable the creation and implementation of a comprehensive retention plan.

 

The Office of Admissions is staffed by a Director of Admissions and 5 full-time admissions representatives.  Prior to September 2007, the office was staffed with 10 admissions representatives.  Applicants file a four-page Application for Admission, which can be submitted in hard copy or online through the institution’s website. 

 

Admissions policies and procedures are clearly articulated in the Undergraduate Catalog in great detail, with special emphasis on procedures relating to Placement Testing and Basic Skills Requirements.  Given Globe’s dedication to attracting students from diverse backgrounds and traditionally underrepresented groups, this last requirement plays an important part in the evaluation and acceptance of many of their students.  The Director of Admissions confirmed that her office adheres to the process described in the Catalog in order to enable the admissions process to best serve underrepresented students.  The make-up of Globe’s student body – one-third Asian, one-third African American or Hispanic, and one-third Caucasian – attests to the success of this approach in supporting Globe’s mission.

 

Globe uses a wide range of recruitment methods to reach potential applicants from area high schools and communities, as well as from European, Asian, and South American countries.  According to the Director, recent events at Globe have prevented her from marketing and advertising as she has in the past, resulting in decreased applications and admissions.  She continues to recruit at local college fairs and relies on good word of mouth to advertise Globe.  Many of the admissions representatives speak languages in addition to English and therefore are able to communicate with a wide range of prospective students. 

 

Applicants must submit complete applications including all appropriate documentation.  Students without a high school diploma or GED must take and pass the COMPASS or, if English is not their native language, the CELSA.  These exams also are used for placement purposes.  Once admitted, students are tested for placement unless they received a 550 on the SAT verbal and math or comparable scores on the ACT.  Students with 15 or more credits with a 2.0 from an accredited college are also exempt.  Students are placed in math, reading, writing, or ESL based on the results of their placement exam results.  The team found that students are admitted to Globe in accordance with their stated admissions policies and procedures.  Generally Globe accepts more than 80 percent of all its applicants.

 

The Director of Admissions was unaware of the persistence rate of transfer students, specifically, that, according to Globe’s self-study, only 14% of transfer students who matriculated in the Fall 2006 semester continued into their second semester.  This lack of knowledge on her part illustrates a disconnect between the admissions process and the ultimate success of admitted students, suggesting that some portion of the second Admissions Standard – that Admissions shall take into account both the capacity of the student to undertake a course of study and the capacity of Globe to provide the instructional and other support the student needs to complete the program – has not been given sufficient attention and emphasis.  Instead, the admissions process seems to focus more on the need to enable all interested applicants to become Globe students, rather than the need to assess good student and program fit.

 

As part of the Graduation Rate Action Plan, Globe recently created a Retention Committee comprised of members of the faculty and chaired by the Chair of the Business Department.  The Retention Committee meets regularly, reviews attendance records provided by the Registrar’s Office and examines the results of the “early alert quiz” administered in every class in the 4th week of each semester.   The Committee identifies students who have been absent from class or who have been identified as having areas of potential difficulty and contacts them by mail and by phone.  The Committee also shares this information with other faculty members for additional intervention if necessary.  The system described in the Graduation Rate Action Plan of collected student cell phone numbers and e-mail addresses has been implemented, so that faculty can readily address class absences and communicate with students about areas of academic difficulty.

 

Members of the Committee reported to the site visit team that through this process they have been able to resolve issues on a case-by-case basis thereby affecting the retention of individual students.  They have also analyzed the information they have gathered from their interventions and have taken steps to design more programmatic retention efforts in support of the Graduation Rate Action Plan.     For example, the Committee arranged a Student Support Week in the fall and invited representatives from different administrative offices to staff information tables in a “fair” setting. 

 

During the site visit, the Retention Committee described the institution’s Reassessment Procedure, a process whereby a student can request that the Retention Committee conduct a review of an academic decision or other matter involving a faculty member.  This is a new process and the Retention Committee reported receiving positive feedback from those students and faculty who had been engaged in the process to date.  However, the Retention Committee reported that in all instances thus far, they have sided with the faculty member. 

 

 

Globe staff reported that of the current cadre of 212 baccalaureate degree students, 65 are students who transferred credits earned at other colleges (2 have since earned Globe associate degrees and continued in the baccalaureate program) or came to Globe with associate degrees from other colleges, and 147 entered as freshmen.  Of these 147 students who entered Globe as freshmen, 45 have earned associate/certificate degrees and continued on at Globe.  

 

Globe employs a Dean of Student Services who uses the assistance of work study students to support the work of her office.  She provides highly individualized support to students upon request; guidance, support and oversight to student activities and groups; and coordination of Globe’s student orientation program.  As described in the Graduation Rate Action Plan, she is exploring expanding current services to aid the Globe student population, such as additional information sharing about resources available to single parents, working students and others who need assistance beyond just traditional academic support.  

 

The Institutional Effectiveness Plan describes the mission, goals and objectives of the Division of Student Services through June 30, 2008, including those of Career Services, Counseling Services and Student Activities.  However, the Division is not appropriately staffed at this time to achieve the goals and objectives listed in the Plan, specifically for those listed for the areas of Career Services and Student Activities.

 

ADMINISTRATION

 

Responsibility

 

52.2(e)(1) Responsibility for the administration of institutional policies and programs shall be clearly established.

 

52.2(e)(2) Within the authority of its governing board, the institution shall provide that overall educational policy and its implementation are the responsibility of the institution's faculty and academic officers.  Other appropriate segments of the institutional community may share in this responsibility in accordance with the norms developed by each institution.

 

Findings: The team found that administrative staff are dedicated and actively engaged in their areas of responsibility.  It was also clear that they take pride in Globe’s mission and extend themselves to help non-traditional students succeed at Globe.  The administration is meeting with consultants to evaluate and develop an integrated student record tracking and computerized course review to more effectively track student degree progress and measure satisfactory academic progress more often, in support of the Graduation Rate Action Plan.

 

During the transition between owners, a number of administrators have departed, creating a knowledge vacuum.  Discussions with the President, the President’s Assistant, and the Dean of Administrative Services made clear that, however committed they are to the mission and success of Globe, they lack training in the fundamentals of college administration.  They have begun to address these deficiencies by employing consultants for the short term.  Discussion with the new owner, who is acting as President indicates that he is generally aware that the new administration is largely inexperienced in higher education and that the school is actively engaged in recruiting professional leadership. 

 

It is clear that the Academic Dean and faculty are enthusiastic about their work and the future of the college.  The Dean of Academic Affairs supervises and monitors all extension site activities to assure compliance with the Commissioner’s Regulations and integration of all activities with the Globe community, in accordance with the Graduation Rate Action Plan.  It is equally clear that the various other critical functions of the college, such as student support services, are staffed and guided with widely varying degrees of support and expertise

 

There is a completed Teach-Out agreement in place between Globe and Mercy College, documented in the Self-Study, agreed to by the new owner, and a statement that this agreement was accepted by NYSED on October 26, 2007.

 

Policies

 

52.2(e)(3) The institution shall establish, publish and enforce explicit policies with respect to:

 

(i)           academic freedom;

 

(ii)          the rights and privileges of full-time and part-time faculty and other staff members, working conditions, opportunity for professional development, workload, appointment and reappointment, affirmative action, evaluation of teaching and research, termination of appointment, redress of grievances and faculty responsibility to the institution; and

 

(iii)         requirements for admission of students to the institution and to specific curricula, requirements for residence, graduation, awarding of credit, degrees or other credentials, grading, standards of progress, payment of fees of any nature, refunds, withdrawals, standards of conduct, disciplinary measures and redress of grievances.

 

52.2(e)(4) Academic policies applicable to each course, including learning objectives and methods of assessing student achievement, shall be made explicit by the instructor at the beginning of each term.

 

Globe’s 2006-2008 Undergraduate Catalog provides information to students on the following required elements, among others: academic freedom, institution and program admission, graduation, awarding of credit, degrees and other awards, grading, standards of progress, fees, refunds, withdrawals, disciplinary measures, and redress of grievances. Both the student and faculty handbooks describe standards of conduct.  Statements in Globe’s catalog and website regarding recognition by the Board of Regents are accurate and in accordance with Regents Rules.  Placement testing requirements are stated on the application form and in the college catalog.  Ability-to-benefit requirements and testing procedures are listed in the catalog and on the application form.  Advanced standing opportunities are also listed in the catalog. 

 

Globe has a brief academic grievance statement which is listed in its college catalog.  This statement references an existing grievance policy and directs the reader to request details of the policy from the Academic Dean.  Also listed in the catalog is the Procedure to Appeal a Final Grade. 

 

Likewise, a review of the faculty handbook confirms that Globe publishes policies or information on such required elements as the rights and privileges of faculty, working conditions, opportunity for professional development, workload expectations, appointment and reappointment, affirmative action, evaluation of teaching and research, termination of appointment, redress of grievances, and faculty responsibility to the institution.

 

Student Advisement and Records

 

52.2(e)(5) The institution shall provide academic advice to students through faculty or appropriately qualified persons.  The institution shall assure that students are informed at stated intervals of their progress and remaining obligations in the completion of the program.

 

52.2(e)(6) The institution shall maintain for each student a permanent, complete, accurate, and up-to-date transcript of student achievement at the institution.  This document will be the official cumulative record of the student's cumulative achievement.  Copies shall be made available at the student's request, in accordance with the institution's stated policies, or to agencies or individuals authorized by law to review such records.

 

The Registrar’s Office is staffed by two full-time employees.  The Office receives a student’s file from the Admissions Office when the file is complete and the student is ready to register for the first time.  Transfer credit is evaluated by the chair of each academic department and is reported to the Registrar.  The Registrar monitors course schedules and provides attendance monitoring in the form of attendance report print-outs that are distributed to faculty and to Globe’s Retention Committee.  Faculty members are responsible for entering their own grades. The Registrar provides each faculty member with a final copy of their entered grades for approval/changes.  Students can access their grades online using a dedicated computer located in the building.  Grade reports are not automatically distributed or mailed; grade reports are distributed only upon a student’s request.  Maintenance of other student records, like grade rosters and registration forms, follows common practices.  Generally, academic transcripts are complete and clear in presentation.

 

According to Globe’s Self-Study, students supply the following documents to the Admissions Office for inclusion in the student file:  Application for Admission; Picture ID; Social Security Card; High School Diploma/Equivalent; High School Transcript; College Transcript; Name Change; Immunization Record (MMR and Meningitis).  The Registrar stated that, in addition, when students graduate, a copy of their degree audit and a final academic transcript are placed in the student file. 

 

The Office of Academic Affairs coordinates the activities of full-time professional academic advisors.  This office includes a director and advisors who are located in one location in the main college building.  Although some students request the services of specific advisors with whom they have previously consulted, all academic advisors have the ability to assist all students at any time throughout the year so that service to the student is timely.  Office hours and location are listed in the student handbook.

 

When a student consults with an advisor for the first time, the advisor uses placement test results, degree program outlines, and a listing of approved transfer credit in order to appropriately counsel and register the student. 

 

During the site visit, academic advisors reported that they regularly share information with the Registrar’s Office and with the Office of Academic Affairs, and are kept informed of any changes in curriculum and course offerings.

 

Other Requirements

 

52.2 (f) Other requirements. The institution shall assure:

 

• that all educational activities offered as part of a registered curriculum meet the requirements established by statute, the rules of the Regents or this Part; and

 

(2) that whenever and wherever the institution offers courses as part of a registered curriculum it shall provide adequate academic support services.

 

Information for Students and Potential Students

 

53.3 Information to be provided.

 

Information shall be provided on financial assistance available to students, costs of attending the institution, the refund policy of the institution, and the instructional programs and other related aspects of the institution, as provided in this section.

 

(a) Information on financial assistance available to students shall be provided for each of the aid categories listed in this subdivision. The information printed for each program of financial assistance available to students at that institution, and for which student application is required, shall include: application procedures, including a description of forms and their preparation, method of selection of recipients and allocation of awards, award schedule, and rights and responsibilities of recipients. Standard current descriptions of State and Federal financial assistance programs will be provided by the Education Department in cooperation with the Higher Education Services Corporation to the institutions subject to the provisions of this Part. These descriptions, or some other descriptions providing the required information, along with current procedures and definitions related to emancipated student status, shall be provided by the institutions to persons identified in section 53.2 of this Part. Where summary information is provided, an institutional office where detailed information can be obtained shall be identified.

 

(1) State programs. Information shall be provided for those of the following programs for which students at the institution may be eligible: the Tuition Assistance Program (TAP), Regents College Scholarships, Regents Nursing Scholarships, Regents Awards for Children of Deceased or Disabled Veterans, State Assistance for Native Americans, guaranteed student loans, and also special programs for the economically and educationally disadvantaged including the Higher Education Opportunity Program (HEOP), Education Opportunity Program (EOP), Search for Education and Elevation through Knowledge (SEEK), College Discovery (CD) Program, and the Work Incentive (WIN) Program. Any other State program which accounts for 10 percent or more of the total State student aid administered by the institution shall also be described in similar detail and terminology.

 

(2) Federal programs. Information shall be provided for those of the following programs for which students at the institution may be eligible: the Basic Educational Opportunity Grants (BEOG) program, Supplemental Educational Opportunity Grants (SEOG), National Direct Student Loans (NDSL), College Work Study (CWS) program, social security payments to children of deceased/disabled parents, Federal aid to Native Americans, and Veterans Administration educational benefits. Any other Federal program which accounts for 10 percent or more of the total Federal student aid administered by the institution shall also be described in similar detail and terminology.

 

(3) Local institutional programs. Information shall be provided on grants, scholarships, waivers, deferrals, loans, including small emergency loans, and work-study arrangements which are administered by the institution. Financial aid programs involving awards of $300 or more per year shall be individually listed, including restrictions if any. The number and average value or programs with awards of less than $300 per year shall be provided, along with the name, address and telephone number of an institutional office from which more detailed information can be obtained.

 

(b) Costs of attending the institution for each of the cost categories listed below shall be provided. Estimates, so indicated, may be used where exact figures are unavailable or inappropriate. Where summary information is provided, an institutional office where detailed information can be obtained shall be identified.

 

(1) Tuition and fees. Information shall be provided on all assessments against students for direct educational and general purposes. A brief description of purpose of any mandatory fee shall be included if the purpose of such fee is not apparent from its name. Course fees and lab fees shall be clearly identified. Conditions under which nonmandatory fees need not be paid shall be clearly stated.

 

(2) Books and supplies. Estimated costs of textbooks, books, manuals, consumable supplies and equipment, which a student should possess as a necessary corollary to instruction, shall be provided. Separate estimates shall be provided for major program categories for which such costs vary more than 25 percent from the average for the entire institution.

 

(3) Room and board. Costs of housing and food services operated by the institution shall be provided where such services are available. Estimated costs of similar accommodations available in the community shall also be provided. These figures shall be consistent with estimated student budgets prepared by the institution’s financial aid office.

 

(4) Other living expenses. Estimated cost of personal expenses applicable to students devoting primary efforts to pursuit of educational objectives shall be provided. This estimate shall be consistent with similar figures defined by the institution’s financial aid office.

 

53.3 (c)             The institution shall state its policy concerning refunds due to failure of students to complete an academic term for any reason.  The policy shall include the percentage or amount of tuition, fees, institution-operated room and board, and other assessments to be refunded after specified elapsed periods of time.

 

Findings: A review of Globe’s catalog and student handbook demonstrate that students are provided with a clear course of study upon entering the institution. The bulletin is comprehensive and explicit in outlining the requisite policies regarding enrollment in courses and what is required for the completion of the degree or program of study, including specific course-of-study outlines.  Course syllabi are consistent with the description in the undergraduate catalog.

 

The catalog contains explicit information about the costs of attending the institution: tuition and fees, books and supplies, room and board, and other living expenses.  This information is contained in the Tuition and Fees and Financial Aid sections of the catalog.  Under the new owner, Globe is participating in all eligible state and federal financial aid programs. 

 

Globe’s academic calendar consists of fall, spring, and summer semesters "to allow students to accelerate their studies."  According to the catalog, students are expected to attend all three semesters once they begin.  For a fee, students may maintain matriculation.  The full-time course load is described as 12 or more credit hours per term; part-time is less than 12 credits per semester.

 

In general, the degree, certificate, and diploma programs are accurately described in the catalog and institution website.  The Department's inventory of registered programs (IRP) contains three certificate programs that are not listed in the catalog or website (Business Management: Legal Management; Computer Programming; and Mainframe Computer Programming), and in one instance the title of a program in the catalog and Self-Study (Computer Programming, B. Tech.) does not match the IRP title (Computer Systems).  In the latter case, the Self-Study notes the name of the B. Tech program was changed from Computer Systems to Computer Programming.  Globe’s catalog, website, and Self-Study do not promote any programs that are not registered by the Department.

 

Program descriptions and requirements, facilities (including library access), full-time faculty, the academic calendar, and grading policies are appropriately described in the catalog.  According to the updated (fall 2007) summary faculty data in the Self-Study, there are 53 part-time faculty at Globe; the catalog (current as of September 1, 2006) lists only 20 part-time faculty.  The variation in full-time faculty numbers in the two sources is modest and not unexpected given the dates of the source information: 23 in the Self-Study, versus 26 in the catalog.

 

Placement data published in the catalog is limited to the responses to a survey of 2004-05 graduates; 95 percent of baccalaureate respondents and 96 percent of associate degree respondents indicated that they are working in the field of study, in a related field, or are continuing their education.  The Self-Study provides that data for 2005-06 (91.7 percent) and 2006-07 (73.2 percent). No break down of employment outcomes is displayed by major or discrete curricular areas. A notice on Globe’s website indicated that the site was under construction; at the time, it did not contain placement data.

 

Current or successive-year student retention rates are not published in the catalog, although they appear in the Self-Study.  The catalog references 2001 general retention data, undifferentiated by program/degree.

 

Globe's 150-credit, CPA-preparation program has been registered since January 2004, so there are no Globe CPA candidates who have taken the Uniform CPA Examination. As a result, there is no CPA examination performance data available to publish.

 

In a June 2007 letter, the US Department of Education denied Globe its request to renew its agreement to participate in programs authorized under Title IV based on findings indicating that Globe failed to adhere to fiduciary standards of conduct as required under the Title IV regulations.  Specifically, Globe disbursed funds to ineligible students, disbursed funds at ineligible locations, falsified documentation, and made numerous misrepresentations to the Department.  A follow-up letter from the Department to former owner Oleg Rabinovich dated September 10, 2007 stated that Globe’s request for a rescission of the Department’s recertification denial of June 19 had been denied.

 

A December 2007 letter from Martin Oliner to Spear Consulting CPA, Independent Accountant, confirmed that Globe’s new owners are taking the necessary corrective steps to address their findings.  Globe currently receives Title IV funding and has submitted its applications to USDE for recertification. 

 

Review of Title IV audits for the last three years revealed the following:  in years 2004-05 and 2005-06, the auditor found that Globe complied in all material respects with the requirements including default rates. 

 

The Director of Financial Aid identified for the team numerous procedures being implemented to ensure compliance with Title IV requirements, including enforcement of certified translations of foreign high school diplomas and increased training of staff regarding financial aid regulations.

 

Owner’s Plan for Operation of the Institution

 

878 Education, LLC is taking steps to address their inexperience by expanding the number of directors by adding persons experienced in higher education, employing field experts and actively recruiting experienced professional academic leadership.  Mr. Oliner will serve as president during the transition while working to have all temporary and interim approvals converted to full approvals and to close open investigations.  Once all issues are resolved, including accreditation renewal and transfer of degree-granting authority, the new owner intends to conduct a search for a qualified individual to carry out Globe’s mission as President of the institution.

 

According to the application, Globe’s mission will be to continue to “provide an education to students from diverse backgrounds, including those who have traditionally been underrepresented in higher education and to provide students with market-ready skills necessary for successful career entry, development and advancement.”

 

Globe’s November 2007 five-year financial plan projects full-time enrollment growing by an average of about 76 students per year, from 930 in 2008 to 1,235 in 2012.

 

Globe is authorized to operate an extension center in Monsey, Rockland County.  However, the new owner is in the process of streamlining instruction.  Operations at the extension center have been temporarily suspended and consolidated to the main campus.

 

Globe plans to continue to implement the Graduation Rate Action Plan submitted to the Department which will lead to the development of a comprehensive long-term plan to provide the specific resources necessary for Globe’s unique student population to graduate and complete their educational goals.  In support of the plan, a new Director of Admissions has been retained and will begin on July 1, 2008.  He has been employed in higher education for at least 8 years, working in admissions in the proprietary sector. 

 

Training for the staff of the Admissions Office to become more attuned to the viability of each candidate with an emphasis on finding the right fit between the student and the institution has been initiated and will continue.  In further support of the Graduation Rate Action Plan, the admissions process has become more focused and targeted to students who are committed to overcoming any earlier academic shortcomings and eager to utilize Globe’s tutoring and advising programs for advancement.

 

The new owner recognizes that a key element of student retention is the quality of student services.  To that end, he is committed to providing additional staff resources in the student services area.

 

Globe will be continuing the implementation of the Institutional Effectiveness Plan to promote the quality of student achievement. The Institutional Effectiveness Plan describes the assessment measures and methodologies to be used through the annual Outcomes Assessment process.

 

There are no plans for any immediate faculty changes. When making hiring decisions, Globe will recruit, evaluate and hire based on educational and professional experience which will include a combination of an advanced degree in the appropriate field and years of both relevant teaching and professional experience.  There are no plans for any curricular changes until 2011, when Globe will consider expanding its baccalaureate degree programs to include Sports Science Management, Legal Office Management, and Hospitality Management.