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TABLE OF CONTENTSS 1

TABLE OF CONTENTS

Institutional Characteristics ........................................................................................ 3

Introduction ............................................................................................................ 17

Institutional Overview .............................................................................................. 19 Data First Form - General Information .................................................................. 26

Standard One - Mission and Purposes Narrative .......................................................... 27 Data First Form - Mission and Purposes ................................................................. 34

Standard Two - Planning and Evaluation Narrative ...................................................... 35 Data First Form - Planning and Evaluation ............................................................. 45

Standard Three - Organization and Governance Narrative ............................................ 47 Data First Form - Organization and Governance ..................................................... 56 Data First Form - Locations and Modalities ............................................................ 58

Standard Four - The Academic Program Narrative ....................................................... 60 Data First Form - Summary Enrollment and Degrees .............................................. 93 Data First Form - Headcount by Undergraduate Major ............................................. 94 Data First Form - Headcount by Graduate Major ..................................................... 96 Data First Form - Credit Hours Generated by Department ....................................... 97

Standard Five – Faculty Narrative .............................................................................. 98 Data First Form - Rank, Gender, and Salary ........................................................ 108 Data First Form - Highest Degrees and Teaching Assignments ............................... 109 Data First Form - Appointments, Tenure, Departures, and Retirements ................... 111 Data First Form - Number of Faculty by Department ............................................. 112

Standard Six - Students Narrative ........................................................................... 113 Data First Form - Admissions ............................................................................. 138 Data First Form - Enrollment ............................................................................. 140 Data First Form - Financial Aid, Debt, and Developmental Courses ......................... 142

Standard Seven - Library and Other Information Resources Narrative ........................... 144 Data First Form - Library .................................................................................... 153 Data First Form - Information Technology ........................................................... 155

Standard Eight - Physical and Technological Resources Narrative ................................ 157 Data First Form - Physical and Technological Resources ........................................ 171

Standard Nine - Financial Resources Narrative .......................................................... 174 Data First Form - Statement of Financial Position/Net Assets ................................. 184 Data First Form - Statement of Revenues and Expenses ........................................ 186 Data First Form - Statement of Debt ................................................................... 188 Data First Form - Supplemental Data .................................................................. 189

Standard Ten - Public Disclosure Narrative ............................................................... 190 Data First Form - Public Disclosure ..................................................................... 196

Standard Eleven - Integrity Narrative ...................................................................... 202 Data First Form - Integrity ................................................................................. 207

TABLE OF CONTENTSS 2

APPENDICES

Appendix 1 Affirmation of Compliance - Federal Regulations Relating to Title IV ....... 210

Appendix 2 Audited Financial Statements and Management Letter ......................... 213

Appendix 3 E and S Series Forms on Student Success .......................................... 254

Appendix 4 Wentworth Institute of Technology Self-Study Teams .......................... 268

Appendix 5 Academic Catalog ........................................................................... 271

Appendix 6 Factbook and President’s Annual Report ............................................ 272

Appendix 7 Enrollment and Retention Report ...................................................... 273

Appendix 8 Post-graduation Employment and Graduate School Report ................... 274

INSTITUTIONAL CHARACTERISTICS 3

INSTITUTIONAL CHARACTERISTICS

Date Completed: August 10, 2011 1. Corporate name of institution: Wentworth Institute of Technology

2. Date institution was chartered or authorized: April 5, 1904

3. Date institution enrolled first students in degree programs: May 1956

4. Date institution awarded first degrees: May 1957

5. Type of control:

Public Private

State Independent, not-for-profit

City Religious Group (Name of Church)

Other Proprietary

6. By what agency is the institution legally authorized to provide a program of education beyond high school, and what degrees is it authorized to grant?

Commonwealth of Massachusetts/Massachusetts Board of Higher Education "The purposes of the Corporation shall be to furnish education in the mechanical arts and sciences, and to determine and regulate the courses of instruction in the Institute, with the right to grant degrees at the associate and baccalaureate levels in fields of science, engineering and technology, and the Master of Architecture degree and the Master of Science in Construction Management degree; to confer appropriate honorary doctorate and ex officio degrees, together with the right to confer such other degrees as may be approved by the Board of Higher Education, to engage in research associated with such education, and to engage in other activities in pursuit of such education and research; to provide educational, curricular, faculty training and consulting services for other educational institutions; and generally to provide educational, research and other learned services to the public and its institutions at large."

Wentworth Institute of Technology, Articles of Amendment Approved by the Massachusetts Board of Higher Education, May 4, 2010

7. Level of postsecondary offering (check all that apply)

Less than one year of work First professional degree

At least one but less than two years Master’s and/or work beyond the first professional degree

Diploma or certificate programs of Work beyond the master’s level at least two but less than four years but not at the doctoral level

INSTITUTIONAL CHARACTERISTICSS 4

Associate degree granting program A doctor of philosophy or of at least two years equivalent degree

Four- or five-year baccalaureate Other doctoral programs degree granting program 8. Type of undergraduate programs (check all that apply)

Occupational training at the Liberal arts and general crafts/clerical level (certificate or diploma)

Occupational training at the technical Teacher preparatory or semi-professional level (degree) Two-year programs designed for Professional full transfer to a baccalaureate degree

9. The calendar system at the institution is:

Semester Quarter Trimester 10. What constitutes the credit hour load for a full-time equivalent (FTE) student each

semester?

a) Undergraduate: Varies by program and semester (12 credit hours minimum)

b) Graduate: Varies by program and semester (12 credit hours minimum)

c) Professional: Varies by program and semester (12 credit hours minimum)

11. Student population:

a) Degree-seeking students (Fall 2010):

1. Includes 567 students on COOP at 0 credit hours 2. Based on 18 credits and does not include the 567 on COOP 3. FTE based on 18 credits

b) Number of students (headcount) in non-credit, short-term courses: 162

Undergraduate Graduate Total

Full-time student headcount 32851 78 3363

Part-time student headcount 436 46 482

FTE 27252 913 2816


12. List all programs accredited by a nationally recognized, specialized accrediting agency.

Program Agency Accredited since

Last Review Next Review

Architecture (MS) National Architectural Accrediting Board 1992 2006 2012

Civil Engineering Technology (BS)

Accreditation Board for Engineering and Technology (TAC) 1981 2011 2017

Computer Engineering Technology (BS)


Computer Networking (BS)

Accreditation Board for Engineering and Technology (CAC) 2009 2011 2013

Computer Science (BS) Accreditation Board for Engineering and Technology (CAC) 2009 2011 2013

Construction Management (BS)

American Council for Construction Education; International Assembly for Collegiate Business Education

1993 2004

2006 2004

2013 2014

Electromechanical Engineering (BS)

Accreditation Board for Engineering and Technology (EAC) 2002 2008 2013

Electronic Engineering Technology (BS)


Industrial Design (BS) National Association of Schools of Art and Design 2004 2011 2021

Facilities Planning and Management (BS)

International Facility Management Association; International Assembly for Collegiate Business Education

2004 2004

2010 2004

2016 2014

Interior Design (BS) Council for Interior Design Accreditation 1991 2011 2017

(anticipated)

Management (BS) International Assembly for Collegiate Business Education 2004 2004 2014


Mechanical Engineering Technology (BS)


Project Management (BS) International Assembly for Collegiate Business Education 2004 2004 2014

13. Off-campus Locations. List all instructional locations other than the main campus. For

each site, indicate whether the location offers full-degree programs or 50% or more of one or more degree programs. Record the full-time equivalent enrollment (FTE) for the most recent year.

Locations Full degree 50%-99% FTE

A. In-state

none

B. Out-of-state

none 14. International Locations: For each overseas instructional location, indicate the name of

the program, the location, and the headcount of students enrolled for the most recent year. An overseas instructional location is defined as “any overseas location of an institution, other than the main campus, at which the institution matriculates students to whom it offers any portion of a degree program or offers on-site instruction or instructional support for students enrolled in a predominantly or totally on-line program.” Do not include study abroad locations.

Name of program(s) Location Headcount

none 15. Degrees and certificates offered 50% or more electronically: For each degree or Title

IV-eligible certificate, indicate the level (certificate, associate’s, baccalaureate, master’s, professional, doctoral), the percentage of credits that may be completed on-line, and the FTE of matriculated students for the most recent year.

Name of program Degree level % on-line FTE

Project Management Professional Certificate Program 5 courses for 14 CEU’s 100 2

Fire Protection Professional Certificate Program 5 courses for 18 CEU’s 100 0


16. Instruction offered through contractual relationships: For each contractual relationship through which instruction is offered for a Title IV-eligible degree or certificate, indicate the name of the contractor, the location of instruction, the program name, and degree or certificate, and the number of credits that may be completed through the contractual relationship. Enter more rows as needed.

Name of contractor Location Name of program Degree or

certificate # of

credits

George W.Gould Construction Institute

Burlington, MA

Certificate in Introduction to Construction Management

Certificate 6 CEU’s

17. List by name and title the chief administrative officers of the institution.

Function or Office Name Exact Title Year

Appointed

Chair Board of Trustees David W. Kruger Chair, Board of Trustees 2007

President/CEO Zorica Pantic President 2005

Executive Vice President Amy M. Intille Chief of Staff 2011

Chief Academic Officer Russell Pinizzotto Senior VP for Academic Affairs and Provost 2009

Deans of Schools and Colleges

College of Architecture, Construction + Design Glenn Wiggins Dean 2010

College of Arts and Sciences Patrick Hafford Dean 2010

College of Professional and Continuing Education Larry R. Carr Dean 2010

College of Engineering and Technology Frederick Driscoll Dean 2010

Chief Financial Officer Robert Totino VP for Finance 2010

Student Services Officer Keiko Broomhead VP for Enrollment Management & Student Affairs

2006

Planning David A. Wahlstrom VP for Business 2010

Institutional Research Brad Wild Director, Institutional Research and Planning 2010

Assessment New Associate Provost (currently Provost Russell Pinizzotto)

Associate Provost 2012


Development Brenda Cross-Sanchez VP for Institutional Advancement 2008

Library Walter Punch Director, Alumni Library 2002

Chief Information Office Open VP for Information Technology & CIO -

Grants/Research Sean Bender Special Assistant for Strategic Initiatives 2011

Admissions Maureen Dischino Executive Director of Admissions 2006

Registrar Matthew Burke Registrar 2006

Financial Aid Anne-Marie Caruso Director, Financial Aid 2008

Public Relations Jamie Kelly Associate VP of Public Affairs 2010

Alumni Association Kellyrobin Mulvihill Director, Alumni Relations 2010

Business David Wahlstrom VP for Business 2010

Human Resources Anne Gill VP for Human Resources 2008

18. Supply a table of organization for the institution. While the organization of any

institution will depend on its purpose, size and scope of operation, institutional organization usually includes four areas. Although every institution may not have a major administrative division for these areas, the following outline may be helpful in charting and describing the overall administrative organization:

a) Organization of academic affairs, showing a line of responsibility to president for each department, school division, library, admissions office, and other units assigned to this area;

b) Organization of student affairs, including health services, student government, intercollegiate activities, and other units assigned to this area;

c) Organization of finances and business management, including plant operations and maintenance, non-academic personnel administration, IT, auxiliary enterprises, and other units assigned to this area;

d) Organization of institutional advancement, including fund development, public relations, alumni office and other units assigned to this area.

See pages 12-16.


19. Record briefly the central elements in the history of the institution:

• The Founder: Arioch Wentworth (more background) The history of Wentworth Institute of Technology with its founding on April 5, 1902 by Arioch Wentworth.

• The Directors: 1904-1910 (more background) Starting a school from scratch is not easy business, but Arioch Wentworth chose his seven directors wisely. On April 5, 1904, they incorporated Wentworth Institute as a school "to furnish education in the mechanical arts." The directors accomplished four major tasks during the next seven-and-a-half years:

• they nurtured the endowment • they found a city location for their campus • they determined exactly what, how, and to whom the Institute should teach • they found an experienced technical educator to lead the school

• The Williston Era: 1911-1923 (more background) On September 25, 1911, seven-and-a-half years after the school was founded, Wentworth Institute opened its doors to 242 students. The director, Arthur L. Williston, placed a "hands-on" stamp on the Institute from the first day. As he wrote, "The purpose here is to train young men for efficiency in skilled trades. The instruction, therefore, is designed to cultivate intelligence as well as manual skill and dexterity." Under Williston's leadership, the Institute quickly found its place as a technical school, and enrollment tripled during his 12 years as principal.

• The Dobbs Era: 1924-1952 (more background) When Arthur Williston resigned in 1923, the directors turned to one of the Institute's original faculty members, Frederick E. Dobbs, to take on the job of principal. Dobbs remained in the job for 28 years, the longest tenure of any leader in Wentworth's history. The Dobbs era at Wentworth Institute reflected the qualities of the principal himself: solid and reliable, earnest and hard working. While the Institute made no earth-shattering changes during the three decades Dobbs was at the helm, it did strengthen its position as one of the finest technical institutes in the country.

• The Beatty Era: 1952-1971 (more background) Wentworth's first president arrived in 1953 from Pratt Institute. H. Russell Beatty was a true visionary—a man consistently ahead of his time in issues relating to engineering technology education. More than anyone else, he is responsible for Wentworth's leadership in the field. His 18-year tenure is highlighted by a number of landmark accomplishments:

• the granting of associate's degrees in 1957 • the introduction of a baccalaureate-level upper-division in 1970 • the debut of many new and innovative academic programs • a building boom; he tripled the size of the Boston campus • the establishment of a residential component on campus • the tripling of student enrollment

http://www.wit.edu/history.html#founder

http://www.wit.edu/history.html#directors

http://www.wit.edu/history.html#williston

http://www.wit.edu/history.html#dobbs

http://www.wit.edu/history.html#beatty


• The Kirkpatrick Era: 1971-1900 (more background) Edward T. Kirkpatrick was appointed Wentworth's second president in 1971. He had been dean of the College of Engineering at Rochester Institute of Technology. The first six years of his presidency were a remarkably active period, witnessing the advent of three landmark changes at the school:

• the admission of women in 1972 • the introduction of cooperative education in 1975 • the merging of the lower and upper divisions in 1977

Each of these changes transformed the school, and ushered in the Wentworth Institute of Technology that we know today.

President Kirkpatrick was no less a builder than his legendary predecessor, H. Russell Beatty. During the Kirkpatrick era, Wentworth's enrollment doubled, the Institute's endowment tripled, and the size of the campus increased by 100 percent.

• The Van Domelen Era: 1990-2005 (more background) John Van Domelen, a civil and environmental engineer, arrived in 1990 from Norwich University, where he was vice president for academic affairs and dean of faculty. Below are but a few of the accomplishments that highlighted his tenure:

• an across-the-board upgrading of academics, including an array of accreditation successes

• the introduction of accredited professional engineering programs • wide-scale improvement of labs, facilities, and faculty qualifications • building of new facilities to support the Institute's mission • the birth of a real sense of community on campus • and sports teams that actually win

• The Pantic Era: 2005-present Zorica Pantić, an electrical engineer, became the fourth, and the first female president, of Wentworth in 2005 as well as the only female engineer to lead an institute of technology in the United States at the time. She came from the University of Texas San Antonio where she was the Founding Dean of the College of Engineering, one of the 11 female engineering deans in the U.S. Ever since her arrival, she has been a change agent helping move the Institute to the next level of excellence. Under her leadership, Wentworth developed its first comprehensive 5-year strategic plan; now in its 4th year, the plan continues to reach all goals and timelines: • started first two masters programs: Masters of Architecture and Masters of

Science in Construction Management • gearing up to start 5 new engineering programs -- biomedical, civil, electrical,

mechanical and general • increased graduation rate from 46% to 59% • raised more than $23M in various brick-and-mortar, scholarship, professorship

and endowment donations

http://www.wit.edu/history.html#kirkpatrick

http://www.wit.edu/history.html#vandomelen


• is breaking ground for 2 new facilities: Flanagan Campus Center and Center for Sciences and Biomedical Engineering

• Wentworth has been ranked among the top Northeastern schools and top 25% schools in the US by the Princeton Review

• Wentworth has been ranked by payscale.com among the top 10 New England schools in terms of starting alumni salaries (1% in the U.S.) as well as among the top 3 engineering schools in Massachusetts (including MIT and WPI) and top 25 in the U.S. in terms of salaries for graduates that are 15 years out.

INSTITUTIONAL CHARACTERISTICS 12

Wentworth Institute of Technology Enrollment Management and Student Services

July 7, 2011


Wentworth Institute of Technology Finance

July 24, 2011


Wentworth Institute of Technology Business

July 27, 2011


Wentworth Institute of Technology Institutional Advancement

August 12, 2011


Wentworth Institute of Technology Academic Affairs

August 12, 2011

INTRODUCTION 17

INTRODUCTION

Wentworth’s Self-Study Report process coincided with a period of great change for the Institute. Under the leadership of Wentworth’s President, Dr. Zorica Pantić, and new Vice President for Academic Affairs and Provost, Dr. Russell Pinizzotto, and with the full support and participation of the Board of Trustees, the Institute Corporators, faculty, students and staff, Wentworth began to re-envision itself as a 21st century student-focused institution of academic excellence offering high quality undergraduate, graduate and lifelong learning programs. As President Pantić noted in her message to the Wentworth Community about this Self-Study, “It is an opportunity for us to evaluate all aspects of our institution and use this assessment as a platform from which to look towards the future.” Thus, the self-study process both addressed the requirements outlined in the NEASC standards, and provided Wentworth an opportunity to review and to assess the process of change and to reassess and to reaffirm our direction for the future.

To achieve both goals, Wentworth reached out to the broadest possible membership for its self-study teams. It was decided that each standard team would be co-chaired by an administrator and a faculty member working with other faculty members, administrators, a Trustee, and a student. In addition, Dr. Michael Kupferman, then Associate Vice President for Academic Affairs and Associate Provost, now Chair of the Department of Civil Engineering and Technology, was appointed Institute Chair of the NEASC reaccreditation effort by President Pantić.

In the Fall of 2008, the Steering Committee met to establish the process to accomplish the self-study and to create the teams which would implement the process. An “e-room” was set up so that all team members would have access to the NEASC Standards document, to the 2001 Wentworth Self-Study and the 2006 Five Year Report. In addition, team members would be able to post their data collection, pertinent documents, review draft narratives, and comment on each other’s work. During the Spring of 2009, teams began to meet to discuss individual responsibilities and to begin to collect information and pertinent data for their standard. Interim deadlines were set for the description and appraisal sections of each standard.

Concurrent with this process, Wentworth was conducting a series of open meetings to discuss the Strategic Plan and its three key elements: Academic Programs; Students (Access, Success, and Experience); and Resources and Infrastructure. All Institute constituencies, including the NEASC teams, were kept aware of the outcomes of the various meetings via postings on the LConnect portal, through the Provost’s blogs and open forums, and by regular e-mail updates from the President.

As part of the process, once the description and appraisal sections were completed, the sections were sent to the Editorial Committee for review. The Editorial Committee checked each draft section against the NEASC standards document and, in accordance with the Guidelines for Writing the Self-Study report, for specific examples, focused appraisal, and consistency of language. After the first review, the documents were given to the Vice Presidents most closely responsible for the standards, to draft the projection sections. The entire standard section was then sent back to the Editorial Committee for a final review. The objective was to produce a draft of the Self-Study by the Spring of 2011.

http://www.wit.edu/neasc2011/index.html

INTRODUCTION

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The complexity of implementing all of the new Strategic Planning Initiatives at the same time as engaging in the NEASC Self-Study process pushed many of the original deadlines back. For example, the Institute moved from seven academic departments led by Department Heads, to four colleges with Deans, and 13 Academic Departments led by Department Chairs. Posts to the e-room in the future tense would actually have been implemented and “become” present tense before the entire team had a chance to comment. The changes also made deciding where to cut off appraisal and begin projection difficult. Many changes required additional data collection and analysis. As a result, the draft report was not completed until the middle of July.

However, while there was a delay in the draft, the double process kept all the teams engaged on a regular basis, and when NEASC issued the revised Standards at the end of June, 2011, the teams easily reassembled to assess how the revisions affected their area. In other words, all of the Wentworth constituencies involved in the NEASC effort and in the various Strategic Planning initiatives have developed an energy and commitment to the power that self-study and assessment provide to the continued growth and development of the Institute. It has been a unique and rewarding opportunity to look closely at ourselves in the mirror and to grow and reshape our image.

INSTITUTIONAL OVERVIEW 19

INSTITUTIONAL OVERVIEW

The NEASC Visiting Team will arrive to find a campus that is significantly different than the one that was viewed ten years ago. The changes are profound. Physically, the campus is undergoing significant growth and change. Administratively, the Team will be greeted by a new President, a new Senior Vice President for Academic Affairs and Provost, and an almost entirely new leadership team. Perhaps most importantly, the Institute has undergone a major academic reorganization. All of these changes have been effected in accordance with a new Mission and Vision Statement (2006) and its Strategic Plan, which re-envision Wentworth Institute of Technology as a school of opportunity, providing access to quality education and becoming the school of choice. This in turn, has led to “Designing the Future 9.0,” the process for articulating and developing an even more forward-looking Strategic Plan.

The Physical Campus

The most recent physical change will be the most obvious. Ground was broken for the new Flanagan Campus Center in Beatty Hall at the start of the summer semester, 2011. This project will add 7,000 square feet of new space to Beatty Hall to improve the quality and quantity of student activities space on campus, and so improve the student experience. In addition, the renovation and expansion of the Ira Allen Building, which houses the Applied Mathematics and the Sciences departments, has also begun. It will provide an 18,000 square foot addition, as well as 18,000 square feet of renovation for new, state-of-the-art science and biomedical engineering teaching labs, as well as collaboration spaces and offices for the faculty. In addition, a new dorm, 555 Huntington Avenue, was opened in 2005, another link in Wentworth’s movement toward becoming a more residential campus.

The Administrative Leadership

Dr. Zorica Pantić became President of Wentworth Institute of Technology in 2005. She has made reaching out to all of the Institute’s constituencies, including the Greater Boston community, a hallmark of her tenure as President. Dr. Pantić recognized that Wentworth’s location in the heart of Boston’s Medical Center offered an opportunity to add new engineering programs at Wentworth, particularly a biomedical engineering program. She also worked to expand Wentworth’s global connections, and travelled to China to build connections there and to recruit a stronger international presence at Wentworth. In addition, she began the search for a Provost who shared her vision of the Institute as “a student-focused institution of Academic excellence offering high quality undergraduate, graduate and lifelong learning programs; it will provide Community service through urban engagement and service learning; and foster Economic growth by providing the workforce with highly skilled professionals.”

History

In 1903, when Arioch Wentworth added the codicil to his will comprising the bequest that would found Wentworth Institute of Technology, he envisioned a school ”for the purpose of furnishing education in the mechanical arts.” Arthur L. Williston, director of Wentworth from 1911-1923, defined the school as one which would “cultivate intelligence as well as manual skill and dexterity.” Under Williston, and his successor, Frederick Dobbs, Wentworth became one of the finest technical institutes in the country. However, in 1953, with the arrival of Wentworth’s first President, H. Russell Beatty, the Institute was transformed.

http://www.wit.edu/academic-affairs/

http://www.wit.edu/academic-affairs/


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Associate Degrees were first offered in 1957 and Baccalaureate Degrees in 1970. The campus and student enrollment tripled.

Dr. Beatty was succeeded by Edward Kirkpatrick in 1971. Under Dr. Kirkpatrick’s leadership, Wentworth admitted its first women students in 1972. Wentworth’s signature cooperative education program was begun in 1975, and the separate associates and baccalaureate programs were merged into four-year integrated degree programs in 1977. Both the physical campus and the numbers of students increased during Dr. Kirkpatrick’s tenure.

When John Van Domelen became Wentworth’s third president in 1990, he oversaw the construction of new dormitory space on campus and fostered the accreditation of Wentworth’s first professional engineering programs. Perhaps Dr. Van Domelen’s most important contribution to Wentworth was his leadership in the founding of the Colleges of the Fenway with his counterparts at Wheelock College, Emmanuel College, Simmons College, and the Massachusetts College of Pharmacy and Allied Health Sciences in 1996. In 1999 the Massachusetts College of Art joined the Consortium which allows students at any of the six institutions to cross-register at any other Consortium school. In addition, the schools have combined to purchase health services, food services and other business activities.

2005 – Present

When Dr. Pantić became the fourth President (and first woman in that position) in 2005, she faced the challenge of finding a Provost who could implement the Vision and Mission Statements in the academic program. In 2006, Dr. Kuei-wu Tsai joined Wentworth as Provost. Dr. Tsai, although he shared President Pantić’s perspective, especially in regard to building international connections, left Wentworth in 2008. Dr. Michael Kupferman was then appointed interim Provost, and in 2009, Dr. Russell Pinizzotto was appointed Vice President for Academic Affairs and Provost, and recently, Senior Vice President for Academic Affairs and Provost. Dr. Pinizzotto has overseen a complete reorganization of the academic structure, the expansion of the engineering programs, and the introduction of graduate degree programs on campus. (See below).

In addition, the retirement of long-time Vice President for Business and Finance, John Heinstadt, spurred a reorganization of the Institute’s leadership (President’s Administrative Council). Robert Totino was promoted to Vice President for Finance and David Wahlstrom was promoted to Vice President for Business. Brenda Cross-Sanchez was hired to fill the new position of Vice President for Institutional Advancement. In 2009, the newly-created position of Vice President for Executive Affairs was filled by George Chryssis until he left Wentworth in 2010 when he was appointed President of Benjamin Franklin Institute of Technology.

There is one other significant administrative change since the five-year report. Both the President and the Provost have made improving governance a priority. President Pantić regularly meets the faculty at the start of each semester, and she keeps the entire Wentworth community informed via e-mail and the President’s “tab” on LConnect. Provost Pinizzotto has held open forums on topics as wide-ranging as strategic planning, curricular development, e-learning, and the academic reorganization. Everyone is invited to these open forums. Both Institute leaders encourage multiple strategic planning meetings and sessions among all the Institute’s constituencies. Reports of all meetings are posted on LConnect and everyone has access to these documents. Most significantly, the Provost meets regularly with the Faculty Senate and he and the President meet with the President of


21

the Faculty Federation and the President of the Senate to facilitate communication and to encourage collaborative approaches to problem solving. There is a strong sense on campus that governance is improving.

Academic Reorganization

One of the hallmarks of Dr. Pinizzotto’s goals for academics at Wentworth is to foster interdisciplinary, project-based education. The old department structure was arbitrary and did not encourage cross-pollination among the disciplines. To facilitate the collaboration among faculty and students, Dr. Pinizzotto presented a plan to reorganize the academic structure. He presented the plan in his blog, in open forums, in meetings with the departments, and to the Board. In 2010, the Board of Trustees approved the plan. When the Visiting Team arrives on campus, the seven departments which existed in 2001 will be gone. In their place are four colleges, the College of Engineering and Technology, the College of Architecture, Design and Construction Management, the College of Arts and Sciences, and the College of Professional and Continuing Education, each led by a Dean. Each college is comprised of a number of departments, and each department is led by a Department Chair.

Another significant change in the last five years is the addition of graduate degree programs at Wentworth. Wentworth now offers Masters Degrees in Architecture and in Construction Management, and is preparing proposals for Masters Degrees in a number of other disciplines. Details of two graduate programs and their assessments, including effectiveness of recruitment, of engaging faculty in research opportunities, placement of graduates, etc. described in Standard Four: Academic Program. (Response to correspondence with the Commission dated October 6, 2009, and June 30, 2010.)

Further, the freshman class of Fall 2011 will include students majoring in the new Engineering, Biomedical Engineering, Electrical Engineering, Mechanical Engineering, and Civil Engineering programs, in addition to the current Electromechanical Engineering degree program.

These changes, while invigorating and exciting, also come with challenges. The national financial crisis of the past three years has forced a reassessment and reprioritization of the implementation of the Strategic Plan as regards the physical facilities (see Campus Master Plan - Summer 2009). The space limitations have resulted in a consideration of a cap on the total number of students Wentworth can effectively educate at any one time. There is also concern about Wentworth’s evolving identity. The engineering technology programs were the core of Wentworth’s academic program. The evolving job market that is driving the growth of engineering programs is driving the reduction of the engineering technology programs. How do we meet the mission and vision statements of forward-looking education without seeming to abandon what was once our core constituency?

The strengths of these changes are an increased sense of community and shared concern for outcomes. There is a sense of becoming: becoming a more cohesive campus; becoming an even higher quality academic institution; becoming a more enriching environment for our students. This sense of becoming is reflected in the Self-Study report in each of the Standards. There are challenges, yes. But the potential is clear in each area as Wentworth moves forward to fulfill its mission and its vision.

The following is a brief summary of each of the Standards in this Self-Study Report. The focus of this summary is to highlight at least one of the major changes described and

http://www.wit.edu/NEASC2011/report2011/supplimental/CampusMasterPlanReport-Summer2009.pdf



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assessed in the standard that is a direct result of Wentworth’s growth in the ten years since our last major NEASC accreditation visit.

STANDARD ONE: MISSION AND PURPOSES

Wentworth Institute of Technology takes pride in educating students in technical disciplines through a nationally recognized model of hands-on learning, and has done so since its inception. Where the mission and vision have grown dramatically is in the focus on creating a student-centered environment that provides for the development of the whole student as a skilled professional and engaged citizen. Significant Service Learning components are now integrated in a variety of courses and club activities, and students seek alternative spring breaks in places such as New Orleans. Faculty are encouraged to reach out, becoming mentors to global communities such as our Haiti Project (Train-the-Trainers) and our Chirimoto Development Project.

STANDARD TWO: PLANNING AND EVALUATION

Planning and evaluation on campus are dynamic processes. For example, the Institute has implemented improved methods of planning and evaluation such as the creation of a Strategic Planning Steering Committee, the institution of Board Briefings before each Board meeting, and the creation of the position of Vice President of Executive Affairs and Planning. In addition, Wentworth hired a Director of Institutional Research to facilitate the acquisition and analysis of data that can be used to support planning in each area of the Institute. For example, the Institute recently reviewed and restructured its financial aid offerings based on assessments from these offices. In general, follow-ups and updates to the Strategic Plan are more frequent, deliberate, and concrete than in the past. Thus, as Wentworth continues to build its data warehouse, planning and evaluation will become even more effective in the future.

STANDARD THREE: ORGANIZATION AND GOVERNANCE

Wentworth Institute of Technology has made significant strides in developing the communication models and processes necessary to facilitate the implementation of its Mission and Vision Statements across all its constituencies. The Board introduced a plan to reinvigorate the role and participation of its Corporators, and the Provost introduced a plan to reorganize the academic program structure to facilitate interdisciplinary and project-based learning, in conformance with the Mission Statement. For the first time in its history, the Institute and the Faculty Federation participated in Interest Based (Collaborative) Bargaining, producing a significantly revised contract, and the Provost now meets monthly with the Faculty Senate. While many decisions rest with the President or Senior Vice President for Academic Affairs, all plans are now being communicated through multiple open forums with a variety of constituents becoming part of the conversation.

STANDARD FOUR: THE ACADEMIC PROGRAM

The academic program is one of the areas of Wentworth that is undergoing the most change. Five new engineering degrees will enroll their first freshmen classes in Fall 2011, and two graduate degree programs are successfully up and running. Further, to facilitate interdisciplinary project-based learning, in accordance with our Mission Statement, the academic structure has shifted from seven departments to four colleges, each with its core of related disciplines. Moreover, there are additional engineering and graduate programs in the pipeline. Despite these significant changes, Wentworth has maintained a high quality of education. All faculty assess updated learning outcomes against student achievement each semester, and departments are engaged in ongoing review of their curricula Standard Four


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also contains a detailed description of “how the Institute has used its enrollment data to inform the academic planning process,” as requested in the letter from the commission dated November 14, 2006.

STANDARD FIVE: FACULTY

There has been a cultural shift on campus since the arrival of the current Provost in 2009. The Institute recognizes that the role of a faculty member can no longer be seen as a 9 to 5 job, but rather as a career, requiring professionalism and respect. Improved governance, the introduction of Deans, the new college structure, and the new, clearly articulated procedures for evaluation and promotion have revitalized the faculty. The faculty are becoming more productive and more engaged with every aspect of the Institute. For example, in each of the past three years, the number of faculty applying for travel funds to support their research has increased.

STANDARD SIX: STUDENTS

The education of our students in accordance with the Mission and Vision Statements is the primary mission of Wentworth. However, retention of these students is also important, as is providing a stimulating and safe environment outside of the classroom. In the past ten years, for example, Wentworth has developed Tools for Advising and workshops for academically at-risk students. Wentworth also continues to expand diversity on campus. Admissions is working to recruit more International and minority students. To help retain these students, in 2008, as part of the Strategic Planning process, a First Year Seminar was launched to assist students in mastering skills necessary for success academically and in their student lives.

STANDARD SEVEN: LIBRARY AND OTHER INFORMATION RESOURCES

The Alumni Library and the Division of Technology Services are the principal providers of information resources on campus. The library’s great strengths are its experienced professional staff and its membership in the FLC (Fenway Libraries Consortium) and FLO (Fenway Libraries On-Line) Consortium, which expands the library’s offerings exponentially. The librarians regularly provide training and support in information literacy for faculty, students and staff. Further, in the past ten years, the library has improved its electronic collection both quantitatively and qualitatively. The Division of Technology Services not only maintains and improves the technology infrastructure across the campus; it also takes a leadership role in assessing and introducing new information technology services. Three Institute committees meet regularly to assess needs and directions in administrative technology, academic technology, and systems and services. In the past ten years, great strides have been made in equipping all faculty and students with laptops and software, with creating a wireless campus, and with upgrading classrooms to provide full technological support for faculty and student needs.

STANDARD EIGHT: PHYSICAL AND TECHNOLOGICAL RESOURCES

The Wentworth campus consists of 35 buildings in the Mission Hill area of Boston located on the north and south sides of Huntington Avenue, the Avenue of the Arts. The 31-acre campus contains academic and administrative buildings, residence halls, and indoor and outdoor athletic/recreational facilities. With the construction of two residence halls in the last ten years the Institute now houses 60% of its full time students on campus, thus meeting the strategic goal set by the Board of Trustees for Wentworth to become a residential campus. Using the Institute Strategic Plan as a guiding document, a Campus Master Plan was developed utilizing the expertise of a variety of specialized consultants, and


24

through meetings with various Wentworth Constituencies. Numerous classrooms and labs have been upgraded over the last 10 years. New construction has begun on the Flanagan Campus Center in Beatty Hall and on the Ira Allen Center for Sciences and Biomedical Engineering. Today, the campus is 100% wireless, and systems upgrades have been assessed and implemented across campus.

STANDARD NINE: FINANCIAL RESOURCES

Wentworth Institute of Technology’s financial resources are sufficient to help it achieve its educational objectives. The Institute has produced surplus funds from operations in thirteen consecutive years (1998 through 2010) through conservative budget forecasting and strict expense control. The Institute’s cash flows have improved yearly, and standard operating procedures have been implemented and disseminated campus-wide. With the 2008 downturn in the world’s investment markets, the Investment Committee engaged an independent investment advisor to review the endowment portfolio who recommended changes to strengthen the endowment and its management. Thus, despite the vagaries of the larger financial picture, the Institute has remained financially stable with a sound budgetary model to guide it.

STANDARD TEN: PUBLIC DISCLOSURE

Significant and far reaching changes in acquiring and disseminating information have occurred at Wentworth Institute of Technology during the past few years. Expanded and innovative use of electronic technology has enabled the Institute to ensure greater and, in many instances, immediate communication with its diverse audiences in accordance with its Mission. Wentworth has a robust set of communication documents and means of communicating with its core constituents, primarily prospective students and their families as well as enrolled students. Wentworth is concentrating its communication efforts on the electronic media, primarily through the Institute’s web-site. This enables Wentworth to provide information in a more timely and accurate manner. The largest challenge Wentworth has is to ensure that the various sources of information are integrated, consistent and easily accessible to the Institute’s various audiences, and that they reflect the rapid changes occurring across campus in a timely manner. The Institute’s overall process of public disclosure functions well, and it will continue to explore innovative and timely ways to effectively communicate with all its constituencies.

STANDARD ELEVEN: INTEGRITY

Wentworth continues to take a caring and ethical approach to its mission. The Institute has put several mechanisms in place to ensure uncompromised compliance to high ethical standards. For example, since the last NEASC report, the college has established the Center for Community and Learning Partnerships located at 555 Huntington Avenue. 7,000 students have contributed approximately 461,000 hours to community-based service in the period 2005-2009. Beginning in 2009, students were awarded a Certificate in Community Learning at graduation. The college received Carnegie Classification for Community Engagement in 2008, earned recognition on the President’s National Community Service Honor Roll, 2006-2008 (designated With Distinction in 2007), and was a finalist for the Jimmy & Roslyn Carter Campus-Community Partnership Award in 2005. Further, since the last NEASC visit, the Human Resources office was able to place its sexual harassment training online, reaching a broader audience of faculty and staff. Wentworth continues to review its policies, highlighting our ethical standards, in the spirit of transparency and openness.


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Conclusion As an institute, Wentworth has the highest commitment to the five components of the Affirmation of Compliance with Federal Regulations Relating to Title IV. The documentation of compliance can be found in Standard Four: Academic Programs (credit hour, credit transfer policies, distance and correspondence education: verification of student identity), Standard Five: Students (student complaints), and Standard Ten: Public Disclosure (public notification of an evaluation visit and opportunity for public comment).


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Data First Form General Information

Institution Name:

Wentworth Institute of Technology

OPE ID:

00222500

0 Annual Audit

0 Certified: Qualified

Financial Results for Year Ending: 06/30 Yes/No Unqualified Most Recent Year

2011 Yes Unqualified

1 Year Prior

2010 Yes Unqualified 2 Years Prior

2009 Yes Unqualified

Fiscal Year Ends on:

06/30 (month/day)

Budget / Plans

Current Year

2012

Next Year

2013

Contact Person:

Michael Kupferman

Title:

Department Chair Civil Engineering and Technology

Telephone No:

617.989.4175 E-mail address [email protected]

mailto:[email protected]

STANDARD ONE MISSION AND PURPOSES

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DESCRIPTION Original Mission and Vision

The mission and purpose of Wentworth Institute of Technology, founded in 1904, has evolved to meet the needs of the community but remains closely connected to its core roots and true to the ideals of its founder, Arioch Wentworth. Wentworth’s vision was to create a school for those in the mechanical arts. As the Institute has changed, so has its Mission and Vision. Today, Wentworth Institute of Technology offers Baccalaureate and Master’s Degrees in Engineering, Engineering Technology, Architecture, Interior and Industrial Design, Computer Science and Management.

Current Mission and Vision

In October 2005, Wentworth Institute of Technology began a strategic planning process that fully engaged the Wentworth community. From this Institute-wide strategic planning process, a new Mission and Vision statement was developed. On September 8, 2006, the Board of Trustees of Wentworth Institute of Technology officially approved the following mission and vision statement: “Wentworth takes pride in educating students in technical disciplines through a nationally recognized model of hands-on, real world problem solving, combined with classroom instruction and cooperative work experience. Within a student-focused learning environment, Wentworth provides opportunities for intellectual and personal growth, both in and out of the classroom, resulting in the development of the whole student as a skilled professional and engaged citizen. Wentworth will be a student-focused institution of academic excellence offering high quality undergraduate, graduate and lifelong learning programs; it will provide community service through urban engagement and service learning; and foster economic growth by providing the workforce with highly skilled professionals.”

The current Mission and Vision statements below are widely recognized as strengths, and are accepted and understood by the community. The Mission and Vision statements that

MISSION Wentworth provides a comprehensive interdisciplinary, project-based education in engineering, technology, design and management that integrates classroom, laboratory, studio, cooperative and experiential learning resulting in a career-ready, skilled professional and engaged citizen.

VISION Wentworth will be a student-centered institution of Academic excellence offering high quality undergraduate, graduate, and lifelong-learning programs; we will develop internal Community and serve society through urban engagement; and we will foster Economic growth by educating students to become highly skilled professionals (ACE).

Approved by the Board of Trustees May 14, 2011

http://www.wit.edu/about/mission.html


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were developed during the strategic planning process and formally adopted by the Board of Trustees on September 8, 2006, appear in internal and external publications and are regularly discussed by Institute constituencies in formal and informal settings. President Zorica Pantic has regularly conducted select meetings and presentations at departmental events as well as at campus-wide assemblies and open forums to present and discuss the Mission and Vision statements (e.g., President’s State of the Institute presentation to all staff and faculty, September 2011). The President has also directed the Vice Presidents, members of the President’s Administrative Council, to ensure their divisional mission statements are aligned with the Institute’s Mission Statement, and these too are shared with the community, reviewed on an annual basis and shared with the Wentworth community.

The Mission and Vision statements have been used to guide the future planning and assessment for the Institute. Examples of the Mission and Vision Statements driving strategic planning on an Institute-wide level and departmental/grouping level include: office and departmental reviews of the mission statement; a 2009 strategic planning meeting of the Academic leadership, which began with a review of the Mission Statement; and a 2009 and a 2010 President’s Administrative Council strategic planning retreat, which reviewed the Mission and Vision Statements.

Wentworth has used the Mission and Vision statement to guide the development of activities and programs both inside and outside of the classroom. Wentworth’s enrichment and expansion of undergraduate education has included 5 new Engineering majors (Biomedical, Civil, Electrical, Mechanical, and General). New graduate degree programs have also been developed (Architecture, Construction Management, Facility Management, and Civil Engineering). Laboratories are being upgraded and expanded to enhance hands-on learning and the general education components have expanded outside the classroom to include regular shows by professional artists at the Casella Gallery and lectures by distinguished authors as part of the Summer Reading/Distinguished Author lecture series, to ensure the growth of the entire student. A new college structure has been put in place to support these new programs as well as the existing programs. Further, the Office of Student Leadership Programs has developed new Student Leadership Training initiatives in the last five years in response to the revised Mission Statement and Wentworth students can now complete one of several Emerging Leaders training programs.

The Institute’s Global Education Opportunities (GEO) Committee has taken a leadership role in expanding the Institute’s involvement in and awareness of international initiatives. Global education opportunities, which include study abroad in Berlin, France, Ireland and Mexico, have also increased across campus. These have been linked to the integration of global education into the academic departments. Wentworth’s global initiatives are closely tied to its mission by providing opportunities for the development of international perspectives and knowledge which are critical for preparing students to be engaged citizens and career-ready skilled professionals in a highly competitive global economy.

The Community Learning Partnerships (CLP) Office was formed to facilitate outreach to the Community. Service learning and community outreach have been amplified to include experiential learning opportunities and community service. For example, each year Wentworth students engage in Service Learning projects such as helping members of the local community with tax preparation, working with Alzheimer patients by providing one-on-one docent tours of the area museums, and an Alternative Spring Break (ASB) in New Orleans.

Wentworth Faculty have embraced the breadth and scope of the Mission through sponsorship of efforts such as its Train-the-Trainer initiative for engineers from Haiti, which

http://www.wit.edu/NEASC2011/report2011/supplimental/2011_09_01StateoftheInstitute.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/2011_09_01StateoftheInstitute.pdf


29

provides a model for our students of community engagement, and its Distinguished Faculty Lecture series, which offers faculty an opportunity to share their research with the entire Wentworth community.

Wentworth has continually pursued academic excellence through various internal and external assessments of our curricula, through the revision of its primary learning outcomes and individual course outcomes. The Institute continues to maintain a vibrant coop program in accordance with its Mission.

APPRAISAL Wentworth has entered a period of extraordinary growth and change in the Institute’s development. The extent of Wentworth’s development is most evident when examining the growth in academics. The progress in academics includes the successful launch of 5 new undergraduate Engineering degrees and 2 new Master’s degrees as well as a new college structure to support these programs. As of September 2, 2011, the expected number of incoming students is 1,184 which exceed our target of 1,025 by 159 students.

Additions to existing buildings to increase labs for existing and new academic programs have also been undertaken. Recent building projects are Wentworth’s first major non-residential construction on its Boston campus since 1972. Wentworth’s new manufacturing lab is scheduled for completion for the fall 2011 semester. This manufacturing lab is a 7000 square foot area with multiple functions including computer controlled machining with state-of-the-art capabilities, rapid prototyping, foundry, a fabrication shop (welding/sheet metal) and lecture space. The total cost of this new manufacturing lab is $3,000,000.

The construction of Wentworth’s new Center for Sciences and Biomedical Engineering is scheduled for completion for the fall 2012. The Center will include 4 physics labs, 3 chemistry labs, 2 biomedical engineering labs, a material science lab (that will double as a 5th physics lab) and a biology lab. In addition to the labs, there will be a classroom, a biomedical project room, a science project room, a large conference room, several collaboration spaces and offices for 36 faculty and staff. The Center’s area is 38,000 square feet and the construction cost is $14,000,000.

Another strength of Wentworth is its hallmark cooperative education (co-op) program. An assessment of the co-op employment rates for the past six years reveals that Wentworth has successfully sustained strong student co-op employment rates for all academic majors over the past six years as shown by the data on the following pages. For 10 consecutive semesters from Fall 2004 through Fall 2008, Wentworth maintained an impressive 95% or greater co-op employment rate. Despite the nation’s economic downturn and high unemployment rate in most recent years, Wentworth’s educational model of hands-on learning, classroom instruction and cooperative education continues to serve Wentworth graduates well in the career marketplace. The results from the most recent 2010 survey of graduates showed a tremendously strong and progressively positive 10-year post-graduation employment and graduate school trend with a 91% rate vs. a 44% rate nine years earlier in 2001. Refer to the post graduate employment and graduate school data at the end of the Appraisal section.

Current academic programs at Wentworth all conclude with a capstone course. These courses are unique to each program. With technology getting more complex and each discipline becoming more entwined, the need for interdisciplinary courses is evident. Wentworth has begun preliminary discussions on how to best deliver this idea of Interdisciplinary Project Based Learning. The expectation is that the capstone courses will become interdisciplinary.

http://www.wit.edu/NEASC2011/report2011/supplimental/countreport.09.02.11.pdf


http://www.wit.edu/NEASC2011/report2011/supplimental/2010_Employment_Report.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/2010_Employment_Report.pdf

http://blogs.wit.edu/provost/2011/04/26/interdisciplinary-project-based-learning-idpbl-part-2


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Co-op Employment Rates for Academic Years 2004-2007

Major Fall 2004

Spring 2005

Summer 2005

Fall 2005

Spring 2006

Summer 2006

Fall 2006

Spring 2007

Summer 2007

BCET 100% 97% 100% 100% 100% 100% 100% 100% 100%

BCMT 100% 100% 100% 100% 100% 100% 100% 100% 100%

BCNS 100% 100% 100% 100% 100% 100% 100% 100% 100%

BCOS 100% 98% 100% 100% 100% 100% 100% 96% 100%

BCOT 100% 100% 100% 97% 100% 100% 100% 92% BEET 85% 94% 100% 97% 100% 100% 96% 96% 100%

BELM 100% 98% 100%

BES BFPM 100% 100% 100% 100% 100% 100% 90% BIND 88% 100% 100% 100% 100% 83% 83% BINT 100% 100% 100% 100% 100% 100% 95% 93% BMET 92% 96% 100% 100% 100% 80% 97% 96% 100%

BSA/BARC/BAET 100% 97% 100% 100% 100% 90% 100% 99% 97%

BSM 100% 100% 100% 100% 100% 100% 92% 94% 100%

Overall 97% 98% 100% 99% 100% 97% 98% 97% 99%


Major Fall 2007

Spring 2008

Summer 2008

Fall 2008

Spring 2009*

Summer 2009*

Fall 2009*

Spring 2010*

Summer 2010*

BCET 100% 100% 100% 98% 95% 95% 87% 100%

BCMT 100% 100% 100% 100% 94% 100% 87% 88% 100%

BCNS 100% 98% 100% 100% 100% 86% 100% 100%

BCOS 100% 97% 100% 100% 88% 89% 92% 100%

BCOT 93% 100% 100% 100% 94% 95% 100% 100%

BEET 77% 100% 100% 100% 94% 100% 96% 100%

BELM 97% 66% 99%

BES 100% 100%

BFPM 86% 96% 100% 100% 83% 92% 66%

BIND 77% 77% 100% 91% 87% 97% 100%

BINT 82% 96% 97% 83% 72% 77% 100%

BMET 92% 100% 100% 98% 100% 75% 95% 95%

BSA/BARC/BAET 94% 97% 99% 93% 74% 27% 40% 68% 59%

BSM 71% 96% 78% 100% 88% 82% 74% 93% 69%

Overall 95% 98% 88% 98% 90% 79% 77% 87% 82% * indicates terms where non-employment options were allowed


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Co-op Employment Rates (2004–2010)

Through the leadership, support, and facilitation of Wentworth’s GEO Committee and CLP Office, the number of students participating in study abroad and community service and learning opportunities has steadily increased. According to the Strategic Plan update presented to the Board of Trustees on May 7, 2009, in AY 2008-2009, 93 Wentworth students participated in study abroad, a 15% increase from the previous AY 2007-2008. This Strategic Plan update also reported that outside the classroom, students have been increasing their time spent on community service. One example of Wentworth’s commitment to community-based projects is Alternative Spring Break (ASB). Over a five-year period, 105 students participated in alternative spring break, contributing more than 600 hours of service and fundraising $70,000 (2009-2010 Center for Community & Learning Partnerships Fact Book). Through more than 5,000 different opportunities, Wentworth students have contributed to 300,000 hours of community service in AY 2009-2010.

Wentworth began the construction of a new Campus Center that will be finished in 2013. This Campus Center will allow student experiences and support services to become more diverse in order to focus on the needs of all students. Additions to existing buildings to increase labs for existing and new programs have also been undertaken and will be completed for the fall 2013. The First Year Experience is in its third year and now addresses the needs of residential first year students, commuter first year students and transfer students in an integrated manner. The 2010 FYE Survey showed that “campus utilization rates continue to remain high and the vast majority of first year students continue to rate the seminar as having met its goals. The student leadership program (Soar in Four) is in its fourth year and a total of 443 students (see table below) have completed the Emerging Leaders Program component.”

75%

80%

85%

90%

95%

100%

http://www.wit.edu/NEASC2011/report2011/supplimental/strategicplanMay72009.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/2009-2010FactbookCLP.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/2009-2010FactbookCLP.pdf


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2007-2011 Soar in Four Student Leadership Program

2010-2011

2009-2010

2008-2009

2007-2008

2007-2011

Emerging Leaders Program

Accepted 118 144 165 108 535 Completed 100 119 132 92 443

Leadership Exploration

Accepted 116 79 72 53 320 Completed 72 58 53 34 217

Leadership in Action

Accepted 44 43 23 20 130 Completed 33* 42 19 19 80

Capstone Accepted 35 13 5 17 72 Completed 26 13 5 17 61

*On track to complete Leadership Exploration. This section is 3 semesters long, thus the students have not yet completed this portion.

Post-Graduation Employment and Graduate School Rate (2001-2010)

Major 2001 2002 2003* 2004 2005 2006 2007 2008** 2009** 2010**

BAET 51% 56% 67% 79% 100% 98% - - - BARC 44% 50% 69% 67% 100% 100% - 96% - BCET 62% 28% 84% 81% 100% 91% 89% 77% 88% BCMT 59% 70% 77% 83% 98% 100% 83% 97% 98%

BCNS/BSCN - - 100% 100% 95% 94% 93% BCOS 41% 53% 59% 70% 100% 90% 100% 92% 100% BCOT 28% 22% 41% 65% 100% 100% 77% 100% 80% BCSS 28% BCT 50% 75% 80% - - - - - - BDEM 62% 71% - - - - - - - BEET 40% 38% 43% 58% 91% 100% 89% 100% 90% BELM 50% 53% 73% 77% 100% 85% 82% 96% 80% BEN 100% 80% - - - - - BENV 66% 66% 58% 71% - - - - - BEST 40% BFPM 50% 25% 73% 1% 91% 88% 100% 80% 100% BIND 12% 57% 38% 53% 82% 100% 55% 44% 67% BINT 12% 60% 56% 74% 100% 100% 65% 100% 94% BMAT 60% 60% 86% - - - - - - BMET 32% 34% 49% 76% 97% 98% 75% 74% 90% BPM 46% 100% BSA 70% 92% 94% BSM/BMT 36% 50% 52% 86% 88% 100% 86% - 89% MARC 81% Overall 44% 48% 48% 62% 71% 98% 94% 80% 90% 91% * Data by major not available ** Data includes employment and/or graduate school enrollment


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PROJECTION Wentworth is committed to taking consistent action to ensure that the Mission and Vision is well known, accepted, and understood by the community. Recent opportunities for the community to review and revise the Mission and Vision included the open forum blog on the Institute’s website which invited students, faculty, staff, and alumni to share feedback and comment on the current Mission and Vision. At the May 14, 2011 Board of Trustees meeting, the Mission and Vision statements were reviewed and approved as modified.

On Saturday, March 19, 2011, Wentworth held a campus-wide meeting to launch a new strategic planning process. The meeting involved faculty, staff, students, trustees, corporators and others in generating ideas for Wentworth’s next five-year strategic initiatives. The Mission and Vision will be emphasized and used to guide activities throughout this campus strategic planning process. The campus-wide process for Designing the Future 9.0 will also be used to assess the effectiveness of the mission.

Through the use of blogs, campus-wide meetings, and individual area meetings, Wentworth will continue to improve existing programs and develop new ones as markets dictate. Community involvement will continue to grow and interdisciplinary courses will be developed in order to best educate our students in a student-focused academic environment.

INSTITUTIONAL EFFECTIVENESS

Wentworth has been very successful in assessing and articulating its Mission and Purpose in a rapidly changing world. The assessment process, part of each strategic planning initiative, reflects active participation of all of Wentworth’s major constituencies, including the Board of Trustees, administrators, faculty, staff, students, and alumni. The current Mission and Vision statements are widely recognized as Institutional strengths, and one result of their focus on creating a student-centered environment is the inclusion of significant service learning components in a wide range of courses and club activities. While the Mission and Vision statements guide all planning on campus, the recent financial downturn has necessitated a reevaluation of Wentworth’s implementation of its Campus Master Plan; Wentworth has nevertheless begun construction on two major renovation projects designed to improve both the student experience on campus (the Flanagan Campus Center) and our academic offerings (Ira Allen renovation adding state-of-the-art science and biomedical engineering labs). However, in all other respects, the clarity, direction and currency of the Mission and Vision statements have successfully guided our major academic reorganization, global initiatives, and the overall strategic planning process.

http://blogs.wit.edu/designingthefuture/



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Data First Form Standard One: Mission and Purposes

Attach a copy of the current mission statement (please see narrative). Document URL Date Approved by the

Governing Board Institutional Mission Statement www.wit.edu/about/mission.html May 14, 2011

Mission Statement published URL Print Publication WIT Website www.wit.edu/about/mission.html WIT Academic Catalogues www.wit.edu/catalog Catalogues (2001-2008)

Related statements URL Print Publication Vision www.wit.edu/about/mission.html Value Statement www.wit.edu/about/mission.html

Student Learning Goals www.wit.edu/academics/learning-goals.html

A Three-Part Learning Model www.wit.edu/academics/learning-model.html

A Global Context www.wit.edu/academics/global-context.html

Cooperative Education www.wit.edu/co-op/



http://www.wit.edu/catalog/



http://www.wit.edu/academics/learning-goals.html


http://www.wit.edu/academics/learning-model.html

http://www.wit.edu/academics/learning-model.html

http://www.wit.edu/academics/global-context.html

http://www.wit.edu/academics/global-context.html

http://www.wit.edu/co-op/

STANDARD TWO PLANNING AND EVALUATION 35

STANDARD TWO PLANNING AND EVALUATION

DESCRIPTION - PLANNING Institute-wide strategic planning, begun in 2005 with the creation for the first time of a Strategic Planning Steering Committee, has led to an ongoing commitment to strategic planning as a dynamic and evolving process, informed by Wentworth’s mission statement, that drives change at the Institute, and against which specific changes are evaluated.

Wentworth President Zorica Pantic began the strategic planning initiative by hiring Maguire Associates to facilitate the involvement of all sectors of the Institute in the creation of a 5-year Strategic Plan, which was approved by the Board of Trustees and became effective in October 2006, and consisted of six strategic initiatives:

• Undergraduate program enrichment: Undergraduate programs should be continually improved to meet industry needs. Develop a 4-year undergraduate biomedical engineering program.

• Graduate programs initiative: Wentworth should enrich its academic offerings with graduate programs.

• Student experience: The student experience should be enhanced in academic, extracurricular, and social areas, including support services and facilities.

• K-14 pipeline: Wentworth’s recruitment capability should be increased at earlier stages of the student pipeline in the K-14 levels to promote interest in engineering, technology, and design careers.

• Market expansion for professional studies: Wentworth’s academic program offerings should expand to attract and serve new markets and non-traditional populations and to support lifelong learning.

• Supporting resources: Wentworth’s infrastructure (financial, administrative, and physical capabilities) should be upgraded in keeping with the requirements of the competitive marketplace.

Wentworth’s Board of Trustees is intimately involved in the strategic planning process through both its Long Range Planning Committee and its Academic Affairs Committee. The entire board engaged in an off-campus meeting in October of 2008 to assess progress on the strategic plan. To enhance the board’s involvement with high-level strategy and planning, the Institute in 2009 initiated an innovation that consists of “Board Briefings” presented by administrative officers prior to Board meetings and focusing on selected topics of strategic importance (e.g., cooperative education, engineering and engineering technology, financial aid and recruitment). In addition, the President’s Administrative Council (PAC), consisting of senior administrative officers, discusses strategic issues and planning in their weekly meetings. Furthermore, it held retreats on strategic planning in August 2009 and February 2010. More retreats are scheduled in the future.

Embracing the idea that the strategic plan is a living document flexible enough to adapt to meet new challenges, President Pantic in 2009 created the position of Vice President of Executive Affairs, in part to assist with the strategic planning process and facilitate the


alignment of the Master Plan and financial resources with the Strategic Plan. In May 2009, the Office of Executive Affairs made a presentation to the Board of Trustees on “Strategic Plan Assessment and Action” which detailed goals and methodology for evaluating progress that had been made with regard to the strategic initiatives, including such accomplishments as the successful implementation of a Master of Architecture program, outreach to potential students through various STEM programs and articulation agreements, reinvigorating the Arioch Center (now the College of Professional and Continuing Education) with new academic programs and updated delivery of adult education and improvements in fund-raising and IT infrastructure.

In recognition of the progress made in achieving a number of the goals outlined in the 2006 plan, a 2009-2012 Strategic Plan update, approved by the Board of Trustees in November 2009, focuses on three major areas of concentration:

• Academic Programs: Wentworth will assess, renew and expand its academic programming to enhance learning.

• Student Access, Success, and Experience: Wentworth will provide educational opportunities, develop academic partnerships, and foster an environment for a positive student experience and success.

• Resources & Infrastructure: Wentworth will enhance its financial resources and invest in facilities, technology, and human resources to support the academic program priorities.

In 2006, Wentworth Institute of Technology underwent a data conversion effort of its Student Information System. Prior to 2006, student information was automated in a proprietary system based upon older flat file, non-relational database technology. The conversion in 2006 upgraded the student information system to SunGard’s Banner product which is based upon Oracle, a leading relational database provider. However, the conversion performed in 2006 was focused primarily upon the registrar and finance functions. Departments such as admissions and financial aid were not transitioned to Banner until 2009 and Institutional Advancement continues to this day on its own database system. Further, when admissions and financial aid were converted, no historical data was brought into Banner from legacy systems. Even during the original conversion, historical data was converted to Banner sufficient to reproduce student transcripts, but most other historical data was left in the original legacy systems. At one point following the 2006 conversion to Banner, there were over 50 separate data environments housing the institute’s data.

Academic Programs

Vice President of Academic Affairs and Provost Russell Pinizzotto has instituted “Open Forums” for faculty and staff that have prominently featured discussions on academic planning, and he held four off-campus retreats for department heads and other key administrative personnel in 2009 to consider academic reorganization and new academic programs. Based on feedback from these discussions, a comprehensive reorganization plan was finalized and approved by the Board of Trustees for implementation in 2011. Also in 2009, the board approved a statement of expected Student Learning Goals that was recommended by an Assessment Task Force which involved input from the Provost’s Office, the Faculty Senate, and the President’s Administrative Council.

The new four-college academic organizational structure has been instituted, and five new engineering curricula (biomedical, civil, electrical, engineering, and mechanical) are now in place. Master’s degree programs in Architecture and Construction Management were begun in the fall of 2010. The reconstituted College of Professional and Continuing Studies



(formerly the Arioch Center) offers lifelong learning programs to meet the needs of the non-traditional student. While the Institute has for years collected and analyzed data related to its mission and objectives, this function has recently been given greater visibility and importance through the creation of the Office of Institutional Research and Planning and the hiring of a Director whose responsibilities include strengthening the link between research and planning at all levels of the Institute.

Recognizing that the recent linear trend in enrollment increases is unsustainable given current resources, the Provost has asked all academic departments to project the maximum size for their programs based on available facilities and other resources, which will in turn inform future budgetary planning. Financial planning is closely linked to the Strategic Plan and related academic initiatives, through the VP for Finance’s involvement in the President’s Administrative Council.

Student Access, Success, and Experience

This area includes monitoring and evaluating new pipeline initiatives, analyzing and improving retention and graduation rates, and enhancing both the on-campus and off-campus experience for our students.

Established in 2008, the Office of New Student Programs oversees the summer New Student Orientation and the First Year Seminar taken by all students in the fall of the freshman year, as well as Wentworth Opening Week and continuing programming for new students. The Office of Wellness Education encourages students to make healthy and responsible lifestyle choices.

The renamed Learning Center, under the newly created area of Learning and Development, has seen a growth of over 100% in the past few years regarding the hours of tutoring offered to students in all majors. Renovations in spring 2011 have further enhanced the Center’s ability to serve the student population.

Resources and Infrastructure

This initiative includes the adoption of multi-year budgeting and improved fundraising plans, as well as the continual alignment of human resources, technology, and the Master Plan with the Strategic Plan.

In 2007, the Director of Wentworth’s Physical Plant created a Learning Environment Task Force, working in concert with the Faculty Senate, to survey and improve the efficiency of classroom usage. Then, working with a team of consultants headed by the Boston firm Goody Clancy as well as its neighbors and Boston city officials, Wentworth developed a long-range institutional Master Plan. Presented in 2009 and founded on the 2009-2012 Strategic Plan, the Master Plan seeks to give new life to aging facilities, strengthen the campus core, provide a quality open space network, improve surrounding streets, showcase Wentworth along Huntington Avenue (Boston’s Avenue of the Arts), and leverage opportunities for campus-owned land. The Master Plan supersedes a 2007 Academic Facilities Plan formulated by the departments and previous Provost, and consists of a four-phase timeline that envisions roughly 7% growth in the student body and includes the potential for roughly 2 million square feet of new development, including a new campus center and athletic facilities, strategic additions to key academic facilities, and a new residence hall. Its key features are summarized below.


http://www.wit.edu/president/plan.html



Campus Vision Plan Theme Proposed Action

Strengthen the Campus Core

• New Campus Center • New and improved open spaces • New academic facilities • Enhancements to athletics and recreation building

Improve surrounding streets • New student life and academic facilities along Parker St. • Relocated athletic facilities with parking below • Streetscape and open space improvements

Showcase Wentworth along Huntington Avenue

• Distinctive new academic and residence hall facilities • Glassy facades that showcase activity and broadcast

Wentworth’s identity

Give new life to aging facilities • Phased renovation of existing facilities • Enhancement of the campus as a hands-on learning

tool

Provide a quality open space network

• New and enhanced signature open spaces • Wall of Innovation • Welcoming paths to the Quad

Leverage opportunities for campus-owned land

• Development that brings programmatic and economic benefits

The economic downturn that began in 2008 has necessitated an ongoing assessment of the Master Plan, and a revision is expected to be filed with the Boston Redevelopment Authority.

The next phase of strategic planning was begun on a Saturday in March 2011 with a day-long brainstorming session Designing the Future 9.0. Faculty, staff, students, Trustees, Corporators and others joined together to generate ideas for Wentworth’s next five-year strategic initiative. A Strategic Planning Steering Committee has been formed to coordinate this round of planning.

DESCRIPTION - EVALUATION The previously mentioned May 2009 presentation by the Vice President of Executive Affairs included formative evaluation of progress to date in addressing the six strategic initiatives contained in the original 2006 Strategic Plan, which served as the basis for updating the plan to produce the Strategic Plan for 2009-2012. A prior assessment of progress on the six initiatives was posted under the “Strategic Plan” tab on the website for the Wentworth community. In addition, the annually published President’s Report and Factbooks provide snapshots of the Institute’s state and achievements.

Academic Programs

The Institute contracted with Stevens Strategy, a management consulting firm, to perform a 2008-09 evaluation of the academic affairs organization and department head training which included several off-campus retreats for the academic administration as well as for trustees.

At the department level, evaluation of individual curricula is ongoing and rigorous, in line with various program accrediting agencies. Each program is also guided by an Industrial or



Design Professional Advisory Committee. The Institute Curriculum Committee helps ensure that individual curriculum initiatives align with overall Institute goals.

The annual faculty evaluation process includes student evaluations of their courses through an online system as well as Faculty Annual Reports that address the three principal areas of faculty effort: Teaching, Scholarly and/or Creative Activities, and Service Activities. As of 2010, the faculty evaluation process is administered via the online PeopleAdmin system. The procedures for regular appointment, annual evaluation, and promotion have recently been brought into alignment so that all are based on consistent criteria.

Student Access, Success, and Experience

Retention reports are available for 1995-2009. Considerable information is found on the “Assessment” tab on Wentworth’s internal webpage, including

• Fall 2008 Cooperative Education Report

• 2006 National Survey of Student Engagement (NSSE) and Faculty Survey of Student Engagement (FSSE) reports

• National Council of Examiners for Engineering and Surveying Fundamentals of Engineering Examination Results for Wentworth graduates

• 2007 survey of graduates

• Spring 2006 survey regarding the student laptop program

• Internationalization Questionnaire

• 2006 Advising Committee Report

• 2005 Student and Faculty Surveys on Advising

• 2005 First Year Assessment Committee Report

Also found on this page is a wealth of links to external institutional resources research, assessment resources, and assessment organizations. The website is “designed to support faculty and administrators as they address the assessment of student learning, i.e., the knowledge, skills, attitudes, and personal development attained through curricular, co-curricular, and out-of-class learning experiences. The website includes guides; templates and models; guidance in the design and development of assessment plans for programs and courses; examples of tools to gather data on what our students know and can do; and useful links to other assessment resources. In addition, the website will provide a convenient means to share the ongoing activities on campus and resulting outcomes of student learning assessment.”

In 2009, the institute established the Office of Institutional Research and Planning. The current director was hired in the spring of 2010. The office was created in recognition that the institute needed to remedy the data access issues discussed above and initiate a program of institutional research that would help the administration, staff and faculty utilize data to make better informed policy decisions and to better understand student performance and institutional effectiveness. The primary focus of the office since the arrival of the new director has been primarily on creating a data environment suitable for research and evaluation. Much of the energies of the office over the past 12 to 16 months have been focused on the data warehousing effort and providing the base level reporting required by State a Federal agencies as well as reporting necessary to support ongoing accreditation efforts of the various schools and departments. However, the office has been able to conduct some specialized assessment efforts.


Resources and Infrastructure

As part of the development of the Campus Master Plan, Rickes Associates produced a 2008 report “Instructional Space Utilization Analysis,” which assessed classroom utilization. While indicating that classroom space is adequate for current enrollment, recommendations included increases in the classroom utilization rate and in the floor space per student, as well as a revised distribution of classroom sizes. These and other recommendations have been addressed in the Master Plan.

APPRAISAL – PLANNING

The planning process at Wentworth has undergone a major transformation in the past few years. The strategic planning initiative set in motion by President Pantic in 2005 represented the first time that the entire campus community—faculty, students, staff, senior administration, and trustees—has been involved in a major attempt to review, evaluate, and set the course for Wentworth’s future.

Follow-ups and updates to the Strategic Plan are more frequent, deliberate, and concrete than in past planning efforts. The recent creation of the position of Vice President of Executive Affairs is helping to insure that planning is a continuing process. And the establishment of the Office of Institutional Research and Planning will provide the necessary data acquisition, metrics, and outcomes analysis to help senior leadership make the appropriate strategic planning decisions. This is evidenced by the 2009 Strategic Plan evaluation and assessment that recognized progress in several areas targeted by the original Strategic Plan and reprioritized planning efforts moving forward and focusing on the three strategic initiatives of academics, student access and success, and resources and infrastructure.

In keeping with the inclusiveness of the strategic planning process, Provost Pinizzotto has brought a welcome transparency to the academic planning side of the Institute. His series of academic retreats, board briefings, and Open Forums have served to increase communication across all constituencies. The comprehensive reorganization of the academic structure in effect as of January 2011 has been a result of that process.

Provost Pinizzotto has also brought stability and leadership to the Office of Academic Affairs. Prior to his arrival, academic department heads, already burdened with rigorous periodic program accreditation reports in addition to their other duties, were asked to develop separate departmental strategic plans on a three-year cycle. There has been general agreement that this process, while a well-intentioned attempt to align departmental goals with the Institute Strategic Plan, was superfluous, so it has been discontinued.

External accrediting agencies require Wentworth’s academic departments to demonstrate that their curricula incorporate ongoing planning activities to promote state-of-the-art delivery of technical education, and such planning is directly informed by the evaluation activities that are carried out as part of program assessment. For example, the most recent report to the Technology Accreditation Commission of the Accrediting Board for Engineering and Technology describes the “Continuous Improvement Plan” for the Computer Engineering Technology and Electronics Engineering Technology programs based on a Total Quality Management model. Each program’s Industrial Professional Advisory Committee (IPAC) or Design Professional Advisory Committee (DPAC) helps to ensure the currency of the curriculum.


Furthermore, a previous projection of 4400 students was deemed unrealistic given projected classroom space and the City of Boston’s urging that housing for all students be available on campus. Updated strategic planning has now confirmed that current resources and infrastructure will support a maximum number of 3800 students. Student enrollment has been targeted to reflect this optimum, with faculty and space constraints on each program helping to determine entering class composition.

The Campus Master Plan given impetus by the Strategic Plan was also reviewed, and priorities were considered and established based on the current economic state and a concerted effort to align infrastructure improvements with the Strategic Plan. Recognizing these facts, the Master Plan addressed the most urgent needs such as increased science laboratory space, more classrooms, and academic office space. The Plan also stressed the need for a student center and the renovation of the library. Construction to meet these needs is currently under way. Ground was broken in May 2011 for extensive renovation and addition to the Ira Allen Building, which will result in new science laboratory facilities and office space. Simultaneously, work began on the new Campus Center, to be housed in Beatty Hall.

Wentworth’s operating budget is 93% dependent on revenues from tuition, room, and board. Yearly expenses have consistently met budgeted targets, and the Institute has seen 12 consecutive years of a positive “bottom line.” This record of success required multi-year budgeting procedures which have been strengthened and enhanced through the Strategic Plan.

It is evident then that Wentworth’s Strategic Plan has become an evolving guide for the planning of the Institute’s strategic direction, and it is undergoing continual revision to adapt to new circumstances and challenges. This philosophy is also guiding individual academic units in planning their strategic directions and enhancing their effectiveness.

APPRAISAL – EVALUATION

The periodic self-studies of the Institute’s academic curricula performed as part of the program accreditation process are detailed and comprehensive, and include responses to external evaluators’ concerns. All recent reports will be available in the Team Room. Examples include the following:

• In its most recent (2006) report to the American Council for Construction Education (ACCE), the Civil, Construction, and Environment Department described its Construction Management Program Quality Assessment, which includes feedback from freshmen, coop students, exiting seniors, alumni, employers of graduates, and other industry sources, all filtered through the IPACs.

• The 2007 report to the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology regarding the Electromechanical Engineering program maps program objectives and courses to 16 specific program outcomes, and includes a matrix of minimum required performance levels for such tasks as laboratory reports, design projects, creating Gantt charts, etc. Continuous program assessment by a standing faculty committee ensures currency of the program and articulation with Institute planning.

• The National Architecture Accreditation Board (NAAB) in its last visit (2006) noted that the previous accreditation report had stated that the requirement that “The accredited degree program must show how it is making progress in achieving the NAAB Perspectives and how it assesses the extent to which it is fulfilling its mission” had not been met by Wentworth’s Bachelor of Architecture program. This condition

http://www.wit.edu/NEASC2011/report2011/supplimental/BCMT2006ACCEReportFinal.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/BELM2007Self-StudyReport.pdf



was met in 2006 as one of a number of positive changes accompanying a major transformation of the curriculum.

Beginning in 2009, all course syllabi at Wentworth have included a detailed list of Student Learning Goals, so that student assessment procedures will now be more transparent. And the alignment of faculty evaluations for the various purposes of yearly assessment, achievement of regular appointment for newer faculty, and promotion in rank should eliminate long-standing confusion regarding evaluation practices. The collaborative negotiations begun by the Institute and the Wentworth Faculty Federation, with an increased emphasis on faculty self-assessment, will further serve that purpose.

Assessment has been used advantageously to improve practice in other areas directly related to students as well. For example, the Wentworth Opening Week orientation uses student and staff surveys to inform planning for the following year’s activities, and the Division of Technology Services used evaluation of the laptop computer distribution program, a major undertaking each year, to increase efficiency and student satisfaction.

The separate data environments previously described made it difficult if not impossible to provide adequate data for planning and evaluation. Many of these data environments were unable to exchange data and there were no tools available to adequately integrate these disparate data environments. Further, it was not possible to analyze student performance from a historical perspective due to the incompatibility of many of the data sources. While data sufficient to meet our Federal and State reporting requirements were available, detail beyond this rudimentary reporting level was difficult to obtain.

In 2010, an extensive effort was initiated to remedy the above deficiencies in our data environment. This effort involved two stages:

• Conversion of our legacy data environments into a common environment which mirrored the Banner data structure based upon Oracle.

• Development of a data warehouse which would integrate all the various data sources generated by the several functional departments with the legacy data into a common data source optimized for data monitoring and reporting.

In the Fall of 2010, research was conducted and presented to the Board of Trustees in the Fall 2011 to evaluate the Institute’s financial aid award policies to determine the impact of financial aid upon enrollment. This analysis focused upon the sensitivity of students to differing levels and types of financial aid awarded by the institute and determine the competitiveness of the institutes awarding policy. The analysis found that our awarding policy was not competitive and that there were differential sensitivities to financial aid award based upon student preparedness. As a result of this research, the institute was able to adjust the financial aid policy for the upcoming year (fall 2012). The model projected an 8.5% increase in enrollment which was exceeded for the upcoming year. In the Summer of 2011 an enrollment forecasting model was presented to the Board of Trustees for their consideration. Additional presentations in 2010 and 20111 have been made to the Board of Trustees and the management leadership team to assist their strategic planning efforts including impacts on enrollment processes, retention risk profile, and transfer student attrition.

PROJECTION Conversion of the legacy data was completed in the fall of 2010. Stage 2, development of the data warehouse is in progress and the first phase is due to be completed in the fall of 2011. The data warehouse effort will be an ongoing process for the next few years as more



http://www.wit.edu/NEASC2011/report2011/supplimental/FA-EnrollmentFall2011.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/FA-EnrollmentFall2011.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/EnrollmentForecastingModel.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Impacts-Enrollment-Process.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Retention-Risk-Profile.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Transfer-Student-Attrition.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Transfer-Student-Attrition.pdf


departments make more extensive use of its capabilities. The initial phase will involve the reporting on over 100 KPI’s (Key Performance Indicators) across 5 major departments, and will include the ability to drill down into the detail of the data across over 50 different data attributes or dimensions. This extensive project will provide the Institute with an extensive data environment useful for monitoring student and program performance conduct future planning and conduct specialized research to support policy decisions.

In addition to the data sources discussed above, which are predominately operational data sources generated by the various function departments within the institute, there are several data sources generated from various surveys conducted across the institute. Many of these have been mentioned in other parts of this document such as the BCSSE and NSSE surveys, CIRP, etc. These surveys have been conducted since 2006 in most cases and will need to be integrated into the data warehouse project. Integration of these data sources will be conducted as a second stage of the data warehouse project and is expected to be performed in the spring of 2012.

In the spring, 2011, an enrollment forecasting model was created based upon historical data back to 2005. The forecasting model was developed to look at when we would expect to reach our saturation enrollment of 3800 students. This model allows for applying various assumptions regarding growth of certain majors. Currently the model predicts that we will reach our maximum enrollment of 3800 in two years.

We have begun to examine retention in some detail. While this research is very much in its beginning stages some interesting variations in retention have become evident across majors and between full time freshman and transfer students. Our approach to investigating retention is to examine not only the retention rate but also the timing of student loss as it is our view that different dynamics are pervasive at different stages of the student life cycle. We have found the attrition risk profile varies considerably by major and that unlike many schools, the risk of failure for transfer students is quite high. With further analysis of the dynamics of attrition, it is our goal to identify the risk factors involved at various stages of the student life cycle such that programs can be put in place to ameliorate these risks and improve retention.

With the creation of an extensive data warehouse, it will be possible to develop a comprehensive institutional research agenda which would include but not be limited to:

• Continued research into the factors associated with attrition and graduation risk which would incorporate data from surveys we currently conduct as well as specialized surveys into non cognitive factors predictive of student attrition. The Institute has conducted an extensive literature review on this subject and anticipate an aggressive research agenda in this area.

• Continue refining forecasting models.

• Further fine tuning of financial aid awarding methodologies. While Wentworth was able to achieve our enrollment objectives this year based upon our modeling efforts, there are areas in which the model can be fine-tuned and improved for the next admissions cycle.

• While the Institute monitors graduate job placement, it does so fairly early on after graduation. It has not in the past conducted research which looks at job placement and growth 3 and 6 years out of school and we have not done extensive research into how students assess their education at Wentworth regarding career fit and preparedness. Plans are in place to institute a more comprehensive graduate survey which will assess these factors further out from graduation, at least 6 years, and


which will be conducted on an ongoing basis. Wentworth is currently planning to use the instrument developed by ACT for this purpose.

• The Office of Institutional Research and Planning will continue its efforts to attract outside sources of funding to examine may of the challenges we face as an institution which align with other national priorities. An example of this effort is our seeking of NSF funding to support transfer student transition into the Institute for STEM students.

• The Office of Institutional Research and Planning will continue to be involved and encourage systematic research programs to evaluate intervention programs designed to improve student effectiveness and performance. Whenever possible, the Institute will develop quantitatively viable programs which will allow for accurate assessment of program effects and outcomes based upon sound scientific principles. Evaluation programs can be designed which will test alternative modalities for intervention. The approach favored will be to put pilot programs in place to determine program viability and assess which program option may have the greatest chance of success. Following assessment of the pilot programs, a determination can then be made as to the desirability of broader implementation.

• Wentworth has begun a research program to determine selectivity standards for admission. This becomes a critical element in our planning process as we approach our maximum enrollment targets over the next few years. We are beginning to look at standardized test thresholds and internal rating thresholds relative to student performance outcomes to determine if there are classes of students that have too low a probability of success to warrant admission to the college.

INSTITUTIONAL EFFECTIVENESS Planning and Evaluation is an area in which the Institute has experienced significant success and improvement. Under the guidance of the Strategic Planning Steering Committee, the Institute Master Plan, Academic Plan and Financial Plan have all been brought into alignment with the Strategic Plan and the Mission and Vision statements. Further, the Institute has authorized several hires in the area of Planning and Evaluation to ensure the processes function at the highest level, including a Vice President of Executive Affairs and a Director of Institutional Research. One very positive outcome of these efforts is that the Institute recently reviewed and restructured its financial aid offerings based on assessments from these offices, resulting in a positive enrollment outcome for the new engineering programs. Further, the Institute now conducts assessments of all aspects of its operations and programs, such as assessing its cooperative education program, its laptop initiative, its advising, its utilization of space, etc. The results of these assessments are applied to all planning efforts on campus. The success of these initiatives means that the Institute will continue to refine its forecasting models and methodologies for assessing its programs and functions, a critical element in our planning process as the Institute approaches maximum enrollment targets.


Data First Form Standard Two: Planning and Evaluation

PLANS

Year of Completion Effective Dates URL or Folder Number

Strategic Plans

Immediately prior Strategic Plan

2006 2006 -2009 By the Year 2007

Current Strategic Plan 2012 2009 - 2012 www.wit.edu/strategic_plan

Next Strategic Plan

Designing the Future 9.0 http://lconnect.wit.edu/tag.ce00e214dd4669b9.render.userLayoutRootNode.uP?uP_root=root&uP_sparam=activeTab&activeTab=u13l1s2&uP_tparam=frm&frm= http://blogs.wit.edu/designingthefuture/

Other institution-wide plans

Campus Master Plan

2009 http://myweb.wit.edu/businessfinance/CampusMasterPlan/CampusMasterPlan.html

Institutional Master Plan

Completed 2010 Approved 2011

www.wit.edu/imp

Academic plan

Refer to Standard Four

Financial plan

Refer to Standard Nine

Technology plan

Refer to Standard Eight

Enrollment plan

Refer to Standards Two Refer to Standard Four Refer to Standard Six

Development plan

Refer to Standard Two

Plans for major units (e.g., departments, library)

Beatty Hall Renovation and Expansion

2012

Blog: http://witbeattyhallrenovation.wordpress.com/ Webcam (rear of Beatty): http://myweb.wit.edu/netops/beattycam.html Webcam (Beatty front & Campus Quad): http://myweb.wit.edu/netops/quadcam.html

Ira Allen Renovation and Expansion

2012 Facebook: https://www.facebook.com/IraAllenProject Webcam: http://myweb.wit.edu/netops/iracam.html

Basic Industries Renovation 2011 Available in Team Room

http://www.wit.edu/NEASC2011/report2011/supplimental/ByYear2007VisionStatement.pdf

http://lconnect.wit.edu/tag.ce00e214dd4669b9.render.userLayoutRootNode.uP?uP_root=root&uP_sparam=activeTab&activeTab=u13l1s2&uP_tparam=frm&frm=




http://myweb.wit.edu/businessfinance/CampusMasterPlan/CampusMasterPlan.html

http://myweb.wit.edu/businessfinance/CampusMasterPlan/CampusMasterPlan.html

http://www.wit.edu/imp

http://witbeattyhallrenovation.wordpress.com/

http://myweb.wit.edu/netops/beattycam.html

http://myweb.wit.edu/netops/quadcam.html

https://www.facebook.com/IraAllenProject

http://myweb.wit.edu/netops/iracam.html


EVALUATION URL or Folder Number Academic program review

Program review system (colleges and departments). System last updated:

Refer to self-study reports in Inventory of Educational Effectiveness Indicators

Program review schedule (e.g., every 5 years)

Sample program review reports (name of unit or program)

Civil Engineering Technology Civil Engineering Technology

Electromechanical Engineering Electromechanical Engineering

Architecture Available in Team Room

Facility Management Facility Management

System to review other functions and units

Program review schedule (every X years or URL of schedule)

Sample program review reports (name of unit or program)

Other significant evaluation reports (Name and URL or Location) Date

http://www.wit.edu/NEASC2011/report2011/supplimental/BCETSelf-Study2010.pdf


http://www.wit.edu/NEASC2011/report2011/supplimental/IFMA2004SelfStudyReport.pdf

STANDARD THREE ORGANIZATION AND GOVERNANCE 47

STANDARD THREE

ORGANIZATION AND GOVERNANCE

DESCRIPTION The Board of Trustees (BOT) of Wentworth Institute of Technology is the governing body that is ultimately responsible for the quality and integrity of the Institution. The Corporation is composed of 57 Corporators, 23 of whom are also Trustees, who elect members of the Board of Trustees and Corporation at the Corporation’s Annual Meeting. According to the Bylaws of Wentworth Institute of Technology (updated May 14, 2011), the Board of Trustees has the legal authority to hold the property and assets of Wentworth Institute of Technology in trust. Additionally, the Board of Trustees is authorized to determine and periodically review the Mission and Purposes of the Wentworth Institute of Technology Corporation and is charged with the responsibility of assuring that the Institute's objectives are realized.

The Board of Trustees most recently revised Wentworth Institute of Technology’s Mission, Vision, and Values Statements at its meeting on May 14, 2011. The Institute’s revised Mission Statement notes that “Wentworth provides a comprehensive interdisciplinary, project-based education in engineering, technology, design and management that integrates classroom, laboratory, studio, cooperative and experiential learning resulting in a career-ready, skilled professional and engaged citizen.” The work of the Institute is guided by a revised Vision statement that states that “Wentworth will be a student-centered institution of Academic excellence offering high quality undergraduate, graduate, and lifelong-learning programs; we will develop internal community and serve society through urban engagement; and we will foster economic growth by educating students to become highly skilled professionals.” Wentworth has four guiding Values including honesty, energy, economy, and system and has enumerated ways in which the community may exhibit and model these values as a community.

Wentworth’s overall organization structure supports the Mission, Vision, and Values Statements, and this structure has been flexible enough to accommodate and encourage changes in the administrative structure of the Institute, organizational and operating structure of the Corporators and Board of Trustees, and the revision of the academic programs in order to further the development of the students in accordance with the Mission Statement.

The Wentworth Institute of Technology organization chart details the recent restructuring of the Institute to facilitate the mission. The President, in consultation with the six Vice-Presidents, and assisted by the newly created position of Chief of Staff, determines the allocation of resources and the distribution of financial support, personnel, facilities, and equipment. Communication moves both from the Office of the President and to the Office of the Provost (OOTP) through the Vice Presidents to the Associate Vice Presidents, and from the Deans of the four colleges – Architecture, Design and Construction Management, Arts and Sciences, Engineering and Technology, and Continuing and Professional Education. Under the new academic structure, Wentworth has appointed four new Deans to oversee the work of the four new colleges. Three of the colleges have newly-formed departments led by one or more department chairs. The College of Architecture, Design & Construction Management (CADC) has four departments including Architecture, Construction

http://www.wit.edu/NEASC2011/report2011/supplimental/RevisedBylaws5-14-11.pdf




Management, Industrial Design, and Interior Design. The College of Arts & Sciences (CAS) is made up four departments including Applied Mathematics, Humanities and Social Sciences, Management and Facilities, and Sciences. The College of Engineering and Technology (CET) has five departments including Biomedical Engineering, Civil Engineering and Technology, Computer Science and Computer Networking, Electrical Engineering and Technology, and Mechanical Engineering and Technology. The College of Professional and Continuing Education (CPCE) has no departments. This enhanced new academic structure of Colleges and Departments supports Wentworth in advancing the academic mission of the Institute.

The Corporation’s Bylaws articulate the roles of Wentworth’s Corporators, Trustees, Officers of the Corporation and the President. The Board of Trustees derives its authority from the Corporation and the Board is responsible for hiring the President and periodically evaluating the President’s job performance. As a private, not-for-profit institution, the Institute has no outside sponsoring agency and has the independence to meet the Commission’s Standards for Accreditation.

The membership of the Board of Trustees of WIT consists of at least twenty-two members and a maximum of twenty-seven. Wentworth's Trustees are grouped into five categories defined by the elected term of office. Term limits for Trustees and Corporators were revised in 2007 allowing them to serve a maximum of 3 five-year consecutive terms. In 2011 the By-laws were again revised to allow new trustees elected after August 2011 to serve a maximum of 3 three year terms. Trustees elected before September 2011 will be allowed to stand for re-election providing they have served less than nine consecutive years before their current term expires. A more formal New Trustee orientation program was introduced in 2010.

Although not explicitly stated in the Institute's By-Laws, the public interest is represented and protected through the Conflict of Interest provision within the By-Laws (Article XV) which each Board member is obligated to adhere to. Article VI of the By-Laws clearly states that the authority of the Board of Trustees is "affirmed through its general, academic, and financial policy-making functions and its responsibility for the Corporation's financial well-being and welfare". The Conflict of Interest Policy ensures that Trustees and Corporators are not in a position to influence decisions that could lead to personal financial gain or other advantage. Conflict of Interest statements are collected on an annual basis.

Currently, Wentworth has twenty-five (25) Trustee members and three (3) have disclosed conflicts of interest due to the potential of financial dealings with the Institute. More than one-half (88%) of the Board of Trustees, including the Chair, are free of any personal or immediate familial financial interest in the Institute, including as an employee, stock- or share-holder, corporate director, or contractor. Any current or future conflicts of interest with current or future Board members are examined by the Audit Committee of the Board to ensure any transactions are completed in an arm’s length manner. Future board candidates will be viewed as successful leaders in their respective communities and should demonstrate sufficient independence so that they may act in the Institute’s best interest. The President of WIT is the Chief Executive Officer whose authority is vested through the Board of Trustees. The President of WIT is responsible for implementing all policies enacted by the Board of Trustees, and is the executive agent and chief advisor to the Board.

The Board of Trustees is structured to maintain regular and effective channels of communication among its members. There are presently nine established committees within the Board of Trustees that enable it to carry out its primary role to advance the Institute's mission and to monitor the academic and fiscal health of the institution. The committees within the Board presently include: The Executive Committee, Finance, Academic Affairs,


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http://www.wit.edu/NEASC2011/report2011/supplimental/ConflictofInterest.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/2010-2011Committees.pdf

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Investment, Long-Range Planning, Development, Audit, Physical Facilities, and Trusteeship & Governance. Each of these committees is charged to meet regularly and report on its activities to the Board of Trustees, with the Executive Committee responsible for overseeing the work of all other committees within the Board. This work ensures that the board identifies, assesses and manages risks and ensures regulatory compliance.

For several years the Board noticed that general participation by Corporators in affairs of Wentworth was less than desirable. In 2007 the Board introduced a plan to reinvigorate the role of, and participation by Corporators. As this process developed, approximately 17% of non-trustee Corporators voluntarily resigned from the Corporation as they were unable to regularly participate in activities of the Corporation. Recognizing that Corporators want and need to be more involved, the by-laws were amended in 2007 to allow for 12 Corporators to serve as voting members on six board committees (2 on each committee). The chair will rotate Corporators every few years to allow all Corporators to participate on board committees over time.

The Trusteeship and Governance committee of the Board of Trustees is responsible for developing, recommending to the board, and monitoring policies relating to corporate governance. The committee is also responsible for establishing and reviewing with the board Chair the criteria and method for evaluating the effectiveness of the board. A board briefing session was held in May 2010 to discuss the latest AGB Statement on Board Responsibility for Institutional Governance with all trustees.

There are numerous constituencies at Wentworth which generate proposals for new initiatives related to academic programming, capital equipment, special faculty projects/collaborations, and various student community affairs. The specific proposals are formulated through faculty and administrators within the existing academic departments as well as other directors such as the New Student Programs Director, Community and Learning Partnerships Director, Director of Libraries, the Center for Teaching and Learning, the Athletics Director, the Career Center and numerous student clubs which seek funding for prioritized academic resources and extra-curricular activities. These new initiatives/proposals are reviewed by a variety of academic and administrative department heads, the Provost's Office, Development, Business and Finance and the President's Administrative Council (PAC) prior to submission for consideration to the appropriate committee within the Wentworth Board of Trustees. Typically, a Capital Campaign is established and launched through the Institutional Advancement Office following approval of the President and the Board.

The Wentworth community is informed of the work and policy-setting decisions of the Board of Trustees primarily through the President who delivers a “State of the Institute” address to the faculty, administration, and staff at the start of each new academic year and as needed. Students and other key members of the Wentworth community are kept abreast of significant policy-making decisions and institutional activities through written memos from either the President's Office or other appropriate offices as well as through various meetings with senior officers of the Institute. For example, the Vice President of Finance addresses all budget managers at the start of preparations for new budget and capital request proposals. The Provost addresses all faculty on new initiatives at least twice a year and the Associate Vice President for Student Affairs Associate Vice President addresses students at a series of gatherings throughout the year. The Wentworth portal, LConnect, is used extensively to post announcements, and has permanent sites reporting on the status of the strategic plan. It contains links to various administrative departments, minutes of PAC meetings, and provides another direct means for the President to reach the entire community. Alumni receive information (written and oral) through the Alumni President who is also a Board

http://lconnect.wit.edu/cp/home/displaylogin


member (ex-officio), the President and the Vice President of Institutional Advancement. External constituents such as Wentworth's Industrial Professional Advisory Committee for each program are addressed annually by either the President or Provost.

As stated clearly within the By-Laws (Article X), the President is responsible for all educational and managerial affairs, and is also given the authority to implement all Board of Trustees policies. In order to ensure that policies, as established through the Board of Trustees, are developed in consultation with various constituencies within the Institute, the President conducts weekly meetings with a President's Administrative Council (PAC). This council consists of the Provost, Vice Presidents for Enrollment Management & Student Affairs, Institutional Advancement, Business, Human Resources, and Finance. The President’s Administrative Council discusses prospective new administrative policies and other new initiatives at the Institute. Minutes of PAC meetings are made available through the campus wide portal (LConnect) on the President’s Tab for review and comment to all administrative staff and faculty. The size of PAC was recently reduced as greater responsibilities have been given to the academic division. This is reflected in the fact that the Provost has been promoted to Senior Vice President for Academic Affairs, the only PAC member at this rank.

The President of Wentworth is also charged with identifying, prioritizing, approving and allocating sufficient resources, including staff, to ensure that the institutional mission and purposes are satisfactorily addressed. The President continually assesses the effectiveness of the Institute through periodic meetings with the Board of Trustees, through the publication of an Annual President's Report, and a report at the Annual Meeting of the Wentworth Corporation. The President also receives significant feedback and information about the state/effectiveness of the institution from reports by senior staff, meetings with students and alumni, monthly meetings with the faculty senate chair, and from the Institute's annual colloquia activities conducted with WIT Trustees, administration, faculty, and staff. The President’s Annual Report includes specific information about WIT’s financial position and activities, faculty and student highlights, various statements regarding the Institute's enrollment, capital campaign, external affiliations, and future direction. The President’s Annual Report is distributed to all of the Institute’s constituents.

Regarding the responsiveness of Wentworth's President and Administration to the needs and initiatives of students, faculty and staff, the Institute has a multi-tiered system of communication. Essentially, the SVPAA/Provost, who is the chief academic officer, keeps faculty informed of the Institute's initiatives primarily through several Academic Assembly meetings. LConnect is also used here as a site for the Provost’s blog, creating an electronic open door policy, and allowing a direct means for the community to participate in discussions concerning current policy and initiatives. There are also open forums held throughout the academic year open to all faculty staff and students where initiatives and ideas are discussed in an informal atmosphere. The President addresses the total campus at least once annually and maintains an open line of communication with students and faculty through direct e-mail and in-person meetings upon appropriate demand. The President meets the president of the Student Government at least once per semester and informs the Wentworth community about the latest developments through Open Forums. As a member of the President's Administrative Council, the Vice President of Enrollment Management and Student Affairs bridges two-way communication between the Student Government and the President and other Executive Vice-Presidents. This process is intended to insure that significant student-related issues are presented, understood, and adequately acted upon. Another important mechanism of responsiveness to the concerns of the faculty is the representation of the Faculty Senate within the Academic Council in which the Provost shares information and assesses vital academic operational needs with key department


http://blogs.wit.edu/provost/2011/07/28/taking-a-look-at-the-curricula/


chairs and various academic directors. The President attends Faculty Senate meetings at least once a semester and meets monthly with the Chair of the Faculty Senate and the President of the Faculty Federation giving the President the opportunity to address faculty related issues and concerns.

Communication among the different departments supporting Wentworth's academic structure of governance is achieved through regular meetings of the Academic Assembly (WAA) at the start of the Fall and Spring semesters, monthly meetings of the Academic Council, regular weekly meetings of the Provost and the deans, meetings with all Academic Affairs managers including deans, department chairs, Registrar, and director of the Library and Associate Vice President of Learning & Development. There are also regular committee meetings and meetings between the Provost and the Executive Committee of the Senate. Faculty, staff, Trustees, students, alumni, and members of IPACs and the Mission Hill community were all invited to a day-long Saturday meeting to launch the next five-year strategic planning process. All the ideas put forth during this meeting are being consolidated and discussed by a thirty-four member Strategic Planning Committee including representatives from all the above groups.

Full-time faculty serve on the Faculty Senate, Accreditation Committees, Curriculum Committee, Task Forces and faculty, dean and department chairs search committees. Regular assessments of programs and academic resources are conducted by faculty who then make their recommendations for improvements to either the department chair, dean, Faculty Senate, or SVPAA/Provost depending upon the item. Full-time faculty assist Department Chairs by leading self-study assessments or coordinating the activities of adjuncts. Full-time faculty also assist with activities associated with Institute-wide program assessment or in the preparation of self-study materials for national program accreditations. This faculty function is always an advisory rather than a management function in all situations throughout the Institute.

A unique academic governance structure exists at the Institute for its interdisciplinary program in Electromechanical Engineering. Faculty from a number of technical disciplines and the Humanities and Mathematics faculty serve together to make curricular recommendations, provide ongoing assessment of the program, prepare accreditation reports, advise students and meet with an appropriate Industrial Professional Advisory Committee (external members). This standing committee also recommends budgets and other resources to operate the program to the Dean of the College of Engineering and Technology, and department chairs for Electronics and Mechanical, and the Provost.

The Faculty Senate has changed it’s structure to reflect the new academic division structure. In the meantime, it continues to operate with representatives elected by the former seven academic departments. The Provost attends the monthly meetings of the full senate, and may create ad-hoc senate committees. The Senate chair sits on the search committee for the position of Provost, and the entire senate has planned meetings with all final candidates. The campus wide Colloquia and open forum meetings are used to insure faculty and student issues are considered, in addition to the input from the department representatives. A summary of significant activities of the Senate are included in the appendix. The Senate meeting minutes are posted on LConnect. A summary of significant activities of the Senate indicates the ways in which the Senate’s participation in governance advances the Institute Mission. For example, in 2008, the Senate, in conjunction with the Learning Center, instituted the President’s Distinguished Faculty Lecture Series. The goal of the program is to encourage Faculty to share their scholarly research with the entire Institute. Faculty, students, staff, administrators, alumni, and Trustees are all invited to these lectures, scheduled once per semester, “providing an opportunity for intellectual and personal growth

http://myweb.wit.edu/fsenate/


outside of the classroom” for the students and the entire Institute constituency. These lectures are well-attended and communicate across the diverse populations of the WIT community.

The Wentworth Faculty Federation, Local 2403, represents the faculty of the Institute in contract negotiations relating to areas of working conditions. The President of the Faculty Federation meets monthly with the SVPAA/Provost to consult on issues and Institute initiatives as they affect faculty and working conditions. These meeting are designed to identify and solve potential problems in advance, and to keep open lines of communication. The President of the Faculty Federation also meets at least once per month with the President so that the President can communicate the Institute’s ongoing planning.

The Institute's undergraduates vote yearly to elect a Student Government (WSG), which oversees allocation of funds to student clubs and organizations. WSG officers include a President, Vice President, Officers for Internal Affairs, Public Relations and Financial Affairs, and various department representatives. Many academic and student affairs committees encourage active student participation, and slots for students exist on all accreditation and re-accreditation committees including the sub-committees that helped to prepare this report. Although the Institute does not have a formal mechanism to evaluate the effectiveness of Institute-wide governance, it does evaluate the parts of the process individually through the Long Range Planning process of the Board of Trustees, regular and frequent re-assessment of academic programs and policies by faculty, the annual Colloquia events (Institute-wide), frequent meetings between the Provost and all of the academic constituencies, President's Administrative Council, and various consultants that have been tasked to focus on specific functions at the Institute. This process has worked well, and will continue to be utilized in the future.

APPRAISAL Wentworth continues to have a very dedicated, active Board of Trustees whose members are committed to the Mission and educational goals of the Institute. Of the 25 trustees, 24% are women. Alumni constitute 40% of the board. The board acknowledges a need to further increase diversity in its membership. The Trusteeship & Governance committee is working closely with the President and other board members to recruit more qualified women and minority candidates.

The Executive Committee recognized that, very often, quarterly Board meetings do not allow adequate time for extensive discussions of specific issues of interest. As a result there is now a 2-hour Board briefing session led by a senior administrator or academic before each board meeting. All trustees and corporators are invited to attend these sessions. This allows for trustees, corporators, administrators, academic dept. heads and selected faculty members to discuss important topics in an informal, free-flowing manner. These briefing sessions have proved to be quite beneficial to all participants.

The Trusteeship & Governance committee has evaluated the effectiveness of Corporator participation on six board committees since September 2008. The Board held a series of meetings with committee chairs to discuss the overall level and quality of participation by the corporators. Feedback from committee chairs and the participating corporators has been very positive.

The changes noted above, not only in structure but also in process, are resulting in a stronger institute. In the period of 2008-2010, Academic Department Heads were invited to participate directly with the Trustees and members of the PAC in strategic planning discussions and meetings. In the Fall of 2010, the Director of Institutional Research and


Planning presented data findings to the Board and the college leaders that herald an era of decision-making founded on extensive statistical research.

Now that Deans have joined the academic structure, communication between academic leadership and the Board has increased with both deans and department chairs regularly participating in meetings. The emphasis on increased communication has also resulted in closer work relations between the academic division and all areas of the college. Representatives of various departments including Admissions, the Registrar, Department of Technology Service (DTS), and Career Services became regular attendees at the bi-weekly meetings of the academic division leadership since the arrival of the new Vice President of Academic Affairs. These same representatives have been invited to participate in off-site strategic planning meetings for the academic division. The focus of the school is on academic excellence, with all departments working together to develop and execute plans for the future.

While many decisions ultimately rest with the SVPAA/Provost, all plans are being communicated through multiple open forums with a number of constituents, from students to faculty to staff, being encouraged to join in the conversation. Decisions are made only after thorough opportunity for discussion. One critical outcome of the change in governance through reorganization is that the capital projects list has been re-examined and academic space is now the priority. New and updated facilities will help improve the quality of the programs.

During the period since the last NEASC review, the Faculty Senate has expressed disappointment in some academic decisions, particularly the decision to initiate the First Year Experience seminar outside the academic unit and without approval of the Institute Curriculum Committee. More recently, before the Spring of 2011, a proposed no-credit Cooperative Education preparation course was postponed because it had not been discussed by the Faculty Senate.

Activity periods were revised in the Spring of 2011 and the scheduling was streamlined. (This change did meet with resistance on the part of the faculty.) An Institute Review Board for research projects was created with the participation of many constituencies. Faculty and students participated in the planning of new construction in the Ira Allen Building (classrooms, offices, and labs) and Beatty Hall (a student center, renovated dining facilities, and bookstore) with Perkins and Will, the Architecture firm.

The Arioch Center was re-named the College of Professional and Continuing Education and worked jointly with day faculty on the Masters of Science in Construction Management. After a period of seemingly continual change in leadership and the focus of Continuing Education, the situation is now stabilized with the appointment of a new Dean and a new direction.

For the first time the Institute and the Federation engaged in collaborative negotiations, resulting in a contract that was agreed upon a month before the old one expired. One aspect of this new process was a jointly revised online performance review process that will form the basis of the following year’s evaluation.

Student Government leaders view their chief concern as receiving timely responses to important issues. Examples include the limited food services on weekends and the lack of resolution to complaints about an overheating problem in the 610 dormitory. Student leaders do note, however, that they have regular meetings with the President and the Provost and that communication between students, student leaders and the administrators have improved over the last five years. The administration has worked hard to act in a timely manner to respond to students’ concerns. For example, when students wanted


Wentworth to make improvements in technology services, the administration responded by insourcing technology services for the community to improve the delivery of these critical services. Overall, while there have been some issues and problems, the college is in a particularly positive position at present as reorganization of the academic division has begun. Through its system of board and internal governance, the Institute ensures the appropriate consideration of relevant perspectives; decision-making aligned with expertise and responsibility; and timely action on institutional plans, policies, curricular change, and other key considerations.

PROJECTION

The Board has a clear understanding of the Institute’s priorities through continual communication with the President. Recent major collaborations between the Board and senior administration include, but are not limited to: the adoption of five new engineering bachelor programs and two new masters programs, use of a financial budget model to assist in strategic monetary decisions, and the adoption of a financial aid award model to ensure enrollment levels are maintained. There are also quarterly Board briefings and an annual retreat where board members and senior administrators will continue to work in partnership on the most pressing issues facing the Institute. Initiatives on which the President is collaborating with the Board currently include updating the Institute’s Strategic Plan and launching a “mini” capital campaign in support of the new Center for the Sciences and Biomedical Engineering and the Flanagan Campus Center facilities.

Over the last five years, the Corporation has elected eleven new Trustees with varied professional and educational backgrounds. The President and Board of Trustees have worked collaboratively to increase the number of women and underrepresented minority members on the Board and Corporation and had success in attracting women candidates to the Board. Currently, there are 10 women serving on the Board of Trustees or as Corporators, and 3 underrepresented minorities. While the Board does not believe that setting quotas is an effective way to address the issue, they do recognize the importance of assessing and refining recruitment efforts to achieve this goal. The President and the Board will continue to actively identify and recruit more women and minority candidates for the Board of Trustees and Corporation. In addition, the Board of Trustees through its Trusteeship and Governance Committee will continue to review areas of expertise for current members of the Board and assess whether the other areas of professional expertise should be added. For example, the Board may consider including future Board and Corporation members with backgrounds in higher education administration, biotechnology, and the medical and life sciences. Similar information will be developed for other members of the Corporation.

Since the Board of Trustees introduced a plan in 2007 to reinvigorate Corporators’ participation in the governing affairs of the Institute, Wentworth has been successful in engaging Corporators to play a more active role. Twelve Corporators now serve as voting members on six board committees (two on each committee), including Academic Affairs, Budget & Finance, Development, Investment, Long Range Planning, and Physical Facilities. The President and Board of Trustees will continue to create mechanisms and opportunities for involving Corporators in the governance and other affairs of Wentworth to cultivate possible future Board leadership. Engagement opportunities include involving Corporators in board briefings with the President, Board of Trustees, senior members of the Administration, and faculty.


The Faculty Senate is undergoing a process of restructuring itself to reflect Wentworth’s academic reorganization from seven academic departments to four distinct colleges. Wentworth’s overall structure is flexible in its ability to accommodate and support the changes occurring within the academic division, which is striving for academic excellence. During this period of transition, the President, Board of Trustees, senior administrators, and faculty members will continue to keep open lines of communication, collaborate with one another in navigating change, and assist members of the Faculty Senate in fostering their emerging leadership skills.

Wentworth’s Student Government (WSG), which oversees the allocation of funds for student clubs and organizations, has been an active student governance-based organization for several years. Students are actively involved in participating in academic and student affairs committees and in all aspects of campus life. Wentworth will continue to seek ways to encourage students to be active in all aspects of student life across campus including the Student Senate and to participate in campus-wide planning such as the design of future campus facilities and planning for the next Strategic Plan.

Wentworth’s President, Board of Trustees, and Administration have fostered a community of open communication, dialogue, and exchange of ideas among Trustees, Corporators, Administrators, Staff, Faculty, and Students. A recent example of this in practice was an Institute–wide strategic planning day in March 2011 where all members of the Wentworth community participated in a day-long, facilitated meeting to develop ideas for the Institute’s next Strategic Plan, titled Designing the Future 9.0. As Wentworth moves forward through a period of significant change and adoption of a new Strategic Plan, members of the Institute-wide community should continue to maintain open lines of communication and work collaboratively during the transition process.


Wentworth has made significant strides in developing the communication models and processes necessary to facilitate its organization and governance. In alignment with the Strategic Plan, and based on assessments of the various governance groups on campus, the Board of Trustees has approved a restructuring of its Board meetings and of the numbers and functions of the Corporators. In addition, under the leadership of the President and the Provost, the Board approved an academic reorganization that facilitates communication both up and down the organizational structure. For example, the Provost holds regular open forums where every constituency on campus is invited to participate both to be informed and to offer suggestions and proposals on an informal basis. On a formal basis, Wentworth Student Government and the Wentworth Faculty Senate meet regularly and forward areas of concern to their responsible Vice President. The Vice Presidents then bring these concerns to PAC. Further, faculty, staff, students and alumni were invited to participate in the planning process for the new sciences labs in Ira Allen and the new Flanagan Student Center, reflecting the strides the Institute has made in achieving effectiveness in communication, transparency, and governance.

http://myweb.wit.edu/wsg/WSG/Home.html


Data First Forms Standard Three: Organization and Governance

Please attach to this form:

1) A copy of the institution's organization chart(s). Please click below: • Academic Affairs • Administration • Business • Enrollment Management and Student Affairs • Finance • Institutional Advancement

2) A copy of the by-laws, enabling legislation, and/or other appropriate documentation to establish the

legal authority of the institution to award degrees in accordance with applicable requirements. • Charter • Articles of Amendment

If there is a "related entity," such as a church or religious congregation, a state system, or a corporation, describe and document the relationship with the accredited institution.

Name of the related entity

-

URL of documentation of relationship

Governing Board

URL

By-laws

By-laws

Board members' names and affiliations*

Trustees and Corporators 2010-2011

Corporators’ names and affiliations* Trustees and Corporators 2010-2011

(* The membership for 2011-2012 will be elected at the Annual Corporation Meeting in September and will be available in the Team Room.)

Board Committees

URL or document name for meeting minutes

Academic Affairs

Available in Team Room

Audit


Budget & Finance


Development

Available in Team Room Executive Available in Team Room

Investment Available in Team Room Long Range Planning Available in Team Room Physical Facilities Available in Team Room Trusteeship Available in Team Room

Major institutional committees or governance groups*

URL or document name for meeting minutes

Faculty Senate http://myweb.wit.edu/fsenate/index.html Faculty Federation


Student Government

http://myweb.wit.edu/wsg/WSG/Documents.html

Faculty Promotion Committee


http://www.wit.edu/NEASC2011/report2011/supplimental/WITCharter.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/ArticlesAmendment.pdf




http://myweb.wit.edu/fsenate/index.html

http://myweb.wit.edu/wsg/WSG/Documents.html


Faculty Sabbatical Committee Available in Team Room President’s Administrative Committee Available in Team Room Graduate Program Committee Available in Team Room Institution Research Board Available in Team Room Curriculum Committee Available in Team Room Deans Meetings Available in Team Room Academic Committee Meetings Available in Team Room Academic Department Head/Chairs Meetings Available in Team Room

*Include faculty, staff, and student groups.


Data First Forms Standard Three: Organization and Governance

Locations and Modalities

City

State or Country

Date Initiated Enrollment*

Main campus

Boston MA 1904 3876 Other principal campuses Branch campuses

Other instructional locations

* Includes all students Fall 2010 and added new CPCE for Spring and Summer 2011.

Distance Learning, e-learning

Enrollment*

Date Initiated

First on-line course

2007 (Division of Professional and Continuing Studies, now CPCE) 2009 (Day program)

First program 50% or more on-line

First program 100% on-line

Distance Learning, other

Date Initiated

Enrollment*

Modality

Correspondence Education

Date Initiated

Enrollment*

none

Main campus: primary campus, including the principal office of the chief executive officer.

Other principal campus: a campus away from the main campus that either houses a portion or portions of the institution's academic program (e.g., the medical school) or a permanent location offering 100% of the degree requirements of one or more of the academic programs offered on the main campus and otherwise meets the definition of the branch campus (below).

Branch campus (federal definition): a location of an institution that is geographically apart and independent of the main campus which meets all of the following criteria: a) offers 50% or more of an academic program leading to a degree, certificate, or other recognized credential, or at which a degree may be completed; b) is permanent in nature; c) has its own faculty and administrative or supervisory organization; d) has its own budgetary and hiring authority.

Instructional location: a location away from the main campus where 50% or more of a degree or Title-IV eligible certificate can be completed.

Distance Learning, e-learning: A degree or Title-IV eligible certificate for which 50% or more of the courses can be completed entirely on-line.


Distance Learning, other: A degree or Title IV certificate in which 50% or more of the courses can be completed entirely through a distance learning modality other than e-learning.

Correspondence Education (federal definition): Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced. Correspondence education is not distance education.

* Report here the annual unduplicated headcount for the most recently completed year.

STANDARD FOUR THE ACADEMIC PROGRAM 60

STANDARD FOUR THE ACADEMIC PROGRAM

DESCRIPTION Overview Wentworth Institute of Technology’s mission is to provide “a comprehensive interdisciplinary, project-based education in engineering, technology, design, and management that integrates classroom, laboratory, studio, cooperative, and experiential learning, resulting in a career-ready, skilled professional and engaged citizen,” and its sixteen Bachelor of Science programs, two Associate in Applied Science programs, and two Master’s Degree programs are consistent with this mission. The enrollment is approximately 50% in engineering and technology, 33% in architecture and design, and 17% in management, a distribution in alignment with the current Strategic Plan and future enrollment growth strategies. In addition to classroom work, all programs include a substantial laboratory or studio component, and the undergraduate programs require two semesters of co-operative education or its equivalent for graduation.

Each academic program has clear goals and requirements which are published in the Institute’s catalog, on its website, and in the self-studies prepared for specialized program accreditations. The structure and quality of the degree programs are consistent across the Institute. All undergraduate programs, for example, require successful completion of a two- or three-course English sequence, a Writing Proficiency Assessment Test, a mathematics course, a laboratory-science course, a communications course, introductory, intermediate, advanced, and elective courses in the major, and a capstone course. The graduate programs, the Master in Architecture and the Master of Science in Construction Management, both of which Wentworth has established since the last NEASC review, follow the professional-degree model, and in both programs students must complete advanced courses in the discipline and a thesis or capstone course.

The academic program at the Institute has undergone significant changes since the last accreditation review, especially in the last three years. Besides the addition of graduate programs, major changes include the reorganization of the departments into colleges, the development of five engineering programs (civil, electrical, mechanical, biomedical, and general engineering) whose first classes have arrived in fall of 2011, and the elimination of most of the Associate Degree programs in the day school. These changes were made using inclusive and transparent processes that involved internal and external constituencies.

Academic oversight and planning begin at the department level, where curricula, programs, and courses are routinely assessed by the faculty through continuous quality improvement methods consistent with program-specific accrediting-agency standards and the Institute’s internal policies. For the day programs, the Institute Curriculum Committee (ICC), whose membership is composed of an Associate Provost and two representatives from each of the four colleges, one elected by the college faculty and one selected by the Provost, judges whether curricula and courses meet applicable standards and graduation requirements. The College of Professional and Continuing Education (CPCE) has its own curriculum committee that consists of faculty from both the day school and the CPCE; this mixed membership


ensures that the CPCE and the Institute’s other programs meet the same standards. The Provost meets weekly with the college Deans and bi-weekly with the Registrar, the Co-op Program Director, and representatives of other relevant administrative offices to discuss and address issues related to the academic programs. Group meetings of these administrators are held weekly to enhance communication among all and to offer forums where common issues can be discussed. The Provost has also instituted off-site planning days, attended by the Deans and Department Chairs, during which the primary topic is curricular development. As for the graduate programs, an Associate Provost position was created and charged with oversight of the graduate programs, and the Graduate Programs Committee was established to ensure that all graduate programs meet accreditation standards and that all faculty who teach in them are fully qualified to do so.

New program proposals and program-modification proposals are developed by the faculty with input from the departmental Industry Professional Advisory Committees (IPAC) or Design Professional Advisory Committee (DPAC), which include representatives from industry, alumni, and, where applicable, government. For a new program proposal to go forward, brief business plans are written that include the proposed curriculum, course descriptions when appropriate, enrollment projections and summarized pro forma financial plans. The proposal is reviewed by the Provost and the President and, if warranted, forwarded to the President’s Administrative Council (PAC) for review. Next, the proposal is presented to the Academic Affairs Committee (AAC) and the Long Range Planning Committee (LRPC) of the Board of Trustees. Usually, the AAC and LRPC members have questions and comments before the committees make their recommendations to the complete Board of Trustees. The proposal is also presented to the Board as part of the informal briefing sessions that take place before the formal board meetings. The new degree programs are initiated only after Board approval. For major new initiatives, such as the Institute’s recent establishment of graduate programs, it may also be necessary to obtain approval from the Massachusetts Department of Higher Education (MDHE) and NEASC. Undergraduate Degree Programs: The Major or Concentration The Institute offers Bachelor of Science degrees in sixteen concentrations, Associate in Applied Science degrees in two concentrations, and Professional Certificates in eleven concentrations.

• The College of Architecture, Design, and Construction Management offers the BS in Architecture, Construction Management, Industrial Design, and Interior Design.

• The College of Arts and Sciences offers the BS in Environmental Science, Facilities Planning and Management, and Management, as well as a Professional Certificate in Technical Communications. The Environmental Science degree is in the process of being phased out due to low enrollment.

• The College of Engineering and Technology offers the BS in Civil Engineering Technology, Computer Engineering Technology, Computer Networking, Computer Science, Electromechanical Engineering, Electronic Engineering Technology, and Mechanical Engineering Technology.

Lastly, the CPCE, which serves those who have work experience and are over 22 years of age, offers the BS in Building Construction Management, Engineering Technology, and Project Management, the AAS in Architectural Technology and Building Construction Management, and professional certificates in 21st Century Demand and Supply Chain


Management, Building Information Modeling, Construction, Facilities Management, Fire Protection Technology, Heavy and Highway Construction, Managing Construction Projects, Project Management, Power Systems, and Professional Land Surveying.

In accordance with the Institute mission of providing students with both theoretical knowledge and practical, hands-on experience, the day baccalaureate programs follow a three-part model consisting of classroom study, laboratory or studio practice, and professional experience. Students learn the concepts, methods, theories, and information resources of their discipline in the classroom, and apply their knowledge in the lab or studio. Some courses combine classroom learning and lab or studio work, while others focus on one or the other. Then, in the third and fourth years, through the Institute cooperative education program, students complete at least two semesters working for a company within the field of their major. This program is the second largest co-op program in New England, and is one of only a handful of co-op programs in the nation required of all day undergraduate students. The co-op program for the engineering-technology majors in particular is the largest in the country.

Each day baccalaureate program begins with introductory courses in the first year, continues with intermediate courses in the second, and culminates with advanced, specialized courses in the third and fourth years, including a capstone sequence of one or two courses in the final year. As can be seen in the online catalog and on departmental websites, introductory courses are assigned numbers in the 100s, intermediate courses in the 200s and 300s, and advanced courses in the 400s and above.

This movement from general, introductory courses to more sophisticated ones is further demonstrated by the co-op program, in which students only participate in the third and fourth years, after they have acquired the necessary foundational knowledge, and, in some programs, have chosen one of the specialties within the concentration. Architecture majors specialize in Form and Culture, Tectonic Studies, or Built Environment, beginning in the third year. Management majors specialize in Communication, Project Leadership, or Technology Management, beginning in the second semester of the second year. Mechanical Engineering Technology majors specialize in Machine Design, Thermo-Fluids Design, or Manufacturing, beginning in the second semester of the second year. Electromechanical Engineering majors have the option of specializing in Biomedical Systems Engineering, beginning in the second year. The Architecture program’s unique one-semester study-abroad option also exemplifies the shift from introductory to advanced work. Students can only participate in the program in their senior year, when they are most likely to be prepared to take advantage of the opportunities and meet the challenges of studying abroad. The advanced nature of this particular program is underscored by the fact that students must apply to participate, and only a limited number of students are accepted.

The degree-earning processes of the CPCE differ somewhat from those of the day baccalaureate programs. The Associate Degree programs in Architectural Technology and Building Construction Management each last three years, and build from 100 and 200-level introductory courses to 300-level intermediate courses. Students who earn either degree may then work toward the Bachelor’s Degree in Building Construction Management or in Project Management. These bachelor’s-degree programs require another three years of coursework, which begins with 300-level and 400-level courses and culminates, like the day baccalaureate programs, in a 600-level capstone course. All courses in the AAS-degree programs and in the Building Construction Management BS-degree program are taken on campus, while the Project Management BS-degree program follows a hybrid model in which


students do much of their work online (but less than 50%) in communication with the professor and classmates. CPCE degree programs do not include a co-op semester, as its students enroll with substantive work experience.

The Professional Certificates programs offered by the CPCE are three to six courses long and are designed to be completed in two to three semesters. The certificate programs in Fire Protection Technology and Project Management are delivered entirely online, and the certificate program in Managing Construction Projects offers both online and hybrid courses. In seven of the nine programs students earn not only a certificate but eight credits toward general electives in one of the CPCE’s BS-degree programs, and students who complete the Construction Certificate program earn eight credits toward the AAS degree in Building Construction Management.

In addition to degrees and certificates, the CPCE offers Workforce Training and Development courses and programs, which do not lead to a degree or certificate, but allow students to meet licensing requirements, prepare them to take licensing exams, and earn Continuing Education Units and, sometimes, undergraduate credit. The Workforce Training and Development noncredit-course programs include Air Conditioning and Refrigeration, AutoCAD, Machine Tooling, Cisco Certified Network Associate, Computer Numerical Control, Construction, Journeyman Electrician, License Prep, and Welding. Test-preparation courses are available in construction and engineering. The CPCE also offers customized corporate-training programs for companies that aim to develop employees’ knowledge and skills in ways suited to organizational needs. Undergraduate Degree Programs: General Education Wentworth’s undergraduate concentrations are rigorous and time-intensive, and this constrains the option for undergraduate concentrations in the arts and humanities, the social sciences, the natural sciences, or mathematics. This, however, has not limited Wentworth’s commitment to general education. It is an essential and substantial component of the undergraduate curriculum, helping the Institute to foster, in the words of the mission statement, “the development of the whole student as a skilled professional and engaged citizen.”

Each day baccalaureate-program curriculum devotes at least seven courses, or 25 credit hours, to the humanities and social sciences. This includes an introductory two- or three-course English sequence, two sophomore social sciences courses, and three upper-level humanities and social sciences electives, with at least one upper-level elective from each area. The English sequence is designed to help students develop the written and oral communication skills they will need in their academic and professional careers. Most students take the two-course sequence, which is typically completed during their first two semesters at the Institute. Students who need additional writing practice, as determined by an English Placement Exam, take the three-course sequence. There is also a special three-course sequence for international students who have minimal experience speaking and writing in English, and a two-course honors sequence for those students who demonstrate advanced fluency and proficiency in essay composition. Whichever sequence is followed, all students must pass the Writing Proficiency Assessment Test, which is taken at the end of the second year at the Institute, in order to demonstrate that they have developed the writing skills necessary for further academic and professional work. Students who do not pass this test take a no-credit writing-remediation course before re-taking the test.


The sophomore social sciences courses introduce students to the concepts of community, society, and self. The upper-level humanities and social-sciences courses, meanwhile, aim to deepen students’ insight into the human condition, increase their understanding of the application of their discipline to contemporary issues, and strengthen their sense of professional and personal ethics.

There is wide variety in the number of courses and credit hours in the natural sciences and mathematics required by the different baccalaureate day program curricula. Each program includes at least one course, or four credit hours, in both areas. However, in most programs, the sciences and mathematics play a far more significant role, as shown by the charts below:

College of Architecture, Design, and Construction Management Natural Sciences and Mathematics Requirements

Degree Program Credit Hours, Natural Sciences

Credit Hours, Mathematics

Credit Hours, Natural Sciences and

Mathematics Architecture 4 8 12

Construction Management 12 12 24

Industrial Design 4 4 8

Interior Design 4 4 8

College of Arts and Sciences

Natural Sciences and Mathematics Requirements




Mathematics

Environmental Science 35-42 (depending on student track) 16 51-58

Facilities Planning and Management 4 4 8

Management 4 8 12

College of Engineering and Technology

Natural Sciences and Mathematics Requirements




Mathematics Civil Engineering Technology 8 20-24 (depending on

student track) 28-32

Computer Engineering Technology 8 20 28

Computer Networking 8 16 24

Computer Science 12 20 32

Electromechanical Engineering 8 28 36


Electronic Engineering Technology 8 20 28

Mechanical Engineering Technology 12 24 36

Like the day baccalaureate degree programs, the CPCE undergraduate degree programs require students to take a two-course English sequence, humanities and social sciences electives, and fundamental math and science courses, but the number and distribution of course credits are distinctive to the CPCE. Most CPCE general-education courses, for example, are three rather than four credits. In addition, three of the CPCE degree programs include electives designated as “general education” electives, which allow students to take courses in any of the four general-education areas. The complete breakdown of CPCE general-education requirements can be found in the charts below:

College of Professional and Continuing Education

Humanities, Social Sciences, and General-Education-Elective Requirements

Degree Program Credit Hours, Humanities

Credit Hours, Social Sciences

Credit Hours, Humanities and Social Sciences

Credit Hours, General-Education Electives

Building Construction Management (BS)

9 6 15 9

Project Management (BS) 12 9 21 8

Architectural Technology (AAS) 9-12 0-3 12 0

Building Construction Management (AAS)

6-9 0-3 9 0

College of Professional and Continuing Education Natural Sciences and Mathematics Requirements




Mathematics Building Construction Management (BS) 6 9 15

Project Management (BS) 3 9 12

Architectural Technology (AAS) 3 9 12

Building Construction Management (AAS) 3 9 12


Graduate Degree Programs In 2009, Wentworth became a graduate-degree-granting institution. It currently offers two Master’s Degrees: a Master of Architecture, which was established in 2009, and a Master of Science in Construction Management, which was established in 2010. Both are professional degrees and aim to prepare students for practice in the field.

The graduate program in Architecture was created in recognition of the fact that in more and more U.S. states, a degree from an accredited professional degree program is prerequisite for licensure as an architect. Administered by the Department of Architecture, the program is an intensely focused course of study within one of three concentrations (Form and Culture, Tectonic Studies, and Built Environment). It consists of a two-semester/one year curriculum that trains students in the development of original research and the theory and practices of the profession. In the first semester, students take a special-topics studio and coursework on research methods and thesis preparation, which prepares them for the second semester, in which they take thesis studio, an advanced-topics seminar, a course in project management, and an architectural elective, and, most importantly, complete and defend a design thesis based on original research. The graduate program is an extension of the undergraduate architecture program. Students who have completed the undergraduate program may apply to the graduate program, and if admitted, pursue the graduate degree in the same concentration in which they earned their undergraduate degree. Students who have completed a four-year accredited architecture program at another college or university may also apply to the program, and can earn the degree in four to five semesters.

The Master of Science in Construction Management, which is co-administered by the Department of Construction Management and the CPCE and approved for implementation by the Massachusetts Department of Higher Education and NEASC, is an evening program of study for construction professionals. It is designed to educate students in advanced management principles and in construction-management topics and methods, and to prepare students for managerial and leadership positions in construction-related careers.

The program follows a hybrid model, with some classes meeting online and others meeting on campus. The curriculum spans five or six consecutive semesters, depending on whether students choose to take an additional semester to write a thesis. It includes advanced courses in finance, economics, management, and research methodology, and concludes with either a thesis or a capstone course in which students perform research or complete a project. Integrity in the Award of Academic Credit The length, content, and credit requirements of Wentworth’s degree and certificate programs are in line with the standards common to American higher education. Most of its baccalaureate-degree programs are designed to be completed in four years; the exceptions are Electromechanical Engineering, which is a five-year program, and the CPCE baccalaureate-degree programs, which are designed to be completed in six years. Graduate-degree programs are designed to be completed in one or two years, Associate Degree programs in two or three years and professional certificates in one year. Most courses are three or four credits, with one credit awarded for each hour of classroom time per week and a half credit awarded for each hour of lab or studio time. Students in day


undergraduate and graduate programs take four or five courses and between 14 and 19 credits per semester, with the exception of the two required co-op semesters, which are not assigned academic credits. CPCE undergraduates take seven or eight credits per semester, and CPCE graduate students take six credits per semester.

Wentworth has numerous policies and procedures in place in order to maintain oversight of the content and delivery of its courses and programs. These include review at the program, department, and Institute levels and input from both faculty and administration.

New courses and course changes originate with proposals by an individual faculty member, with a program or department as a whole, or, in the case of the CPCE, the college. These proposals, which include the number of credits to be awarded for the course, are reviewed and approved by the Department Curriculum Committee, the Department Chair, and the college Dean. New programs and program changes (including the elimination of programs), meanwhile, can originate at the program, department, college, or Institute level; whatever the proposal origin, the details of the program curricula—the particular courses, their sequence, and the credits awarded—are established by a Department Curriculum Committee and approved, as with new courses and course changes, by the Department Chair and college Dean. If a new program is to be established for which there is no existing home department—in other words, if a new department will be created at the same time as the new program—the Provost will form a new committee whose mission is to develop the new program and department.

Following the work at the departmental level, all new day courses and programs and course and program changes are reviewed by the Institute Curriculum Committee (ICC), whose membership consists of an Associate Provost and two representatives from each of the four colleges, one elected by the college faculty and one selected by the Provost. If the ICC approves a proposal, it passes it on to the Provost. For new courses and course changes, the Provost provides final approval; new programs and major program changes, however, must also be approved by the President, the President’s Administrative Council, the Academic Affairs Committee, the Long Range Planning Committee of the Board of Trustees, and, finally, the complete Board of Trustees. The approval process for a CPCE course or program follows a different but parallel track, as the college has its own curriculum committee, which consists of three day faculty, three CPCE adjunct faculty, the Dean of the college, and an Associate Provost. This mixed committee composition ensures that CPCE curricula are of the same quality and kind as those of the day school while at the same time they are designed to meet the needs of the CPCE’s particular student population.

Oversight of existing courses and programs occurs through a variety of methods. The Institute has established a syllabus template used by all faculty, both in the day school and the CPCE, that includes course learning-outcomes, instructional methodologies, grading policy, the Wentworth grading system, an academic-honesty statement, and a student accountability statement. All syllabi are reviewed the week before classes begin by the Department Chair or, in the case of the CPCE, the Dean. At semester’s end, faculty assemble a course manual for each course taught, which is reviewed by the Department Chair or CPCE Dean. This manual includes the course syllabus, student grades, student absences, graded exams and quizzes, and graded samples of a range of student work, as well as an assessment of the course’s strengths and weaknesses and proposals for improvement. If any issues arise with either a syllabus or the manual, the Department


Chair may pass it on to the college Dean or the Provost for further review. At the program level, departments review program curricula every two or three years to confirm that they are up to date with the latest developments in their respective fields.

Wentworth permits undergraduate students to take a limited number of courses at other institutions; graduate students, by contrast, must take all courses at Wentworth. The Institute maintains oversight over undergraduate external enrollment by reviewing any such courses to confirm that they are an appropriate fit for the Wentworth curriculum. The Institute is a member of the Colleges of the Fenway (COF), a consortium of six area colleges; students may register for up to two COF courses per semester. If a COF course is intended to fulfill a Wentworth degree requirement other than a general elective, registration for it must be approved by the student’s Department Chair or the Dean of CPCE. Courses which will be used to fulfill either math/sciences or humanities and social sciences requirements must be approved by the applicable Department Chair of those disciplines. Grades received in COF courses are computed in students’ cumulative grade point average (GPA) in accordance with the Wentworth grading system. Pass grades are not accepted at Wentworth, and consequently students are not allowed to register for courses that are graded on a Pass/Fail basis.

The Institute’s partnership with the COF extends to one joint degree, the Bachelor of Science in Environmental Science. This degree program, which was created in 2007 and is currently being phased out, is coordinated by a Wentworth faculty member, and while students take a number of courses at other COF schools, they must meet all Wentworth academic requirements, including the co-op requirement.

Undergraduates can also petition to take a first- or second-year course at a non-COF institution. The course must be taken at a regionally accredited institution and, in some cases, from an accredited program. Students may not use an external course to replace a failed Wentworth course; courses failed at Wentworth must be repeated at Wentworth. In order to receive credit for an external course, a student must, before enrolling, secure permission from the Department Chair or the CPCE Dean, who approves the course if it is equivalent to a Wentworth course. After completing the course, the student must arrange for an official transcript to be sent to the Registrar’s Office. In order for the credit to transfer, the student must earn a final grade of C or better.

A number of the learning opportunities available at Wentworth take place outside of the classroom, lab, or studio, and the Institute takes care to ensure that these have substantive academic content. Most study-abroad experiences, for example, contribute to the award of credit as part of an official course, and consequently are reviewed by the Institute through the same process as other course material. The undergraduate Architecture program offers two semester-long study-abroad options, one in Berlin and one in the south of France. Both study-abroad programs are led by resident architects who are Wentworth faculty members. The curricula for these study-abroad options designed by the Department of Architecture is fully aligned with required courses in Boston. The undergraduate Architecture program also has an agreement with The Universidad Central de Venezuela in Caracas, Venezuela, which provides the opportunity for interchange of students via co-op or focused travel/study programs. The graduate Architecture program, meanwhile, includes an experiential learning component in the fall semester as part of its Special Topics design studio. In this course, students take a trip to a site related to curricular activities. The travel experience is integrated into the learning goals of the studio, and projects are typically based in the city visited.


As is the case with study abroad, service-learning experiences contribute to credit only when part of a full academic course. If service learning is part of the course when first created, or added to the course later on, the course must go through the review process that all new courses and course changes must undergo, and thus the service-learning component is examined by the Department Curriculum Committee, the ICC, and the Provost to confirm that the service learning is integrated with the course’s academic content. When the course is offered, the Department Chair or CPCE Dean’s review of the course syllabus and manual confirm that this integration remains in place. Like other colleges and universities, Wentworth is significantly increasing the number of online and hybrid courses that it offers. All online courses and hybrid courses are intended to enable students to acquire the same knowledge, understanding, and competencies as they would in face-to-face courses. New courses that are to be offered in online or hybrid format go through the same review process as any other course, which ensures that such courses provide students with equivalent learning. Existing courses migrating to online or hybrid format do not, however, have to be reviewed by a department or the ICC. Instructors of such courses are encouraged to with staff in Learning and Development (LD), which is responsible for mentoring faculty in technologically-mediated instruction and providing recommended standards and approaches for the course syllabus, course modules, instructional methods, and assignments. As with all other courses, the syllabus and manual of an online or hybrid course is reviewed by the Department Chair, who confirms whether the course offers learning equivalence.

The CPCE, which offers hybrid degrees, has a more developed quality-control system for online and hybrid courses than the day school. It requires that all prospective online and hybrid instructors complete Central Michigan University’s and LD’s online courses in online and hybrid instruction, as well as document previous successful teaching in an online or hybrid format. While not all faculty in the new MSCM program have completed this training, CPCE is working with the MSCM program to ensure that the quality of the courses is maintained. Both day students and CPCE students taking online or hybrid courses have the same access to faculty and campus learning resources as students taking face-to-face courses. Wentworth’s “Statement on Credit Hours: Internet/Web-based Course Policy,” includes a procedure on Verification of Student Identity as required by the Higher Education Opportunity Act (Appendix 1).

Wentworth’s most prominent alternative learning experience is its co-op program, and here oversight is performed by the degree programs and Career Services. Completion of two co-op semesters is a graduation requirement for all day students (though not for CPCE students), and each semester is listed on the transcript just as a course would be. However, no credits are awarded for co-ops, and the co-op grades are limited to Satisfactory and Unsatisfactory; students must earn a grade of Satisfactory for each co-op in order to graduate. The grade is based on an evaluation of the student by the employer, a student self-assessment, and a student meeting with Career Services. The employer’s evaluation of the student is based on questions formulated by Career Services and the student’s degree program, while the self-assessment is based on learning goals established by the student. Occasionally, prior industrial work experience or work experience obtained outside the context of the co-op program may be substituted for one or both co-op semesters, but this can only be done with the approval of Career Services.

In order for an institution to ensure that the content and delivery of its courses and programs are of a quality appropriate to higher education, it must have a skilled and reliable


faculty. To maintain such a faculty, Wentworth follows hiring, development, and evaluation practices common to many American colleges and universities. Candidates for full-time faculty positions are reviewed, interviewed, and evaluated by a department or degree-program committee, which makes a recommendation for hire. The Department Chair, college Dean, Provost, and Office of Human Resources then interview and evaluate the recommended candidate, and if they concur in the recommendation, forward it to the President, who gives final approval. The development and evaluation of full-time faculty are guided by the Agreement between the Institute and the Wentworth Faculty Federation. This Agreement requires that all full-time faculty members complete an annual report, in which they describe and appraise their previous year’s performance in the areas of teaching, scholarly and/or creative activities, and service activities, and state their plans for the coming year in these areas. The Department Chairs read these reports, write assessments of performance, and meet with faculty members to discuss the reports and assessments and, collaboratively, to make adjustments to the proposed plans for the next year. Reports and assessments are then submitted to the Deans and Provost, who conduct further review. Each year faculty are expected to fulfill the agenda laid out in the previous annual report, and the Department Chair’s evaluation is partially based on their success in doing so, along with the Chair’s own observations and the online course-evaluations that students complete at the end of every semester.

Wentworth’s system for oversight of student progress is as substantial as its system of oversight for course content and delivery. It begins with the admissions process. Undergraduate admissions for both the day school and the CPCE are managed by the Admissions Office, which reviews applications for admission and determines whether applicants have the necessary academic experience to enroll at Wentworth in their chosen program.

Some undergraduate applicants’ accomplishments or experiences may earn them course credit upon enrollment. Wentworth does not grant academic credit for any pre-collegiate level or remedial work designed to prepare students for collegiate study. But the Institute does accept Advanced Placement test (AP) scores of 3 or better, College Level Examination Program (CLEP) scores of C or better, and International Baccalaureate Exam (IBE) scores of 5 or better as credit substitutes for a range of courses; a full list of such courses can be found in the online catalog. Wentworth also accepts some professional or industrial work experience and military service from undergraduate applicants as the basis for course credit or a course waiver. Applicants must demonstrate that such experience is comparable to Wentworth’s learning experience by submitting to their prospective Department Chair or the CPCE admissions counselor a portfolio that documents the skills and competencies provided by the experience, a narrative describing how the experience met course objectives, and a letter of verification from an immediate supervisor confirming the skills and competencies acquired. Applicants may be required to take an exam as well.

Transfer applications to the undergraduate day programs are handled by the Admissions Office and the Registrar’s Office, and transfer applications to the CPCE by the CPCE and the Registrar’s Office. The policies concerning transfers and transfer credit are published on the Institute website, in the online catalog, and in the student handbook. To determine the academic credit an applicant should receive after matriculation, the transfer-credit coordinator in the Registrar’s Office, working with the academic department of the applicant’s desired program or the CPCE admissions counselor, compares courses taken at other colleges to Wentworth courses. For course credit to be transferred, a course must be from an accredited institution (and, in some cases, from an accredited program) and

http://www.wit.edu/catalog/index.html


equivalent in content and credit hours to one required by Wentworth, and the applicant must have received a final grade of C or better in the course. Following matriculation, transfer students can also request that the Department Chair for their program review credits previously received in program-related courses and decide whether those credits can replace program courses at Wentworth. Credit for courses taken more than ten years prior to the applicant’s enrollment at Wentworth is typically not allowed. In addition, several Institute programs have unique requirements for transfer applicants. Applicants to the Industrial or Interior Design programs must submit a portfolio of their work to the department if any design credit is to be transferred. Applicants to the Architecture program, meanwhile, may not transfer any architecture credit from other colleges; all architecture courses must be completed at Wentworth. Lastly, the Electromechanical Engineering program only accepts applicants who have earned a 2.5 GPA for all math and physics courses.

Wentworth has streamlined the transfer process for some students by signing articulation agreements with several regional colleges. For example, an agreement with Benjamin Franklin Institute of Technology allows BFIT students who have completed an Associate Degree in one of three different majors to transfer to Wentworth to pursue a Baccalaureate Degree, while students from New Hampshire Community Technical College-Manchester who have completed an Associate Degree in interior design can transfer into Wentworth’s Facilities Planning and Management Baccalaureate Degree program. Wentworth also has memorandums of understanding with a number of colleges and universities, both American and international.

Graduate-degree applications are processed by the Admissions Office and evaluated by the department that oversees the degree program. For the graduate Architecture program, there are two kinds of candidates, internal and external. Internal candidates are, at the time of applying, enrolled in the undergraduate Architecture program or have graduated from the program in the previous year. External candidates have received their Bachelor of Science in Architecture from Wentworth more than one year prior to applying, or have received a four-year pre-professional Bachelor of Arts or Science in Architecture or the equivalent from an accredited program. Internal candidates who have achieved a major GPA of at least 3.2 are automatically accepted into the graduate program for the following year. For all other candidates, more evidence of sufficient prior learning is necessary; admission is based on a minimum GPA of 3.0, a portfolio evaluation by Wentworth’s Architecture faculty, GPA in architecture courses, transcripts, GRE scores (internal candidates need not submit these), a statement of intent, and letters of recommendation. Candidates without the minimum GPA must receive permission from the department chair in order to be admitted.

Applications to the graduate program in Construction Management are evaluated by the Department of Construction Management. Applicants must possess a Bachelor’s degree from an ACCE-accredited program in Construction Management, or a Bachelor’s Degree and competencies in accounting, construction estimating, construction scheduling, project management, and general management, which can be demonstrated by proof of undergraduate coursework, a prior-learning assessment portfolio, or completion of a construction-management certificate. Applicants must also have at least one year of verifiable work experience in the construction industry, or two college-level co-op semesters in the construction industry. The minimum overall GPA for admission to the program is 3.0; applicants without this minimum must receive permission from the department to be


admitted. For the classes that entered in 2010 and 2011, either the GRE or the GMAT was required. For the 2012 entering class, the GRE/GMAT will not be required. If a student has a borderline GPA, he/she may be asked to take either exam before a final decision on acceptance is made.

For the CPCE certificate programs, applications are processed by Admissions and evaluated by the CPCE. Most certificate programs only require submission of an online application and resume, with the exception of the Professional Land Surveying program, which also requires high school and college transcripts and an Associate or Bachelor Degree in Civil Engineering, Forestry, Environment Sciences, Geology, or a related field, or significant professional experience.

Once undergraduate applicants are accepted, the Institute further assesses their prior learning through English and math placement. English placement is determined by the English Placement Exam (EPE). All new first-year day students, as well as transfer day students who have not received the necessary credit in English composition, must take the EPE online, which is evaluated by English faculty from the Department of Humanities and Social Sciences. Students’ exams determine what English course they are placed in. The EPE for CPCE students is administered during the first meeting of English 105: English Composition, and is evaluated by day-school English faculty. The method of math placement, meanwhile, varies by type of student. First-year day students’ math placement is determined by their highest SAT math score and completed high school math courses. Transfer day students’ math placement is based on math courses completed prior to coming to Wentworth; if no prior math credit can be transferred, placement is, as with the first-year students, the result of their highest SAT math score. CPCE students take an online math placement test before the start of the semester and enroll in a math course in accordance with the result. Transfer CPCE students who have received the appropriate transfer credit do not need to take the exam.

The Registrar’s Office has primary responsibility for facilitating and tracking students’ academic progress after matriculation. The Registrar’s Office coordinates and oversees the registration process, records grades, issues academic warnings, and certifies degree candidates. It assists the departments in the scheduling of courses, assigns classrooms, and schedules final exams.

Faculty, too, play a key role in tracking students’ academic progress, through the activity of advising. All day degree-program faculty in a department with majors serve as advisors, and all day students are assigned an advisor from their program, with whom they must meet once a semester. Advisors counsel students on curricular matters, monitor their academic progress, and review their course selections prior to registration. In the CPCE, a staff advisor serves the same function for students.

Advisors’ jobs are made easier and students’ awareness of their own academic progress is enhanced by the electronic degree-audit system, which is accessed through LConnect, Wentworth’s web portal. The audit, which is used by the Registrar’s Office to clear a student for graduation, matches courses a student has taken with the requirements of his or her degree program. Midterm grades, meanwhile, allow academic progress to be monitored on a half-semester as well as semester basis; advisors typically contact students who earn a midterm grade lower than a C minus.


So that required and elective courses are offered frequently enough for students to complete their degree on time, the Registrar’s Office and the departments work together before each semester to schedule the necessary courses. Degree-program curricula are highly standardized, with most students in a program class taking the same courses during the same semester; thus the courses that need to be offered in a given semester are readily apparent. All courses are listed and described in the online catalog, on program webpages, and in printed program curriculum sheets, giving students the information necessary to identify the courses they need to take to advance toward their degree.

Perhaps the most crucial element of Wentworth’s system for facilitating and tracking student progress is its Academic Standing Policy, all elements of which are published in the online catalog and the student handbook. This policy dictates that, in order to qualify as being in good academic standing, students in the day school must maintain a minimum cumulative GPA and successfully complete a minimum of 66% of the credits attempted in any given semester. CPCE students must meet minimum standards in class standing, cumulative GPA, and earned credits. The charts below list the minimums for the day program and the CPCE:

Day School Requirements for Good Academic Standing

Class Minimum GPA Credit Hour Range

Freshman 1.70 0-31

Sophomore 1.85 32-63

Junior 2.00 64-95

Senior 2.00 96-139

Fifth Year 2.00 140+ Master of Science, Architecture 3.00

CPCE Requirements for Good Academic Standing

Class Standing Minimum GPA Minimum Earned Credits

Associate First Year

1.60 10

1.70 20

Associate Second Year

1.85 30

1.90 40

Associate Third Year

1.95 50

2.00 60

Bachelor Fourth Year

2.00 74

2.00 84

Bachelor Fifth Year

2.00 94

2.00 104


Bachelor Sixth Year

2.00 114

2.00 124

Master of Science, Construction Management 3.00

Students in either the day school or the CPCE who do not meet the criteria for good academic standing will be put on academic probation for the next academic semester. Students on probation must meet all of the requirements outlined on a probation checklist, with the help of their advisor, the Learning Center, and the Counseling Center. Probation status can be appealed; the Academic Appeals Committee, which is composed of the Provost, an Associate Provost, the college Deans, and the Director of the Learning Center, hears such appeals, which must be made in writing by a student, and which may also involve, if the student desires, an oral presentation to the committee. Students who do not meet the criteria for good academic standing for a second consecutive semester are dismissed from the Institute. Such students are notified in writing by the Registrar’s Office at the end of the semester. In addition, any student who is put on probation for a second non-consecutive semester may be subject to academic dismissal as well. Dismissal, too, can be appealed before the Academic Appeals Committee, in the same way as probation status.

Students can also be put on academic warning, which notifies them that they are in jeopardy of academic probation; this status is the result of a semester GPA—as opposed to a cumulative GPA, which is one of the determining factors in probation—that does not meet the minimum GPA for the student’s class listed in the charts above. It is recommended that students on academic warning meet with their advisors to discuss methods to improve their GPA.

Academically dismissed students are eligible to petition their Department Chair for readmission following the elapse of two semesters after the time of dismissal. If the Department Chair determines that readmission is viable, no individual course grade lower than a C will count toward graduation. However, readmission is not guaranteed. Students who have left the Institute for other reasons and wish to be readmitted must follow the same procedure. They cannot be readmitted to programs that have been discontinued, and if their major has undergone substantial change since they matriculated, they will not necessarily receive credit for all of the courses they have taken. No credit is given for courses taken more than ten years prior to readmission. Students seeking readmission to a CPCE baccalaureate program are typically not admitted if they need 12 or more credits of prerequisite course work, and are counseled to pursue an Associate Degree program instead. All Academic Policies, including the Readmission Policy are available in the online catalog and student handbook.

The integrity of students’ academic standing is ensured by the faculty’s careful determination of course grades. Faculty measure student performance in a course against the course learning outcomes and award grades accordingly. If a student believes that he or she has received an incorrect or unfair grade, he or she may appeal the grade before the Academic Appeals Committee, though only after first discussing the grade with the instructor, the Department Chair, and the Dean.

In grading individual assignments faculty are vigilant for signs of cheating, plagiarism, or other academic misconduct, and after identifying any cases of such, decide upon an

http://www.wit.edu/catalog/2012-Catalog/academic-policies/index.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Readmission.html


appropriate sanction. This sanction is based on the course policy regarding academic dishonesty and misconduct that the faculty member has formulated and included, as is required of all Institute courses, on the course syllabus. The violation may result in failure of the assignment or of the entire course. In cases of failure of the course, the action is approved by the Department Chair or the CPCE Dean and may be followed by referral to the Academic Discipline Board, which has an established process for addressing allegations of academic dishonesty and misconduct; this process can potentially lead to suspension or expulsion from the Institute. Students wishing to appeal faculty sanctions for academic misconduct proceed through the same administrative levels, first by requesting the Department Chair or Dean to review the situation and then, if desired, appealing to the Academic Discipline Board and, following that, to the Provost, whose decision concerning the matter is final.

In order to make clear how seriously it takes instances of academic dishonesty and misconduct, Wentworth publishes the Wentworth Creed and all policies related to academic dishonesty and misconduct in the online catalog as well as the student handbook, and requires incoming students to sign a pledge to be, as the catalog puts it, “honest and forthright in their academic endeavors.” Faculty are also asked to include an Institute statement concerning academic dishonesty and misconduct in the course syllabus.

The bulk of the academic requirements for completion of a degree and graduation are described in the Undergraduate Degree Programs and Graduate Degree Programs sections above. All of the requirements are published in the online catalog, as well as on program webpages and in printed program curriculum sheets provided by the departments. In addition to the requirements mentioned in the previous section, a student must, in order to graduate:

• Pass all courses in the published curriculum, unless a waiver is approved by the department chair or the dean of the CPCE. The exception to this is the capstone course, which cannot be waived.

• Have a cumulative GPA of 2.00 or higher.

• Complete 50% of the total semester credits for a degree program at the Institute. In addition, day students must complete all junior, senior, and, where applicable, fifth-year courses in their major at the Institute, and CPCE students must do the same with their fourth, fifth, and sixth year courses. Students in the graduate Architecture program and the one-year professional certificate programs must complete 100% of their total semester credits at the Institute.

• Complete degree requirements by expected graduation date or within two years after that date. Any student who requires more than two years after expected graduation date to complete the degree requirements must be academically reviewed by the Department Chair or the Dean of the CPCE.

For the student enrolled in a program which is no longer offered by the Institute, there is a special process. Such a student must complete all graduation requirements for that program within one year after the original expected date of graduation. If the student fails to do so, the Department Chair or the Dean of the CPCE evaluates his or her academic records to determine which course of study and program must be followed. Beyond this one-year statute of limitation the Institute does not grant a degree for any program which has been discontinued.



Assessment of Student Learning At the heart of Wentworth’s assessment efforts are the Institute learning outcomes, which are rooted in the Institute mission and serve as a guide to the development of learning outcomes at the course and degree-program level. The Institute expects that all its graduates should be able to do the following:

• Locate information and evaluate it critically for its appropriateness and validity

• Communicate effectively in written, spoken and visual formats

• Acquire and use analytical tools and skills for evaluating information and solving problems

• Identify the traits of good leadership

• Acquire and use the skills needed for effective teamwork

• Recognize and apply concepts of ethical behavior to personal and public issues

• Explain the sustainable use of human, physical, and economic resources

• Recognize and identify historical and contemporary societal and global issues

These outcomes were formulated by a 2008 Assessment Task Force that included the Associate Provost and representatives from both faculty and staff. The outcomes are reinforced in the classroom, laboratory and studio, and in cooperative education experiences and co-curricular opportunities. Each degree program has its own set of learning outcomes for graduates, which the program relies upon in its curriculum-development and -assessment processes. Typically these outcomes are aligned with the learning outcomes established by the program’s accrediting agency.

Assessment of student learning occurs at both the course and the program or department level. For each course a set of learning outcomes is established that facilitate the accomplishment of the program outcomes; these course learning outcomes, and sometimes the program outcomes, are listed on the course syllabus. Faculty link assignments to the course learning outcomes, thus measuring whether those outcomes have been achieved, and, by extension, measuring students’ progress toward the program outcomes.

Student response to the course, expressed by way of online course evaluations, is another important assessment tool at the course level. The online evaluation includes ten Institute questions, each of which relates to one of the eight Institute learning outcomes, and questions developed by the program and instructor, which offer an opportunity to gather assessment data regarding the extent to which the course has met its own learning outcomes and the outcomes of the program. The instructor does the initial assessment in this regard in the course manual, which includes a course summary in which the instructor describes how the course assignments served to measure course outcomes, and then, using student performance and the student course evaluations, assesses the extent to which students achieved the learning outcomes. Further course assessment is done in the faculty annual report, in which faculty, through discussing their courses and teaching performance in the past year, assess the extent to which students in their courses achieved course learning outcomes. As with the course manual, the student online course evaluations play a prominent role in this assessment.


At the program or department level, there are a variety of methods for performing assessment of student learning. Many department curriculum committees also serve as assessment committees, and meet on a regular basis to review assessment data, determine strengths and weaknesses in the department’s degree programs, and make recommendations for changes in the program curricula, which would then be implemented by the department as a whole. The changes could relate to measures used to assess achievement of learning outcomes, the subject matter and skills covered by a curriculum, a curriculum’s course composition, the learning outcomes addressed by individual courses, and so on. Other departments regularly form task forces to do this kind of work. These committees and task forces are especially important when completing self-study reports for program-specific accreditation agencies, as each program does regularly.

An especially valuable means of assessment for the programs and departments is program- or department-wide evaluation of student coursework. For example, all students take some kind of capstone course at the end of their degree program. The final projects in these courses are often presented in a public forum, and the presentation is attended and the project reviewed not just by the course instructor but by other faculty from the program or department, faculty from other departments, and representatives from the profession. Other coursework, too, may be examined by the program or department as a whole to determine whether students are achieving program learning outcomes. The Department of Mechanical Engineering Technology maps particular course assignments to particular learning outcomes, and a group of department faculty evaluates student performance on these assignments to assess whether the curriculum is facilitating students’ progress toward the outcomes as intended. In the Department of Architecture, a faculty committee reviews the portfolios submitted by students at the end of their second and fourth years and in the process assesses the core competencies and weaknesses among the students and whether program learning outcomes are being achieved.

Assessment by way of a single, common exam is less typical, though one notable example of this method is the Writing Proficiency Assessment Test, described in detail above, which is administered and graded by the English faculty in the Department of Humanities and Social Sciences, and which all Wentworth students must pass before they graduate. The vast majority of students take the exam at the end of the sophomore year. The exams are a means of determining whether students have achieved the written part of the second Institute learning outcome, “Communicate effectively in written, spoken and visual formats,” that is, whether they have developed the writing skills necessary for further academic and professional work. The department also gives the English Placement Exam to all newly matriculated students before they begin their initial semester to assess which first-semester English course they should take. The Math Department used to administer an Institute-wide first-year placement exam as well, but now relies on the math SAT as its primary method for assessing the appropriate first-semester math course for new students in addition to math courses completed in high school.

Programs and departments also make extensive use of data and qualitative information drawn from sources in the profession. Each program has an Industrial and Professional Advisory Council (IPAC), composed of professionals in the field, which aids the program in its efforts to assess and improve the program and students’ learning. The IPAC meets once or twice per year and provides feedback to the program; in some cases, the IPAC might provide feedback on students’ capstone projects. Co-op employers are another source in the profession on which the programs rely. Career Services surveys each co-op employer midway through and at the conclusion of a student’s co-op term about the student’s co-op



performance; this survey includes questions composed by the student’s program, and the responses to these questions help the program determine the extent to which it prepares students for professional work. Even more crucial, perhaps, to the departments in assessing the professional preparation of students is Career Services’ Post-graduation Employment and Graduate School Report which compiles graduates’ employment and graduate school enrollment rates six months after graduation.

Department surveys are another source of assessment information. Some departments survey current students, and nearly all survey graduates and alumni. At the Institute level, Wentworth has hired an Institutional Researcher and established an Office of Institutional Research and Planning. Data are being generated concerning outcomes and retention rates by degree program. In addition, progress is being tracked for various subsets of students, such as community-college transfer students, other transfers students, and graduates of Boston’s public high schools. APPRAISAL Overview Both academic and industry indicators attest to the strength of Wentworth’s degree programs; graduates, employers, and graduate schools regularly note that Wentworth students hit the ground running after graduation. Nearly all the programs are accredited by their discipline’s accrediting agency, students receive strong reviews from their co-op employers, and the large majority of graduates have a full-time job within six months of graduation.

In Wentworth’s five-year interim report, NEASC asked the Institute to review how enrollment data is used in academic and strategic planning, and the Institute has made substantial efforts to do so. The academic Department Heads (and, since the January 2011 academic reorganization, the college Deans and Department Chairs) have analyzed the maximum potential enrollments by program based on the faculty, facilities, infrastructure, been set at 3,800 with the same distribution as exists currently: 50% in engineering and technology, 33% in design, and 17% in management, as stated in the description section. Current and projected enrollments can be seen in the tables below. The conservative, moderate, and aggressive projections make different assumptions about future retention rates.

Actual Enrollment, 2005-2011

Year Entering Students Returning Students Total Enrollment

2005 990 2279 3269

2006 976 2302 3278

2007 1056 2362 3418

2008 1031 2465 3496

2009 1035 2464 3499

2010 945 2445 3390

2011 1103 2486 3589


Conservative Enrollment Projection


2012 1176 2503 3679

2013 1185 2517 3702

2014 1226 2530 3756

2015 1256 2542 3798

Moderate Enrollment Projection


2012 1176 2537 3713

2013 1185 2616 3801

2014 1226 2670 3896

2015 1256 2729 3985

Aggressive Enrollment Projection


2012 1176 2570 3746

2013 1185 2715 3900

2014 1226 2809 4035

2015 1256 2915 4171

The enrollment patterns are not stable, but have changed significantly over time and continue to do so as new degree programs are added and economic conditions affect students’ choices of majors. Thanks to the review of enrollment and the Institute’s larger strategic plan, Wentworth has been able to adapt its academic program to academic and industry developments. The new graduate Architecture program was created in the recognition that a Master’s Degree in Architecture had become an industry standard. Enrollments in engineering and engineering technology have seen significant growth in the last few years, but have shifted away from engineering technology to engineering, as expected, and with that expectation the Institute created the five new engineering programs that will begin in Fall 2011. By contrast, the Construction Management program, which experienced unprecedented growth from 2003 to 2008, has since seen small declines as a result of the national economic downturn. A similar trend is evident in the Architecture program enrollments. The national recession has also affected the Institute’s ability to find suitable co-op opportunities for some students in these majors. However, alternate types of programs have been temporarily put into place to address this concern. With continued enrollment review, the Institute will be able to continue to make such adjustments in the future.


Undergraduate Degree Programs: The Major or Concentration There is a range of evidence pointing to the strength of Wentworth’s undergraduate-degree programs. In each of the last four years Wentworth has been named by The Princeton Review as a "Best in the Northeast" college in the Review’s website feature “Best Colleges: Region by Region,” and the Institute was profiled by the Review in its book, The Best Northeastern Colleges: 2011 Edition. The more rigorous evaluation of accreditation has also affirmed the merit of the Institute’s undergraduate-degree programs, as nearly all the programs are accredited by their discipline’s accrediting agency. The only degree programs not accredited by an independent, discipline-specific accrediting agency are Computer Science, Computer Networking, and Environmental Science. The Computer Science and Computer Networking programs applied this year for accreditation from the Computer Accreditation Commission of the Accreditation Board for Engineering and Technology (CAC/ABET) and were accredited, while the Environmental Science program is being phased out.

The strength of the undergraduate-degree programs is further evidenced by students’ high co-op and post-graduation employment rates. Prior to the drastic recession of 2008, the co-op employment rate consistently exceeded 95%; since then the rate has, understandably, dropped somewhat, but it remains high, and may be in the process of gradually recovering its former heights.

Semester Co-op Employment Rate Semester Co-op Employment

Rate

Summer 2010 82% Summer 2007 99%

Spring 2010 87% Spring 2007 97%

Fall 2009 77% Fall 2006 98%

Summer 2009 79% Summer 2006 97%

Spring 2009 90% Spring 2006 100%

Fall 2008 98% Fall 2005 99%

Summer 2008 88% Summer 2005 100%

Spring 2008 98% Spring 2005 98%

Fall 2007 95% Fall 2004 97%

As for post-graduation employment, the large majority of students earning an undergraduate degree have found full-time employment six months after graduation, even during and following the 2008 recession, with the high-water mark being over 90% employment rates for the 2006 and 2007 classes. These numbers are substantial improvements over the employment rates from earlier in the decade, suggesting that Wentworth’s efforts to strengthen its academic programs (along with its Career Services department) have borne fruit, and they account for Wentworth’s being featured in an April 19, 2011 Boston Globe article as a school whose new graduates thrive in the job market.

http://articles.boston.com/2011-04-19/business/29447839_1_spring-job-job-offer-job-choice

http://articles.boston.com/2011-04-19/business/29447839_1_spring-job-job-offer-job-choice


Student Activity Six Months After Graduation

Class Employed Graduate School Employed or Graduate School

2010 73% 21% 91%

2009 67% 23% 90%

2008 n/a n/a 80%

2007 94% 2% 96%

2006 98% <1% 98%

2005 71% 2% 73%

2004 62% 3% 65%

2003 48% 3% 51%

2002 48% 2% 50%

The last few years have seen reduced student employment rates, yet this has been compensated for by the dramatic increase in students choosing to pursue a graduate degree. The most significant factor in the graduate-school increase has been the introduction of Wentworth’s own graduate Architecture program; as such a degree is becoming the professional standard in the field, the majority of Architecture undergraduates—67% in both 2009 and 2010—have chosen to take advantage of the new program and earn their graduate degree. This is not, however, the sole path for Wentworth undergraduates going on to graduate study; the 2010 class, for example, included students who enrolled in graduate programs at Cornell, Tufts, Georgetown, Northeastern, University of Massachusetts, University of Maryland, Bentley, Worcester Polytechnic Institute, Southern New Hampshire University, Savannah College of Art and Design, Boston Architectural College, and Berklee College of Music. Such a diverse set of institutions indicates that the Wentworth undergraduate-degree programs prepare their students for a wide range of graduate-school experiences.

The success Wentworth students have had in multi-school academic competitions also testifies to the high quality of preparation provided by the undergraduate-degree programs. Individual and groups of students regularly record high finishes in such contests, as this representative list shows:

• In December 2010, a team of Construction Management students finished first in the Associated Schools of Construction (ASC) Region I Construction Management Commercial Building Competition.

• In February 2010, two Interior Design students won the first- and second-place awards at the International Interior Design Association (IIDA) Providence City Center’s Student Competition for their design-project entries.

• In December 2009, a team of Construction Management students finished first in the ASC Region I Construction Management Commercial Building Competition, and a team of Construction Management and Architecture students won second place in the Design/Build division of the competition.


• In 2009, an Interior Design student won the IIDA’s Best Undergraduate Student Award, New England Region.

• In December 2008, a team of Construction Management students finished second in the ASC Region I Construction Management Commercial Building Competition.

• In April 2008, a team of Electromechanical Engineering students finished first at the regional 2008 American Society of Mechanical Engineers (ASME) Student Design Competition, earning the right to compete in the ASME International Design Competition.

• In November 2007, a team of Construction Management students finished first in the ASC Region I Construction Management Commercial Building Competition, earning the opportunity to represent the region at the national championship in Las Vegas in March 2008.

Wentworth students have also earned international and national scholarships and educational opportunities:

• In December 2010, a Facilities Planning and Management student won a $4,000 scholarship at the International Facility Management Association (IFMA) World Workplace Conference and Exposition; the scholarship was awarded on the basis of academic achievement and participation in professional activities.

• In November 2008, Facilities Planning and Management students won $5,000 and $4,000 scholarships at the IFMA World Workplace Conference and Exposition.

• In June 2008, an Environmental Science student was selected to participate in the Andrew W. Mellon Foundation-sponsored undergraduate environmental research initiative. The student traveled to Lewis and Clark College in Portland, OR, with 24 other Mellon research initiative winners to receive training in the use of the method of “situated research.”

• In December 2007, an Interior Design Student was chosen as a finalist for the Gensler Brinkmann Scholarship, and was awarded a $1,500 scholarship and a post-graduation internship with Gensler, a global design, planning, and strategic consulting firm.

• In 2011 The Boston Society of Architects announced the results of an annual completion. Of 25 awards made by the BSA, 14 went to Wentworth students.

While the undergraduate-degree programs are strong individually, they are limited collaboratively. The different departments and programs tend to be isolated from one another and function as academic silos, so that students have limited opportunities to do the interdisciplinary work that is characteristic of the professional world. In their junior and senior years, students take only a few courses in which they encounter students not in their program. The academic reorganization into colleges was a first step toward breaking down the walls between programs. With different programs banded together in one college, interdisciplinary project and course ideas are more likely to arise and will be easier to put into action. In addition, the Institute plans to reduce the number of required concentration-course credits so as to give students more freedom to pursue interests and activities outside their concentration.


Undergraduate Degree Programs: General Education As discussed above, Wentworth’s general-education requirements are substantive and diverse, especially considering the demanding and time-intensive requirements of the concentration courses. Every Bachelor’s Degree program requires that students complete at least 40 credit hours in general education, and the two Associate Degree programs in the CPCE require that students complete at least 20 credit hours. All students must take courses in English composition, the humanities, the social sciences, mathematics, and the natural sciences.

The general-education component has been especially successful in developing students’ written-communication skills, as is demonstrated by the recent results of the Sophomore Writing Proficiency Assessment Test (SWAT). This essay exam, which students take at the end of their sophomore year, and which they must eventually pass in order to graduate, is read by the full-time English faculty, who assess content, coherence, and mechanics. The objective is to determine whether students’ writing ability is equal to what will be expected of them during the rest of their academic career and in their professional career. In each of the last three years, 90% of students have received a grade of “Satisfactory” on the test, confirming that the required English composition and social-sciences courses of the first two years are providing the writing training students need. And there are a sizable number of students who are producing not just satisfactory but excellent written work. Since 2006, the Department of Humanities and Social Sciences has given the Wentworth Writing Awards to the three best papers written for department courses during the academic year. To be considered for an award, a paper must receive an A or A- and be nominated by an instructor. The number of papers nominated for the awards has grown each year, reaching a peak this year with more than 50.

The results of the recent Sophomore Writing Proficiency Assessment Test (SWAT) do point to one area of the Institute’s written-communication instruction that needs improvement, and that is the instruction provided to students for whom English is a second language. This is particularly an issue with international students, many of whom have limited experience with English. The Humanities and Social Sciences department offers a special three-course English sequence specifically for international students who are beginning English speakers and writers. There is also a basic-writing course for students with rudimentary writing skills, both native speakers and non-native speakers whose oral fluency in English is advanced; this basic-writing course serves as preparation for the standard English sequence that all Wentworth students, with the exception of the international students, take. It is apparent, however, that these measures are insufficient, as a large proportion of the students whose performance on the exam is “Unsatisfactory” are international students and other non-native speakers. To address this problem, the department recently hired a full-time faculty member specializing in English as a Second Language, who is in the process of reviewing and revising the courses and other writing-instruction resources available to non-native speakers.

Another area of general-education strength is the increase in variety among humanities and social-sciences electives. One of the Institute’s learning outcomes is that graduates be able to “recognize and identify historical and contemporary societal and global issues.” The humanities and social-sciences electives play a vital role in achieving this outcome, so it is a welcome development that in recent years 20 new electives have been created in many different subjects, greatly diversifying the selection available to the students and exposing them to a much broader range of such issues. This abundance of new courses not only

http://www.wit.edu/NEASC2011/report2011/supplimental/2008-2010SWATAnalysis.pdf




enriches the humanities and social-sciences electives, but speaks to a creative energy in the Department of Humanities and Social Sciences that should serve the general education branch of the Institute well in the future. Graduate Degree Programs Because Wentworth’s two graduate programs are quite new, there is not a wealth of information available about their strengths and areas for improvement. Nevertheless, there are several indicators that attest to the value of the academic training they provide. The Architecture graduate degree program is accredited by the National Architectural Accrediting Board. It awarded Master’s Degrees to its first class in May 2010, and since then these graduates have done well professionally, with 81% of them finding a job within six months of graduation. 67% of Architecture undergraduates attended graduate school in the last two years, and the vast majority of them did so at Wentworth. This suggests that students have immediately recognized the program’s capability to develop their knowledge and skills. (See Standard Five for a discussion of Institute support of faculty research/scholarship.) The Master of Science in Construction Management (MSCM) program has been successful with accreditation. However, it will only award its first degrees in 2012 so there is not yet data about graduates’ employment status six months after graduation. One indicator of the success and value of the MSCM program is the fact that enrollments exceed expectations, as indicated in the chart below. From a retention perspective, the MSCM has lost one student in the first class; however, that student has indicated that he will return and retake the two courses he failed. This is another indicator that the students value the program. The MSCM has also been successful in recruiting students from other colleges. Of the 22 students in the class of 2012, five graduated from other colleges; of the 26 students in the class of 2013, 17 graduated from other schools. This suggests that the MSCM program has been very successful with its recruitment.

MSCM Program Enrollment Projections/Goals and Actual Enrollment

FY 2010 FY 2011 FY 2012 FY 2013

Projected Enrollment

Students, First Year 10 15 18 20

Students, Second Year 0 8 12 15

Total Students 10 23 30 35

Actual Enrollment

Students, First Year 28 26 Students, Second Year 0 27 Total Students 28 53


Integrity in the Award of Academic Credit Wentworth’s strong record of degree-program accreditation indicates that its systems, policies, and procedures for ensuring the integrity of the academic credit it awards are largely effective, and meet the standards of American higher education. Nevertheless, there are issues in this area that need to be addressed.

As described above, the Institute recently made a significant change to its academic-governance structure. Prior to 2011, the primary unit of academic organization was the department, and Department Heads reported directly to the Provost. Then, in the spring of 2011, four colleges were introduced, within which the departments were placed. The objectives of this reorganization were to increase administrative efficiency and foster interdisciplinary academic projects. However, not all of the particular responsibilities of the Chairs and the Deans have been fully established, and as a result there is a lack of clarity concerning some aspects of academic oversight. For example, no formal Institute-wide policy has been established in regard to the Deans’ role in reviewing syllabi, course manuals, and faculty evaluations. Nor is there such a policy addressing the Deans’ role in adjudicating cases of academic dishonesty and misconduct.

Also in need of development are the standards and procedures for developing and delivering online and hybrid courses. Online and hybrid courses are a major growth area for the Institute, but currently there are not well-defined Institute-wide standards and procedures that faculty must follow when teaching an online or hybrid course. As mentioned previously, the CPCE provides its faculty more online/hybrid guidance than the day school does. In the day school, if a traditionally face-to-face course is migrated online, the Department Chair will review the syllabus to determine whether the online version offers learning equivalence, but this may be the only means by which learning equivalence is ensured. The online version of the course is not reviewed by the ICC, and while day faculty are encouraged to use LD to help them construct online and hybrid courses, they are not necessarily required to.

Finally, there is some ambiguity concerning the criteria for the transfer of academic credit from other schools. It has been noted by some academic departments that transfer students sometimes receive credit at Wentworth for courses at their previous schools when those courses are not truly equivalent to Wentworth courses. Such situations occur when the transfer-credit coordinator in the Registrar’s Office and the relevant department—the one that teaches the subject for which the students receive credit—have different understandings of what constitutes equivalent content. Better coordination between the Registrar’s Office and the academic departments is needed to avoid such discrepancies of criteria for the transfer of credit. Assessment of Student Learning As a result of assessment at the course and degree-program level, numerous improvements have been made in recent years to Wentworth’s curricula, which testify to the strength of the assessment methods used at these levels. The effectiveness of the assessment methods is best demonstrated by examples from four different degree programs.

In 2008, the Mechanical Engineering Technology program altered the sequence of the courses in its curriculum based on assessment involving IPAC members, employers, co-op employers, faculty, and students. The new sequence accomplished several important ends.


First, it ensured that students had the necessary exposure to and retention of prerequisite material for higher-level coursework. Second, it provided students with earlier exposure to humanities and social sciences courses, in particular before their first co-op; one required elective in the humanities and social sciences was moved from the summer semester of senior year to the fall semester of junior year. This was done partially in response to recommendations from the IPAC and co-op employers, both of which suggested that students needed greater exposure to humanities and social sciences courses so as to improve their ability to interact with those outside their discipline. Finally, the new sequence gave students access to a greater variety of electives in the major, as each semester in the junior and senior years included an elective in the major, which was not previously the case.

The Electromechanical Engineering program, meanwhile, recently conducted a nine-month survey of administration, faculty, students, alumni, employers, co-op employers, and IPAC members for the purpose of reviewing the program’s mission and learning outcomes. There were 186 responses to the survey, and resulted in a new mission statement and new learning outcomes. The Department of Computer Science and Networking, too, recently conducted a wide-reaching survey concerning the Computer Networking program, gathering responses from administration, faculty, students, alumni, employers, co-op employers, and IPAC members. As a result of the survey, the program was refocused to be more network oriented, and on the recommendation of program alumni in particular, new courses in security and in routing and switching were added to the program curriculum. The Architecture program has undergone a number of significant changes in the past three years, having introduced a new undergraduate foundational curriculum, new undergraduate areas of concentration, and a master’s degree program. The program’s assessment methods were essential to the implementation of all these changes, as it relied on surveys of faculty, students, IPAC members, comparisons with peer institutions, and consultations with colleagues in academia and the field to develop and assess the new curricula. While the academic programs have developed solid assessment procedures, Institute-level assessment of student learning is incomplete. The Career Services office provides valuable data in the form of co-op employer surveys and post-graduation employment rates, but data in other areas, such as the tracking of alumni, is lacking. An Institute assessment committee was established in 2003, but was dissolved soon afterward, and a new one has not been formed since. The Institute web portal does have a page devoted specifically to assessment, but it has not been updated in some time. This will be addressed when a new Associate Provost joins the Office of the Provost in 2012.

PROJECTION Overview

The next ten years promise to be dynamic and exciting ones for Wentworth’s academic programs, as there will be major, innovative changes in both the day school and the CPCE. The Institute will hold fast to its core mission, but at the same time, it will shift and broaden the range of disciplines in which it carries out this mission in order to keep pace with trends in the economy and in the professions.


In the undergraduate day programs, there will be greater emphasis on engineering and a corresponding reduced emphasis on engineering technology, and there will likely be new degree programs in informatics and life sciences. The graduate day programs will grow as well; a M.S. program in Facility Management is expected to begin in Fall 2012, and a number of other degrees are being considered for implementation in the next five years. Facility Management would be Wentworth’s fourth graduate program, which may allow the Institute to change its charter with the Commonwealth of Massachusetts to that of a general master’s-degree-granting institution in the fields of engineering, technology, design, and management.

In the CPCE, meanwhile, there will be both new undergraduate and graduate programs, and fewer programs that offer basic training in the trades. The CPCE will also develop its capability to offer courses and degree programs using technology-enhanced pedagogies, including both online and hybrid-delivery systems. Finally, the CPCE will be used to develop initial courses for new programs and to obtain market data on enrollment trends.

In both the day school and the CPCE, there will be a much greater emphasis on online and hybrid courses and programs. In its latest master plan submitted to the City of Boston, Wentworth set a cap of 3,800 on-campus, face-to-face students. As a result of a larger-than-targeted incoming class this fall, the Institute is quickly approaching that cap. Consequently, additional online instruction is essential. Undergraduate Degree Programs: The Major or Concentration Five new engineering degree programs including Biomedical, Civil, Electrical, Mechanical, and Engineering will welcome their first class of students in Fall 2011. The development of these new programs is a response to national trends over the last ten years, which show a shift in enrollment patterns and numbers of programs accredited by ABET away from engineering technology and toward engineering. There are a number of reasons for these trends, but the major contributors are changes in the requirements for obtaining professional-engineering licenses and limitations in employment and advancement opportunities for technologists as compared to engineers. The establishment of the five Fall 2011 engineering programs has had immediate results, as early data on enrollments show that the speed of the shift from engineering technology to engineering has exceeded our expectations.

Although engineering technology enrollment is decreasing, the Institute will keep its engineering technology programs in place for the time being. But it is likely that within the next five to ten years the number of different engineering-technology programs will be significantly reduced from the current four, perhaps even to a single engineering technology major. It is also possible that whatever engineering technology programs remain could be moved from the day school to the CPCE.

Two other fast-growing fields that may affect the Institute’s undergraduate programs are informatics (business and medical) and the life sciences. The Institute is currently evaluating the addition of the College of Arts and Sciences undergraduate-degree programs in business analytics and biomedical informatics. Biophysics and biotechnology are also possible areas of growth for the Institute. The Institute’s strengths in technology and its location adjacent to Boston’s Longwood Medical Area, a thriving hub of medical research and services, can be used to develop innovative programs in these fields. Currently, with the exception of the new Biomedical Engineering program, the academic programs do not


take advantage of the potential synergies that arise from Wentworth’s location near Longwood. Other possible new degree programs in the College of Arts and Sciences include Applied Mathematics and Applied Physics, though there may not be sufficient market demand to warrant the latter program.

Several departments are investigating the possibility of offering a minor. Both the departments of Applied Mathematics and Humanities and Social Sciences are considering this direction. The Applied Mathematics department would offer a minor in that discipline, while the Humanities and Social Sciences department would offer a Digital Humanities minor.

It has been noted several times over the course of this standard that the Institute’s departments and programs are currently isolated from one another, which prevents students from doing the interdisciplinary work that they will need to do as professionals. In order to address this issue, the Institute was reorganized into colleges, and in the future, the programs will aim to create team projects that will require the skills of students from various majors. Meanwhile, the numbers of credits required by the concentrations will be reduced so as to give students more flexible schedules that will give them the time to participate in such team projects, as well as pursue other interests and activities outside their concentration.

The CPCE will, like the day programs, add undergraduate degree programs. A Bachelor of Science in Engineering Technology has already been added for Fall 2011. Whether old or new, all the college’s programs will make much greater use of online and hybrid instruction. The number of online courses in the CPCE increased 40% between 2010 and 2011, but is still relatively small. Yet there is little doubt that the national trend in continuing education toward online programs will continue.

By its very nature, the CPCE can add or remove certificate programs much more quickly than the day school can add or remove a full undergraduate degree program. As a consequence, the CPCE will also be used to develop initial courses for new programs and to obtain market data on enrollment trends. For example, the college is currently developing a four-to-six-course (the exact number of courses has not yet been determined) graduate certificate in business analytics. Undergraduate Degree Programs: General Education In order for the general education component to continue being a strong complement to the majors, new courses, revised courses, and new requirements will be developed that will make general education more rigorous and more in sync with the needs of the majors and the students.

The English sequence required of all students, for example, is currently undergoing substantial revision. A new version of English 100 will be introduced in Fall 2011, one that will put much greater emphasis on the development of students’ information literacy skills and their ability to use their writing to respond to other texts and to address specific audiences. English 115, the second course in the sequence for most students, will likely be modified to provide more intensive training in critical reading skills, an area that remains something of a weakness for many students. English 020 will be revised in order to provide students with weaker writing skills better preparation for the rest of the English sequence. The sequence for non-native speakers, meanwhile, will be revamped. As


discussed above, too many students are not ready for the Writing Proficiency Assessment Test or their other courses after taking the current English-as-second-language sequence. The sequence will be probably be extended to four courses, and the content and pedagogical approach of the courses may ultimately differ as well. Beyond the English sequence, students will continue to take the same number of credits in the humanities and social sciences, but the distribution of these credits will soon be altered, perhaps in Fall 2012. Rather than take two sophomore social sciences courses, a communications course, and three upper-level humanities and social sciences electives, students will take five upper-level humanities and social sciences electives. Each of these electives will be four credits, whereas the sophomore social-sciences courses and communications course were three credits each. This new approach offers multiple benefits. The elimination of the sophomore social-science electives would allow the upper-level electives to be spread throughout the last three years; this would give the majors greater flexibility in revising their curricula, provide students with more consistent exposure to the humanities and social sciences (rather than in just a couple of semesters, as is now the case in some majors), and offer students more choices in upper-level electives, as faculty who previously taught sophomore social-sciences electives will be freed up to teach upper-level electives.

This set of requirements is also more rigorous, as the four-credit upper-level electives’ content and assignments are more advanced and their workload greater. This will be more the case than ever, as the Department of Humanities and Social Sciences, making note of Richard Arum and Josipa Roksa’s book Academically Adrift, which found that most American undergraduates were not making significant gains in reading and writing skills, established new reading and writing minimums for all humanities and social sciences electives. Beginning in Fall 2011, these courses will be required to assign at least 40 pages of reading per week and 20 pages of writing per semester.

In the sciences and mathematics, there will be new courses and new pedagogical methods. The Department of Sciences is working on several courses needed by the majors, including an engineering chemistry course that will be launched in Fall 2011, and courses in applied physics and geology that will be first offered in Spring 2012. The department will also be adopting new course formats for subjects it has long taught, as it is establishing intensive half-semester science courses and will be offering an increasing number of hybrid and online courses. A half-semester chemistry course is running in Summer 2011, and a hybrid biology course ran in Fall 2010; many additional subjects will be taught in all three formats in the near future. New pedagogical methods in the sciences are not limited to the category of course format; the department will also work to create more effective assignments and assessments, such as tests to evaluate student skills in using equipment in the science labs and in following safety procedures and regulations.

The Department of Applied Mathematics will be making use of a variety of new exams in its courses. It has added a new course, Engineering Calculus I, which will include a “gateway exam,” on which students will need to score an 80% in order to pass the course. Standardized, department-wide final exams will be given, along with the instructor’s final exam, in Precalculus, Calculus I, Calculus II and Calculus III, as a way of generating data for how well students in these courses achieve the course learning outcomes. Lastly, incoming students will have the option of taking a Math Challenge Exam instead of two courses first-year students normally take, College Math I and Precalculus. Students who score better than 80% on a course’s Challenge Exam will receive credit for the course


without having to take it; the credit will be treated like transfer credit, and will not affect the student’s GPA. Graduate Degree Programs A new master’s degree program, Facility Management, will launch in Fall 2012; this program will be jointly managed by the day school and the CPCE. Beyond Facilities Management, there are numerous possibilities for further graduate program development. The five-year baccalaureate Electromechanical Engineering program may become a five-year master’s degree program. In response to the American Society of Civil Engineer’s bachelor’s degree plus 30 credits model, the College of Engineering and Technology will offer a Civil Engineering Master’s Degree beginning in 2013 or 2014. The College of Engineering and Technology may also collaborate with the CPCE to create a Master of Science in Systems Engineering. The College of Arts and Sciences is considering the establishment of a Master of Science in Management, as well as a Master of Science in Management of Technology that would be co-administered with the CPCE. Lastly, in keeping with its emphasis on professional degrees, the Institute is beginning to explore the possibility of developing Professional Science Master (PSM) programs in engineering, biotechnology, and other fields, as well as PSM programs that combine two disciplines, such as architecture and business or engineering and construction management. However, such degrees would only be assessed in depth after decisions about the other graduate programs described above are finalized. Integrity in the Award of Academic Credit Wentworth intends to reduce the number of credits required for undergraduate degrees to a maximum of 136. The Institute has determined that undergraduates are currently overloaded with credits, which prevents them from having a true choice in electives, both within and outside the major, and limits their ability to pursue the multidisciplinary projects that will be the norm when they become professionals. To ensure that the integrity of the undergraduate degrees are not compromised by this credit reduction, Wentworth is comparing its curricula and subject coverage to comparable programs, many of which already require far fewer than 136 credits. As crucial an issue as subject coverage is the preservation of an appropriate balance between classroom credits and lab and studio credits. Labs and studios provide the hands-on experience that is a hallmark of a Wentworth education.

The Institute is pursuing greater collaboration with other colleges and universities. For example, it has arranged for Emmanuel College, another COF school, to teach four courses to Wentworth students, rather than offering the courses at Wentworth. It is also in discussion with University of Massachusetts at Boston about collaboration on degree programs. So that any such collaboration is in accordance with Wentworth standards, and to maintain strong academic oversight, new policies are currently being developed to ensure the quality of courses Wentworth students take elsewhere.

New educational collaborations will also be established by way of articulation agreements and memoranda of understanding. It is expected that Wentworth will be signing new articulation agreements with a number of community colleges in the region, in particular with its partner institutions in the Urban Massachusetts Louis Stokes Alliance for Minority Participation. It is likely, meanwhile, that the memoranda of understanding already in place with two local construction unions (Carpenters’ and Electrical Workers’) will be replicated with other construction trade unions.


Wentworth will also need to more systematically address the issue of graduate transfer credit. As the Institute increases the number of graduate degrees and certificate programs it offers, it will develop guidelines for the assessment and transfer of credits for graduate work completed at other institutions.

The many new undergraduate and graduate degree programs being introduced this year and in the coming years will be monitored particularly closely with respect to retention and student performance. More broadly, the Institute’s Office of Institutional Research and Planning (OIRP) has been systematizing academic records to create a data warehouse that allows improved measures of program performance and student retention. The OIRP recently released extensive information on student retention by major and program. As discussed previously, the Institute’s governance and standards for online and hybrid instruction are not yet fully formed. Consequently, efforts are being made to correct this problem so as to ensure that online and hybrid courses and degree programs are comparable in quality to face-to-face courses and programs. Learning and Development is at the center of this initiative. It is responsible for the development of quality criteria that pertain to online and hybrid courses, and has already developed questions, checklists, standards, and other materials that facilitate instructors’ migration of courses from face-to-face instruction to online or hybrid instruction. The changes described in this section, as well as all information related to the integrity of academic credit, need to be publicly documented in a more complete, precise, and accessible way. Wentworth is currently engaged in a total update of its website to reflect major changes in organizational structure (most notably, the creation of colleges) and to correct gaps, errors, and inconsistencies in the information provided about its academic programs, policies, and procedures.

Assessment of Student Learning As much of Wentworth’s assessment of student learning at the course and program levels is strong, particular attention will be directed in the coming years to assessment at the Institute level. The establishment of the OIRP and the hiring of an official Institutional Researcher were first steps toward more effective assessment at the Institute level; this office will be relied on to provide more comprehensive collection and analysis of assessment data.

The Institute is especially concerned with developing a systematic, unified assessment of its general education component. Presently, the many program-specific accrediting agencies address general education in various ways (or, in some cases, not at all). As a consequence, Wentworth currently assesses general education in a disjointed way that reflects the demands of different accrediting bodies, with each degree program assessing it in response to its own accrediting agency’s requirement. To replace this approach, the Institute plans to develop a more robust, standard assessment system for general education, which will better inform revisions to the general-education curriculum.

Wentworth also hopes to make assessment systems more efficient by aligning the assessment process across accrediting bodies. Currently, assessment resources are used on a piecemeal basis to conduct partial assessments at different points in time, according to the schedules of the Institute’s many accrediting agencies. The more that programs can be


evaluated on a common timeframe, the more resources can be devoted to comprehensive assessments of student learning. To that end, Wentworth would support efforts among the numerous accrediting agencies to align both schedules and reporting requirements. Finally, the Institute will make efforts to develop more thorough and precise tracking of alumni, which is not done effectively at the Institute level. Wentworth recognizes that the career success of alumni and their feedback about the Institute’s programs are important means of confirming program strengths and identifying areas for improvement.

INSTITUTIONAL EFFECTIVENESS As a result of significant reassessment of the academic program, it is one of the areas that is undergoing the most significant change; it is also an area that has implemented that change very successfully. Five new engineering degrees have enrolled their first freshmen in the Fall 2011, and two graduate degree programs are successfully up and running. Further, to facilitate interdisciplinary project-based learning, in accordance with our Mission Statement, the academic structure has shifted from seven departments to four colleges, each with its core of related disciplines. Moreover, there are additional engineering and graduate programs in the pipeline. Despite these significant changes, Wentworth has maintained a high quality of education. All faculty assess course learning outcomes against student achievement each semester, and departments engage in ongoing review of their curricula. Consequently, more and more courses are being delivered as hybrid courses or online. Enrollments are up and most graduates find employment in their field within six months of graduation. Thus, these assessments are demonstrably effective in the improvement of academic offerings and student learning.


Data First Form Standard Four: The Academic Program

Summary – Enrollment and Degrees 2010 Fall Enrollment1 by location and modality, as of Census Date

Degree Level/ Location & Modality

Main campus FTE2

Other Campus

FTE

Branches FTE

Other Locations

FTE

Overseas Locations

FTE

On-Line FTE

Corres-pondence

FTE

Total FTE

Unduplicated Headcount

Total

Degrees Awarded,

Most Recent Year

Associate's 62 62 167 43

Bachelor's 3,2853 3,2853 3,531 687

Master's 91 91 124 148 Clinical doctorates (e.g., Pharm.D., DPT, Au.D.) Professional doctorates (e.g., Ed.D., Psy.D., D.B.A.)

M.D., J.D., DDS Ph.D. Total Degree-Seeking 3,438 3,438 3,822 878

Non-matriculated students 4 4 11 na

Visiting Students na

Title IV-Eligible Certificates

Certificates Awarded,

Most Recent Year

Students seeking certificates

1. For programs not taught in the fall, report an analogous term's enrollment as of its Census Date. 2. FTE based on 18 credits 3. Includes coop

Note: Enrollment numbers should include all students in the named categories, including students in continuing education and students enrolled through any contractual relationship.


Data First Form Standard Four: The Academic Program

Headcount by UNDERGRADUATE Major

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal) For Fall Term, as of Census Date (FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013) Certificate

Surveying 14 17 12 Fall 2011

Census data available in

Team Room.

Total 14 17 12 - Associate Aircraft Maintenance 2 - -

Fall 2011 Census data available in

Team Room.

Architectural Technology 15 22 19 Building Construction 89 82 72 Computer Information Systems 5 1 - Construction Project Management 48 73 47 Electronic Technology 3 1 - Engineering Technology 5 3 29 Electromechanical Systems 2 - - Telecommunications/Fiber Optics 2 - - Undeclared 29 9 7

Total 207 193 174 - Baccalaureate Architecture 878 765 731


Team Room.

See Overview in

Appraisal Section

Architecture Engineering Technology 2 - - Biomedical Engineering - - - Civil Engineering - - - Civil Engineering Technology 283 302 295 Construction Management (day) 506 485 407 Computer Networking 182 185 194 Computer Science 163 195 219 Computer Engineering Technology 119 125 130 Electronic Engineering Technology 112 129 145 Electrical Engineering - - - Electromechanical Engineering 228 261 282 Engineering - - -

Continued on next page


Mechanical Engineering - - -


Team Room.

See Overview in

Appraisal Section

Mechanical Engineering Technology 428 473 431 Facilities Planning 59 67 68 Industrial Design 182 185 204 Interior Design 179 171 127 Management 151 141 147 Engineering Technology (day) 2 5 - Environmental Science 17 8 6 Computer Information Systems 5 2 - Construction Management (CPCE) 46 58 74 Design Engineering 12 5 - Engineering Technology (CPCE) 5 2 - Electronic Systems 8 4 - Project Management 19 29 71 Undeclared 9 1 4

Total 3595 3598 3535 - -

Total Undergraduate 3816 3808 3721 - -


Data First Forms Standard Four: The Academic Program

Headcount by GRADUATE Major

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal) For Fall Term, as of Census Date (FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013) Master’s

Architecture - 84 96 Fall 2011


Team Room.

See Overview in

Appraisal Section

Construction Management - - 28

Total - 84 124 - -

Doctorate

Undeclared

Total - - - - -

First Professional

Undeclared

Total - - - - -

Total Graduate - 84 124 - -


Data First Forms Standard Four: The Academic Program

Credit Hours Generated by Department or Comparable Academic Unit

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013) Undergraduate

Applied Mathematics and Science 18,582 19,687 18,880


Team Room.

See Overview in

Appraisal Section

Architecture 19,990 17,465 16,767 Computer Science 8,265 10,625 9,982 Civil/Construction 13,897 11,807 13,095 Design and Facilities 9,782 9,806 9,583 Electronics/Mechanical 15,836 16,342 16,796 Humanities/Social Sciences 28,089 28,340 28,130 CPCE 5,918 6,240 5,110

Total 120,359 120,312 118,343 - -

Graduate

Architecture/CM - 3,146 3,392

Total - 3,392 - -

STANDARD FIVE FACULTY 98

STANDARD FIVE FACULTY

DESCRIPTION As an institution of higher learning, Wentworth appreciates that education is the Institute’s primary mission and that the faculty are the greatest strength of the Institute. Wentworth currently employs 139 full-time faculty members. All faculty members have a minimum of a Master’s degree in their discipline.

The Wentworth faculty is comprised of 33 Professors, 60 Associate Professors, 46 Assistant Professors, and 11 one-semester hires. Of these, 59 hold doctoral degrees and 41 have professional registrations or licenses. 18 faculty members hold two Master’s Degrees in their areas of specialization. As of the Spring 2010 semester, 107 of the full-time faculty are male and 32 are female. 124 of the full-time faculty identified themselves as white, 2 as black, 3 as Hispanic, and 10 as Asian.

Adjunct faculty members are expected to hold the same minimum credentials as full time faculty. Faculty members who teach for the College of Professional and Continuing Education (formerly The Arioch Center followed by the Division of Professional and Continuing Studies) are required to attend a new employee orientation, and there is a section in the Academic Policies and Procedures Manual that addresses adjunct faculty and their responsibilities. Adjunct faculty members are hired on a semester basis by the academic department chairs. During the Spring 2010 semester, Wentworth employed 118 adjunct faculty members.

The preparation and qualifications of faculty are measured not only by advanced degrees held but also in terms of teaching, scholarly and/or creative activities, and service activities. Requests to hire new faculty originate with the academic Department Chairs based on both enrollments and the specific courses/disciplines to be addressed. The Provost meets with all new faculty members throughout their first year and periodically during their Probation and Development periods.

Department Chairs typically look for faculty flexible enough to teach required introductory courses as well as the specific courses needed to successfully offer the curriculum. A Request for Authorization to Hire with an explanation and description of duties is first forwarded to the Provost and then to the President as part of the budgeting process. Faculty members are recruited through a competitive search process. Wentworth advertises positions in the Chronicle of Higher Education, The Boston Globe, and via professional organizations such as IEEE. Upon hire, new faculty members attend an orientation and New Faculty Orientation, as well as an orientation that reviews benefits and policies and procedures. New hires are directed to the Human Resources website, where there is a link to the Agreement between Wentworth Institute of Technology, Inc. and the Wentworth Faculty Federation, Local 2403, American Federation of Teachers AFL-CIO.

Faculty responsibilities are clearly defined in both the Agreement between Wentworth Institute of Technology and the Wentworth Faculty Federation and in the Academic Division Policy and Procedures Manual. Faculty have input regarding these documents. Faculty members, in conjunction with the Faculty Federation, help to set goals for contract negotiations. Furthermore, each academic department elects representatives to the Faculty

http://www.wit.edu/NEASC2011/report2011/supplimental/FacultyAgreement2011-2013.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/FacultyAgreement2011-2013.pdf


Senate, which reviews and comments upon policies and procedures relevant to academics and shared governance.

Wentworth recognizes the Wentworth Faculty Federation as the exclusive bargaining agent with respect to wages, hours, and terms and conditions of employment for all full-time faculty. Minimum faculty salaries are shown below for both the current and preceding Agreement.

Minimum Faculty Salaries Faculty Agreement January 1, 2011 to December 30, 2013

January 1, 2011 January 1, 2012 January 1, 2013

Assistant Professor $50,000 $50,000 $50,000

Associate Professor $65,000 $65,000 $65,000

Professor $80,000 $80,000 $80,000

Minimum Faculty Salaries Faculty Agreement January 1, 2008 to December 30, 2010

January 1, 2008 January 1, 2009 January 1, 2010

Assistant Professor $48,000 $48,000 $48,000

Associate Professor $61,000 $63,000 $65,000

Professor $74,500 $78,000 $80,000

In addition, Wentworth pays a total of $150,000 per year in merit bonuses (see Article B.2), which are granted for superior achievement in any of the following three categories: teaching, scholarly and/or creative activities, and service activities. A merit bonus is a lump sum payment and is not added to the base salary of the faculty member. Wentworth reserves the right to grant additional compensation (bonus or salary) at its discretion (see Article B.3 of the Agreement).

According to the Agreement between Wentworth Institute of Technology and the Wentworth Faculty Federation, faculty members shall not be required to teach more than 12 credit hours per semester, and the number of student credit hours for each faculty member is limited to an average of 360 student credit hours over any three consecutive semesters.

At the end of every semester, all full and part-time faculty members are required to compile material for each course taught. This material forms the course “manual” and represents an overview of the course administration and typical examples of student work. Required items in the course manual include the course syllabus, attendance records, grade rosters, samples of student work, sample assessments and exams, and a critical evaluation of the course including both strengths and areas needing improvement.

At the beginning of each new year, the preparation and qualifications of all faculty members are measured via the Faculty Annual Report, which reviews accomplishments against objectives set the previous year or at the time of appointment, establishes objectives for the coming year, identifies support needed toward the accomplishment of objectives, assesses performance, and recognizes and rewards outstanding achievement. The Annual Report assists the Department Chair in making an informed and accurate annual evaluation.


Faculty members are expected to demonstrate superior levels of professional achievement and accomplishment (as defined in the Provost’s Rubric) in all three areas. The three areas are discussed in Article XIV of the Agreement: (1) Teaching addresses the educator’s dedication to the intellectual, specialized knowledge, and character growth of the students; (2) Scholarly and/or creative activities includes the discovery and dissemination or application of knowledge and the creation and production of works of art and design; (3) service activities refers to activities including professional service, department/Institute service, and public/community service.

Faculty members ensure that the content and methods of instruction meet generally accepted academic and professional standards and expectations. Most are active in professional societies, attending, presenting, and chairing panels at national, international, and regional conferences. Faculty members also maintain professional academic development by participating in one or more of the following activities each academic year: (1) study or research in an academic or intellectual activity relevant to the faculty member's professional field of competence; (2) consulting in a field of expertise; (3) scholarly publication or activities; (4) preparing and submitting grant proposals or implementing the work funded by a successful grant application; (5) enrollment in a relevant course or seminar or participation in other comparable activity. Furthermore, at the end of each semester, faculty members receive feedback from students via an online course evaluation form. The form includes a set of standardized questions that encourage students to reflect upon the Institute’s Learning and Competency Goals as they apply to a given course, and the instructor may also ask his or her own course/section-specific questions.

Wentworth encourages scholarship among its faculty and supports faculty efforts to present research, scholarly papers, and presentations to a wider audience of peers and colleagues. The Office of the Provost allocated $45,030 for faculty travel and related expenses during the Academic Year 2010/11. The President’s Academic Travel Fund, which has allocated $40,000 for faculty travel, may be used for travel that (a) supports the presentation of scholarly work to a wider audience of peers and colleagues, or (b) otherwise benefits Wentworth Institute of Technology. Applications are reviewed on a rolling basis until all of the funds are disbursed. The Provost’s Office divides the total funds evenly between the fall and spring semesters. Departments are also at times able to supplement faculty travel through the department budget.

In 2010 and 2011, the Institute has encouraged all faculty members in probation to attend the Colleges of the Fenway Teaching and Learning Collaborative Summer Institute to ensure that all faculty members are supported in developing successful teaching skills and pedagogies. Further, all faculty in probation and development for 2010/2011 were invited to attend the Mini-ExCEEd Teaching Workshop, a condensed version of the nationally acclaimed 6-day ExCEEd Teaching Workshop that is based on a model developed by the United States Military Academy and provided by the American Society of Civil Engineers. Additional seats were made available for other faculty and administrators who were interested in attending. The content addresses the principles of effective teaching and learning independent of discipline.

Faculty members are also reimbursed by the Institute for enrollment in one relevant course or seminar or participation in other comparable activity every two years as approved by the relevant Department Chair.

The Bistline Grant is awarded to three faculty members for research in a teaching or technical area, or for another form of scholarship. Faculty receive a $4000 stipend and up to $3000 for research expenses to be used over the summer semester. Upon their return in

http://www.wit.edu/NEASC2011/report2011/supplimental/Fac_Travel.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Pres_Travel.pdf


the fall, faculty are required to submit a paper detailing their work to the Provost’s Office.

A faculty member who has completed seven consecutive years of service may apply for an initial sabbatical (a paid leave of one semester at full salary, or one academic year at one half salary). A faculty member who receives a sabbatical will be eligible to receive another sabbatical when he or she has completed another six years of service at Wentworth. The Institute will sponsor up to seven qualified applications each year, as determined by the Provost. In the event that there are more than seven qualified applications, the awards will first be made so that each college has one award. Any qualified application that was not selected from a college due to multiple qualified submissions may be resubmitted for consideration the next year.

According to article VII of the Agreement, each faculty member is entitled to full freedom in research (provided their research proposal was approved by the Institutional Review Board) and in the publication of the results of the research, subject to the adequate performance of his/her other duties, and provided that such research or publication is accomplished at no cost to Wentworth, unless otherwise agreed to. The faculty member is entitled to freedom in the classroom in discussing his/her subject, but he/she should be careful not to introduce into his/her teaching controversial matter that has no relation to the subject. The faculty member is a citizen, a member of a learned profession, and a member of the faculty of an educational institution. When he/she speaks or writes as a citizen, he/she shall be free from institutional censorship or discipline. The parties agree that all faculty members, either individually or in groups, have the right to engage in free discussion or exchange of views on any subject whatsoever among themselves or with any member or members of the Wentworth community.

Wentworth faculty members have state of the art technology and delivery systems at their disposal. All faculty and students are provided with a laptop computer (Mac or PC) imaged with a suite of software applications tailored to meet the needs of their respective programs/departments. The Associate Provost works closely with DTS to provide technical support to faculty, establish consistent protocols across all departments, and ensure laptop services are coordinated. A wealth of general information and resources are available to the community via the LConnect portal, and faculty members have the ability to teach and manage their courses via the Blackboard course management system. Additionally, the Learning and Development office was formed to act as a trusted resource for students and a valued partner to faculty by supporting and initiating programs and activities that engage and advance learning, collaboration, and innovation.

The Center for Teaching & Learning (CTL), in existence since Fall 2006, has been re-named The Learning Center (TLC), and brought under Academic Affairs in order to help to sharpen the focus on student and faculty support, improve user satisfaction and expand its activities in support of the academic community. The TLC provides resources and support to faculty for teaching and professional development. Learning Center initiatives includes a Faculty Library, Faculty Newsletter, Faculty Resources Tab on the LConnect website, sponsorship of faculty at conferences on learning and teaching, sponsorship of Faculty Teaching Circles, etc. The move will help to consolidate work functions and better serve students and faculty by clarifying the primary responsibilities of each.

The Faculty Senate is comprised of representatives from each academic department. Its mission is to improve the quality of the learning environment at Wentworth. Faculty members may bring issues before the Senate for discussion and action. The Senate will listen to a case and then determine the best course of action. A common course of action is to invite administrators, faculty, or staff members from relevant Institute constituencies to visit the Senate and discuss the matter at hand. Recent topics of discussion include the


following: colloquium, the travel budget, definition of faculty governance, strengthening shared governance, the Distinguished Faculty Lecture Series, notifying students during an emergency, the organizational structure of the Institute, scheduling issues, service learning, the Biomedical Engineering Program, guidelines for granting Professor Emeritus status and services provided, and graduation with honors. The Faculty Senate maintains a website, and the minutes of all meetings are archived and available to the entire Wentworth community.

All faculty members who teach in the major disciplines serve as academic advisors. The Institute’s Academic Advising mission is to help students complete and achieve success within their respective academic programs. The goals of the Academic Advising Program are threefold: to advise, inform, and mentor (A.I.M.). The Academic Advising website includes numerous tools for advising, including procedures for academic advisors, Colleges of the Fenway cross-registration procedures, registration reminders, and access to various forms and tracking sheets.

In order to support the work of academics, the Provost’s Office added a position in 2009 for an Assistant Provost, mainly to provide leadership for faculty, and to develop processes to support faculty. An additional Associate Provost was added in 2011 to aid in graduate program curriculum development and education, as well as the implementation of interdisciplinary project-based learning.

APPRAISAL There has been a cultural shift on campus since the arrival of the current Provost in 2009. The bar has been raised and all faculty members are expected to teach, contribute to scholarly and/or creative activities, and provide service on committees. The Institute recognizes that the role of a faculty member can no longer be seen as a 9-5 job, but rather as a career, requiring commitment beyond the hours in the classroom, in scholarship and service. The higher standard faculty are held to is evidenced in the standards for Evaluation and Promotion, the development of the Institutional Review Board to support faculty research efforts, the on-going efforts to develop an Intellectual Property Policy, the new emphasis on interdisciplinary, project based learning, and the Wentworth Research Exchange (W-REX).

Many of the initiatives promoted by the Provost involve collaborations and an open exchange of ideas. The Provost holds Academic Assemblies and Open Forums in order to enhance communication with faculty and staff. To this end, the Provost’s Office maintains an Academic Resources tab on LConnect with links to the Faculty Senate, Curriculum Committee, Promotion Committee, Faculty Forms, etc. The Provost also maintains a blog. Faculty and staff comments on the blog, and large turnouts at assemblies and open forums, suggest that these methods of communication are well utilized.

New faculty members are now required to attend a series of once a month New Faculty Orientation sessions coordinated by the Provost’s Office and Learning and Development. Each session provides timely materials to support new faculty as they transition into the Institute and the classroom. Pre and post surveys of the new faculty indicate the materials presented were very helpful. The connections formed with administrators, support personnel and other faculty have led new faculty to express their desire to continue the conversations begun in the early sessions. This has resulted in the development of a pilot peer mentoring program for the new faculty cohort. There is also a meeting for adjuncts with the Provost at the start of the semester, and many departments have adjunct orientations, or have full time faculty mentor all adjuncts teaching a particular course.


Faculty office space in some departments is rather limited. Many full time faculty members share an office with one or even two office mates. This arrangement does not promote the most professional work environment, as it is at times distracting or disruptive of work, and compromises the confidentiality of student-teacher conferences. Office space is even more limited and crowded for adjunct faculty and may in some cases compromise faculty accessibility to students and adequate integration with full time faculty, staff, and programs. This is an area of on-going concern for the Institute. Some new offices have been built and renovations some have begun (for example, Kingman Building offices, and Construction Management offices). Several major building projects have been identified for the future, including the renovation and addition to Beatty Hall for student use, the renovation of the Basic Industries Lab, and the renovation and addition of Ira Allen to convert space into science and biomedical engineering teaching labs as well as new office space for math and science faculty. See Campus Master Plan.

Clearer criteria for the evaluation of faculty have been developed: for example, a rubric was created for use by the Department Chairs as they evaluate faculty in the three areas of Teaching, Scholarly and/or Creative Activities, and Service Activities. The same criteria are now applied to all areas of faculty evaluation. Faculty members work with Department Chairs and through the process of dialogue arrive at a plan for the next academic year (Annual Faculty Planning Worksheet) which is submitted electronically. The Faculty Planning Worksheet sets the expectations for the faculty member for the next year, based on their academic plans and goals and the needs of the Department. In order for these new initiatives to be successful, the Provost’s Office, in conjunction with Human Resources, provides training for the Department Chairs and the Deans to ensure equity in application of the criteria. The Faculty Planning Worksheet allows faculty and the Institute to plan for the allocation of resources, etc.

Boyer’s seminal work Scholarship Reconsidered (1990) has been used as the basis for more clearly defining the expectations for Associate Professor and Professor. The expectations for teaching, scholarly and/or creative activities and service activities have also been more clearly defined. The Institute’s general expectations for faculty performance and for promotion in rank differ from one experience level and rank to the next in keeping with the typical patterns of career development for faculty. The Institute continues to strive to make the process of evaluation and promotion more transparent and to openly communicate the criteria to prevent unnecessary anxiety for faculty. The Associate Provost meets with candidates seeking advice on preparing their promotion materials and often directs applicants to their Chairs/Deans and faculty who have successfully submitted proposals for coaching. Only one faculty member in the last two years has advanced to the rank of professor, which attests to the rigor of the newly defined expectations for faculty and the Institute’s high standards for teaching excellence. Adherence to high standards for teaching excellence is further evidenced by the fact that faculty who are assessed as unsatisfactory in teaching are now assigned faculty mentors as appropriate and/or required to attend teaching workshops such as the Mini-ExCEEd Teaching program.

An increasing number of faculty members are presenting their scholarship and chairing sessions at regional, national, and international academic conferences with support from the President’s Academic Travel Fund and the Faculty Travel Fund. To support faculty scholarly and/or creative activities, the Provost’s Office increased the money available to faculty in the Faculty Travel Fund from $35,230 to $45,030. In addition, the President’s Travel Fund offers $40,000 for faculty travel.

Last year 57 faculty members traveled to present papers and chair conference sessions. This is a substantial increase over previous years. For example, in 2007-2008, 11 faculty


http://www.wit.edu/NEASC2011/report2011/supplimental/Fac_Eval.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Facultytravel.pdf


members received travel support through the President’s Travel Fund and 21 through the Faculty Travel Fund. Last year that number was up to 30 and 27 respectively.

Faculty have been more engaged in scholarship as demonstrated by the number of Bistline Grant awards applied for annually. Yet Sabbatical applications have not risen to the level the Institute would like to see. For example, in 2011 only four faculty members applied for sabbatical, and only two met the standards for receiving a Sabbatical. As the level of expectation for scholarship has increased, WIT continues to strive to change the culture of the Institute in order for faculty to fully embrace the opportunity to enhance their skills as scholars and educators. As faculty continue to participate in more inventive or original Sabbatical leaves, other faculty members will see the possible alternatives to the traditional Sabbatical activities that can allow faculty from all disciplines the opportunity to remain competitive in their field, and allow them the benefits of increased productivity and morale that a Sabbatical can afford.

There has also been an increase in the budget for faculty travel. In 2001, it was $20,000/year. By 2010, it had been increased to $45,030. The President’s Travel Fund currently has an annual budget of $40,000.

Academic Year Faculty Travel Fund

President’s Travel Fund

Bistline Grant (3/year)

Sabbaticals Approved

2010-2011 32 (as of 3/24)

25 (as of 3/24) 8 applied in 2010 2 (4 applied in 2011)

2009-2010 29 30 7 applied in 2009 5 (7 applied in 2010)

2008-2009 27 30 0 applied in 2008 4 (5 applied in 2009)

2007-2008 26 19 - -

2006-2007 25 15 - -

Learning & Development (LD) has worked closely with the Provost’s Office to develop appropriate support services to faculty. As part of the academic restructuring, LD has come under Academic Affairs. Many faculty members have been incorporating learning technologies into their courses for years, and are increasing in sophistication; others are still at the beginning stages of technology use in the classroom. They are sharing their successes (and potential roadblocks) with other faculty through the Faculty Mentoring Program, Faculty Showcases, Faculty Spotlight in the LD newsletter and website, in Departmental Learning Communities, and as guest speakers/mentors in E-Learning Institutes. Currently 60% of faculty members utilize Blackboard in varying degrees and approximately 50% of faculty members integrate other learning technologies such as Web 2.0 tools, e-portfolios, virtual classroom environments and online resources, multimedia, etc. into their courses. Other learning management systems including Blackboard 9.1, Desire2Learn and Moodle are being explored collaboratively through the Colleges of the Fenway as possible platforms for instruction.

The laptop computers issued to all faculty and students have greatly enhanced the learning environment. With a few exceptions, these portable computers have eliminated the need for dedicated computer labs. Now, almost any classroom can become a computer lab. Furthermore, the laptops have increased faculty efficiency in the classroom. Lecture notes, presentations, and a wide variety of audio-visual materials can be quickly and easily shared in the classroom via the LCD projectors have become the standard for most classrooms.

http://www.wit.edu/NEASC2011/report2011/supplimental/Pres_Travel.pdf


Assignment sheets, syllabi, and other handouts can now be distributed digitally, eliminating the need for paper copies and promoting green technology.

Members of the Faculty Federation Negotiation Team negotiated a new contract for faculty with the Institute over the 2009-2010 year. Compared to previous negotiations, the process was collaborative and productive. The new contract clearly states that the Federation is responsible for working conditions and wages whereas the Faculty Senate is responsible for general academic issues; however, the president of the Federation, the President of the Faculty Senate, and the Provost now work collaboratively whenever issues arise.

Faculty are integrated in all areas of the Institute. Wentworth has an active Faculty Senate whose mission is to represent full time faculty members at Wentworth and to improve the quality of the Institute's learning environment. Faculty members serve on the Institute Curriculum Committee, the Academic Technology Advisory Committee (ATAC), the Information Systems Advisory Committee (ISAC), and the Colloquium Committee. Faculty members also serve on hiring committees at both the Institute and department levels. The Faculty Senate President meets frequently with the Provost to discuss academic issues and events, and attends a bi-monthly Academic Deans Meeting. The Senate President or Faculty Senator attend the Academic Affairs Committee Meetings of the Board of Trustees. This faculty representation at the meetings of the Academic Deans and Academic Affairs Committee came about as a direct result of Faculty Senate initiatives. Likewise, the annual Colloquium is now planned and facilitated by faculty (in conjunction with the Provost’s Office) as a result of a Faculty Senate initiative.

PROJECTION

Current data indicates the average age of a college professor is 53 (Gibson, 2009) and trends indicate that in the coming decade many faculty will be reaching retirement age (Clark and d’Ambrosio, 2005). WIT must focus on strategically addressing the impending retirement of several full-time faculty and their replacement. It is more difficult to make faculty projections, based on the changing enrollment patterns and unprecedented growth in engineering enrollment in FY2011. FY2011 was the first year WIT closed enrollment in several programs, based on limitations in faculty and physical resources. Enrollment is expected to stabilize in FY2012 although there may be some shift in numbers between Engineering Technology and Engineering programs. Going forward, it will be necessary to carefully review programmatic needs for faculty on a semester-by-semester basis and adjust and rebalance as necessary. For example, this year’s larger incoming class may require the hiring of several additional part-time faculty to provide additional sections in the Humanities and Social Sciences and Applied Math areas. The academic quality and reputation of the Institute is dependent on the quality of its faculty. Therefore, the recruitment and retention of full-time faculty is essential. Recognizing the importance of a critical mass of full-time faculty to the delivery of academic programs, the potential retirement of full-time faculty could provide a source of funding for new faculty positions, and an opportunity to better balance the program and department needs with institutional priorities. In order to grow to our maximum enrollment target of 3800 full-time day students, while increasing our online presence and adding new programs, the need for faculty members with higher academic degrees to meet rigorous academic standards will continue to increase as well. The need for faculty with industry expertise will remain, but new faculty members with the ability to teach in various formats including those with online expertise and


experience with new technologies will be critical. Additionally, the opportunity to hire new faculty would allow Wentworth to develop a more diverse faculty body that better mirrors our student population and the global workforce. Currently, student/faculty ratios vary from department to department, and remain relatively high in departments such as Arts & Sciences and Architecture. We must also acknowledge that faculty retirements can result in a loss of experienced faculty who may have provided a strong record of scholarship and service to the Institute, and plan appropriately for the loss. Partnerships and collaboration between junior and senior faculty will continue to be encouraged, particularly as we continue to develop interdisciplinary project based learning opportunities. Senior faculty can provide support and feedback for junior faculty as they develop their own scholarly and/or creative activities. The peer mentoring process will be further developed by the Provost’s Office and strengthened to inspire faculty to develop professional relationships and share knowledge. Not only will this allow new faculty to grow professionally but it will also reinvigorate senior faculty, strengthen their commitment to WIT and help to provide a sense of community for all faculty. The restructuring of departments into Colleges, the introduction of department chairs and deans, the development of new clearer guidelines for faculty evaluation and promotion and the support for faculty initiatives has revitalized the academic life of the institution. Wentworth will continue to develop new workshops and resources in best practices in regard to their evaluation of faculty, ensuring transparency and consistency in decision-making. We anticipate future negotiations of the faculty contract will remain collaborative and productive as in the previous negotiation, as we re-negotiate additional issues. Adjunct faculty will continue to serve a vital role at WIT, providing flexibility in times of rapidly changing enrollments and expertise in specialized subjects. While the Institute relies on adjunct faculty in varying degrees, based on the discipline, Humanities and Social Sciences currently has the highest use of adjunct faculty. The Institute plans to lower its dependence on adjunct faculty when possible, and will continue to hire full-time faculty from our pool of current adjunct faculty when feasible. Additionally, we will begin to examine the use of teaching assistants to support classroom management, instructional strategies and student involvement. Wentworth has recently organized a Graduate Programs Committee whose charge includes defining a Graduate Faculty and specifying criteria for inclusion in the Graduate Faculty. As at many other schools, Wentworth expects the core of its Graduate Faculty to be full-time faculty holding terminal degrees. However, procedures will be instituted to allow other faculty (including adjunct faculty and those without a terminal degree) to serve as Graduate Faculty on the basis of other qualifications, upon review by the Graduate Programs Committee. We believe that this arrangement will protect the quality and integrity of graduate programs while providing the mix of scholarship and professional experience that is prized in many of our applied programs. Once instituted, policies and procedures regarding Graduate Faculty will apply to all present and future graduate programs at Wentworth. ___________________________ Clark, R.L. & d’Ambrosio, M.B. (2005). Recruitment, retention, and retirement: Compensation and employment policies for higher education. Educational Gerontology, 31: 385:403 Gibson, S.E. (2009). Intergenerational communication in the classroom: Recommendations for successful teacher-student relationships. Nursing Educational Perspectives, 30(1), 37-39.


INSTITUTIONAL EFFECTIVENESS The arrival of Provost Pinizzotto in 2009 was the catalyst for significant positive changes for the faculty. The most apparent outcome of these changes is a new campus-wide respect for the professionalism of the faculty. Under the Provost’s leadership, faculty have become more productive and more engaged with every aspect of the Institute. Improved governance and the new, clearly articulated procedures for evaluation and promotion have revitalized faculty teaching, scholarship and service. This is manifested by faculty engaging in a wide range of scholarly and creative activities, and disseminating the results of these activities both in traditional professional venues and in the classroom, while the Faculty Senate has initiated several successful programs, such as the Distinguished Faculty Lecture Series, and focused Institute attention on critical issues such as emergency notification systems and guidelines for emeritus status. Faculty teaching is assessed on a semester basis through course manuals and student evaluations. As a result the Institute has been effective in retaining and hiring credentialed full time faculty in accordance with the Mission Statement.


Data First Forms Standard Five: Faculty

Rank, Gender, and Salary, Fall Term

3 Years Prior

2 Years Prior

1 Year Prior Current Year Next Year

Forward (goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

FT PT FT PT FT PT FT PT FT PT Number of Faculty

Professor Male 27 27 27 28 28

Female 5 6 6 5 5

Associate Male 43 47 49 47 49

Female 7 12 16 15 17

Assistant Male 40 33 36 34 34

Female 16 14 16 13 14

Instructor Male 78 88 89 85 88

Female 30 45 48 41 45

Other Male

Female

Total Male 110 78 107 88 112 89 109 85 - -

Female 28 30 32 45 38 48 33 41 - -

Total Faculty

Professor

32 - 33 - 33 - 33 - - -

Associate

50 - 59 - 65 - 62 - - -

Assistant

56 - 47 - 52 - 47 - - -

Instructor

- 108 - 133 - 137 - 126 - -

Other

- - - - - - - - - -

Total

138 108 139 133 150 137 142 126 - -

Salary for Academic Year FT PT FT PT FT PT FT PT FT PT

Professor Minimum 76,740 78,000 81,120 81,940 83,580

Mean 77,485 81,308 54,431 85,275 86,980

Associate Minimum 62,830 63,000 65,000 65,650 66,970

Mean 65,865 68,811 71,529 72,347 73,800

Assistant Minimum 50,930 52,720 52,000 52,520 53,570

Mean 61,342 62,893 62,850 64,156 65,440

Instructor Minimum

Mean

Other Minimum

Mean



Highest Degrees and Teaching Assignments, Fall Term

3 Years Prior

2 Years Prior

1 Year Prior

Current Year*

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

FT PT FT PT FT PT FT PT FT PT Highest Degree Earned: Doctorate

Professor

11 15 14 14 15

Associate

15 20 18 22 22

Assistant

21 31 31 27 27

Instructor

9 20 16 16 17

Other

Total

47 9 66 20 63 16 63 16 64 17

Highest Degree Earned: Master's

Professor

21 23 23 14 14

Associate

28 42 47 44 44

Assistant

29 19 22 17 17

Instructor

82 81 75 78 78

Other

Total

78 82 84 81 92 75 75 78 -75 78

Highest Degree Earned: Bachelor's

Professor

0 0 0 0 0

Associate

0 0 0 0 0

Assistant

0 0 0 0 0

Instructor

31 38 27 24 24

Other

0 0 0 0 0

Total

0 31 0 38 0 27 0 24 0 24

Highest Degree Earned: Professional License

Professor

0 0 0 0

Associate

0 0 0 0

Assistant

0 0 0 0

Instructor

Other

Total

0 - 0 - 0 - 0 - - -



Fall Teaching Load, in credit hours

Professor Maximum 17 na 16

na 17 na 17 na 17 na

Median 12 na 12 na 12 na 12 na 12 na

Associate Maximum 16 na 16


Median 12 na 12


Assistant Maximum 16 12 16


Median 12 na 12


Instructor Maximum 12 12 12 14

7 12 7 12 7 12

Median n/a 5 n/a 4 6 4 6 4 6 4

Other Maximum 17 7 18 12

16 4 16 4 16 4

Median 8 4 9 na 7 na 7 na 7 na

Explanation of Teaching Load (if not measured in credit hours): 2008 - 0 PT Professor; 0 PT Associate; Only 1 PT Assistant; Only 2 FT Instructor. 2009 - 0 PT Professor; 0 PT Associate; 0 PT Assistant; Only 2 FT Instructor; Only 1 PT Other. 2010 - 0 PT Professor; 0 PT Associate; 0 PT Assistant; Only 1 PT Other.



Appointments, Tenure, Departures, and Retirements, Full Academic Year

3 Years Prior

2 Years Prior

1 Year Prior Current Year

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

FT PT FT PT FT PT FT PT FT PT # of Faculty Appointed

Professor

0 0 0

Fall 2011 Available in Team Room


Associate

0 1 1

Assistant

7 5 10

Instructor

Other

Total

7 - 6 - 11 - - - - -

# of Faculty in Tenured Positions

Professor

Associate

Assistant

Instructor

Other

Total

- - - - - - - - - -

# of Faculty Departing

Professor



Associate

Assistant

1 1 1

Instructor

Other

Total

1 - 1 - 1 - - - - -

# of Faculty Retiring

Professor

1



Associate

1 1

Assistant

Instructor

Other

Total

2 - - - 1 - - - - -



Number of Faculty by Department or Comparable Unit, Fall Term

3 Years Prior

2 Years Prior

1 Year Prior

Current

Year

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

FT PT FT PT FT PT FT PT FT PT

Pre-January 1, 2011 Architecture 21 34 21 45 21 45 Civil, Construction, and Environment 17 16 17 13 18 11 Design & Facilities 12 23 12 25 13 25 Computer Science and Systems 12 1 12 3 13 4 Electronics and Mechanical 26 6 26 4 29 5 Applied Mathematics and Science 22 8 22 16 24 18 Humanities, Social Sciences and Management 20 20 27 27 28 29

Total 130 108 137 133 146 137

As of January 1, 2011 Architecture 21 Interior Design 5 1 Industrial Design 5 Construction Management 10 1 Electrical 13 1 Mechanical 14 1 Civil 9 1 1 Computer Science 13 Applied Math 13 1 1 2 Science 10 Humanities and Social Sciences 20 2 Management and Facilities 9 Biomedical Engineering CPCE

Total 130 108 137 133 288 137 4 - 1 7

STANDARD SIX STUDENTS 113

STANDARD SIX STUDENTS

DESCRIPTION - ADMISSIONS The Admissions Office at Wentworth Institute of Technology follows the professional guidelines and ethical standards for recruitment set forth in the Statement of Principles of Good Practice published by the National Association of College Admission Counseling (NACAC). As part of the Division of Enrollment Management, the Admissions staff works to meet strategic enrollment and retention goals for Wentworth, by recruiting students with the academic background and skills appropriate for success in their chosen course of study. Admissions Department yearly efforts are described in the New Student Report. Enrollment goals for each academic department and program are developed annually with the Provost. These goals reflect both desired numbers of first year students and development of a diverse student body, which reflects broader strategic objectives outlined in the President’s Vision 2007 document. Minimum requirements for admission are set forth in the academic catalog, web site and other admissions publications, which also describe the application process.

The Executive Director of Admissions manages the admissions processes and admissions decisions for prospective full-time undergraduate and part-time continuing education applicants. The processing of applications for both groups uses a ‘rolling review and decision’ methodology through the application/admissions season. The numbers of applicants in years 2008 through 2010, acceptance rates and actual matriculants are presented in the Final Count Reports. The demographics of each year’s incoming class are described in the yearly New Student Report which provides insight into the academic potential and background of new Wentworth enrollees. Many factors are considered to reach an admission decision, including SAT scores, high school GPA, the rigor of the high school curriculum and leadership potential, as demonstrated in the applicant’s school activities and community involvement. To this end, Admissions does enroll some high school graduates who appear to be academically-challenged, but who demonstrate other potential to succeed at Wentworth. Newly enrolled freshmen are encouraged in the mandatory First Year Seminar class throughout their freshman year to stay up with their studies, and to meet with their advisor if they feel overwhelmed or begin to receive poor grades. In the aggregate, student performance for each class is later analyzed with assistance from the Office of Institutional Research and Planning to determine if there was correlation with applicant high school academic evidence.

Annual recruitment activities and strategies of the Admissions Office include: direct identification of applicants who are a likely matches for Wentworth academic programs through use of services of education search firm Royall and Company, travel by admissions counselors to a number of our recruitment territories to attend fairs and meet with prospective students, three on-campus open house days in the fall, visitation tours throughout the year, two accepted student days in the spring, virtual outreach and social media, and international contacts. Recruitment goals include diversity, Boston disadvantaged students, females and international students. Particular emphasis is placed on recruitment of women and Boston city school graduates, in accordance with the goals developed annually with the Provost. In line with the Institute’s strategic plan, performance of students who are specifically targeted is not specifically tracked, but is later

http://www.wit.edu/NEASC2011/report2011/supplimental/NewStudentProfileFall2010.pdf




evaluated by Admissions to determine if future criteria should be revised. The evaluation includes assessment of targeted demographic groups’ aptitude for first year college study, and determines what, if any, assistance programs, either academically or socially, should be applied in future years to aid retention.

Wentworth does apply financial assistance aid to many students. Financial aid assistance is sometimes a determining factor for families in their enrollment decision-making process. Approximately 90% of incoming first year students are provided the opportunity to receive financial aid. For the Institute as a whole, financial aid results in an overall discount rate of 22%. An important cohort that receives financial aid is disadvantaged Boston city high school graduates who will receive 30 new scholarships in 2011. Other types of financial aid provided are: federal loans, grants (including Pell Grants), work-study and loans; state grants; and institutional scholarships. Merit-based scholarships, in the form of Arioch and Presidential scholarships are provided to up to 10 incoming first year students. (See Standard Two for description of Institute review of financial aid.)

The Admissions Office is also responsible for recruiting students for the Master of Architecture and Master of Science in Construction Management programs and assists with the collection and processing of applications. However, each of these programs is responsible for its own review of applications and the accepting of new students as described in Standard Four.

DESCRIPTION – RETENTION AND GRADUATION Education of students is a primary mission of Wentworth Institute of Technology. Retention of students who have been recruited and admitted through our Admissions processes, and their eventual graduation involve many different aspects of the Institute’s services. The effectiveness of our admissions and retention systems are first apparent in retention and graduation rate data. Student academic success is highlighted by publication of Dean’s List for significant achievement. In the past year, the numbers of students with grades high enough to be so honored are as follows: Fall 2010 Deans List - 432 students (12%), Spring 2011 - 458 students (13%).

Retention is measured by the percentage of students who eventually graduate, with the 5-year graduation rate being the most frequently referenced criterion. In 2008 and 2009, the average retention rate for the First-Year class returning for the Second Year was 79.5%. For the First Year students remaining at Wentworth long enough to move up to Third Year studies the rate was 70%. The graduation rate for students who begin first year studies at Wentworth and graduate in 4 or 5 years is listed in the following table. Retention and graduation data for the Master’s in Architecture program, which graduated its first class in 2010, show a 98% graduation rate.

Graduation Rates for Entry Years 2002-2006

Entry Year

2002 2003 2004 2005 2006

4 Years 40% 38% 41% 46% 50%

5 Years 52% 53% 56% 58% na

6 Years 55% 57% 60% na na

Numbers in table reflect graduation rates of students who matriculated in the fall semester of the years indicated.


Academic advising of all first and second year students occurs in the latter half of each semester, prior to registration for the upcoming semester. Faculty advisors meet with their advisees to review academic progress, and then provide Registration Access Codes (RACs). Students who are struggling with a class are advised to talk with the Professor, or, in cases of very poor performance, to withdraw from the course. If a withdrawal is recommended, the advisor will work with the student to prepare a revised schedule in an attempt to restore “Good Academic Standing”.

The first indication of potential poor academic performance is mid-term grades. A list of low mid-term grades by major and course is sent to the academic departments by the Office of the Registrar. Students on this list are encouraged to meet with their professors and receive tutoring in the Learning Center (formerly named The Center for Teaching and Learning, CTL). Advisors and the Learning Center are instrumental in implementing these measures. The tutorial services available for all students are described in the 2009-2010 CTL Annual Report.

At the conclusion of each semester, the Office of the Registrar reviews records in accordance with the guidelines for “Good Academic Standing” relative to cumulative GPA and number of completed credits. Students who do poorly in a given semester are placed on Academic Probation. Formal communication of probation status is sent to students by the Registrar on behalf of the Provost and Vice President for Academic Affairs. Dismissal status is caused by a second consecutive semester of probation and is communicated in the same manner. Students may appeal their dismissals by writing to the Academic Appeals Committee, which reviews all appeals at the end of each semester. The processes for appealing grades and academic status are in the Academic Policies section of the Academic Catalogue.

An early step in Wentworth’s retention effort is placement of incoming first year students into courses appropriate to their particular level of knowledge and assessed ability. For the past few years, before arrival onto campus new students took an online Math Placement exam, the results of which determined their entry-level Math courses. In 2010, students were instead placed into courses based on SAT scores, as there had been no guarantee students were making a sincere effort when taking the Math Placement exam. In addition, all entering students also take the English Placement Exam before arriving, to insure that they are placed in an appropriate English section, including ENGL020 (Remedial), ENGL115 (English I) and ENGL125 (Honors). Recent analysis has shown that the Math Placement exam and SAT scored correlated well.

The Institute has begun to assess characteristics of students who most frequently fall short in academic performance. This effort is intended to determine if appropriate adjustments of recruitment and admissions standards need to be made to reduce the occurrence of poor academic performance. In 2009, a Student Success and Retention Committee was charged by the President with analyzing existing circumstances and data to develop strategies addressing the needs of our current student population. The Committee has begun to evaluate present conditions, collect and analyze data, recommend new programs, develop measurable benchmarks, and recommend new initiatives for best practices in improving retention. There are now two committees doing this work – an Early Alert Committee, whose mission is to develop a campus-wide early alert system to promote student success, and a College Success Committee, whose mission is to analyze the records of students who are performing poorly in English and Math (General Education) courses.

http://www.wit.edu/NEASC2011/report2011/supplimental/ctl-annual.pdf


http://www.wit.edu/catalog/2012-Catalog/academic-policies/Academic-Standing.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Academic-Standing.html


DESCRIPTION – STUDENT SERVICES The Student Experience was one of the six initiatives born from the 2006 strategic planning process. Several major priorities emerged: creation of a First Year Seminar and Office of New Student Programs, increased support for students with disabilities and mental health issues, increased support for students from underrepresented populations, enhanced academic support through a Center for Teaching and Learning, and the creation of a campus center.

The services, resources and opportunities available to students during their tenure at Wentworth Institute of Technology can be divided into four distinct areas: academic support services, student support services, residential life and co-curricular opportunities. While these four areas provide distinct assistance to students, they work interdependently to provide seamless support for students.

Academic Support

The Office of New Student Programs provides academic, social, and personal support as students transition to Wentworth. The transition process is three-pronged: New Student Orientation, Wentworth Opening Week, and First Year Seminar, a mandatory non-credit class for new first year students.

The Learning Center (TLC) (formerly the Center for Teaching and Learning) provides students with academic support services including peer and faculty tutoring, professional writing tutors, computer-based tutorials and subject study groups. The Learning Center works with campus partners to ensure quality support is provided for Wentworth’s diverse student population. TLC staff work with the faculty to address individual concerns and retention issues.

Since 2007, Wentworth has hosted Facilitated Study Groups (FSGs) funded through the National Science Foundation’s (NSF) Louis Stokes Alliance for Minority Participation grant. FSGs are structured to offer open drop-in for two-three hours per week with a faculty facilitator and upperclassman TAs supporting math, physical sciences, computer science, and circuit theory. Wentworth offers four FSGs in the Fall and Spring semesters. In the 2010-11 academic year over 200 students attended.

Cooperative education is the cornerstone of the Wentworth academic experience. Career Services provides students with career advising, co-op assistance and employment services. Students must fulfill a semester of cooperative education in both junior and senior year. Since 2008, approximately 1400 students have participated in Wentworth’s cooperative education program, working at nearly 500 different companies.

Student Support

Support for Wentworth students extends outside the classroom and co-op environments. Some students enter college with pre-existing needs, while others develop needs during their time on campus. Support services are available to help Wentworth students manage issues or situations that may negatively impact their academic pursuits. The Counseling Center, which provides short-term counseling and support, has worked to identify and outreach to students in need of additional support, including veterans and students with existing mental health diagnosis. The Counseling Center includes Disability Services, which provides accommodations, case management, and resources to any student with a documented medical, psychiatric, physical, and/or learning disability.

http://www.wit.edu/NEASC2011/report2011/supplimental/appendixDss1orientation.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/appendixDss1orientation.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/appendixDss2FYS.pdf


The Counseling Center works closely with Health Services to identify at risk students by completing depression screening with each student seeking health services. Wentworth is in a contractual relationship with Harvard Vanguard Medical Associates, which offers a broad range of primary care medical services to students 24/7. Additionally, the Office of Wellness Education encourages students to make healthy and responsible lifestyle choices in order to enhance personal success and growth. The Office of Wellness Education educates students in areas such as alcohol, drugs, sexual assault, eating disorders, and stress management, among others.

Students faced with unexpected situations, such as family deaths, jury duty, and long-term absences can utilize the services of the Office of Student Affairs. Students concerned with safety issues, peer-on-peer conflicts, needing to file grievances, or looking for information and support relating to the Student Code of Conduct, federal, state, or local law, can use the resources of the Office of Community Standards and the Office of Public Safety.

Issues facing the entire student body or smaller populations of students can be brought to the attention of the Wentworth Student Government (WSG). According to its mission statement, the purpose of WSG is: to act as a conduit between the students, faculty, and staff of Wentworth Institute of Technology; to encourage responsibility through democratic self-governance; to work with the administration to influence education programs, student life, and administrative management of the Institute; and to further the interests of the student body.

Increasing the support for students from underrepresented populations is a strategic focus of the Institute. As a result, the Intercultural Center was created and is used for socializing, cultural club meetings, prayer, and studying and hosts programs educating students on topics of culture and diversity. IMPACT! Is a program designed for students from underrepresented populations to interact with faculty, staff, and students of color in an informal and intimate setting, allowing for open conversation and relationship building. In 2005, the Student Affairs Diversity Committee began as a collaborative effort among Student Affairs offices. It has grown into a committee that programs, assesses the diversity climate on-campus, and offers a collective voice for underrepresented groups at Wentworth. The committee expanded to include members from the student body, faculty, and staff from other Institutional divisions.

Currently, Wentworth is fortunate to have over 135 international students in our community from over 50 countries, as summarized in the chart on the following page. To best support the unique needs of this population, the International Student Services Office offers orientation for new students, up-to date information on and assistance with U.S. government regulations, and advising on a host of personal, career and immigration issues affecting international students.

Residential Life

Housing and Residential Life has grown since 2001, with two new residence halls and a total of 1,935 beds. Residential students experience a distinct set of needs and concerns; in response to this, service and resources are in place to best support students who call campus home. The Office of Housing and Residential Life’s work is both operational (room selection/assignments, room changes, building and room access, meals plans, billing, maintenance issues) and programmatic (safety inspections, outreach/check-in with individual students, monthly floor meetings, on-duty call, incident response, and building community through programming).




Co-curricular Opportunities

Educational, social, cultural, and recreational experiences, designed and planned by, with, and for students, assist in self-understanding and development which create strong citizens of any community. The Office of Student Leadership Programs directs the majority of these opportunities. Students are also very active in club sports, recreation and intramurals. There are approximately six registered club sports, including men’s and women’s crew, ultimate Frisbee, and men’s and women’s rugby. In the Colleges of the Fenway intramural program, offering 17 sports during the fall and spring semesters, Wentworth has the highest participation with an average of 500 students. Facilities for fitness and recreation are located throughout the campus.

In the 2010-2011 year, 27 faculty, and 8 staff members served as advisors to student organizations. These organizations meetings and events are held after school hours and offer the opportunity for advisors, especially those to academic organizations, to work with students to explore their career fields. Additionally, in the fall of 2010, four special-interest housing areas were established for first-year students in the residence hall, including women in technology, leadership and life, video games and the arts, and wellness living. A total of 104 students elected to live in one of these areas which were connected to two faculty and two staff advisors.

Wentworth also has a healthy varsity athletic presence on campus. There are 15 sports teams (nine men’s and six women’s) that compete at the NCAA Division III level. Most sports compete in The Commonwealth Coast Conference with the exception of Ice Hockey and Rifle. Approximately 287 students participate in our varsity athletic teams, as tabulated below.


2010-2011 Athletes by Sport

SPORT MEN WOMEN TOTAL

Baseball 25 25

Men’s Basketball 12 12

Women’s Basketball 10 10

Golf 17 17

Hockey 28 28

Men’s Lacrosse 39 39

Women’s Lacrosse-club 12 12

Mixed Rifle 9 2 11

Women’s Rifle 4 4

Men’s Soccer 30 30

Women’s Soccer 21 21

Softball 12 12

Men’s Tennis 10 10

Women’s Tennis 11 11

Men’s Volleyball 14 14

Women’s Volleyball 10 10

Total 184 82 287

The Financial Aid Office works diligently to help support students financially so they are able to be present in the classroom, on the playing field, in the residence halls, and co-curricular activities. The Financial Aid Office is responsible for reviewing financial aid applications, awarding financial aid, processing student loans, counseling students and families about the aid process, availability of funds according to federal, state and institutional policies. Over 80% of the Wentworth Student population receives financial aid. The average aid package to incoming students in 2010-11 was more than $9,000.

Information pertaining to a student’s academic records, including all disciplinary records, are maintained in accordance to the policies as outlined in the Family Educational Rights Protection Act (FERPA). Academic records are maintained by the Registrar’s office and disciplinary records are maintained by the Office of Community Standards.

APPRAISAL - ADMISSIONS Admissions has increased its marketing and recruitment strategies since 2002 to broaden our inquiry and applicant pool and to gain name recognition outside of New England. Travel has been expanded to include Mid-Atlantic States, Texas, California and Florida. International travel has also increased to include the Middle East, China, Israel and India. In addition, search, print and on-line advertising has been expanded to support the recruitment efforts in these locations. As a result, Admissions has experienced a progressive increase in inquiries and applicants since 2002. The Fall 2011 enrollment cycle represents a


marked increase, with inquires likely having exceeded 42,000 and applicants reaching an all-time high of over 5200. The following table provides detailed statistics on admissions applications and acceptances for years 2006-2011.

Admissions and Acceptance Data for 2006-2007

Enrollment Comparison Fall 2006

Fall 2007

Fall 2008

Fall 2009

Fall 2010

Fall 2011*

Submitted Applications 2754 2703 4062 4865 5297 5452

Accepted Students 2119 2158 2592 3261 3124 3318

Acceptance Rates 77% 80% 64% 67% 58% 61%

Matriculants 976 1056 1031 1035 945 1211

Female Matriculants 168 233 211 197 180 232

Male Matriculants 808 823 820 838 765 979

Yield-Accept to Deposit 46% 49% 40% 32% 30% 36%

Massachusetts Matriculants 574 636 613 619 571 724

Percent from Massachusetts 59% 60% 59% 60% 60% 60%

Average Sat 1051 1050 1073 1069 1081 1081 *As if August 5, 2011 Count Report

Despite efforts made to broaden our recognition beyond New England, WIT remains a college populated predominately by Massachusetts residents, with a multi -year average of 60% of newly enrolled students hailing from our home state. Efforts will continue to attract, recruit and retain out of state students.

One area targeted for improvement is increasing female student representation in the new student population. Despite continued efforts towards this end, the percentage of female students has fluctuated only slightly between 18%-20% since 2002. This is shown by data in the preceding table for 2006-2007. The majority of females entering WIT enroll in design majors. The low percentage of females is a challenge for many schools of technology based on the documented national systemic issue that females are less likely to enroll in STEM majors than their males classmates. Wentworth participates in efforts to change this reality as a member of the National Girl’s STEM Collaborative, the New England Girl’s STEM Collaborative and the Boston Area Girl’s Collaborative and participates in the planning and execution of events with the Boston Area Girl’s Collaborative. Each Spring, two Women’s Overnights are held for accepted female students and 90 females participate, with an average yield rate of 69%. Other female focused events include: a STEM Focused Ice Cream Social for female juniors and sophomores and inviting accepted students to the Annual Women’s Leadership Conference. Participation in national and local activities will continue within admission’s recruitment strategies to promote STEM majors to young women and to increase their presence on campus.

An additional area of needed improvement is the presence of minority students on campus. Wentworth participates in national diversity fairs, includes diversity criteria to search and publicizes in printed and electronic marketing targeted to diverse population. The percentage of U.S.-based minority students on campus has decreased since 2002. Wentworth conducts aggressive recruitment from Boston Public Schools student to add


population diversity. A full tuition scholarship for Boston Public School students was initiated in Fall 2008 with 21 being offered and 10 students accepting the scholarships. In Fall 2011, 43 scholarships have been offered and 30 BPS students have accepted. International students have decreased since 9-11 (a national trend), but the number has in recent years been steadily increasing, with 44 to-date for Fall 2011. In comparison to the Colleges of The Fenway schools, Wentworth enrolls more international students than each of the other five colleges in the consortium. Again, continued efforts will be made to improve the diversity on campus.

APPRAISAL – RETENTION AND GRADUATION Wentworth has taken several measures in the last few years to improve student success which includes Academic Advising and The Learning Center (TLC). There has been a minor improvement in the rates of retention and graduation. Appraisal of Advising and TLC follow.

Academic Advising

There have been further developments to improve academic advising since the significant enhancements outlined in the Five-Year report. The Academic Advising web site continues to be a resource for advisees and advisors. A particularly helpful part of this site is the Tools for Advising page, which includes links to many policies, forms and useful resources. New links have been added to this page, including GPA Calculation and Tracking Sheets showing the sequence of courses each year for every major. Also included on the site are the criteria for Good Academic Standing, revised in 2008 and reflecting a new Academic Warning status that occurs before Probation. A full description of Academic Warning is provided in the Academic Catalogue.

In addition, the number of credits to be earned before going on Probation was changed from 12 credits to 66% of credits attempted. Another measure enacted to strengthen advising and support students having difficulty is the Probation Checklist, outlining the steps students on Probation must take. These include attending a Probation Workshop offered by the Learning Center, and meetings throughout the semester with advisors. At the end of the semester, students are supposed to hand in the checklist to their Department Chair. This process could be better tracked, as it is handled by each department and, with different advising systems in each department, there is not always consistency in procedures. For example, some advisors meet with their advisees to provide Registration Access Codes (RACs) and others do this by email. There is also inconsistency with how departments administer advising and assign advisors, as some departments have staffs who are more involved and some assign advisors by year versus alphabetically. While there is not a Director of Advising or Advising Center, all new faculty are, however, provided a training manual by the Director of the Learning Center. Something being discussed by the Deans is having advisors contact First Year students with Attendance Warnings during the first month of classes, as opposed to after midterm grades are posted.

Students who are placed on probation are often successful in turning their academic performance in a more positive direction. However, about 30% fail to make necessary headway to remain in school and graduate. An assessment of academic background of students who eventually are on probation is just now being started, to determine if a consistent set of conditions exists that would indicate certain freshmen as possibly needing special advising and first-year scrutiny to assist with a positive graduation outcome. Such assessments would be a joint effort between the Registrar and Institutional Research and Planning offices. Outcomes of such studies could affect Admissions and First Year programs.

http://www.wit.edu/advising/

http://www.wit.edu/NEASC2011/report2011/supplimental/ProbationStatusChecklist.pdf


The Learning Center

In 2006, the Academic Resource Center became the Center for Teaching and Learning (CTL), in an effort to enhance the services and resources for students through expanded tutoring and workshops, as well as opportunities for faculty development and support. Recently its named changed again (see below) to The Learning Center (TLC) to emphasize its current focus on student learning. In addition to the above mentioned involvement in Probation, the Director offers academic counseling to students having academic difficulty, often in conjunction with his/her department and/or advisor. The most significant support the TLC provides for students is the one-on-one tutoring described in the Student Services Description section. The number of tutors and hours of tutoring offered have increased significantly over the past few years. Other enhancements included a revitalized web site, the development of an online appointment system, and an increased number of study groups and workshops for specific courses/populations. Refer to the 2009-2010 CTL Annual Report for Center statistics and programs offered.

In 2011, as part of the academic reorganization, the CTL became the Learning Center under Learning and Development. The same services and resources continue to be offered to students, in terms of tutoring, workshops and advising. The Learning Center also offers assistance with writing and speaking to students for whom English is not their first language. Support is provided through one-on-one tutoring as well as an ESL Conversation Group and various workshops. In previous years, attendance at these was relatively low, but in the 2010/2011 academic year the Center worked with a new ESL English Professor and it has increased significantly, as attendance at a minimum of two events each semester has been required.

Academic Dismissals

If a student goes on Academic Probation for a second semester, he or she is dismissed (always if consecutive semesters and occasionally if nonconsecutive). As mentioned previously, Academic Dismissals can be appealed; this is done by writing a letter to the Academic Appeals Committee for consideration. In the past the Department Head made decisions related to their particular students with the TLC Director, but this process has been made more consistent by meetings each semester of the Academic Appeals Committee, which is made up of the Provost, Academic Department Chairs, Associate Provost, Deans, and TLC Director. This group meets to review the students’ letters and records, and decides each case individually. When students are readmitted, they are put into a recently created status of “Continued Probation”, more serious and significant than “Probation”. The data shows that, of the students who are readmitted, more students do not do well upon return, so the Committee tries to be careful in its decisions and not readmit, at least a majority of students who appeal immediately, as well as ensure that those who do return follow a plan. Tracking of this data is handled by the TLC Director, but the Office of Institutional Researcher and Planning should play a larger role in this in the future.

As mentioned in Description, in 2010 students were placed into Math courses according to SAT scores instead of the online Placement Exam results. For the 2011 year, students will be placed in Math courses according to the first class for their major. They will, however, have the option during Orientation or Opening Week to take a Math Challenge Exam to receive credit for MATH205 (Math I) or MATH250 (Pre-Calculus). Also in this coming year, students who pass the AP Calculus exam can place out of Calculus I. In addition, all Sophomores must take the Sophomore Writing Assessment Test (SWAT) to determine their writing proficiency, as summarized in the SWAT Analysis Details Report (2008-2010 SWAT Details Analysis). These tests results are analyzed each year by the Humanities faculty.



http://www.wit.edu/applied-mathematics/resources/ChallengingACourse.html




Recent developments include all students being required to pass this test in order to graduate and the hiring of an English faculty as a Second Language (ESL) Professor.

APPRAISAL – STUDENT SERVICES Since 2001, the Institute has strengthened the transition experience for new students. Most notably, the 2005 strategic planning process launched the first year seminar, which began in the Fall of 2008. The seminar has been successful; 72% of students agreed the seminar assisted them in acquiring the thirteen learning outcomes. In addition, the introduction of the seminar correlated with an increase in utilization of support offices, involvement, and academic success. As a result of the expansion of these services, the percentage of new students on academic probation decreased. Commuter students have also benefited from the FYS Peer Mentor program piloted in 2009, as shown below.

* Pre-FYS

New Student Orientation, implemented in July 2008, has been very successful in not only communicating expectations but also creating a sense of community early in the student experience. Additionally, Wentworth Opening Week (WOW), a three day program prior to the start of campus, has similarly been effective in its goals of introducing students to non-academic services, social, recreational and co-curricular opportunities and expectations as well as academic expectations. An average of 85% of respondents agreed that WOW effectively introduced them to non-academic services, social, recreational and co-curricular opportunities and expectations. Additionally, 90% of respondents agreed “(WOW) helped me understand what is expected academically.” Finally, as a result of assessment data, the Transfer Transition program was significantly improved to provide a more beneficial transfer transition experience. This resulted in an over 30% increase in satisfaction among key indicators, including 71% of the respondents agreeing that they “felt much more a part of the Wentworth community” as compared with 55% in 2008.

Results from the 2009 assessment indicated international students and commuter students need additional transitional assistance. The Transition Team has begun to examine these populations’ needs and determine what type of orientation program is necessary to better connect, orient, and transition commuters and international students to Wentworth. A comparison of Transfer Student Responses on four topics/issues is shown below for years 2008-2010.

0%

5%

10%

15%

2007* 2008 2009 2010

First Year Students on Academic Probation

Fall 2009 Commuter

Students Academic Probation

Peer Mentor

No Peer Mentor


Three Year Comparison of Transfer Transition Responses

Career Services has undergone a number of positive changes, including a new co-op application. This requires all students to apply for co-op one semester in advance of their co-op term. This allows Career Services to help identify academically at-risk students and international students. A 2.0 GPA is required for co-op, therefore, students with a GPA of 2.2 to 1.9 were advised to access campus resources, including counseling, disability services, tutoring, and faculty advising. The co-op application allowed for international students to be identified early in their co-op preparation cycle to ensure F-1 visa compliance through either Curricular Practical Training or Optional Practical Training work authorization.

In response to the economic recession of 2008, several temporary changes were made to the cooperative education program, including a reduced work week, combination of multiple jobs, competitions, independent projects and professional training programs. The need for these changes to continue is assessed each recruiting cycle. Placement rates into co-op positions for the years before and after the 2008 economic recession are shown in the following tables.

0%

20%

40%

60%

80%

100%

Services andinformation

Acquainted withAcademic Faculty

Part of Community PositiveRelationships

2008

2009

2010



Major Fall 2004

Spring 2005

Summer 2005

Fall 2005

Spring 2006

Summer 2006

Fall 2006

Spring 2007

Summer 2007

BCET 100% 97% 100% 100% 100% 100% 100% 100% 100%

BCMT 100% 100% 100% 100% 100% 100% 100% 100% 100%

BCNS 100% 100% 100% 100% 100% 100% 100% 100% 100%

BCOS 100% 98% 100% 100% 100% 100% 100% 96% 100%

BCOT 100% 100% 100% 97% 100% 100% 100% 92% BEET 85% 94% 100% 97% 100% 100% 96% 96% 100%

BELM - - 100% - - 98% - - 100%

BES - - - - - - - - -

BFPM 100% 100% 100% 100% 100% - 100% 90% -

BIND 88% 100% 100% 100% 100% - 83% 83% -

BINT 100% 100% 100% 100% 100% 100% 95% 93% -

BMET 92% 96% 100% 100% 100% 80% 97% 96% 100%

BSA/BARC/BAET 100% 97% 100% 100% 100% 90% 100% 99% 97%

BSM 100% 100% 100% 100% 100% 100% 92% 94% 100%

Overall 97% 98% 100% 99% 100% 97% 98% 97% 99%


Major Fall 2007

Spring 2008

Summer 2008

Fall 2008

Spring 2009*

Summer 2009*

Fall 2009*

Spring 2010*

Summer 2010*

BCET 100% 100% 100% 98% 95% - 95% 87% 100%

BCMT 100% 100% 100% 100% 94% 100% 87% 88% 100%

BCNS 100% 98% 100% 100% 100% - 86% 100% 100%

BCOS 100% 97% 100% 100% 88% - 89% 92% 100%

BCOT 93% 100% 100% 100% 94% - 95% 100% 100%

BEET 77% 100% 100% 100% 94% - 100% 96% 100%

BELM - - 97% - - 66% - - 99%

BES - - - - - 100% - - 100%

BFPM 86% 96% - 100% 100% - 83% 92% 66%

BIND 77% 77% - 100% 91% - 87% 97% 100%

BINT 82% 96% - 97% 83% - 72% 77% 100%

BMET 92% 100% - 100% 98% 100% 75% 95% 95%

BSA/BARC/BAET 94% 97% 99% 93% 74% 27% 40% 68% 59%

BSM 71% 96% 78% 100% 88% 82% 74% 93% 69%

Overall 95% 98% 88% 98% 90% 79% 77% 87% 82%


Career Services has increased the number of online and in-person resources available for students, alumni and employers. The most significant change involved a new career information system, which allows for a 24/7 self-service and tracking features. Additionally, Career Services puts considerable effort into career and employer events. Over the past 5 years, educational, recruitment, and employer events have been very successful, in both number of events and participation at events. Participants in major career services events for years 2006 through 2010 are indicated in the following table.

Major Career Events

Career Fair Mock Interview Day On-Campus Recruiting

Academic Year Organizations Job

Seekers Volunteers Interviews Students Interview Days

Employer Sessions

2006 109 n/a n/a n/a n/a 11 1 2007 147 507 64 420 292 25 4 2008 145 470 74 344 162 22 10 2009 115 604 57 350 205 25 27 2010 93 561 51 300 n/a 25 12

The Institute’s support for student support services allowed for an increase of resources and staffing, accommodating the increase in student demand. Since 2001 the number of students with disabilities has significantly grown. The distribution of various disabilities among affected students is listed in the following table from 2008-2010.

Disability Services (2008 – 2010)

Diagnosis 2008-2009 2009-2010

Learning Disability 40% 38%

ADHD 33% 34%

Medical Disability 5% 7%

Anxiety Disorder 3% 3%

Depression 4% 2%

OCD 2% 1%

Bipolar Disorder 2% 2%

Autism Spectrum Disorder 2% 2%

Substance Use Disorder 1% 1%

Psychiatric - 2%

Hearing Impairment 1% 2%

Physical - 1%

PTSD 1% 1%

Traumatic Brain Injury 1% 1%

Other 1% -

None 4% 3%


A Disability Outreach Specialist position was created to provide services to students and focus on outreach. In addition, the original disability specialist position was made full-time (37.5 hours) to better meet student needs. These staff changes have decreased wait time for an intake appointment by approximately 40%. In addition, this increase in staffing hours has allowed an increase in the number of general intake appointments available.

Counseling Center

New Intake Sessions For Students Counseling Center

Year Number of New Intake Sessions

FY 2007 173

FY 2010 220

FY 2011 207

New Student Appointments Held Counseling Center

Year Number of New Intake Sessions

FY 2005 1412

FY 2010 1804

FY 2011 1900

As part of a larger effort to educate faculty, staff, and students, Counseling and Disability Services have worked on updating all modes of communication since 2008. A guidebook for faculty on the laws, accommodations, and services available to students with disabilities is available both online and in print. The Counseling and Disability Services websites offer extensive information and resources. In addition, the use of technology by Disability Services, such as screen readers, iPods, and electronic books, has allowed students with disabilities more choice in the types of accommodations they receive.

Wentworth has increased focus on the overall wellness of the Wentworth student. In addition to providing comprehensive alcohol and drug education, the Office of Wellness Education offers a wide array of wellness education activities on topics affecting college students including training on FERPA and ADA. In March 2011, an online student health assessment was administered to evaluate the health status of students and identify priority areas for the office. 420 students or 11% of the population completed the survey. Participating students responded to questions about substance use, nutrition, physical activity, sleep and stress. Based on these findings, additional outreach and resources are needed in the areas of nutrition, physical activity, sleep and stress.

Since 2005, Wentworth has utilized AlcoholEdu for College, an evidence-based online alcohol prevention program specifically designed to prevent or reduce alcohol related problems among first-year college students through several interactive modules. Since 2008, 2,475 students have completed AlcoholEdu, translating into 6,188 hours of prevention education. This education has contributed to a shift in campus culture that sees


decreases in alcohol violations each year. From 2007-2008 to present, alcohol violations have dropped more than 48%.

Completing the health and wellness support structure is Wentworth’s Health Center. Harvard Vanguard Student Health Services (HVSHS) provides primary medical care services on campus. Students may use HVSHS for diagnosis and treatment of both short and long term illnesses and for preventive care. HVSHS follows an insurance-based funding model where a student’s insurance is billed for services. Wentworth students also have access to medical care at a Harvard Vanguard Medical Associates clinic located a few blocks from campus. In Spring 2010 a general satisfaction assessment was offered to Wentworth students for the first time regarding Health Services, which will continue bi-annually. The results of these satisfaction assessments are shown in the charts below.

0%

10%

20%

30%

40%

50%

VerySatisfied

Satisfied SomewhatSatisfied

Dissatisfied VeryDissatisfied

31.0%

46.5%

12.4% 5.4% 4.7%

Level of Satisfication with Medical Care on Campus (Health Services Satisfaction Survey, 2010)

0%

10%

20%

30%

40%

50%

60%

Stronglyagree

Agree Somewhatagree

Disagree Stronglydisagree

25.6%

50.4%

14.3%

6.8% 3.0%

Does Health Services Provide Quality Care? (Health Services Satisfaction Survey, 2010)


Through the Institute’s strategic planning process, the need for additional support for under-represented populations was identified, including the creation of the Intercultural Center (opened Fall 2007). A full-time Coordinator of the Intercultural Center was hired. The Intercultural Center Advisory Board started in the fall of 2007; this group of students provides feedback on the Center’s programs and services raises issues of concern and asks questions in a safe environment.

The International Student Services office (ISS) has increased support of Wentworth’s international student population through reviewing and updating internal systems/procedures and has recently gone live with software expected to significantly increase the office’s efficiency in meeting federal regulatory reporting requirements. ISS collaborates with New Student Programs to provide programs for new international students during the first month of classes to help them successfully adapt to college life. ISS has also partnered with the Colleges of the Fenway to ensure Wentworth can host international students and scholars in J-1 status.

After a long absence from campus, a small group of students started the Committee for Wentworth Student Government in 2003. Wentworth Student Government (WSG) elections were first held in the Spring 2003 and the group officially began in Fall 2004. Since that time, WSG has worked to increase their membership to 25 students, involvement on campus committees and projects, and overall impact on the student experience. In Spring 2007, Student Government passed a Vote of No Confidence in the Office of Information Technology (now Division of Technology Services). After working closely with IT staff through the next year to ensure changes, Student Government rescinded the Vote in Spring 2008 and in Fall 2009 wrote a letter of support of the Division of Technology Services. They have worked with the administration to develop the Tobacco Free Campus initiative, and have worked consistently with Public Safety on a number of projects to enhance safety on campus, including the installation of five emergency call boxes. As a result, 84% of students report feeling safe on campus.

WSG has had representation on the Technology Advisory Committees, Provost/VPAA Search Committee, Master Planning Committee, Campus Center Task Force, Student Success and Retention Committee, and the Laptop Committee, among many others. Student Government executive board members meet regularly with the Dean of Students and the Provost/VPAA. This committee involvement and consistent communication has led to a number of changes in policies and procedures across campus, including extending the hours in the Library, print services in the labs, and dining services.

The Office of Student Affairs serves as a resource, referral agent and advocate for students, as well as a general resource for parents. The Office of Student Affairs assists students with long-term absences, manages lockers for commuter students, and produces the Student Handbook each year, a multi-purpose organizer containing information about Wentworth offices, departments, dates, deadlines, policies and procedures. The Office of Student Affairs is currently formalizing a non-academic grievance process, which will be implemented by Fall 2011.

The Office of Community Standards has strengthened the discipline process, active student outreach, and staff training. In 2002, the Weekend Wrap-Up Meeting was started, a precursor to current behavioral intervention teams that allow staff from various departments the opportunity to connect and collaborate on student issues. The emergency protocol trainings facilitated through the Office of Community Standards provide a forum in which professionals from various offices train together in order to hone the skills necessary to respond to campus emergencies.


In 2007, the Coordinator of Wellness Education began to report to both the Office of Community Standards and the Counseling Center, providing a seamless integration of student follow-up and support regarding behavioral interventions. Since 2006, the campus has seen a 48% drop in fall alcohol violations and 18% reduction in drug violations as indicated in the following graphs. This may also be due in part to the strengthening of case resolution in the discipline process.

The Office of Housing and Residential Life (OHRL) has made improvements designed to better integrate students into the Wentworth community. In line with national research, students living on campus, retain and persist at higher levels than their commuting counterparts. In analyzing the 2011 Spring semester dismissal report, first and second year commuter students were more likely to be academically dismissed from the Institute. One of every seventeen commuter students was academically dismissed while the rate for students living on campus students was one of twenty four. In 2010, a residency requirement for 1st and 2nd year students was implemented, with exceptions for students commuting from home, non-traditional students, and other specific situations.

The resident assistant (RA) programming model is designed as a curriculum emphasizing skills acquired through programming to each particular residential area. This curriculum, in conjunction with our traditional programs, such as Resident Assistant Community Programs (RACE), has provided rich community building and educational programming. As a result, our programming for 2010-2011 has reached 90% of our residential students.

Attendance at Residential Programming Fall 2009

Spring 2010

Fall 2010

Spring 2011

Total Residents in Housing (less RA's) 1716 1514 1654 1515

Attended 5+ programs 338 264 594 925

Attended 4 programs 303 146 295 169



Attended 1 program 253 330 144 92


Number of Students Attending Programs 1646 1258 1577 1473

Percentage of students attending programs 95.92% 83.09% 95.34% 97.23%

The special needs housing process was implemented in Fall 2002 to assist students who have medical needs requiring a particular type of housing. Starting in Fall 2004, the residential student satisfaction survey moved to an on-line survey.


Spring 2011 Housing and Residential Life Satisfaction Survey

Average Rating

(Strongly Disagree=1,

Strongly Agree=10)

Living in a residence hall has helped me develop stronger academic habits. 5.46

I have engaged in the learning opportunities within the residence hall I live. 4.65

Living in a residence hall has helped me explore the personal values I hold. 5.26

I have developed better skills to interact with others as a result of living in a residence hall. 5.83

Living in a residence hall has helped me become more personally accountable. 6.08

At least once since September, I have positively affected my residence hall community. 5.54

Living in a residence hall has helped me advocate better for myself. 5.61

I have acquired better leadership skills while living in the residence halls. 4.94

Living in a residence hall has helped me appreciate differences in others. 5.67

Living in a residence hall has helped me understand my course materials better. 4.58

As a result of the feedback, a year-long housing program has been implemented. Residence hall security has been augmented by hiring a professional security company to monitor the residence hall entrances during late evening and early morning hours, resulting in students reporting feeling safer.

Agree or Strongly Agree: “I feel safe in my residence hall.”


The Office of Student Leadership Programs (SLP) has developed new initiatives and strengthened existing programs to meet the needs of current students on campus. Wentworth’s hallmark program, Soar in Four is a four-year leadership development program with over 200 students are participating. Leadership Development Workshops are offered throughout the year to supplement Soar in Four and to complement involvement with clubs and organizations. Learning outcomes have been developed for each leadership program and assessment tools have been developed to determine if the outcomes have been met, as well as to inform future changes or develop new opportunities.

Soar in Four – Number of Students Participating

2010-2011

2009-2010

2008-2009

2007-2008 Total

Emerging Leaders Programs Accepted 118 144 165 108 535

Completed 100 119 132 92 443

Leadership Exploration Enrolled 116 79 72 53 320

Completed 72 58 53 34 217

Leadership in Action *On track to complete, this section is 3 semesters long

Enrolled 44 43 23 20 130

Completed 33* 42 19 19 80

Capstone Enrolled 35 15 5 17 72

Completed 26 13 5 17 61


The Spring 2011 Involvement Survey indicated about 68% of the student population were involved in campus activities. The SLP Office developed policies and procedures to assist students in planning club activities and to minimize risk. Attempts at improving the process for starting new clubs have led to an increased number of registered clubs and organizations on campus. There are currently 48 active student groups for the 2010-11 year, compared to 26 in 2002-2003. See Table at end of this section. Additionally, a Weekend Programming Committee was created in 2009 to develop a weekend programming series. Weekends@WIT provides an event every Saturday night during the year and in 2010-11 over 1200 unique students attended at least one event.

The Professional Development Grant Fund for Students was developed in 2008, encouraging students to submit a grant proposal individually, with peers, or as part of an Institute club or organization. Since its inception, 77 grants have been awarded to support students’ attendance at regional and national conferences and competitions, service trips, hosting guest speakers on campus, and other activities.

Professional Development

Grant

Note: More than 77 students were directly impacted by grants. The number of individual students impacted by the grant is difficult to identify as exact number of club members participating is not part of the grant criteria.

Year # of individual Students Awarded

# of Institute-recognized Club/Organizations Awarded

2010/2011 9 11

2009/2010 10 9

2008/2009 11 9

2007/2008 7 11

The on-going goal of strengthening the varsity sports program has been addressed with 6 of the 15 sports having full time coaching positions, allowing for a hands-on approach with athletes. The athletic staff holds yearly educational seminars for student athletes. Each team participates in at least one community service project each year (examples are the Avon Breast Cancer Walk, community sports clinics, and visits to the local Children’s Hospital). The Student Athletic Advisory Committee (SAAC) has a team leader from each sport, and meets monthly with the staff to give a voice to the athletes on both an Institutional and NCAA level.

Financial aid strategies change each year in order to align with budget targets and yield goals. An annual review of the Institute’s awarding policies and evaluation through the A-133 Audit ensures compliance and equity. The Enrollment Team works with an outside agency, Maguire Associates, to review enrollment trends and address these trends with revised strategies in the subsequent year.

http://www.wit.edu/NEASC2011/report2011/supplimental/StudentInvolvementSurvey2011.pdf


Student Clubs and Organizations

06-07 07-08 08-09 09-10 10-11

American Institute of Architects - - - 49 24

American Sign Language Club - - - 10 10

American Society for Mechanical Engineers - - 6 46 13

American Society of Civil Engineers - - 21 19 33

Anime Daisuki - - 22 15 10

Answers for Cancers - - - - 15

Archery * na 10 - - - Association of Information Technology Professionals - - - 50 25

Chess Club - - 11 - -

Club Istanbul - - - - 14

Competitive Video Gaming Club - - 16 50 68

Construction Management Club na na 67 46 41

Crew 26 26 32 26 22

Cycling 10 16 10 11 11

Environmental Club (Green Team) na na 16 16 26

Field Hockey * - - - - -

FIRST Robotics * - - 10 - -

Frisbee 14 16 21 28 26

History Club * na na 25 - -

Industrial Design Society of America na na - 21 26

Inline Hockey * 17 - - - - Institute of Electrical and Electronics Engineers na na 22 60 64

Mechanical Contractors Association of New England - - 15 19 10

Men’s Rugby 31 31 47 53 45

Mt Biking Club 7 16 15 4 7

Multicultural Student Association na na 8 34 33

National Society of Black Engineers na na 28 42 22

Outdoors Club 18 15 na 30 29

Parkour - - - - 10

Phi Sigma Pi - na 62 71 68


Real Life na na 10 12 14

Sailing Club * 15 14 13 - -

Sigma Lambda Chi * - - 12 14 22

Ski and Ride * - - - - -

Society of Automotive Engineering na na na 10 63

Society of Hispanic Professional Engineers - - 20 12 16

Society of Manufacturing Engineers na na na 22 32

Society of Women Engineers 13 14 12 - 19

Student Association of Facility Management na na 15 24 19

Student Association of Interior Designers na na 34 23 35

Tae Kwon Do * 7 - - - -

Track and Field * 16 21 20 - -

Wentworth Alliance na na 14 16 13

Wentworth Architecture Club na na - 81 68

Wentworth Events Board na na 46 35 25

Wentworth Internet Radio Experience na na 25 25 22

Wentworth Student Government na na 20 6 23

Wentworth Surveying Club - - - - 12

WIT Dance Team - - - na 15

WIT Self Defense - - - - 11

WIT Extreme * - - - - -

WIT Table Tennis * - - - 23 -

Women in Design * - - - 14 -

Women Lacrosse * - - - - -

Women’s Rugby 54 37 31 48 47

Key: “-“ club did not exist that year

“*” no longer exists

PROJECTION - ADMISSIONS

During the past five years, Wentworth has consistently increased new student SAT scores but for the past two years of Wentworth the new student recruitment have been anomalies (Fall 2011 New Student Profile). Admissions had a challenging task this past recruitment year of meeting new student enrollment goals for 5 new and 13 existing undergraduate majors. This past fall Wentworth successfully launched 5 new undergraduate Engineering degree programs (Biomedical, Electrical, Mechanical, Civil and General) with new admissions criteria and selection processes. Wentworth also implemented a new financial



aid model for new students (Fall 2011 New Student Count Report), new student admissions count report June 3, 2011). New graduate degree programs have also been developed Architecture, and Construction Management, and are being developed in Civil Engineering, and Facility Management. The prior year (2010), for the first time in 12 years Wentworth did not achieve its new student enrollment targets.

As Wentworth plans for the future, the Institute will consider key factors such as new admissions criteria and new majors as it establishes student enrollment objectives. As Wentworth begins to enter its strategic planning process, the Institute will evaluate initiatives from the current Strategic Plan, particularly in terms of new student enrollment goals by major, gender, and residency, and strategically using institutional financial aid and data to help develop a long range recruitment plan to meet these new student enrollment goals.

PROJECTION – RETENTION AND GRADUATION In the Institutional Master Plan submitted September 2010, Wentworth projected its full-time student enrollment levels to be at 3,800 and for on campus residents to be 2,298. Wentworth has solid retention and graduation rates and is focused on improving student support services for all students. Statistics on retention and graduation can be found in the Appendix 6 - Factbook and President’s Annual Report, and Appendix 7 - Enrollment and Retention.

The following are key student challenges that Wentworth has identified and is committed to supporting as institute initiatives:

Engagement and support of underrepresented populations (commuter, students of color, women, GLBT)

• Associate Dean of Students position created specifically to focus on engagement and advocacy of underrepresented populations, including outreach to students experiencing academic difficulty

• Coordinator of Intercultural Center to report to Associate Dean of Student to ensure learning and program outcomes are being met

• Coordinator of Commuter Student Programs created to focus on commuter student population

• Creation and promotion of Diversity Link, training for faculty and staff aimed to raise awareness of campus climate

• Strengthening Safe Space Program

Urban campus space restrictions

• Continue to work with Wentworth Athletics and COF partners to identify practice space for clubs sports and COF intramurals

• Flanagan Campus Center to provide needed space for student programming

• The new Club Office within the Flanagan Campus Center to address lack of current work space for clubs

• Lounge space, breakout rooms, recreation center within the Flanagan Campus Center will increase the quality of social space for commuter students

http://www.wit.edu/NEASC2011/report2011/supplimental/CountReport9.10.10.pdf



• Larger Fitness Center within Flanagan Campus Center will provide greater opportunities for fitness and reduce the wait current times for cardio and weight equipment

Marijuana use among Wentworth student

• Although there has been an overall decrease since 2006, recent changes to Massachusetts Law decriminalizing possession of one ounce or less of marijuana have created a culture of acceptance among some students. Students are required to complete two co-op experiences that require drug testing as a condition of employment. Increasing education and prevention is a priority, resulting in the need to hire a Marijuana Prevention Specialist to work with students found in violation of the Drug Policy. This consultant will be funded through the Drug Violation Fine money.

Appropriate assessment tools, including satisfaction surveys, resource utilization numbers, learning assessments, and focus groups will be created to evaluate these initiatives and to inform future practice. While the individual assessment responsibility will lie with specific departments, the overall review of assessment data will be conducted by the Student Affairs Assessment Team, which currently reviews all assessment from the Division.


The Mission and Vision statements call for Wentworth to create a student-centered environment that is both stimulating and safe academically and personally. Wentworth has been very successful on both levels. Based on assessments of, for example, criteria for awarding financial aid, Admissions has been very successful in attracting students to Wentworth, where transition teams facilitate the first year for new and transfer students, and the First Year Seminar provides support in basic study skills and in understanding the various services available on campus to support retention. Wellness programs such as AlcoholEdu help students improve student quality of life, and well-developed advising programs, probation programs for at-risk students, and mentoring programs for underrepresented student groups improve academic success. In the past ten years, Wentworth has become a residential campus, building two new residence halls, and assessment both of retention and student satisfaction illustrate that residential living is one of the plusses of the student experience. Another measure of Institutional Effectiveness is the fact that more than 60% of the students participate in student leadership development programs and that the Wentworth Student Government is active and serves as a voice for student concerns regarding diverse campus services such as technology services and food services, as well as co-sponsoring programming for all students. Student Affairs regularly assesses all aspects of student life on campus, and the Institute has been successful in applying those assessments to improving student life.


Data First Form Standard Six: Students Admissions, Fall Term

(Credit Seeking Students Only - Including Continuing Education)

Also see 2007, 2008, 2009, and 2010 New Student Profiles

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013) Freshmen - Undergraduate

Completed Applications 4878 3517 4759 Available in Team Room


Applications Accepted 3276 2809 2778

Applicants Enrolled 879 738 716

% Accepted of Applied 67 80 58 - -

% Enrolled of Accepted 27 26 26 - -

Percent Change Year over Year

Completed Applications - - - - -

Applications Accepted - - - - -

Applicants Enrolled - - - - -

Average of Statistical Indicator of Aptitude of Enrollees: (Define Below)

Average combined SAT 1069 1081 1086

Transfers - Undergraduate

Completed Applications 469 440 534




Applications Enrolled 209 269 230



Master's Degree

Completed Applications 116 140 109




Applications Enrolled 84 106 79




http://www.wit.edu/NEASC2011/report2011/supplimental/Fall2007NewStudentProfile.pdf





First Professional Degree - All Programs

Completed Applications

Applications Accepted

Applications Enrolled

% Accepted of Applied - - - - -

% Enrolled of Accepted - - - - -

Doctoral Degree

Completed Applications

Applications Accepted

Applications Enrolled

% Accepted of Applied - - - - -

% Enrolled of Accepted - - - - -


Data First Form

Standard Six: Students Enrollment, Fall Census Date

(Credit Seeking Students Only - Including Continuing Education)

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward (goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013) UNDERGRADUATE

First Year Full-Time Headcount 1156 1125 1037 Fall 2011


Team Room.

See Overview in Appraisal Section of Standard Four

Part-Time Headcount 124 115 87

Total Headcount 1280 1240 1124

Total FTE 1056 1058 962

Second Year Full-Time Headcount 786 852 801 Fall 2011


Team Room.



Total FTE 7741 8402 821

Third Year Full-Time Headcount 657 688 702 Fall 2011


Team Room.



Total FTE 6733 7094 7315

Fourth Year Full-Time Headcount 258 171 177 Fall 2011


Team Room.



Total FTE 2976 2017 2068

Unclassified Full-Time Headcount 3 2 1 Fall 2011


Team Room.



Total FTE 171 9 7

Total Undergraduate Students

Full-Time Headcount 2860 2838 2718


Team Room.

-

Part-Time Headcount 409 415 436 -

Total Headcount 3269 3253 3721 -

Total FTE 2817 2817 2727 -

% Change FTE Undergraduate na - - -



GRADUATE

Full-Time Headcount na 84 78


Team Room.

Part-Time Headcount 0 46

Total Headcount - 84 124

Total FTE 84 91

% Change FTE Graduate na - - - -

GRAND TOTAL

Grand Total Headcount - - - - -

Grand Total FTE - - - - -

% Change Grand Total FTE na - - - -

NOTES:

1. Does not include 1 student on COOP 2. Does not include 2 student on COOP 3. Does not include 32 students on COOP 4. Does not include 31 students on COOP 5. Does not include 40 students on COOP 6. Does not include 514 students on COOP 7. Does not include 522 students on COOP 8. Does not include 527 students on COOP

FTE based on 18 credits


Data First Form

Standard Six: Students Financial Aid, Debt, and Developmental Courses

Where does the institution describe the students it seeks to serve? http://www.wit.edu/admissions/undergraduate/index.html http://www.wit.edu/admissions/transfer/index.html

3 Years Prior

2 Years Prior

Most Recently

Completed Year

Current Budget

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

Student Financial Aid

Total Federal Aid

24,284,322 32,330,777



Grants

4,118,323 5,427,648

Loans

17,335,097 25,930,205

Work Study

2,830,902 972,924

Total State Aid

756,541 938,186

Total Institutional Aid

18,057,493 21,198,577

Grants

17,152,993 20,929,547

Loans

904,500 269,030

Total Private Aid

1,729,942 Available

in Team Room

Grants

825,442

Loans

904,500

Student Debt

Percent of students graduating with debt*

Undergraduates

80 Available in Team Room

Graduates


For students with debt:

Average amount of debt for students leaving the institution with a degree

Undergraduates

35,000 Available in Team Room

Graduates

Average amount of debt for students leaving the institution without a degree

Undergraduates

Graduate Students

Cohort Default Rate 4.0 Available in Team Room


http://www.wit.edu/admissions/undergraduate/index.html

http://www.wit.edu/admissions/transfer/index.html


Percent of First-year students in Developmental Courses**

English as a Second/Other Language

English (reading, writing, communication skills)

Math

Other

* All students who graduated should be included in this calculation. **Courses for which no credit toward a degree is granted.

STANDARD SEVEN LIBRARY AND OTHER INFORMATION RESOURCES 144

STANDARD SEVEN LIBRARY AND OTHER INFORMATION RESOURCES

DESCRIPTION – ALUMNI LIBRARY The Alumni Library, in keeping with the Library’s Mission, actively supports the teaching, learning, research, professional, and cultural needs of the students, faculty, and staff of Wentworth Institute of Technology by its selection, organization, and access to information in several media. The Library places much value and emphasis on teaching lifelong information skills, especially in identifying, selecting, evaluating, and applying information to situations in the workplace and in the community. Students are foremost in all the activities of the Library.

Over the last ten years, the Alumni Library has continued to fulfill its mission and meet the changing needs of its community within the financial constraints of the Institute. The Library Operating Budget has decreased since 2006-07 and is now 4.5% lower than FY07 at $389,155 for FY10. Through negotiation with vendors and partnering with other academic libraries, the Library has still increased the percentage of electronic materials in its collection to a sizable number of electronic journals and e-books and continues to participate in the Fenway Libraries Online and Fenway Libraries Consortium.

The Library has a print collection of about 70,000 volumes and almost 385 paper periodical titles. The Library’s electronic collection continues to increase in number and quality. All but one or two of the Library’s electronic resources (78 databases, 50,166 e-books, 37,585 full-text electronic journals, and e-reference tools) are available for remote access. The Library shares its online catalogue of more than 1,000,000 items with nine other libraries in a consortia arrangement, Fenway Libraries Online (FLO). Daily document delivery is available through both the more than 100 libraries of the Boston Region Library System (BRLS) as well as the Commonwealth’s Virtual Catalogue (VC), which accounts for about 400 libraries of various types. Materials not available through these systems can be requested through the Alumni Library’s participation in OCLC/WorldCat, an international bibliographic database and interlibrary loan source of more than 71,000 libraries and information centers in 112 countries.

The Alumni Library is open 7 days per week for a total of 96 hours during Normal Hours. Hours are extended to midnight on Sunday through Thursday, and to 8 p.m. on Friday and Saturday for the week prior to, and the week of, final examinations. Reference Librarians are available to assist students and faculty for 92 of the 96 normal hours.

ALUMNI LIBRARY MISSION The mission of the Alumni Library is to support the curricular and academic research needs and interests of the Wentworth community. To this end the Alumni Library selects, organizes, and provides access to relevant information, regardless of format. In addition, the Library offers the students, faculty, and staff of Wentworth instruction at all levels of information literacy in order to develop skills essential to success in academic, professional, and personal pursuits and to provide a basis for lifelong learning. Moreover, the Library serves as a welcoming and comfortable environment for both academic learning and social gathering.

http://www.wit.edu/library/


The Library is staffed by an experienced group of professionally trained librarians, all of whom have an ALA-approved MLS and some with additional graduate degrees. The FTE equivalent is 8.0 librarians and 3.0 other personnel. In FY2010, three new staff positions were established: one paraprofessional, one pre-professional, and one professional. For the first time the Library has a Systems/ e-Services librarian who liaises with DTS, provides library website management, identifies emerging technologies, and oversees all electronic resources. In addition to the new positions, existing positions are being reconfigured. These changes will allow the Library to expand current services and initiate more effective and personal outreach services, such as individual research tutorials, group research projects, and WEB 2.0 tools and applications.

Several librarians are assigned to collect in specific subject areas and act as liaisons to academic departments to ascertain their needs in various situations, including course and syllabus augmentation, accreditation purposes, establishment of a new program or degree, etc. Since the spring 2010 semester, this process has become more formal and regularized, with librarians attending department meetings and conducting information literacy sessions for the department faculty; the goal is to have librarians regularly scheduled each semester at the department meeting for their collecting area. The librarian’s meeting with the faculty involved in the graduate degree in Construction Management led to several information literacy sessions with the graduate students about the research process. New initiatives outside of the library continue to be developed and expanded; some librarians have conducted on-site information literacy sessions and brought the mobile library across campus. A pilot program using “embedded” librarians in certain English II sections was successfully implemented during AY10-11.

An essential and increasingly important service provided by libraries is in the area of information literacy. Defined by the Association of Colleges and Research Libraries as “…the set of skills needed to find, retrieve, analyze, and use information,” information literacy in the Alumni Library is treated very seriously; indeed it is among the foremost activities provided by the Library and a vital part of its mission. The Library offers several modes of delivery and provides many variations of information literacy programs: introductory and general; project or topic-oriented; tutorial or group; practical or research oriented. All are structured around the needs and wants of the participants (3136 in FY2010). In addition, open sessions are available throughout the year to all for both general and specific research assistance. In February 2009 the Trustees of the Institute established a revised set of Student Learning Goals and among these is that Wentworth expects all its graduates to be able to “locate information and evaluate it critically for its appropriateness and validity.”

The Library maintains statistics on the information literacy sessions by number, class/course, department, and number of participants. It further monitors to the degree possible the number of “hits” to various databases and their uses. Certainly the range of databases, and other material, print and digital, is more than sufficient for Wentworth’s curricular needs.

In fulfillment of Wentworth’s Mission to “provide(s) opportunities for intellectual and personal growth both in and out of the classroom,” a trained professional reference librarian is on duty to assist students not only to direct them to a particular source (this approach is fast becoming inadequate in the 21st century) but also to sit with a student or small group of students who share a project, for several minutes to an hour and offer a research tutorial geared specifically to their immediate informational needs. As students progress in both their studies and level of sophistication in identifying, retrieving and applying information, the Library works with them, individually or as a group or class to intensify their skills in information literacy, using more features of a database or maneuvering their way around


http://www.wit.edu/NEASC2011/report2011/supplimental/InformationLiteracySessionStatistics.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/DatabaseHits.pdf

http://www.wit.edu/library/research/resources-by-subject/AZ-resources.html

http://www.wit.edu/library/research/resources-by-subject/AZ-resources.html


the other electronic resources, including the Library catalog. Moreover, the Library is experimenting with “more personal” methods of providing reference services. With the advent of graduate programs at the Institute, the Library has and will continue to formulate new strategies to inculcate advanced research skills.

The Alumni Library has upgraded many technology resources including 17 public apple iMACs that run the Apple or Windows operating system, three tabloid-size scanners, two high-capacity printers, a color copier, and its electrical service and outlets. In 2003, the Library again upgraded its Integrated Library System (ILS) managed by Fenway Libraries Online (FLO), which provides the opportunity to share resources among ten libraries at surrounding institutions.

DESCRIPTION – OTHER INFORMATION RESOURCES In 2006, an Institute-wide Strategic Planning process began and one of the outcomes was the decision to modify the management of Wentworth’s computer resources to provide a greater role for academic governance. In September 2007 the Institute established the Division of Technology Services (DTS) to provide administrative and academic technology resources to the campus community and began the transition from SunGard’s contracted management to Wentworth’s management of its computer resources. The DTS transition and organization are discussed in detail in Standard Eight.

DTS has 31 full-time employees and many Coop and work-study positions to provide service to the academic and administrative community, and staff the HelpDesk during walk-in hours (Monday through Thursday from 7:30 am to 6:30 pm, and Friday 7:30 am to 5:30 pm) and during the 95 hours that the Beatty Computer Laboratory is normally open each week. This combination of “professionally qualified and numerically adequate” support staff serves the Wentworth community as specified in Standard 7.4. Recently, the Training & Development unit of DTS was transferred to the Academic Division to provide a more direct link with faculty.

DTS’s most significant endeavor was the establishment of the first phase of the Laptop program at Wentworth starting in Fall 2005. Since then, each day student in every new incoming class has received a laptop. By Fall 2008 all day students and faculty members had received laptops. Due to its unique programs, Wentworth is supporting dual platforms (62% PC and 38% MAC). Along with the hardware, students receive all software packages necessary for their majors. In 2009 a Laptop Self Maintainer Program was implemented by DTS, allowing for timely turnaround of repair services in-house instead of sending the laptop to an outside vendor. The program initially focused on the PC only, but was expanded in 2010 to Macintosh computers. The laptop initiative allows faculty to use integrative teaching approaches and have more flexibility within their courses. (See Standard Eight for more details.)

Since Wentworth’s last report to NEASC in 2006, the Institute has substantially upgraded the network infrastructure and the Wentworth campus is completely wireless in all academic areas, residence halls, and the peripheral surroundings. Full support is also given to the telecommunication needs on campus. Media in classrooms has been upgraded and additional classrooms have been mediated. (See Standard Eight for a full description of these upgrades.)

The four FTE staff in Training & Development (TD) have assessed faculty and departmental goals and needs in regards to the meaningful integration of technology into the curriculum. As a result each academic department received a customized training & development curriculum outlining different workshops and areas that would help fulfill departmental and

http://www.wit.edu/laptop

http://www.wit.edu/laptop

http://www.wit.edu/NEASC2011/report2011/supplimental/TDfaculty_needs.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/TDfaculty_needs.pdf


individual goals. Other initiatives such as the launch of a Faculty Mentoring Program in 2008 allow faculty members to connect with peers, support collaborative efforts, and share experiences in the integration of technology, teaching strategies and didactical considerations. Formal and informal faculty development activities are offered on a regular basis such as workshops, forums, colloquia, focus groups, learning communities, mentoring, roundtables, etc. An example is the development of rubrics for online/hybrid courses.

In addition during 2008, through the collaborative efforts of DTS Training & Development, the Alumni Library, Counseling Services, and the Center for Teaching & Learning (now The Learning Center), "CONNECT" was formed. The major objective was to leverage efforts, pool resources, and enable stronger faculty development opportunities impacting Wentworth's teaching and learning landscape. The name was selected to symbolize the connection between the offices, but also the synergies between departments, faculty, staff and students. Each semester at least one guest speaker addresses the Wentworth community and the CONNECT group offers at least two collaborative workshops.

Most recently, in Fall 2009, TD developed and launched the E-Learning Institute. It is a four-week online course attended by faculty members interested in teaching online or blended courses to get a better sense of building and teaching these courses. As a consequence, TD has also worked on establishing Quality Standards for online courses to assure Wentworth quality and cohesiveness with the traditional course curricula. In addition, TD established with Continuing Education the e-learning website to assure student support and to help set expectations for online education at Wentworth. Wentworth has utilized the Learning Management System, Blackboard, since 2004 and by the end of FY2009 75% of faculty members had utilized the system in a supplemental way. In addition about 35% of faculty utilize Web 2.0 tools such as blogs, wikis, collaboration tools, virtual labs, etc., to support their classroom instruction. The 2010 course offerings included 118 hybrid and 25 online courses (143 total), an increase of 138 over the previous 5 hybrid/online courses.

In January 2009 a Manager for Internet Technologies, Design and Content was hired to formulate a web strategy for Wentworth’s external website as well as the internal utilization of LConnect, Wentworth’s portal. A web advisory committee was formed with representation from all divisions to assure broad-based input and feedback. Specific details and appended policies are available in Standard Ten.

APPRAISAL – ALUMNI LIBRARY

The physical facility continues to challenge and limit the Library functions. In the annual Library budget capital request, funding for refurbishing the Beatty Hall Library facility has become a standard inclusion, as the Library continues to work towards achieving adequate infrastructure (a functioning HVAC system, noise mitigation, ADA access/compliance, adequate access to electricity, surge protection and network drops, etc.) to support its patrons’ needs. Additional (and reconfigured) space is necessary to accommodate the student and faculty needs in the new Master’s degree programs as well as the projected increase in undergraduate students.

Since the decision was made to revise the Campus Master Plan and eliminate plans for the Library/Information Technology building that was described in the NEASC 2006 report, the Library Capital Budget has been focused primarily on refurbishing the Beatty Hall facility. Since 2006, the study chairs, sofas and armchairs were reupholstered, some additional tables and seating were purchased, several tabloid-size scanners and high volume printers were installed, and, in the Program Room (information literacy classroom), the PC was upgraded to an iMac and new tables and chairs were purchased. Upgrades to the electrical

http://www.wit.edu/td/facultymentor

http://www.wit.edu/NEASC2011/report2011/supplimental/Arioch_Rubrics.pdf

http://www.wit.edu/connect/

http://www.wit.edu/NEASC2011/report2011/supplimental/E-LearningInsitute.pdf

http://www.wit.edu/elearning

http://www.wit.edu/NEASC2011/report2011/supplimental/HybridChart-2010.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/2006NEASC.pdf


wiring have begun with additional electrical outlets installed during FY10. As part of the routine computer upgrading on campus, iMACs were installed at the OPACs Reference and Circulation desks during this fiscal year. There have been meetings and discussions with appropriate Physical Plant and Facilities and Planning staff to develop a plan to improve the physical atmosphere in the Library and make it more conducive to study and research. In addition, a “Quiet Room” was established in response to Student Government’s request and the Library normal hours of operation were expanded from 85 to 96 per week. Additional hours beyond 96 are added during the week preceding and the week of final examinations in the fall, spring and summer.

By reconfiguring several positions and with the addition of 3 new positions (a Library Assistant, a Systems/E-Services and a Visual Digital Resources Librarian), the Library has been able to adapt to the ever-changing technical and information needs of its patrons. The additional staffing has increased the Library’s visibility across campus by allowing the reference librarians to promote the Library’s programs and services to the students and faculty in other locations across campus, in addition to staffing the Reference Desk. Some examples of this increased visibility are the reference librarians’ class and department visits, mobile library sites across campus and in the Beatty Lobby Leopard Booth, and on-site orientation.

Another area where reconfiguration is called for and helpful is in position restructuring. The traditional library categories of Reference, Circulation and Technical Services are no longer useful or relevant in service to the academic community. The librarians are redirecting their efforts to more outreach, patron services, and information literacy instruction. In addition, more paraprofessionals are being considered to support the library and perform basic library services as outlined.

The Visual Digital Resources Librarian has assisted in the transition to the Master of Architecture (MArch) program and is also working with other departments to expand visual formats. Several learning resources have been created or enhanced. The Research Help Guides have been converted to the LibGuide format for every major and subject area, providing students and faculty with information resources in a categorical format. Hundreds of books have been enhanced by purchased Table of Contents in engineering and architecture which allows the student to search at the chapter level, greatly increasing the probability of finding the information. The Table of Contents addition allows researchers to find information at a more granular level; the specific content of an individual chapter is now as accessible as an entire book through the catalog.

The Library continues its ongoing process of forming new ways to work with the current generation. Some of the recent successful initiatives include small group project tutorials, or individual tutorials, with a research librarian to set up a research plan, identifying appropriate resources. In addition, the librarians have created several subject research guides, digital repositories for majors and academic areas that include all the basic resources and some tutorials in finding material by category and subcategory.

One area where the Library has had mixed results is with the assessment of its information literacy program. Several approaches were used over the past decade from an assessment of each student attending an information literacy session using an online assessment tool to “live” assessment during each information literacy session using hands-on exercises and interaction with each student.

As of now the attempts to assess the effectiveness of the information literacy program have not been as accurate as the Library would like. Additional means of judging effectiveness are in the works. If anecdotal information is some kind of barometer, then the Library has

http://www.wit.edu/NEASC2011/report2011/supplimental/LibraryPositions.pdf


been, according to professors, quite successful and librarians are told that teachers can often tell who has participated in these sessions.

APPRAISAL – DIVISION OF TECHNOLOGY SERVICES Information technology (IT) resources and requirements are changing frequently in a rapidly evolving environment at Wentworth. Although the current IT organization and infrastructure provides a stable and reliable baseline to support necessary services for all campus constituencies, the IT department strives to review and refine offerings on an ongoing basis. The three technology committees meet once a month to gather input and consider possible course corrections and new technology implementations with campus-wide feedback. This governance structure has improved technology deployment and policy generation dramatically. In addition regular meetings at least twice a semester with Wentworth Student Government assure alignment and dialogue with the student body and have improved the students’ perception of DTS significantly. Since the January 2010 transition from SunGard to Wentworth, DTS has reinforced its governance structure and began work on a cohesive strategic plan.

The User Services department consistently reviews its effectiveness and will conduct more user outreach to gain feedback from its stakeholders. Internal DTS business process revisions are currently taking place to make sure that the HelpDesk is effectively representing all functional DTS units such as Networking, Laptop Services, Training & Development, Web Services, Enterprise Systems. The HelpDesk has an improved system to capture user issues and resolution times with meaningful escalation processes. This will be particularly critical as Wentworth continues to expand online/hybrid course offerings thereby changing the user demands on DTS.

Media Services (part of User Services) has improved the classroom technology landscape at Wentworth over the last few years. However, with rapidly changing technologies and a higher integration of learning technologies into the curriculum, it will be necessary to continue research and development efforts to provide faculty and students with state-of-the-art media/technologies and keep up with maintaining existing resources.

Faculty and staff have given positive feedback to DTS about the improvement in turn-around times and customer service, informally through the technology committees. DTS will continue to support improvements by facilitating broad-based campus-wide input from all academic departments and critical stakeholders on the administrative side. With increased online/hybrid course offerings Learning & Development (LD) has expanded service offerings to include preparation for faculty through an E-Learning Institute to introduce new teaching strategies in online environments to faculty members. LD is currently working on an advanced program to address more sophisticated faculty/student needs in these learning environments. LD has also branched out to offer production support for video/audio and other learning materials that serve as resources to students in online/hybrid courses. To date, few faculty members have taken advantage of this new offering, but LD needs to be prepared for an increased demand as Wentworth expands its online/hybrid programs, particularly in continuing education.

As learning technologies such as Blackboard, blogs, etc., are adopted by faculty members, there is a need to create quality criteria, address faculty concerns for copyright/intellectual property as well as develop incentives to allow faculty time to build, explore, and expand online/hybrid courses and learning materials.

http://www.wit.edu/NEASC2011/report2011/supplimental/HelpDeskSatisfactionSummary.pdf


PROJECTION – ALUMNI LIBRARY As part of the self-study process over the last several months, the Alumni Library, after ascertaining some facts and trends, has identified a few ways to change or improve its service to its constituencies.

One area of concern to the Library is insufficient faculty response to requests for delivering various kinds of information literacy sessions. New and more relevant approaches to improve this situation have been developed and will be implemented. Among the approaches will be more on-line tutorials (faculty say they cannot spare the time in their courses) and a ‘marketing’ campaign to overcome the misconception that these sessions are “add-ons” or nice peripherals and accurately portray these sessions as real, substantial, and indeed, essential aspects of the academic life of a college student. Moreover, in February 2009, the Trustees mandated that all graduates must “demonstrate a competent level of information literacy”. Sessions shall also be offered just for faculty as useful tools for anyone in an academic research setting in the twenty-first century. The Library and the Humanities and Social Sciences Department are already in conversation about various possible remedies, including training the trainer programs and expansion of the pilot program in instruction, team-taught by a professor and a research librarian, which was conducted during the 2010-2011 academic year.

Another related area of concern that was mentioned in the appraisal section is the identification and implementation of an effective information literacy assessment tool. To begin this process, the Library has chosen the standardized SAILS information literacy skills test instrument, that is based on ACRL information literacy standards, to “document skill levels for groups of students and pinpoint areas of improvement”. The plan is being developed to set up the administration process for this test (paper or online, timeframe, etc.) Once the student skill level has been identified, information literacy instruction can be developed and tailored to address the areas of improvement identified in the SAILS. In the spring semester of each year, the Library plans to do a quantitative analysis and, if found appropriate, a qualitative one as well. This new approach should prove useful because the Library is not completely satisfied with the kinds of assessment methods previously used (pre- and post-tests; requests for “feedback” from faculty; and in-class examinations). This analysis will enable the Library to propose an integrated ”across the curriculum” program to develop lifelong learning for all our students, in both day and continuing education divisions. Part of this program may include using an interactive video game format for an introduction to library and information literacy concepts to better engage the students with an entertaining presentation. Several existing game formats will be considered as well as the possibility of the development of a Wentworth game in cooperation with the Computer Science department.

The Library Advisory Committee, comprised of faculty and staff, has been reconfigured to reflect the new College structure and the new student version will have membership to reflect this as well. Both of these groups will be asked for their opinions on various library resources, programs, and services as well as being conduits for their colleagues. In addition they will assist the Library in developing questions for its surveys and reviewing the findings.

The Library Strategic Plan has been updated to reflect the Institute’s March 19, 2011, Strategic Planning Day initiatives. In addition to updating the Library’s human resource requirements, the plan’s facility requirements will reflect changes resulting from the Flanagan Campus Center construction and projected enrollment increase. This will also

https://www.projectsails.org/abouttest/skillsets.php?page=aboutTest

https://www.projectsails.org/abouttest/skillsets.php?page=aboutTest

http://www.wit.edu/NEASC2011/report2011/supplimental/DraftLibraryStrategicPlan.pdf


include a (yet to be determined) means of evaluating and assessing annual planning objectives.

Library staff are currently expected to participate in some sort of relevant continuing education program, webinar, or course twice a year, and this will continue based on the Library’s training needs to serve its patrons better. The Library is endeavoring to address its perceived or projected needs, rather than use a more casual, fragmented approach to training. The staff will meet, after some preparation, to determine the appropriate professional development required based on the updated Library Strategic Plan.

The physical plant aspects of the library have been insufficient for some time. The library space/infrastructure designed in 1967 does not satisfy the technical requirements and collaborative learning environment at the Wentworth of 2011. Many of these issues, and suggested resolutions, were outlined in the Library Questionnaire prepared in August 2010 for the architects developing the Flanagan Campus Center plans. The Library will continue to request infrastructure improvements in its annual capital request to incrementally increase the electrical access and safety (reduced extension cords across the floor), along with other improvements in noise reduction, etc. The space of the Library is insufficient and the structural layout wastes some of that space. The climate conditions are often inadequate to the season, affecting the equipment and patrons.

While there are few upgrades planned for the Library floors during the Campus Center expansion/refurbishment of Beatty Hall starting in 2011, it is expected that a unified reference consultation/circulation/reserves area will be created as part of this construction. This upgrade in the Library will help improve service on the Main floor but there are new issues regarding security with the addition of the elevator directly opening onto the Mezzanine floor of the Library. An additional circulation desk will be required at the Mezzanine level. The loss of overall square footage in the library, as a result of the construction of the new elevator and other building changes, will pose additional challenges for study groups and collaborative learning.

Another area that the Library is beginning to address, working with Wentworth’s Disability Outreach Specialist, is special assistive devices. Upcoming budget requests will include requests for a designated computer with a screen magnification program, text to speech program, screen reader, a closed circuit television magnifier, and other assistive devices for a blind/low vision user, etc.

In addition, proposed growth of Wentworth’s distance education offerings will require that the Library highlight its resources and expand its services, in collaboration with the College of Continuing and Professional Education (CPCE), and in accordance with the NEASC distance learning guidelines. One area of expansion will be the creation of a special library webpage for adult learners and distance education patrons. This will be included in the updated Library Strategic Plan.

The CONNECT collaboration will continue to develop programs similar to those described in the Description section. Another new initiative that will assist with the “education of the whole person” is the Library Author Series that will be launched in the Fall 2011 semester with the campus appearance of Keith N. Morgan, Architecture Historian from Boston University.

With the addition of master’s degrees at Wentworth, the Library will continue to assess its patrons’ needs, working in concert with the deans, department heads and faculty, and make necessary improvements in collections, including digital resources and outreach. More funding will be requested where called for in order to support graduate study within the constraints of Beatty Hall.

http://www.wit.edu/NEASC2011/report2011/supplimental/DraftLibraryStrategicPlan.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/LibProgQuestionnaire.pdf


PROJECTION – DIVISION OF TECHNOLOGY SERVICES As described in the Appraisal section, DTS will continue to adapt its services and offerings based on input from the technology committee governance structure it has established and its updated strategic plan. (Refer to Standard Eight) The expansion of online/hybrid courses will continue to increase user demands in addition to the projected enrollment increase. The recent academic reorganization that moved the Learning & Development area of DTS to the Academic Division provides a more direct link with the faculty to allow better tailoring of the LD offerings.


Regular and systematic evaluation of the adequacy, utilization and services provided by both the Library and the Division of Technology services is consistently applied to all aspects of those services. For example, the librarians regularly provide training and support in information literacy for faculty, students and staff, regularly assessing that training and making adjustments in content and accessibility in response to those assessments. In the past ten years, the library has improved its electronic collection both quantitatively and qualitatively based on assessments by various advisory groups. As a result, the Library is very successful in assessing needs and those actions necessary to sustain its ability to maximize the effectiveness of its resources in support of the Institute’s Mission. The Division of Technology Services has organized committees comprised of various constituencies to assess Information Services and those results have been applied to improve both academic and administrative technology on campus. For example, great strides have been made in equipping all faculty and students with laptops and software, with creating a wireless campus, and with upgrading classrooms to provide full technological support for faculty and student needs. As the campus moves forward with more online and hybrid courses in support of its Mission, DTS will participate in and advise the various planning committees, conduct training, and manage IT resources in support of these initiatives, while continuing to use assessment to improve and increase its effectiveness.


Data First Forms Standard Seven: Library and Other Information Resources

Library

3 Years Prior

2 Years Prior

Most Recently

Completed Year

Current Year

(actual or projection)

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

Expenditures/FTE student

Materials

114 111 121 119 117

Salaries & Wages

286 311 328 318 313

Other operating

24 23 25 24 24

Collections

Total print volumes

69,249 69,728 70,599 71,658 72,733

Electronic books

2,914 50,166 60,860 61,773 62,700

Print/microform serial subscriptions 393 389 299 304 308

Full text electronic journals

34,607 37,585 42,647 43,287 43,936

Microforms

7,752 7,756 none none none

Total media materials

2,669 2,924 2,817 2,859 2,902

Personnel (FTE)

Librarians -- main campus

8.0 9.0 9.0 9.0 9.0

Librarians -- branch campuses

none none none none none

Other library personnel -- main campus 6.4 6.1 7.3 7.7 7.7

Other library personnel -- branch campus none none none none none

Library Instruction

Total sessions -- main campus

102 97 122 134 148

Total attendance - main campus

3,389 3,550 2,730 3,003 3,303

Total sessions -- branch campuses


Total attendance -- branch campuses none none none none none

Reference and Reserves

In-person reference questions

3,692 3,600 4,219 4,120 4,100

Virtual reference questions

0 51 59 99 140

Traditional Reserves:

courses supported

76 96 115 134 150

items on reserve

251 402 622 660 692

E-Reserves:

courses supported


items on e-reserve


continued on next page


Circulation (do not include reserves)

Total/FTE student

4 5 5 5 5

Total full-text article requests

209 114 86 86 86

Number of hits to library website

94,660 97,623 88,294 90,943 93,671

Student borrowing through consortia/ contract 558 579 590 618 637

Availability/attendance

Hours of operation/week main campus 85 96 96 96 100

Hours of operation/week branch campuses none none none none none

Gate counts/year -- main campus

217,974 255,122 269,156 283,960 299,577

Gate counts/year -- average branch campuses none none none none none

URL of most recent library annual report: URL of Information Literacy Reports:


Data First Forms Standard Seven: Library and Other Information Resources

Information Technology

3 Years Prior

2 Years Prior

Most Recently Complete

d Year

Current Year

(actual or projectio

n)

Next Year

Forward (goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

Number (percent) of students with own computers 91 89 89 89 89 Note: 100% of day students receive laptops. CPCE is not included in laptop program.

Course management system Blackboard Vista 8.2

Number of classes using the system

Classes on the main campus

957 1,006 1,053 1,101 1,149

Classes offered off-campus

na na na na na

Distance education courses

3 7 15 20 30

Bandwidth

On-campus network

1gb 1gb 1gb 1gb 1gb

Off-campus access

commodity internet (Mbps)

200 20 200 235 235

high-performance networks (Mbps)

na na na na na

Wireless protocol(s)

A thru G A thru G A thru G ABGN ABGN

Network

Percent of residence halls connected to network

wired

100 100 100 100 100 wireless

100 100 100 100 100

Percent of classrooms connected to network

wired

95 95 95 95 98

wireless

100 100 100 100 100

Public wireless ports

0 0 0 0 0

Multimedia classrooms (percent)

Main campus

97 97 97 97 97

Branches and locations

na na na na na



IT Personnel (FTE)

Main campus

27.0 30.0 30.0 30.0 30.0

Branch campuses

na na na na na

Dedicated to distance learning

4.0 4.0 4.0 4.0 4.0

Software systems and versions

Students

SunGard Banner 8.1

Finances

SunGard Banner 8.1

Human Resources

People Admin 5.8

Advancement

Millenium 7.6.1

Library

Voyager 7.0

Website Management

Hannon Hill

Portfolio Management

na

Interactive Video Conferencing Polycom System

Digital Object Management na

STANDARD EIGHT PHYSICAL AND TECHNOLOGICAL RESOURCES 157

STANDARD EIGHT PHYSICAL AND TECHNOLOGICAL RESOURCES

DESCRIPTION Overview and Budgeting Process

The Wentworth campus consists of 35 buildings in the Mission Hill area of Boston located on the north and south sides of Huntington Avenue, the Avenue of the Arts. The 31-acre campus contains academic and administrative buildings, residence halls, and indoor and outdoor athletic/recreational facilities. With the construction of two residence halls in the last ten years the Institute now houses 60% of its full time students on campus, thus meeting the strategic goal set by the Board of Trustees for Wentworth to become a residential campus. Wentworth has increased residential housing to 1,936 beds, currently occupied by 1,771 Wentworth students, and 165 students from neighboring colleges. The Institute is surrounded by a vibrant community with private and commercial entities, residential neighborhoods, museums, public parks, public transportation and other educational institutions.

Over the past nine years (2001 to 2010) the Institute has invested over $138,000,000 in capital improvement projects including physical facilities, equipment, maintenance, and technology acquisitions and updates. The two residence halls comprised $68M of this total expenditure. The breakdown of expenditures includes:

• $4,230,000 for academic equipment

• $33,000,000 for technology

• $7,800,000 for academic building projects

• $18,000,000 for renewal and replacement of buildings and equipment

• $75,000,000 for “other improvements”

During this period of time, the Institute has added approximately 600 students to its enrollment going from 3,261(total enrollment) in 2001 to 3,845 in 2010. The net building area totals one million square feet, with 575,000 in academic and 425,000 in residential floor area. See Capital Projects Summary 2001-2010 on the next page. The identification of needs for physical and technological resources is a process shared by the individual departments, the Department of Planning and Construction, the Division of Technology Services, and the vice presidents. In the spring semester, the capital budgeting process begins with requests for capital projects or equipment whether renovation/replacement or new brought forward by all of the above. The requests are compiled and categorized by the Vice President for Business and recommendations for approval are made by the President's Administrative Council, after a review by the Facilities Committee. The President in conjunction with the VP for Finance and the Finance Committee of the BOT makes the final decisions on expenditures for the budget year. Responsibility for the management of space projects lies with the Department of Planning and Construction; responsibility for purchasing is shared by the requesting department and the Purchasing Department who work closely together to make sure that purchases are appropriate and cost effective. Responsibility for facilities renewal and replacement lies with Physical Plant.

http://www.wit.edu/NEASC2011/report2011/supplimental/capitalimprovement.pdf


Capital Projects Summary 2001-2010

Fiscal Year Academic Equipment

Renewal & Replacement

Other Improvements Technology Academic

Projects

2001 447,270 254,284 33,972,005 388,778 1,121,232

2002 555,679 1,291,375 539,564 457,501 270,266

2003 690,527 2,404,364 1,489,192 280,247 125,138

2004 519,729 1,526,434 531,420 733,873 0

2005 189,125 1,514,667 34,673,693 648,567 86,321

2006 361,920 1,860,458 707,511 770,303 1,533,036

2007 179,801 2,100,531 954,794 749,244 129,746

2008 454,724 4,109,346 1,874,325 1,301,154 2,450,974

2009 723,560 1,681,959 331,554 470,711 1,498,255

2010 108,135 1,342,884 214,300 242,586 555,633

Banner - - - 3,966,000 -

Laptop - - - 22,799,000 -

4,230,470 18,086,302 75,288,358 32,807,964 7,770,601

Incl. Tech Roofs Boilers CoGen

Freezers Flooring

ACM Abate Windows

Parking Lots

Crosswalk ARMS, CCTV Help Desk

Health Center Scheduling Software

Athletic Stuff SLP Stuff

Exterior Signs ID System / C-

Cures DTS Offices Publications Emer. Call

Boxes Dorms

(610/555)

Infrastructure (Wired/Wireless) Phone System

(Reg & IP) Open Lap Plotters

F/S Computers Email System

Luminous Web Site Banner Laptop

Plastic Lab CCEV Project

Room Swing Space

Nanotech Architecture

Studios Gaming Lab

Outdoor Const Lab

Chemistry Lab

Starting with the 2011 Capital Budget Cycle planning will begin in the fall, not spring semester. See 2011 Capital Budget for a complete list of projects. Physical Resources

The beginning of the decade strategic and operational planning was guided by a long range planning document approved by the Board of Trustees (BOT) in 2000 called "By the Year 2007". In this document the board articulated its vision for Wentworth to become a bachelor and graduate degree granting institution with increasing standards for students and faculty. Specific to resources the document addressed "modern instructional facilities" and programs of study that emphasize experiential learning with laboratory, studio and classrooms. Another section addressed methodologies to successfully integrate information technologies into the learning experience and instructional pedagogy.

http://www.wit.edu/NEASC2011/report2011/supplimental/FY11_ApprovedCapital.pdf


In September 2006 a strategic planning document was approved by the BOT which was a result of a process begun by President Pantic when she became president. The document identified six strategic initiatives and assigned responsibility for each to a division. (Refer to Standard Two for specific details.)

As part of this process and coinciding with a requirement by the City of Boston to file an updated Campus Master Plan, the Institute engaged the services of a team of consultants, led by the architectural and master planning firms of Goody Clancy and Perkins + Will, to create a new campus master plan. This team managed a sixteen month long process that involved not only all members of the Wentworth community, but also engaged the surrounding institutional and residential neighbors and Boston city officials. What resulted is a campus master plan that matches facilities to the mission of the school and articulates the Institute’s goals and plans for expansion for the next fifteen to twenty-years. Organized in four phases, the plan anticipates adding over two million square feet of new or renovated space to the campus including “competitive academic buildings, modern residence halls, and a rich array (of) campus life spaces”. The campus master plan also includes extensive modernization of existing facilities and addresses open spaces and the streetscape surrounding the campus.

Using the Institute’s Strategic Plan as a guiding document, the process consisted of: interviews with a master planning task force, administrators, faculty, students and staff; visioning sessions with the Wentworth community and the surrounding community; intermediate presentation sessions; and specialized studies by consulting firms. Six major goals were identified by this process:

• give new life to aging facilities

• strengthen the campus core

• provide a quality open space network

• improve surrounding streets

• showcase Wentworth along Huntington Avenue, the Avenue of the Arts, and

• leverage opportunities of campus-owned land

The Campus Master Plan draws on the work of a variety of specialized consultants who assessed academic classroom and lab facilities, non-instructional spaces, building condition, land use and development potential, parking and transportation, sustainability goals, and development of open space. The intent of the plan was to:

• chart a course for physical growth and enhancements over the next 20 years

• match facilities to mission

• respond to institutional change

• respond to the City of Boston requirement to file an Institutional Master Plan every eight years

Physical facilities were investigated in three reports: the Instructional Space Utilization Analysis and Non-Instructional Space Evaluation by Rickes Associates and the Facilities Condition Assessment by Facilitech.

The Instructional Space Utilization Analysis report by Rickes Associates found a mismatch between room size and section size and recommended standardization of scheduling and larger class sizes to use the spaces more efficiently. They found a disparity in the utilization of general purpose classrooms and that updating and modifications to specialized


http://www.wit.edu/NEASC2011/report2011/supplimental/StrategicPlan2009-2012.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Sustainability.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/ProjCosts.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/InstructionalSpaceUtilization.pdf


http://www.wit.edu/NEASC2011/report2011/supplimental/NISA.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/FCA.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/FCA.pdf



instructional spaces would better serve the courses. In addition, with expansion of curriculum new spaces will be needed. Presently the College of Professional and Continuing Education (CPCE), formerly the Arioch Center, uses off-site facilities for corporate clients since there is no appropriate space on campus. In general, the consultants concluded that with the above measures, Wentworth could reduce the number of general purpose classrooms but would still need to allocate additional space to make classrooms meet current space standards and for new programs. New programs will need new specialized instructional spaces.

The Facilities Conditions Assessment evaluated all buildings against twelve criteria and rated each building into three categories of investment needed: minor (good condition), moderate (fair condition), and major (poor condition). The overall evaluation of the facilities was fair condition, with seven buildings identified as at near-term concern. In addition, additional investment in campus infrastructure will be needed to support an increased load from renovated or new buildings. The report identified $20 million in deferred maintenance and recommended addressing the backlog over a five year period.

In addition to buildings and interior space the consultants evaluated open space and circulation and made recommendations to enhance and expand the opportunities of existing green spaces as development continues across campus.

A major focus of the Campus Master Plan was on the potential for development on underutilized land including the tract bordered by Ruggles, Huntington and Parker street currently used for Sweeney Field and the parking and storage facilities on Parker Street. The consultants emphasized both the amount of open space available for development for Wentworth use and the potential for revenue generation implicit in the ownership of prime real estate.

The Institute systematically reviews maintenance and repair of the physical resources. Repairs and maintenance are a component of the Operating and Capital budget process each year. The operating budget for Physical Plant in FY 2010 was $10,700,000. Included in the maintenance program are classrooms, laboratories, graphic and design studios, student housing, dining facilities, athletic facilities, and faculty/staff offices. Wentworth supports 16 NCAA Division III athletic teams who use the Nelson Recreation Center, a seven-point rifle range, and a fitness center. The outdoor facilities include athletic fields supporting men’s and women’s soccer, softball, lacrosse and three tennis courts for men’s and women’s tennis.

In 2009 Dr. Russell Pinizzotto was named Vice President for Academic Affairs and Provost and engaged in the three-year updating of the strategic plan. This process focused strategy for the three-year period 2009 - 2012 on academics including resources and infrastructure. In conjunction with this process the Mission and Vision Statements were updated. Resource allocation for physical expansion and renovation are tied to these documents. See updated Strategic Plan.

Technological Resources

Technological Resources were in a transition period at the beginning of the millennium. IT staffing was outsourced to Collegis, and consequently to Sungard Managed Services. To expand operational capabilities and enhance services, the Institute renovated technology staff offices in 2002. The Help Desk was built in 2004 to better support the pilot laptop program that began in Architecture. Parallel to the Laptop Program, the Open Lab was expanded by adding new plotters and desktop computers for ease of printing/plotting. By 2005 the Laptop Program encompassed all academic programs and included multiple platforms. The laptop platform, PC or Apple, is determined by the student’s program. All

http://www.wit.edu/NEASC2011/report2011/supplimental/FCA08.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/StrategicPlan2009-2012.pdf


full-time students receive a laptop as freshmen, which is returned for a new laptop at the start of the junior year, and permanently owned by the student upon graduation. The program has matured since 2004, with many improved efficiencies distributing and supporting the laptops. Students and faculty are never without a laptop, as loaners are provided if a primary laptop needs repair. Software applications have been licensed in a more precise fashion to meet industry licensing requirements. A core number of the Institute’s technology objectives have centered upon enhancement of this program. Network infrastructure enhancements were completed throughout the decade starting in 2004 with upgrades to the Cabletron infrastructure, in 2005 with the successor Enterasys system, in 2006 with replacements to the network switches, and in 2008 with additional switch replacements for end-of-life equipment.

Beginning in 2005 the Institute migrated the Student Information System from Sungard SIS to Sungard Banner. The Banner implementation was a major initiative that enhanced services in Finance, Registration, Financial Aid and Student Services.

In Fall 2007, Wentworth hired a CIO who defined new Strategic Initiatives (SI). The change produced a new focus on strategic planning and developing the technology team to support the Institute for the long term. The initiatives included:

• 6.6.1 Improve the performance, security and functionality of the Institute wireless network

• 6.6.2 Improve the performance of the wired network moving towards Gigabit Ethernet

• 6.6.3 Implement server technology to increase capacity, performance and security of the campus infrastructure

• 6.6.4 Implement a self-serve laptop environment for constituents to access resources, apply software and download applications

• 6.6.5 Expand the Help Desk to better service the laptop program with break/fix functionality to support on-site repair

• 6.6.7 Assess needs for administrative system enhancements to support institutional efficiency and effectiveness

The Institute established the Division of Technology Services (DTS) in early 2008 to provide administrative and academic technology resources to the campus community. Three technology advisory committees were formed to establish a governance structure allowing campus-wide input from stakeholders and sustainable, broad-based decision making. The committees are WTAC (Wentworth Technology Advisory Committee) and two subordinate committees ATAC (Academic Technology Advisory Committee) and ISAC (Information Systems Advisory Committee). The responsibility of the committees is to determine campus-wide priorities and support DTS with setting expectations and establishing policies and procedures for the use of technology on campus, for example the Responsible Use Policy, Email Policy, Data Security Policy, Laptop Policies, Classroom Technology Standards, etc. Over recent years there has been continued movement toward ubiquitous computing on campus. The Department of Technology Services (DTS) supports approximately 3,900 laptops and 350 desktops. The laptops are one of two platforms depending upon the academic program. Currently, 62% of the laptop population is PC-based Lenovo, while the remaining 38% are Apple MacBook-Pros. Desktops are replaced on a four-year cycle. DTS

http://www.wit.edu/NEASC2011/report2011/supplimental/ATAC_outcomes_2008-2010.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/ATAC_outcomes_2008-2010.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Responsible-Use-Policy.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Email-Policy.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Data-Security-Policy.pdf



http://myweb.wit.edu/dts/classroom_standards.html


supports multiple software images among the laptop population. Each year a new laptop is introduced from each vendor, and consequently two new images are created. At the start of the junior year, students receive a new laptop to ensure they have the computing power necessary to run the powerful applications required in the final half of their academic career. See Fall 2010 Lenovo & Apple image/applications.

Over 90% of all classrooms are fully mediated and upgraded with new media on a regularly-scheduled basis. The technology ranges from smart boards to standard LCD projectors connected to laptops. Cintiq tablets were introduced in 2009 for faculty to enhance the interactive classroom and allow the sharing of documents/drawings, etc. The 62 classrooms include, a 100-seat fully mediated lecture room is included. The 271-seat Blount Auditorium was upgraded in 2009 with a high illumination, HD projector and a new sound system.

The Alumni Library has upgraded many technology resources including 17 public Apple iMACs that run the Apple or Windows operating system, 3 tabloid-size scanners and the ability to scan documents directly to e-mail, 2 high capacity printers, a color copier, and group study rooms with Whiteboards. (See Standard Seven for additional information on the Alumni Library.)

In 2006 DTS installed a Storage Area Network (SAN) to support the implementation of Microsoft Exchange and VMware within the data center. The SAN added 11TB of shared storage to the data center and provided an infrastructure to increase capacity as needed. In 2006 VMware was initially started to facilitate the creation of a server development area. In 2007 the campus infrastructure underwent a major overhaul which comprised the replacement of 70% of the network equipment (mostly residential) and a complete redesign of the topology. End of life equipment was upgraded providing gigabit speeds. The redesign increased the reliability of the network and segmented out parts of the network logically to increase redundancy, reducing outage impact.

During the period when IT support was outsourced to Sungard Managed Services, security initiatives including vulnerability scanning were minimally met. The Institute initiated the Wentworth Information Security Program (WISP) in 2010, which documented security procedures across campus. A security incident later in 2010 of the disclosure of select student personal information from 2004-2007 revealed an overall lack of security policies and procedures from earlier in the decade.

In 2009, the Institute updated the Responsible Use of Information Resources Policy for all users of capital Institute resources. The policy addresses all aspects of acceptable use and compliance with local law. See Technology Forms/Policies.

In September 2009, the Institute established priorities and management of internet resources through IT Governance. The Information Systems Advisory Committee defined the guidelines for use of internet bandwidth, which includes the elimination of illegal downloads.

Security and Safety

In the last decade, the Department of Public Safety has made a number enhancements and upgrades to increase safety, security and crime prevention on campus. The following improvements have been made:

• a staffed 24-hour police communication center, now in the center of campus, handles all alarms, security technology and after hours phones.

• a total of 14 upgraded emergency (blue light) telephones ring into the 24/7 police dispatch center.

http://www.wit.edu/NEASC2011/report2011/supplimental/lenovo.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/MACBuild.pdf

http://myweb.wit.edu/dts/policy.html

http://www.wit.edu/NEASC2011/report2011/supplimental/bandwidth.pdf


• the center monitors 24/7 a new closed circuit television system (CCTV) with cameras located throughout campus.

• a campus wide alarm system and improved card reader and access control system.

A community policing sergeant position was established to liaison with the Boston Police and better assist students living off-campus. The sergeant also monitors crime issues and trends in the neighborhood and shares that information with the Wentworth community when appropriate. Two new police officer positions have been added to the staff for a total of 20 employees (14 sworn police officers). All police sergeants and patrol officers are EMT's. All police officers have additional county-wide police authority as deputy sheriffs.

In 2008 an emergency notification system was implemented to alert the community of emergency and dangerous situations via e-mail, voice and text messages to personal mobile devices. Sixteen percent of the community has signed onto the notification system which sends text messages to individuals’ personal devices. System tests are conducted once per semester.

Three committees were established to increase safety - the Environmental Health and Safety Committee, the Emergency Management Committee, and the Laboratory Supervisors and Technicians Committee. These committees are led by an outside consultant. Products of these committees include: advanced training for technicians, a campus-wide environmental health and safety survey, and better communication concerning working conditions in the shops and labs.

The Director of Public Safety is also charged with managing the Institute's environmental efforts to reduce energy consumption and manage waste. A hazardous waste facility (container) has been added to help manage Wentworth's hazardous waste stream. An Environmental Management System (EPA program) was implemented in the power plant.

Wentworth is a member of the Colleges of the Fenway (COF) group that was awarded a DOE $512,000 Emergency Planning grant in 2010. The grant is designed to improve emergency response and planning on campus.

APPRAISAL Physical Resources

As a result of the Board of Trustees' decision in the late 1990's and the Strategic Initiatives approved by the BOT in Fall 2006, between 2001 and 2010 the Institute focused resources on building two new residential buildings, completely renovating one existing dormitory, and renovating existing buildings to provide space to accommodate staff to support the change from a primarily commuter to primarily residential campus. Physical changes included the development of a Student Services Center housing the offices of the registrar, student financial services and financial aid. New offices for Student Leadership were created as well as for a "wellness coordinator".

Examples of new construction and renovation as a specific response to Strategic Initiatives are listed below.

Strategic Initiative 1: Called for increasing community service and service learning activities. In 2003 a Center for Community Learning Partnerships (CLP) was created to support the expanding involvement of the Institute with the Mission Hill Community and interest on the part of students and faculty in engaging in "service learning". The Center's offices are located on the street level in the 555 Huntington Avenue residential building and contain a large classroom and office space for staff and students involved in programs


through the center. The success of the Center is impressive with over 19,000 hours of community service contributed by students, faculty, and staff in 2009. In 2010 the Institute was named to the President’s Higher Education Community Service Honor Roll by the Corporation of National and Community Service.

Strategic Initiative 6: Called for the upgrading of physical facilities including classrooms and labs. The Learning Environments Task Force (LETF) was created in 2007, composed of the AVP for Student Affairs and representatives of the office of the Provost, Registrar, Physical Plant, and the Department of Technology Services and chaired by the AVP for Physical Facilities. This committee has been extremely successful in identifying problems in existing classrooms that can be corrected within existing budgets, and in providing information to develop budget requests for both operating and capital budgets.

Strategic Initiative 3: Called for the creation of a campus center. The renovation of Beatty Hall began in May of 2011.

Strategic Initiative 2: Called for master’s degree programs in architecture and construction management. The renovation of the architectural studios in Annex North and the construction of the office suite in Annex South supports this initiative.

Strategic Initiative 1: Called for the creation of a biomedical engineering program. The renovation and expansion of Ira Allen to the Center for Sciences and Biomedical Engineering is a response to this initiative.

In the last ten years the Institute has been successful in transforming itself from a commuter school to a residential school and providing services to support the increased presence of students on a 24-hour basis. The number of students living on campus has increased from 1,033 to 1,936. Overall enrollments have increased over 1,000 students in this period of time. Ambitious plans have been articulated by the administration and approved by the Board of Trustees to develop new undergraduate and graduate programs and to expand the offerings in CPCE as well as to develop opportunities for students to participate in multidisciplinary project-based learning experiences.

Examples of capital improvement projects over the decade include:

• 2001 Renovation of offices for the Architecture Department - $2,300,000

• 2002 Renovation of offices for the Career Center and Office of Information Technology – $647,000

• 2003/04/05 Renovation of Watson Auditorium (three phases) - $1,600,000

• 2003 Enterasys Lab for Computer Science - $125,000

• 2004 Renovation of open computer labs - $112,000

• 2005 Renovation of studios for Architecture - $1,290,000

• 2006 Thermodynamics lab – $104,225

• 2007 Renovation of studios for Architecture - $798,000

• 2008 Project room for CCEV - $1,400,000

• 2008 Upgrades to classrooms in Annex Central - $204,000

• 2009 Nanotechnology Lab - $407,000

• 2009 Rehabilitation of the Co-Generation Plant - $1,200,000

• 2010 Industrial Design studio, workshop improvements and equipment - $462,000


In FY 2011 Wentworth has continued to invest in the Physical and Technological resources on campus. The capital budget includes:

• $1,741,000 for academic projects and equipment

• $1,100,000 in renewal & replacement of buildings and equipment

• $744,000 in technology

• $280,000 in other improvements

Due to the comprehensive campus master plan, with its supporting data and recommendations the Institute has the information necessary to guide its physical development to support the vision for Wentworth in the decade ahead.

Technological Resources

DTS has addressed many of the Strategic Initiatives introduced in 2008. SI 6.6.1, improve the performance of the wireless network, was upgraded to cover the entire campus including living areas and common spaces. The 358 access points provided 98% coverage across the campus. Starting in 2009, wireless access was also secured requiring authentication into the WIT network with Active Directory. Continued wireless expansion in 2009 and 2010 brought coverage to 100% of the campus buildings. See sample access point configurations for one residence hall floor and one academic floor.

Other responses to the Strategic Initiatives have been successfully implemented, including upgrading the Enterasys Network switches from 10/100MB throughput to 1GB throughput in FY 2008, followed by the introduction of Voice over Internet Protocol (VoIP) in FY 2010. Responses to Strategic Initiatives continued with the consolidation of the campus Data Center beginning in 2008 utilizing virtualization. The project transfers the servers from physical to virtual devices, thus reducing power and cooling requirements, and increasing availability time. The self-serve laptop environment initiative was met in 2009 with the ability for students and faculty to download software applicable to their academic programs. In 2010 the download program was further enhanced for faster downloads and for operating system upgrades to Windows 7 and Apple Snow Leopard. The Help Desk renovation was completed in 2009 to support the establishment of a certified repair facility. Prior to the program, all computer hardware was shipped off-site for repair. Now, all Lenovo repair is completed on-site, and average turnaround time has dropped from eight days to one day (See below for the repair metrics from 2009 forward.) In 2010, Wentworth become Apple-certified as well, and now all repairs are done on campus.

Strategic Initiative 6.6.7, assess and develop a plan for Enterprise Resource Planning (ERP) enhancements, has met with mixed success. The Banner implementation in the nearly campus-wide scope has been a success. Services have improved from the SIS system with greater ease through electronic access to information versus manually. The Institute objective of identifying and implementing a full campus-wide ERP system has led to the implementation/expansion of Banner in the Admissions Office. However, some best-of-breed systems remain on campus, including Millenium in Institutional Advancement, and PeopleAdmin in Human Resources.

http://www.wit.edu/NEASC2011/report2011/supplimental/WirelessRF_Map_samples.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/WirelessRF_Map_samples.pdf


Apple and Lenovo Laptop Repairs and Turn-Around Time

Month Ending

Number of Claims

Handled by Wentworth

Average Turn Around Time (in days) by Wentworth

Number of Claims by MicrosNE

Average Turn Around Time (in days) by

MicrosNE

March 2009 na na 54 9.83

All repairs outsourced to

MicrosNE

September 2009 52 2.00 45 8.00

Repairs a joint effort with MicrosNE and Wentworth depots

June 2010 117 1.20 na na Wentworth internal

repair only

October 2010 65 1.00 na na

May 2011 73 1.00 na na

During the early part of the decade security initiatives by Collegis and Sungard Managed Services were not sufficient to maintain a secure environment and network/data integrity. As a result of the Wentworth Information Security Program (WISP) and the disclosure of personal information in 2010, DTS has completed many upgrades to meet the Institute’s renewed commitment to data integrity, security and reliability, and to meet the state of Massachusetts’ strict Personal Identifiable Information (PII) guidelines. The initiatives included:

• Scanning all network and personal storage devices to identify and quarantine personal information.

• Institute a monthly scan of storage devices to find any new personal information.

• Completed a full network and web server scan to identify security vulnerabilities. The highest risk vulnerabilities were immediately mitigated.

Another area needing development is the evaluation of the Laptop program. Anecdotally, the program has been positively received overall, but metrics need to be developed on the academic impact for students, the effectiveness for improving academic programs, and the pedagogical impact for faculty. Public Safety As discussed above, the Department of Public Safety’s role has evolved to reach beyond the protection of people and physical assets. The Department has responded to the expansion of their responsibilities by adding personnel with specialized expertise, equipment, and by partnering with campus, COF and local agencies. What has been lacking is a comprehensive planning document that can be approved and submitted for short-term and long-range funding. In Spring 2011, the Institute hired an Interim Director with extensive experience in law enforcement administration. The director, now a permanent employee, has moved quickly to assess existing conditions and to develop short and long-range objectives, and plans for the department’s and the Institute’s safety and security.


PROJECTION Physical Resources

As stated earlier, the decade leading up to 2010 brought great changes to the Wentworth community and campus. Capital spending focused on creating a residential campus and the supporting facilities for an increased student presence. Enrollments increased and brought pressure on academic facilities to accommodate a larger number of students physically and technologically.

Coinciding with the need to update the Campus Master Plan the Board of Trustees was focusing on the needs of the academic areas to accommodate the increased number of students, stay current with equipment in existing labs, provide labs for new technologies and provide academic spaces for new programs.

In the academic year 2010/11 the Board of Trustees reviewed the campus master plan and prioritized the proposed new buildings and renovation projects. Projects which add new space that are approved for the next five to ten years are:

• an addition to Ira Allen to include 10 new science labs, faculty offices and study spaces (supports the Biomedical Program and expanded science offerings / Strategic Initiatives 1 & 6).

• renovation of Beatty Hall including expanded food service, student life facilities, health and exercise areas and the library (supports "student experience" and expanded 24-hour campus life / Strategic Initiative 3).

• a new Center for Engineering & Technology Building to replace Kingman and Williston Halls (supports three new and existing engineering and technology programs / Strategic Initiatives 1 & 6).

• a new residence hall on Huntington Avenue with 300+ beds for upperclassmen, (supports BOT goal to transition to a residential campus).

• the relocation of Sweeney Field and the tennis courts to the land on Parker Street currently used for parking (provides opportunities for better land use).

Included with all of these projects is the renovation of existing spaces once personnel and facilities are moved to new locations.

Renovation projects approved for the next five to ten years include:

• renovation of the Basic Industries Lab in Williston (supports Mission to provide "hands-on” learning / Strategic Initiative 1) – Completed Fall 2011.

• renovation of the Industrial Design Studios and shops in Annex East (supports Mission to provide "hands-on learning / Strategic Initiative 1)

• renovation of Dobbs Hall.

In addition to the above there are projects that have been approved but no start date scheduled. These include: addition of interior design studio space to Annex South and a new quad entry for Wentworth Hall which would enable access through the main entry on Ruggles Street directly to the quad.

In 2010 Dr. Pinizzotto announced the approval of three new engineering programs: Electrical Engineering, Mechanical Engineering, and Engineering to begin in 2011 and 2012. In addition, the previously approved program in Biomedical Engineering is scheduled to enroll its first class in 2011 as well as the first class in a Civil Engineering program. The


Master in Construction Management program exceeded enrollment estimates in the fall of 2010 by entering 28 students into the inaugural class. The Campus Master Plan and subsequent planning have addressed the space requirements for these programs. For example, the Ira Allen Building will be expanded and renovated to accommodate new chemistry, physics, materials science, and biology labs, as well as specialty labs for the Biomedical Engineering program and to accommodate expansion of life-science education at the Institute. Renovation of both the Ira Allen building and Beatty Hall began in 2011 with completion expected in Fall 2012. The renovation of Beatty Hall is primarily financed by a $10 million contribution from alumnus William Flanagan.

In the summer of 2011 the Board of Trustees also approved Bachelor and Masters programs in Civil Engineering and a Master’s in Facility Management.

Capital Facilities Projects Approved by the Board of Trustees and Funded

Date Project Description Building Projected Cost

2010-2011 Basic Industries Lab Renovation Williston 2,700,000

2010-2011 Flanagan Campus Center Beatty 10,000,000

2010-2012 Ira Allen Addition and Renovation (Science Center) Ira Allen 12,000,000

Capital Facilities Projects Approved by the Board of Trustees

Date Project Description Building Projected Cost

2012 Backfill Projects - result of Ira Allen & Campus Center projects Various 1,000,000

2012 Sweeney Field Turf Replacement 1,500,000

2012-2013 Industrial Design Renovation Annex East Annex East 7,000,000

beyond 2014 Engineering and Technology Center Williston site 24,000,000

beyond 2014 Residence Hall - 525 Huntington Avenue 54,000,000

beyond 2014 Sweeney Field Relocation Parker Street 20,000,000 Technological Resources

Wentworth is building the foundation to be on the cutting edge of technology to meet and benefit from the new trends and challenges in the next decade. The focus will be in many areas:

• Meet the growing demand for technology in the classroom. A laptop for every student is the first phase of the journey utilizing classroom technology. Under discussion are mobile devices, including tablets and smartphones, will be integrated into student activities and instruction. The future of mobile computing will require enhanced wireless capabilities, unified communications and services, and enhanced support.

• Move the Institute toward the next generation of unified communications. In FY

2012, the Institute plans to implement Microsoft Lync. The system focuses on unified access to voice, e-mail, fax, multimedia such as video and audio


conferencing. The system will provide a completely new environment strengthening collaboration, improving productivity and supporting the growing mobile community.

• Wentworth is committed to the protection of sensitive and personal information, thus

technical controls will be a focus for the immediate and long-term future to support the Wentworth Information Security Plan (WISP). FY 2012 and FY 2013 initiatives include:

o Network and web penetration testing with the implementation of Rapid 7, a

network and web vulnerability scanning tool.

o Managed Secure File Transfer will provide a means for encrypted /secure transfer of files to destinations outside the Wentworth secure network.

o Implementation of a Security Information and Event Management (SIEM) tool. The SIEM tool will manage network, server and application log files and flag abnormal activity in real time to allow network security personnel to immediately intercede.

o Microsoft Forefront will be implemented as a comprehensive solution to manage Institute identities, credentials and access permissions across the entire environment in a defined and efficient workflow.

o Encryption of the Oracle database in the campus-wide ERP system Banner utilizing Oracle Advance Security.

o Data security for laptops and desktops. Encryption software will be implemented on laptops utilized off campus. Staff and administration desktops will be migrated to VMWare View, which modernizes desktops and applications by moving them into the cloud as a managed service.

o Document imaging for document management. The PaperVision solution provides secure electronic document management for office automation and conserves paper, time and money while also integrating with existing administrative applications.

Additional projects include the development of a custom data warehouse to support the information requirements for management of strategic decision-making. The partnership with Doublestar/Velaris will generate metrics and analytics in Admissions, Financial Aid, Registration, and Institutional Advancement. Wentworth is also analyzing a Disaster Recovery/Business Continuity site for high availability of critical systems.

The development of virtual classrooms and laboratories are included in the 2012 fiscal year budget to support the potential growth in distance education, and as an alternative to deliver applications for the laptop program.

Wentworth will continue to identify current trends, consult outside experts and analyze peer institutions to meet the needs of the millennial student and deliver the best possible higher education technology environment.

Public Safety

With the Virginia Tech shootings in 2007 and subsequent expansion of the Clery regulations as the result of passage of the Higher Education Opportunity Act in 2008, the Public Safety Department is focusing on fulfilling compliance activities with the many varied disciplines through the Campus Community. Not only is the Public Safety Department focused on the protection and education of all students, faculty, and staff in the areas of personal safety


and security, but is also dedicated to the protection of the Institute’s physical property and assets. Emphasis is centered on:

• Officers’ educational sessions with students relative to drug and alcohol usage.

• urban environment awareness and training in areas of personal safety.

• increases in safety and security techniques, hardware development and associated equipment.

In addition to these measures, Public Safety is collaborating with the Colleges of the Fenway (COF) to establish a Continuity of Operations Plan (COOP) that will enable Wentworth to focus on preparedness, emergency response, and college continuation. The first meeting of this committee was in August 2011.

In the area of hardware development, Public Safety is planning:

• an upgrade to the emergency notification and timely warning system that will ensure rapid notification of all the Campus Community in the event of emergency or unusual situations.

• installation of a new digital radio and base station for the Public Safety and Police Department which will provide more efficient response and direct communication with local authorities.

• installation of additional cameras in exterior and interior locations. There has been a 50% increase in the number of cameras, from 24 to 36, in the last four months.

• installation of additional Emergency Call Boxes across the campus.

• installation of card readers and magnetic locking devices on all exterior doors for better monitoring and control of access.


Over the past ten years, Wentworth’s successful shift to a residential campus and an increase in student enrollment has led the Institute to review its physical resources. Multiple assessments were done of the various types of facilities, and this research was used to develop a Campus Master Plan. However, the general financial environment has changed over the last three years, leading the Board of Trustees to responsibly review the plan and prioritize the proposed new construction and renovations. Realistically, Wentworth has made significant strides in upgrading its physical and technological resources, including the construction of two new dormitories, the renovation of Beatty Hall (Flanagan Campus Center) and the Center for Sciences and Biomedical Engineering both now in progress, the wiring of the entire campus, the upgrade to the Banner system, renovation of the DTS help desk, upgrading classroom technology, and the laptop and software initiatives. Wentworth has made significant and realistic strides in improving both its physical infrastructure and technological resources, while continuing to assess its current needs and plan for the future.


Data First Form Standard Eight: Physical and Technological Resources

Campus location

Serviceable Buildings

Assignable Square Feet (000)

Main campus

35

608,620 Net2 = 796,569

Other U.S. locations

-

-

International locations

-

- Gross1 = 1,243,593

3 Years Prior

2 Years Prior

1 Year Prior

Current Year

Next Year Forward

(goal)

(FY 2009) (FY 2010) (FY 2011) (FY 2012) (FY 2013)

Revenue ($000)

Capital appropriations (public institutions)

Operating budget

8,292 10,915 19,500 15,300 13,800

Gifts and grants

- 4,000 6,000 -

Debt

- - - -

TOTAL

8,292 14,915 25,500 15,300 13,800

Expenditures ($000)

New Construction/Major Renovation:

Ira Allen Addition - 500 10,000 4,000 - Flanagan Campus Center 4,000 6,000 - - Annex East/Industrial Design 1,000 6,000 SUB-TOTAL 4,500 16,000 5,000 6,000

Renovations, maintenance and equipment:

Annual Capital 3,049 2,250 2,250 2,250 2,250 Supplemental 283 300 300 300 300 Planning for Capital Projects 161 200 200 200 200 Deferred Maintenance 455 500 500 500 500 Kingman - 1,065 - - - MSCM - 200 - - - Basic Industries - 1,000 1,700 - - Baker Bathrooms - 350 - - - Backfill - - - 1,000 - Sweeney Field Turf Replacement - - - 1,500 - SUB-TOTAL 3,948 5,865 4,950 5,750 3,250

Technology:

Annual Technology 915 750 750 750 750 Laptop Program 3,429 3,800 3,800 3,800 3,800 SUB-TOTAL 4,344 4,550 4,550 4,550 4,550

TOTAL 8,292 14,915 25,500 15,300 13,800

(continued on next page)


Assignable square feet3 (000) Main

campus

Off-campus

Total

Classroom

41233 - 41233

Laboratory/lab support 79,436 - 79,436

Office (fac/staff, conference rm) 72,026 - 72,026

Studio/studio support 39,683 - 39,683

Special (recreational) 32,236 - 32,236

General (dining)

13,344 - 13,344

Support

0 - 0

Residential

313,022 - 313,022

Other

17,640 - 17,640

Major new buildings, past 10 years

Building name

Purpose(s)

Assignable Square Feet3

Cost (000) Year

555 Huntington Avenue

A 355 bed (61 apartment) residence hall with "storefront" offices for the Center for Community & Learning Partnerships

64,399 33,998 2005

610 Huntington Avenue

A 464 bed (83 apartment) residence hall with "storefront" offices for Public Safety Department

89,459 33,860 2001

New buildings, planned for next 5 year

Building name Purpose(s)

Gross Square Feet3

Cost (000) Year

Ira Allen Addition (Includes original building upgrades)

Science & Biomedical Labs 36,000 12,000 2012

Campus Center Addition (Beatty Hall) Student Experience 30,000 10,000 2012

Center for Engineering & Technology

Engineering Labs 45,000 23,175 2017-18

525 Huntington Avenue Residence Hall

305 beds (Upper-class housing) 120,000 53,600 2015-16

Sweeney Field Relocation - Parking Garage

Athletics 23,000 20,200 2019

Tennis Court Relocation (to Halleck Lot)

Athletics 12,000 1,000 2010


Major Renovations, past 10 years (add rows as needed)

The list below includes renovations costing $200,000 or more.

Building name

Purpose(s)


Cost (000) Year

66 Louis Prang A 12 bed (3 apartment) townhouse residence hall 6,708 692 2003

Renovations planned for next 5 years (add rows as needed)

The list below includes renovations costing $1,000,000 or more.

Building name

Purpose(s)


Cost (000) Year

Williston Hall - Basic Industries Lab 6,811 2,700 2011

Annex East - Industrial Design (Includes a 5,000 sf mezz addition in old gymnasium)

5,500 7,000 2013-14

Annex South - Top floor addition (int. studio)

7,000 3,500 TBD

Wentworth Hall - Quad Entry 1,000 1,500 TBD

Dobbs Hall (1st - 4th floors) 18,486 4,500 2019

1. Gross Square Feet: area of the floor plate of the building 2. Net Square Feet: available space within a building (floor plate, less space occupied by walls, shafts, columns) 3. Assignable Square Feet: Basically net Square footage minus bathrooms, egress corridors, stairs, elevators (not true

assignability but close) NOTE: All costs (000) are TOTAL project costs.

STANDARD NINE FINANCIAL RESOURCES 174

STANDARD NINE FINANCIAL RESOURCES

DESCRIPTION Wentworth Institute of Technology’s financial resources are sufficient to help it achieve its educational objectives. The Institute has produced surplus funds (see below) from operations in thirteen consecutive years (1998 through 2010) through conservative budget forecasting and strict expense control.

FY Ending Operating Revenues

Operating Expenses

Operating Surplus

6/30/1998 41,606,332 40,574,239 1,032,093

6/30/1999 42,093,855 41,608,477 485,378

6/30/2000 46,602,207 44,575,262 2,026,945

6/30/2001 48,153,930 46,637,057 1,516,873

6/30/2002 53,190,870 51,628,647 1,562,223

6/30/2003 56,951,178 54,775,832 2,175,346

6/30/2004 59,020,526 56,475,443 2,545,083

6/30/2005 62,951,286 60,069,041 2,882,245

6/30/2006 72,400,234 67,622,659 4,777,575

6/30/2007 77,836,325 73,127,509 4,708,816

6/30/2008 81,284,031 79,875,017 1,409,014

6/30/2009 84,146,688 82,697,756 1,448,932

6/30/2010 89,948,796 83,648,326 6,300,470

Consistent leadership in the Business and Finance divisions have also benefited the Institute greatly, with the past Vice President for Business and Finance having served 35 years at the Institute (including 20 as the Vice President) and the current Vice President of Finance now in his 17th year at the Institute (including 10 as the Associate Vice President). Over the last five fiscal years (from 2006 through 2010), revenues from operations have grown by 24.2%. Wentworth continues to be heavily tuition and fee dependent as 93% of operational revenues come from tuition, room and board. Management believes the Business and Finance areas have evolved from a compliance and reporting operation into a proactive partner within the Institute and with its many stakeholders in the surrounding community. Over the last decade, many of the goals mentioned in the Vision Statement “By the Year 2007” (long-range planning document) have been completed. Financial resources played a large part in the attainment of certain goals, including creating new resources to tutor and advise students to assist them in reaching graduation and the construction of a second residence hall over this time period which has allowed the Institute to become a residential




campus as opposed to a commuter campus. The Institute is currently working with the Boston Redevelopment Authority to develop a campus master plan to improve the areas adjacent to and/or on the campus including, but not limited to, additional classroom, office and lab facilities, a student center facility, and relocation of the current playing field. Also, the Institute has achieved many financial resource related goals stated in the Strategic Plan, which envisions where the campus will be in 2012. Milestones within the plan achieved to date include outfitting classrooms to begin the first master’s degree program on campus which began in the fall of 2009 (Architecture) and providing additional recruitment dollars to aid in the expansion and enrichment of the student body by enrolling more females and minorities. Board Committees Fiduciary responsibility for the Institute is vested in the Board of Trustees (Board) under the Institute’s Charter and Bylaws. The Board exercises its financial fiduciary oversight through three committees: The Audit Committee, The Investment Committee and the Budget and Finance Committee. Each committee has its own charter which details, among other items, committee size and number of meetings required per academic year, responsibilities and objectives, and member selection. The Audit Committee oversees the Institute’s financial systems and accounting practices. One of the primary duties of the Audit Committee is to recommend annually to the Board an independent external auditor to examine the books and records of the Institute. The Institute’s financial statements are audited annually by Mayer Hoffman McCann P.C. (MHM) (formally Tofias P.C.) in accordance with generally accepted auditing standards. MHM has audited the Institute’s records since June 2007. Each year the Institute’s senior management, the President, and the Audit Committee review the audited financial statements, the audit of the Institute’s federally sponsored research and financial aid programs which are required under the Office of Management and Budget (OMB) Circular A-133 and the Institute’s federal and state tax returns. Also as part of the financial statements audit, comments and recommendations from the independent accounting firm are presented to the Institute as part of their required communications. The report outlines specific areas of improvement. During the following fiscal year, the Controller’s office, with the cooperation of other Institute offices if needed, actively remedies all areas identified (if any) by the independent accounting firm by developing a corrective action plan and incorporating the action items from the plan into the office’s goals. The Audit Committee reviews and discusses each external auditor comment with the Institute’s management each year. The Institute’s fiscal policies, in areas of greatest risk exposure, are clearly stated in writing and consistently implemented in compliance with ethical and sound financial practices under the direction of the Audit Committee. Within the last ten years, conflict of interest policies were adopted and must be signed annually by all Institute Board members and administrative staff from the President down to department heads. More recently, a Whistleblower and Anti-Retaliation policy was adopted to make employees aware of their rights if they are witness to any financial impropriety occurring at the Institute. Regarding risk management programs, the Institute insures itself against unforeseen losses by securing various types of insurance as protection. Each year an independent insurance advisor evaluates the coverage types, amounts and carriers in the Institute’s insurance


http://www.wit.edu/NEASC2011/report2011/supplimental/CommitteeCharters.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/CorrectiveAction.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/CorrectiveAction.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/ConflictofInterest.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Conflict-Interest-Policies.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/WhistleblowerPolicy.pdf


program and recommends any needed course(s) of action. The advisor’s recommendations are provided to the Audit Committee on an annual basis. The Investment Committee of the Board of Trustees is responsible for the overall management of the Institute’s short-term and long-term investment strategies. Specific responsibilities of the Investment Committee include working with the Institute’s independent endowment advisor (Prime, Buchholz & Associates, Inc.) on: developing an investment policy, quarterly review of the investment portfolio and recommending position changes if necessary, manager selection, performance reporting, and an annual examination of the spending policy. Regarding funds for operations, Institute reserves have grown 50.0% from $17,425,000 to $26,138,000 for the period June 30, 2006 to June 30, 2010. During the same time period, pooled investments within the endowment have decreased 15.2%, from $78,811,000 to $66,796,000. The endowment decrease is largely attributable to the investment market corrections which affected the entire economy during calendar year 2008 and into early 2009. The Institute utilizes a spending rate policy of 5% of the endowment’s market value averaged over the past three year-end closing values, which is included in the Institute’s overall revenue budget. Additionally, the Institute’s endowment fund is mostly (75%) unrestricted. Therefore, the Institute has the flexibility to use these funds if there is a significant need or crisis. The Institute’s endowment had a market value of $76,100,000 on December 31, 2010. The Budget and Finance Committee is responsible for general oversight over the finances of the Institute and the receipt and disbursement of its funds. Specific responsibilities include: making an annual recommendation to the Board on the proposed operational budget showing estimated revenues (including tuition changes, if any) and expenses of the Institution for the following fiscal year, recommending to the Board any potential debt offering the Institute is considering, and providing statements of financial policy and financial plans (excluding the endowment funds, which are covered by the Investment Committee of the Board). Management Wentworth Institute of Technology ensures its educational mission is affordable (see below) and accessible by charging reasonable tuition rates ($24,000 for the 2012 fiscal year) that are competitive with other private and public institutions in the New England area. Budgetary control is the responsibility of the Vice President of Finance. The FY 2012 tuition rate represents a 4.9% increase over the prior year with a discount rate projected at 29.9% for the same year to ensure our tuition remains affordable. The Budget Team, consisting of the Vice President of Finance, the Vice President for Business, the Associate Vice President for Finance and the Budget Manager, works closely with the Institute community each year in assembling the required operational and capital budgets. The Institute has a participatory budget process for operating and capital expenses. To start the process, the Vice President of Finance and the Vice President for Business will customarily have at least one meeting with all Institute budget managers (department chairs and deans) to provide insight and analysis on the financial affairs of the Institute. Before the next fiscal year (July 1 – June 30), budget proposals are prepared by all budget managers and then approved by each manager’s division head. Proposals for capital items (equipment, building renovations or new program initiatives) are made in November through March of the current year while operational proposals are made in February and March of the current year. The President is responsible for proposing tuition rate changes

http://www.wit.edu/NEASC2011/report2011/supplimental/TuitionCompare.pdf


(if any) for the following fiscal year in January to the Budget and Finance Committee. The Budget and Finance Committee then recommends these changes (if any) to the full Board at its February meeting for approval. Initial revenue and expenditure estimates (including capital) are prepared by the Finance division in early April. The Vice Presidents of Business and Finance then recommend Institute-wide capital and operational budgets, respectively, to the President’s Administrative Council (PAC) and the President. The President hears and evaluates the defense of each division head for the budget proposals within his/her division. The President reaffirms strategic priorities and evaluation criteria with PAC and recommends a final preliminary operational budget to the Budget and Finance Committee in late April and then to the full Board of Trustees in May for final preliminary approval. On the capital side, the President offers a similar presentation to the Physical Facilities Committee. Approved preliminary operational and capital budgets are then loaded into the Institute’s general ledger system for viewing and spending purposes. After fall enrollment figures are determined in the following year, the budgets are reaffirmed to the full Board of Trustees at its September meeting for final consideration and approval. At subsequent Budget and Finance Committee meetings, committee members review and compare operational budget figures to actual performance at each quarter end.

FY Ending Full-time Tuition

Percentage Increase

Tuition and Fees

Student Aid

Net Tuition

and Fees

Tuition Discount

Rate

6/30/1998 11,500 - 31,245,561 (4,472,301) 26,773,260 -14.31%

6/30/1999 12,000 4.3% 32,183,597 (4,638,227) 27,545,370 -14.41%

6/30/2000 12,450 3.8% 35,518,833 (4,884,525) 30,634,308 -13.75%

6/30/2001 13,000 4.4% 37,582,946 (4,558,541) 33,024,405 -12.13%

6/30/2002 13,650 5.0% 40,696,534 (5,323,746) 35,372,788 -13.08%

6/30/2003 14,300 4.8% 43,875,896 (6,417,999) 37,457,897 -14.63%

6/30/2004 15,000 4.9% 47,704,956 (8,232,253) 39,472,703 -17.26%

6/30/2005 15,700 4.7% 51,889,765 (9,842,254) 42,047,511 -18.97%

6/30/2006 18,500 17.8% 59,025,569 (10,510,602) 48,514,967 -17.81%

6/30/2007 19,300 4.3% 62,670,310 (11,511,447) 51,158,863 -18.37%

6/30/2008 20,150 4.4% 68,695,561 (13,956,059) 54,739,502 -20.32%

6/30/2009 21,100 4.7% 74,947,492 (16,465,597) 58,481,895 -21.97%

6/30/2010 21,800 3.3% 80,260,109 (18,454,289) 61,805,820 -22.99%

6/30/2011 22,870 4.9% 82,857,398 (21,233,321) 61,624,077 -25.63%

6/30/2012 24,000 4.9% 92,039,371 (27,529,431) 64,509,940 -29.91%*

* FY 2012 Budgeted Figures.

During the fiscal year, each operational organization (budget) has an assigned budget manager whose responsibilities include monitoring actual expenditures against budgeted allocations. Each budget manager can access the Institute’s Banner Finance System (general ledger) to view organizational activity throughout the fiscal year. Funds for purchases are encumbered in real time online so organizational information is always current. If purchasing goods or services through the Institute’s procurement card program (which began in November 2001), transactions are uploaded monthly to the System. Budget managers are encouraged to review their organization(s) periodically to ensure


posted transactions are valid. Any budget manager questions or comments are directed to the Associate Vice President for Finance for responses or resolutions. The Associate Vice President for Finance also monitors actual performance to budget on a monthly basis via the use of the Institute’s report writer system (Argos produced by Evisions) which has been designed exclusively to interact with the Banner ERP platform. Beginning in December of each year, quarterly forecasts of revenue and expenditures based on year-to-date results are prepared to ensure financial projections remain on track. The Institute also actively uses a financial planning model to predict long-term future revenue streams and expenditures. The Institute’s future budgets are based on revenue estimates of student tuition and fees, distribution of endowment and similar funds relating to the spending rate, gifts, grants, auxiliary enterprises revenue and other miscellaneous revenues and on expenditure estimates based on the academic and administrative centers of the Institute. The FY 2012 operating budget is expected to be $94 million. The model is especially useful in assisting senior management in projecting simulations, such as the effect additional debt would have on the Institute’s future working capital reserves. The Controller’s office prepares quarterly financial statements in September, December, March and June, again with the assistance of the Argos report writer platform. The statements provide the Institute’s senior management a key resource in determining Wentworth’s financial viability and are also required under various bond covenants securing the Institute’s debt. The Institute currently has $87,630,000 in outstanding variable rate debt, $74,295,000 of which was acquired over the last decade to: a) construct two new student residence halls which house 819 Wentworth upperclassmen and b) refinance an earlier bond issuance which was used for the acquisition and renovation of another dormitory and lab renovations. The remaining debt of $13,335,000 stems from a 1998 borrowing of $15,000,000 used mainly for the construction of new classrooms and office suites. All of the Institute’s debt issues were refinanced in years 2007 and 2008 to secure more attractive financing terms. Currently $65,090,000 (74%) of the Institute’s total debt outstanding is fixed via interest rate swap agreements. The three swap agreements (with three different bank counterparties) have set interest rates ranging from 3.30% to 3.62% per annum. The rating agency Moody’s Investors Service has a current rating of Baa1 assigned to the Institute’s Series 2008 Bond Issue, a rating which in effect covers the Institute’s entire debt portfolio. Bond covenants on the various outstanding debt issues require that the Institute maintain compliance with specific financial measurements and ratios. The Institute has generally been in compliance with its bond covenants except for the fiscal year ending June 30, 2009. The reason for the non-compliance in 2009 was due to the large losses experienced in the Institute’s endowment which led to the failure of one covenant; the Institute worked successfully with its lender supporting that particular debt issue (JP Morgan Chase) to obtain a waiver. At March 31, 2011, the Institute’s debt service coverage covenant measured 5.8 to 1.0 with a required level of 1.25 to 1.0. Institutional Advancement The role of Institutional Advancement at Wentworth Institute of Technology is to develop understanding and support among its various constituencies in order to secure the resources required to aid Wentworth in fulfilling its educational mission. Advancement seeks to effectively brand Wentworth and communicate its key messages to alumni, students, faculty, staff, prospective students, media, government officials, donors, and industry;

http://www.wit.edu/NEASC2011/report2011/supplimental/FinancialPlanningModel.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/BondCovenants.pdf


foster strategic relationships for enhancing educational opportunities for students; and shape the future of Wentworth by increasing philanthropic revenue in support of Institute priorities. To accomplish this goal, the Office of Institutional Advancement is the umbrella under which the following integrated programs are conducted to accomplish the Institute’s fundraising and public relations efforts:

• Annual Giving

• Alumni Relations

• Public Affairs

• Advancement Operations

• Major Giving and Planned Giving

• Corporate and Foundation Relations

The Office of Institutional Advancement directs its fundraising efforts toward the fulfillment of institutional purposes as outlined in the Strategic Plan developed by the President, members of the President’s Administrative Council and the Board of Trustees. The Development Committee, a sub-committee of the Board which meets on a quarterly basis, approves annual fundraising goals and objectives. The Office of Institutional Advancement accepts gifts in accordance with its gift and pledge policies and procedures from individuals, corporations, foundations and public agencies and as such, the Office of Institutional Advancement recognizes its responsibility to work closely with the Finance office to ensure that all donor gifts are appropriately stewarded and managed and that donor intent is respected. Each donor receives an acknowledgement indicating the amount, tax deductibility and the intended purpose of the gift. APPRAISAL Management Operational and capital budgetary planning are directly aligned with the academic mission of Wentworth Institute of Technology. Priorities described in the Institute’s Strategic Plan have been allocated financial resources to ensure their success, such as recruitment of new students and the feasibility of building a student campus center. The Institute’s annual operational budget is primarily based on tuition revenue estimates and therefore the potential for shortfalls exists. To counter this, final budget approval is given by the Board of Trustees after enrollment figures are determined in September of that fiscal year. The annual budget is responsible and conservative and does provide limited flexibility if needed. Senior management and the Board believe it is not prudent to depend on proceeds from the endowment fund to cover deficits unless an unforeseen circumstance should arise. The Institute’s cash flows have improved yearly allowing the organization to reinvest in its Physical Plant (i.e., replacing the old computer network with the latest technology, renovating teaching labs and studio rooms and updating older dormitory facilities) and reduce the amount of deferred maintenance. The positive change in the Institute’s cash position is attributable to many factors such as responsible budgeting, increased student retention on every level, strong receivable collection efforts and a stable management team. The Institute has developed sound controls over tracking budgets to actual revenue and expense figures on a periodic basis including emailing operating statements to each budget manager monthly so that he or she may monitor any variances. Variances are explained by


the Vice President of Finance to senior management and members of the Board’s Budget and Finance Committee. Board Committees The efficient operations of the Institute’s Controller’s office and sound financial decisions of senior management and the Board of Trustees are evident from the annual audited financial statements (unqualified opinion) performed by an external independent accounting firm. The minor number of findings reported on each year for the Institute to act upon illustrate sound accounting practices are in place. Guidance provided by the Board’s Audit Committee has led to clearly written policies over the years which have kept the Institute in compliance with certain state and federal regulatory agencies. The Board’s Investment Committee meets quarterly to provide oversight of the Institute’s endowment and certain other monetary holdings. With the 2008 downturn in the world’s investment markets the committee engaged an independent investment advisor to review the Institute’s endowment portfolio. The independent advisor noted that with the endowment managed by one manager (Commonfund) who invested only in its own mutual funds the Institute was susceptible to limited transparency and high entity risk. The Committee members played an integral role in recommending and authorizing the change from this long-standing investment manager to multiple independent investment managers, thus reducing certain risk factors. The Institute has formally engaged the independent investment advisor on an ongoing basis to serve the committee in manager selection, performance reporting and other investment related areas. The oversight of the Board’s Budget and Finance Committee has aided the Institute in determining the appropriate course of financial action. The Institute is meeting its objective with a participatory budget process first implemented in 1997. To aid budget managers in planning for future expenditure activity, the Institute’s Budget Team has established standard operating procedures that are disseminated electronically on an annual basis to all budget managers and division heads. The systems used for budget capture have been deemed a huge success on many fronts, from their ease of use by the end user all the way through to extracting reports by the Team. Also, the operational and capital budget processes have the flexibility to enable the Institute to plan for foreseen and unforeseen expenses. For example, a few months after beginning the fiscal 2009 year world market indexes began to drop precipitously. This caused a large drop in the market value of the Institute’s long-term investment holdings within the endowment and operational fund assets. After meeting with the Budget and Finance Committee in late October 2008, management in the finance division quickly exited certain mutual fund holdings relating to operational fund assets to prevent further losses. Divisional management then met with campus budget managers in mid-November to discuss steps being taken to ensure the Institute would remain on solid financial footing, including a 10% cut to all divisional discretionary budgets and the cancellation or deferment of certain 2009 capital projects. The committee added a special session to the yearly meeting schedule in December 2008 to ensure management was following a conservative agenda for the remainder of fiscal 2009 and held open the possibility of additional meetings if circumstances persisted. When fiscal 2009 had concluded, the Institute had its twelfth straight operating surplus. The Institute’s debt capacity was severely hindered in fiscal 2009 after the drop in the world’s investment markets. The endowment is 75% board designated (unrestricted) and

http://www.wit.edu/NEASC2011/report2011/supplimental/OperatingBudgetFY12.pdf


this has been a noted strength in bond offerings over the last decade. The endowment dropping 22.7% in that fiscal year was one factor that lead Moody’s in May 2009 to issue a negative outlook in relation to the Institute’s aggressive debt structure. According to Moody’s, the Institute’s average debt service coverage dropped from 3.3 to 1.6 times from June 30, 2008 to 2009 (again, at December 31, 2010, the coverage ratio is at 4.6). Thus, the Institute has no plans to add additional debt in the foreseeable future and does not foresee restructuring its debt portfolio at this time as the current debt outstanding averaged an interest rate of 2.84% for fiscal 2010. The Institute also participates in several annual financial surveys such as the federally mandated IPEDS and the NACUBO sponsored Tuition Discounting and Endowment Surveys. The Institute commonly compares itself to peer and Moody’s rated Baa institutions in such areas as tuition dependence, debt capacity and endowment spending. Institutional Advancement The Office of Institutional Advancement developed a 5-year business plan in fiscal year 2007 with a goal and corresponding fundraising plan to raise $26 million during the course of the next five fiscal years. The intent of this fundraising plan is to build annual, major and planned giving. The Institute has made great strides in fundraising and building greater awareness around Institute priorities. Between fiscal years 2007 and 2011, revenue from contributions and private grants totaled $22 million. Nevertheless, these contributions account for a small percentage of total revenue. Annual fundraising in fiscal 2010 accounted for only 0.5% of total operating revenues (tuition and auxiliaries=92.9%, investment income=5.8%, grants and contracts=0.6%, other=0.2%) This is a low percentage compared with those of benchmark institutions. Wentworth plans to rectify this situation by continuing to improve its fundraising efforts, particularly with regards to increasing participation from alumni. The Institutional Advancement staff serves as the chief liaison between alumni and the Institute. These activities include class reunions and other alumni gatherings, “friend-raising,” and providing guidance to other special projects of the Alumni Association. The alumni relations staff also fills the important role of obtaining alumni records and communicating with the alumni directly and indirectly through their website and other publications. We currently send monthly e-newsletters (Wentworth Connection) to 9,000 alumni and friends and a recently redesigned alumni magazine to 32,000+ alumni and friends. We also have an online community (WITNet) that has 1,930 registered alumni. Current challenges include:

• Present inability to access full range of top prospects: The annual giving program provides opportunities to expand the pool and engage leadership donors on a direct basis.

• Developing leadership example: Some volunteer leadership have not yet set a motivational giving standard for other potential donors.

• The success paradox: As the Institute successfully engages more alumni, those alumni demand more from the school.

http://www.wit.edu/NEASC2011/report2011/supplimental/PeerComparison.pdf

https://secure.www.alumniconnections.com/olc/pub/WWT/event/showEventForm.jsp?form_id=3723

http://blogs.wit.edu/magazine


• Alumni disengagement: This is not an institution with a long and proud tradition of alumni engagement. Also, the student experience varies depending on year of graduation.

• Reaching the isolated: With such significant concentrations of our alumni in key metropolitan areas, finding opportunities to expose alumni in less well populated geographies to the Institute is an ongoing struggle.

PROJECTION The Institute is financially stable. Results from operations have produced thirteen consecutive years of surpluses and the Institute currently has its highest operational fund assets (working capital) availability in history. New undergraduate, graduate and lifelong learning programs have recently been instituted and additional programs are currently being developed. Also, new science and engineering labs and a student campus center facility are currently being constructed. Lastly, a majority (roughly 75%) of the Institute’s endowment is unrestricted, providing the Institute further flexibility if needed. The Institute’s budgetary model derives from a thorough understanding of Wentworth’s revenue inflows and expenditure outflows. Budgetary projections from the model are conservative and do allow for adjustment if that is deemed necessary. For example, in fiscal 2011 Wentworth did not achieve the new student cohort that was anticipated (1,000 budgeted versus 945 enrolled). The revised new student cohort figure was incorporated into the model and dictated the amount of spending cuts needed to arrive at a revised (but lowered) annual operating surplus. A capital spend element has also been incorporated into the model to track for ongoing capital commitments as well as major building initiatives planned for the future. Although the Institute is financially stable, it continues to be highly tuition dependent. Based on the Institute’s fiscal 2010 audited financial statement, roughly 93% of the Institute’s revenues are derived from tuition, room and board. Further examination indicates 93% of all tuition dollars are derived from the day undergraduate programs. As the Institute continues to benchmark itself against comparable Baa institutions as ranked by Moody’s this is clearly an area in need of improvement. To that end, the Institute is beginning to expand graduate and lifelong learning programs to appeal to a larger student population. Also, the Institute in 2010 formulated a grants steering committee made up of faculty and staff across the Institute. The committee is currently working with an external consultant to determine appropriate federal and state awards to be applied for. Fundraising activity remains in a growth stage at Wentworth. Significant changes are happening at the Institute, including an academic organizational restructure, new programs, and three new major construction projects. These changes help position the Institute more favorably as we seek financial support. In March of 2011, we marked the beginning of a new strategic planning process that will once again identify new areas for growth and opportunity. It is expected that these will require significant financial investment. The Vice President for Advancement will work with the President, Provost and Deans to develop new opportunities for attracting donors that will help underwrite major projects and initiatives over the long-term. Annual target plans will also be developed and success examined at the end of each year with the Development Committee. Over the course of the next few years the Institute will think in terms of mini-campaigns with very clear and precise, project-related goals. Discussions with the faculty concerning


the realignment of academic priorities and resources are an integral part of the Institute’s resource planning. There is strong interest among faculty to engage alumni and companies in educational initiatives. The Office of Institutional Advancement recently aligned gift officers with the dean’s and key faculty members of the new colleges in an effort to promote faculty/alumni engagement. To date that has meant taking faculty on the road to meet and engage alumni, leverage existing faculty relationships to generate philanthropic support and engage faculty in reviewing alumni lists. A Corporate Engagement Committee comprised of faculty, career services and corporate educational representatives is currently being built that will aid in how we discuss corporate support beyond their co-op involvement. Their first meeting is scheduled for the Fall of 2011. Alumni relations remain a critical function within the Institute environment. One of the goals, especially in light of the new college structure, will be to create programs that will build class identity, a factor that drives reunion/event interest and a platform on which future successful fundraising programs can be built. The availability of staff and financial resources is a critical constraining factor in the pursuit of achieving this goal. Marketing is not centralized at Wentworth resulting in inconsistent messaging and design elements for both electronic and print communications. The establishment of the director of marketing is an important step for the Institute. One of the primary goals of the director will be to ensure that key messages are communicated with greater consistency and within a brand standard that is reflective of the Wentworth of today while remaining true to its mission and values. Articulating clear, mission-based priorities and capital projects that will excite and motivate donors, combined with an effective marketing and brand strategy is paramount. INSTITUTIONAL EFFECTIVENESS

The Institute has a participatory budget process for operating and capital expenses, and regular reviews are conducted to compare budget figures to actual performance at each quarter end. Operational and capital budgetary planning are directly aligned with the academic mission and priorities illustrated in the Institute’s Strategic Plan have been allocated financial resources to ensure their success. As a result, Wentworth’s financial resources are sufficient to help it achieve its educational objectives. The Institute’s cash flows have improved yearly, and standard operating procedures have been implemented and disseminated campus-wide. Further, the Institute utilizes external assessment where appropriate; for example, the Investment Committee engaged an independent investment advisor to review the endowment portfolio and used the results of this review to improve its planning and function. Thus, the Institute has in place appropriate internal and external mechanisms to evaluate its fiscal condition and financial management, and uses the results of these activities for improvement.


Data First Form Standard Nine: Financial Resources

Statement of Financial Position/Statement of Net Assets

2 Years Prior

(FY 2009)

1 Year Prior

(FY 2010)

Most Recently

Completed Year

(FY 2011)

Percent Change

2 yrs-1 yr prior

1 yr-most recent

ASSETS

Available in Team Room.

CASH AND SHORT TERM INVESTMENTS 16,165,839 26,138,315 61.7 -

CASH HELD BY STATE TREASURER - -

DEPOSITS HELD BY STATE TREASURER -

ACCOUNTS RECEIVABLE, NET 1,346,980 1,082,586 -19.6 -

CONTRIBUTIONS RECEIVABLE, NET -2.3 -

PLEDGES RECEIVABLE 430,828 302,964 -29.7 -

CHARITABLE REMAINDER UNITRUSTS 827,766 926,893 12.0

TOTAL 1,258,594 1,229,857

INVENTORY AND PREPAID EXPENSES 1,410,400 1,306,636 -7.4 -

LONG-TERM INVESTMENTS 0.5 -

INVESTMENTS – POOLED (ENDOWMENT) 66,779,877 66,769,355

FUNDS RESTRICTED FOR PROPERTY

ACQUISITION AND ANNUITY OBLIGATIONS 13,364,417 13,698,590

INVESTMENT – NON-POOLED 557,967 608,998

TOTAL 80,702,261 81,103,943

LOANS TO STUDENTS 4,365,849 4,387,439 0.5 -

FUNDS HELD UNDER BOND AGREEMENT 6,409,987 6,734,132 5.1 -

PROPERTY, PLANT AND EQUIPMENT, NET 134,794,058 130,059,516 -3.5 -

OTHER ASSETS 565,632 628,699 11.1 -

TOTAL ASSETS 247,019,600 252,671,123 2.3 -



LIABILITIES


ACCOUNTS PAYABLE AND ACCRUED LIABILITIES 4,704,714 5,676,988 20.7 - DEFERRED REVENUE & REFUNDABLE ADVANCES 7,807,689 8,006,018 2.5 -

DUE TO STATE - -

DUE TO AFFILIATES - - ANNUITY AND LIFE INCOME OBLIGATIONS 6,966,324 6,085,327 -12.6 -

AMOUNTS HELD ON BEHALF OF OTHERS 33,981 53,379 57.1 -

LONG TERM DEBT 92,550,000 90,130,000 -2.6 -

REFUNDABLE GOVERNMENT ADVANCES 3,567,717 3,422,266 -4.1 -

OTHER LONG-TERM LIABILITIES 11,408,790 14,058,438 23.2 -

TOTAL LIABILITIES 127,039,215 127,432,416 0.3 -

NET ASSETS

UNRESTRICTED NET ASSETS

INSTITUTIONAL 93,502,645 96,826,493 3.6 -

FOUNDATION -

TOTAL 93,502,645 96,826,493 3.6 -

TEMPORARILY RESTRICTED NET ASSETS

INSTITUTIONAL 15,806,459 16,955,157 7.3 -

FOUNDATION -

TOTAL 15,806,459 16,955,157 7.3 -

PERMANENTLY RESTRICTED NET ASSETS

INSTITUTIONAL 10,671,281 $11,457,057 7.4 -

FOUNDATION -

TOTAL 10,671,281 11,457,057 7.4 -

TOTAL NET ASSETS 119,980,385 125,238,707 4.4 -

TOTAL LIABILITIES AND NET ASSETS 247,019,600 252,671,123 2.3 -


Data First Form

Standard Nine: Financial Resources Statement of Revenues and Expenses

3 Years Prior

(FY 2009)

2 Years Prior (FY 2010)

Most Recently

Completed Year

(FY 2011)

Current Budget

(FY 2012)

Next Year Forward (FY 2013)

OPERATING REVENUES

TUITION & FEES 74,947,492 80,260,109


88,410,244 92,875,521

ROOM AND BOARD

LESS: FINANCIAL AID (16,465,597) (18,454,289) (23,726,021) (26,044,705)

NET STUDENT FEES 58,481,895 61,805,820 64,684,223 66,830,816

GOVERNMENT GRANTS & CONTRACTS 485,341 511,378 505,000 451,000

PRIVATE GIFTS, GRANTS & CONTRACTS 550,252 693,944 500,000 525,000

OTHER AUXILIARY ENTERPRISES 21,270,959 21,790,322 23,285,675 23,968,952

ENDOWMENT INCOME USED IN OPERATIONS 4,350,280 3,746,400 3,327,520 3,544,568

OTHER REVENUE (specify):

INTEREST INCOME 664,959 642,833 837,650 802,801

NET REALIZED AND UNREALIZED GAIN (LOSS)

ON SHORT-TERM INVESTMENTS (1,749,729) 463,754 100,000 100,000

OTHER INCOME 92,731 294,345 140,000 165,000

TOTAL (992,039) 1,400,932 1,077,650 1,067,801

NET ASSETS RELEASED FROM RESTRICTIONS

TOTAL OPERATING REVENUES 84,146,688 89,948,796 93,380,068 96,388,137

OPERATING EXPENSES

INSTRUCTION 22,507,715 23,759,055 23,918,848 24,246,630

RESEARCH 49,475 82,488 115,000 140,000

PUBLIC SERVICE 367,622 350,332 393,741 380,436

ACADEMIC SUPPORT 1,775,033 1,997,684 5,545,687 6,124,024

STUDENT SERVICES 8,934,798 8,502,807 9,405,859 9,688,518


INSTITUTIONAL SUPPORT 14,018,933 14,942,850


15,821,198 16,205,894

FUNDRAISING AND ALUMNI RELATIONS 1,666,574 1,869,597 2,118,246 2,260,472

OPERATION, MAINTENANCE OF PLANT (if not allocated) 11,684,914 11,170,593 11,671,311 11,958,101

SCHOLARSHIPS & FELLOWSHIPS (Cash refunded by public institutions)

AUXILIARY ENTERPRISES 3,536,085 3,604,936 3,784,871 3,896,961

DEPRECIATION (if not allocated) 12,773,713 12,227,862 12,385,740 13,798,240

OTHER EXPENSES (specify):

INTEREST EXPENSE 3,120,567 2,591,906 2,812,500 2,914,500

FEDERAL AND INSTITUTIONAL WORK-STUDY 939,304 1,079,896 1,112,553 1,145,930

NON-CAPITAL PURCHASE EXPENSE 1,122,635 1,085,304 575,000 632,500

INTEREST ON ANNUITY OBLIGATIONS 253,266 292,599 277,200 249,900

OTHER EXPENSE (52,878) 90,417 100,000 200,000

TOTAL 5,382,894 5,140,122 4,877,253 5,142,830

TOTAL OPERATING EXPENDITURES 82,697,756 83,648,326 90,037,754 93,842,106

CHANGE IN NET ASSETS FROM OPERATIONS 1,448,932 6,300,470 3,342,314 2,546,031

NON OPERATING REVENUES

STATE APPROPRIATIONS (NET)

INVESTMENT RETURN (21,050,313) 4,578,376 5,000,000 5,000,000

INTEREST EXPENSE (public institutions)

GIFTS, BEQUESTS & CONTRIBUTIONS NOT USED IN OPERATIONS 654,938 820,216

OTHER (specify): (4,284,070) (2,694,340) 1,000,000 1,000,000

OTHER (specify): (4,350,280) (3,746,400) (3,327,520) (3,544,568)

OTHER (specify):

NET NON OPERATING REVENUES (29,029,725) (1,042,148) 2,672,480 2,455,432

INCOME BEFORE OTHER REVENUES EXPENSES, GAINS, OR LOSSES

(27,580,793) 5,258,322 6,014,794 5,001,463

CAPITAL APPROPRIATIONS (public institutions)

TOTAL INCREASE/DECREASE IN NET ASSETS (27,580,793) 5,258,322 6,014,794 5,001,463


Data First Form

Standard Nine: Financial Resources Statement of Debt

FISCAL YEAR ENDS month / day ( / )


2 Years Prior (FY

2010)

Most Recently

Completed Year

(FY 2011)

Current Budget

(FY 2012)


DEBT

BEGINNING BALANCE 94,850,000 92,550,000 90,130,000 87,630,000 85,030,000

ADDITIONS

REDUCTIONS (2,300,000) (2,420,000) (2,500,000) (2,600,000) (2,695,000)

ENDING BALANCE 92,550,000 90,130,000 87,630,000 85,030,000 82,335,000

INTEREST PAID DURING FISCAL YEAR 3,287,549 2,591,906 2,812,500 2,914,500

CURRENT PORTION 2,420,000 2,500,000 2,600,000 2,695,000 2,795,000

BOND RATING Baa1 Baa1 Baa1 Baa1 Baa1

DEBT COVENANTS (PLEASE DESCRIBE):

Series 2007 and Series 2008 Issues: Debt Service Coverage Ratio - Return from operations plus yearly depreciation and interest expenses divided by annual debt service requirements (principal plus interest) must be greater than 1.25 to 1.0. Series 2007 Issues Liquidity Ration – Liquid unrestricted and temporarily restricted assets divided by total debt outstanding must be greater than 0.75 to 1.0.


Data First Form

Standard Nine: Financial Resources Supplemental Data

FISCAL YEAR ENDS month / day ( / )


2 Years Prior (FY

2010)

Most Recently

Completed Year

(FY 2011)

Current Budget

(FY 2012)


NET ASSETS

NET ASSETS BEGINNING OF YEAR 147,561,178 119,980,385 125,238,707 125,238,707 131,253,501

TOTAL INCREASE/DECREASE IN NET ASSETS (27,580,793) 5,258,322 6,014,794 5,001,463

NET ASSETS END OF YEAR 119,980,385 125,238,707 125,238,707 131,253,501 136,254,964

FINANCIAL AID

SOURCE OF FUNDS

UNRESTRICTED INSTITUTIONAL 15,809,175 17,760,448 23,086,021 25,374,705

FEDERAL, STATE & PRIVATE GRANTS 268,250 177,238 180,000 180,000

RESTRICTED FUNDS 388,172 516,603 460,000 490,000

?TOTAL 16,465,597 18,454,289 23,726,021 26,044,705

% DISCOUNT OF TUITION & FEES 22.0 23.0 26.8 28.0

% UNRESTRICTED DISCOUNT 21.1 22.1 26.3 27.5

PLEASE INDICATE YOUR INSTITUTION'S ENDOWMENT SPENDING POLICY:

5% of a trailing 3-year average of the year-end closing value of the endowment.

STANDARD TEN PUBLIC DISCLOSURE 190

STANDARD TEN PUBLIC DISCLOSURE

DESCRIPTION Significant and far reaching changes in acquiring and disseminating information have occurred at Wentworth Institute of Technology during the past few years. Expanded and innovative use of electronic technology has enabled the Institute to ensure greater and, in many instances, immediate communication with its diverse audiences. The Institute is keenly aware of its role as an institute of technology and equally cognizant of its responsibility to reach a diverse audience in accordance with its Mission. Therefore, in its attempt to disseminate accurate, accessible, clear and sufficient information necessary for its audience to make informed decisions, Wentworth utilizes a combination of electronic as well as print information strategies, where appropriate.

Wentworth recognizes the significance of and has made great strides in presenting accurate and timely information to its constituents. Content published on the Institute’s website, the Colleges of the Fenway website, and produced in print and electronic publications focuses on communicating with Wentworth’s key audiences, including prospective students and their families, current students, faculty and staff, alumni, donors, employer organizations, government officials, and the general public.

The primary sources of information relative to the Institute include the Wentworth catalogue, the Institute website, the Institute’s internal web portal, LConnect/Banner and other annual publications (see Standard Ten Data First form). For example, each year the President publishes (print and electronic) an Annual Report which provides highlights of the year’s accomplishments, including student, faculty and Institute achievements, as well as other items of interest and future plans. Print copies of this report are distributed to all of Wentworth’s internal and external constituencies and copies are made available in the Alumni Library and other areas across campus for interested members of the public. The digital version is posted on the public website and can be found under the “News and Publications” heading at the top of Wentworth’s homepage as well as accessed through the LConnect portal under the President’s tab.

Since its inception, Wentworth’s website has provided current and detailed information on its academic programs, campus news, policies and procedures, and events that would be beneficial for the key audiences mentioned above, especially prospective students and their families. The internal Wentworth community, including faculty, staff, and students, can access additional pertinent information via login to Wentworth’s internal secure communications portal, LConnect, which, in addition to the links on the public website, has Quick Links to several private, secure areas not accessible from the public website. The Data First form for Standard Ten on which this report is based, was prepared at the end of FY2009 and contains the web addresses and publications for the information specified in Standards 10.2 through 10.13 at that time. This spreadsheet is in the process of being updated to reflect the existing reformatted website and will be available in the Team Room.

Inquiries about Wentworth’s academic offerings may be made in numerous ways, including mail, e-mail ([email protected]), telephone, the Institute’s online directory as well as departmental web pages, or in person. On Wentworth’s homepage, there are links for Prospective Students, Parents, Current Students, Continuing Education, Alumni and

http://www.wit.edu/

http://www.colleges-fenway.org/



http://www.wit.edu/

http://lconnect.wit.edu/cp/home/displaylogin

http://www.wit.edu/contact.html


Employers to direct inquiries to the department sought. For example, prospective students are linked to the Admissions Office webpage where the Quick Guide link contains information about Admissions, Academics, Campus Life, and Campus Services, including disability support services. In addition to the webpage, current students may access LConnect to obtain this information. Appropriate responses, information and/or publications are provided in response to each inquiry. Most publications are posted on the website as soon as they are completed and a summary of financial results is included in the President’s Annual Report. Wentworth’s Admissions Office provides information and responds to inquiries about the Institute during its many off-campus recruitment visits. Wentworth strives to produce accurate, clear publications that truly represent its academic programs and campus environment. Included in these publications are the Mission and Values statement, Student Learning Goals and Student Creed that set “forth the obligations and responsibilities of both students” and Wentworth. Also, the Office of Community Standards webpage has this information in addition to an explanation of Student Responsibility and a downloadable brochure of the Student Code of Conduct.

The academic catalog review process has changed over the past few years. The established process described in the NEASC team’s 2001 report was modified so that the catalog review and preparation duties were transferred to the Marketing and Communications team from the Library in 2008. Then in 2010, the Registrar’s Office assumed responsibility for producing the Academic Catalogue starting with the 2010-2011 edition. Since the Fall of 2009, Wentworth’s academic catalog is only available in electronic format that can be accessed and/or downloaded at the Institute’s website. Wentworth’s catalog lists its academic programs and courses in addition to containing comprehensive information about the Institute including its mission statement, degree requirements, accreditation, rules and regulations and the other areas specified in Standard Ten.

Beginning with the 2009-2010 Academic Catalogue, the Department of Technology Services (DTS) became responsible for maintaining the electronic catalog archive and established a page on Wentworth’s website for public access to these archived electronic catalogs.

Working toward a common goal of promoting the Institute, several departments comprise the Office of Institutional Advancement (IA), including Marketing and Communications, Publications, Public Affairs, Alumni Relations, Donor Relations, and Corporate Relations. These departments produce print publications, e-newsletters, press releases, email “blasts”, advertisements, solicitations, website content, special events, and other related materials to communicate key messages, promote the Institute, and advance Wentworth’s leadership position.

While it no longer prints the Academic Catalogue, the Institute produces several other promotional publications that are available in print. The Viewbook and its related academic departmental brochures are produced by the Admissions Office in collaboration with the Marketing Department and the department chairs and is used primarily for the recruitment of students to the day degree programs. These publications provide an overview of Wentworth’s academic departments, majors, and campus life. The College of Professional and Continuing Education (CPCE), formerly known as the Arioch Center @ Wentworth, is the division of adult education and professional training. It produces several brochures in collaboration with the Marketing and Publications Departments to promote its evening/weekend degree and technical skills programs. These publications are compiled and edited by the Admissions Office and CPCE, respectively, using the Visual Identity Guidelines and Style Guide established by the Marketing and Communications department, which is also involved in the publications editing process.




http://www.wit.edu/catalog/2010-Catalog/POLICIES-PROCEDURES-REGISTRATION/Creed.html

http://www.wit.edu/SD/code.html


http://www.wit.edu/NEASC2011/report2011/supplimental/Viewbook-2010-Revised.pdf


The Publications webpage contains links to the alumni magazine, annual report and electronic newsletter. The Publications team produces the alumni magazine, “[wit]”, recently renamed and rebranded, and the President’s Annual Report. The alumni magazine is published and mailed to over 30,000 alumni three times per year, and also posted on Wentworth’s website. A new online format was designed and launched with the Spring 2011 issue, providing multimedia functionality and new opportunities to better engage alumni with the magazine. The President’s Annual Report is produced in print and electronic formats in the last quarter of the calendar year, and contains an update of key initiatives, student and academic achievements, a summary of financial results, Trustee/Corporator affiliations and a donor listing. The President’s Office prepares the annual Factbook that is available on LConnect and in print and contains historical, informational, enrollment and financial data. A monthly electronic newsletter, News@Wentworth, was established in April 2008 to proactively communicate campus news and events and faculty/staff profiles to the Wentworth community. News@Wentworth is posted to the publications section of the website and the internal Wentworth community is alerted to the newsletter’s availability via e-mail. Additional Institute news related information including photographs, multimedia, headline news, etc. is available at News at Wentworth.

The use of social media for communicating with key audiences has been implemented across several departments, with Facebook and Twitter being the most popular forms of communication. The Admissions Office also employs student blogs, virtual college fairs, and online chats to provide information about Wentworth to prospective students and families. Social media is an area that will continue to be assessed and utilized in the future.

In its quest for clarity and consistency between print and electronic publications, Wentworth has implemented several different methods of website management since 2001 and strives to ensure its print publications and electronic versions are consistent. Recently a Distributed Content Management (DCM) system was purchased and implemented.

In addition, the Web Advisory Committee is reviewing the procedures and presentation of the Institute’s website and preparing recommendations for modifications. In January 2009 a Manager for Internet Technologies, Design and Content was hired and has worked with the reactivated Web Advisory Committee to formulate an updated web strategy for Wentworth’s external website as well as the internal utilization of LConnect. An extensive campus-wide needs assessment was conducted and, as part of this process, a Content Manager Model was established. A representative from each administrative and academic area has been assigned as a Content Manager and is responsible for content generation and maintenance of their departmental website. This decentralized model enables departments to take ownership of their website content and may help alleviate issues concerning outdated content.

In 2008 and 2010, a homepage redesign took place in an effort to present content in a more compelling way. Different sections were added to highlight and profile students (their accomplishments and employment experience), campus news, and other events of interest. This content helped provide an accurate picture of different facets of campus life.

APPRAISAL Wentworth has a robust set of communication documents and means of communicating with its core constituents, primarily prospective students and their families as well as enrolled students. Wentworth is concentrating its communication efforts on electronic media, primarily through the Institute’s website and LConnect. This enables Wentworth to provide information in a more timely and accurate manner. The information provided allows prospective students to make informed decisions.

http://www.wit.edu/pubs.html

http://www.wit.edu/news/publications/enews/index.html

http://www.wit.edu/news/index.html

http://www.wit.edu/NEASC2011/report2011/supplimental/WebContentManagerGuidelines.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/WebContentManagerGuidelines.pdf


The largest challenge Wentworth has is to ensure that the various sources of information are integrated, consistent and easily accessible to the Institute’s various audiences. It does not serve Wentworth’s purpose if information is available but difficult to find. Thus, the Institute must ensure that the various electronic means of communicating are set up with appropriate indexes, information tables and a robust search engine. Through the various team efforts, as previously described, Wentworth continues to make every effort to ensure that its electronic and print information meets the NEASC Public Disclosure Standard.

Web Services

There are now three staff in DTS who deal with Web Services: 1) Manager, Internet Technologies, Design and Content; 2) Web Services Integration Manager; and 3) Web & Multimedia Design Specialist. During the transition to DCM in 2009-2010, web content managers were identified for each department and DTS Web Services provided resources to assist the content managers. Despite the implementation of this new system, errors persist on the website and a webmaster and mechanism to report errors need to be identified and empowered. This would help meet the objective of the DCM to reduce the bottleneck that often occurs when all web content is updated by a central web team. Content managers for each area also need to be clearly identified.

Wentworth realizes how important the website is as a tool to reach various audiences in order to provide important, relevant, and timely information. To ensure that the website is fully effective, it is assessed on a regular basis. For example, during the initial assessment of Wentworth’s website and publications in August 2009 several areas of concern were identified during the preparation of the Data Document. Some of these errors and concerns still exist in 2011 on the reconfigured DCM website in part as a result of the fact that initially, the design of the new DCM webpages took precedence over the content, which now is of primary importance.

Wentworth is in the midst of many changes in structure, academic programs, and physical plant. This presents a challenge to the web services staff. For example, in 2011, after the website conversion to the DCM format, on the Quick Facts and Figures page there is still no mention of Wentworth’s master’s degree offerings. The accurate information exists at other locations on the website so it is available if a user finds and selects the correct link. Because Wentworth recognizes the importance of having the new initiatives appear on our webpage under “About Wentworth,” these are being made as they are identified.

The Academic Catalogue format was modified during its transition to electronic only format and the index was eliminated, making it difficult to find information unless a user had pre-existing knowledge of where specific functions appeared prior to using the website. It also limits access for those without immediate access to computers. In addition, the course descriptions available in the previous catalogs were removed from the 2010-11 catalog and a link to BANNER substituted, one that does not provide access to any current courses beyond Spring 2011. Again, this is an area on which the Web Services staff must concentrate.

There are several requirements listed in the NEASC Standard that do not appear in print or on the website, e.g., student passage rates for licensure exams (10.10), the amount of student debt (not just the annual cost) upon graduation (10.11) and the part-time lecturer credentials were incomplete (10.6). Trustee affiliations (10.6) were added to the last page of the President’s Annual Report but not included in the catalog listing. This is an area which Wentworth needs to review and to develop procedures to address the gaps. There have been surveys and other assessments conducted on a regular basis to determine learning outcomes, placement and alumni and faculty achievements and the documentation


has been displayed during accreditation visits. These are described in the appropriate sections of this report under Standards Four and Six.

PROJECTION As the website continues to grow and print materials disappear, the predominant “face” of the Institute is our electronic presence, a fact that makes such issues as accuracy, currency, accessibility, usability and appearance all the more important. The measures taken by Wentworth to provide uniformity across its website and print publications have been admirable but addition work remains. As the Institute continues to expand its offerings and enrollment, the problems with accuracy, timeliness and providing complete information will continue to be addressed.

The establishment of content managers for each department will help increase accuracy in the specific purviews of those managers; however, the Institute-wide information that occurs across departments needs equal attention. Establishing a Content Editor with experience in academic publications and websites to verify the information posted across the website for factual content and omissions would be a positive step toward a more accurate website. A checklist could be created based on Standard Ten to assist in the Content Editor’s review. In addition, some consideration needs to be given to adding a design editor position, who would work closely with the Marketing and Communications department, to assist with maintaining the branding and imaging efforts initiated with the Visual Identify Guidelines and other guides mentioned in the 2001 NEASC report.

In the current economy, adding new positions is a serious step, but the return-on-investment will be positive when they succeed in making the website and publications consistent and our programs more accessible and understandable to the public. The existing Wentworth community will also benefit from more clarity about the programs offered at the Institute, thus going a long way in identifying and promoting the Institute.

Wentworth complies with the federal regulations relating to Title IV, including relevant requirements of the Higher Education Opportunity Act, as listed on the “Affirmation of Compliance with Federal Regulations Relating to Title IV,” appended to this report. The relevant URL and print publication(s) have been identified for the five years specified on the form: Wentworth’s credit hour definition; transfer credit policy/articulation agreements; policies on student rights and responsibilities including the grievance procedure; verification of student identity methodology; and public notification/public comment notice. Wentworth has sought third party comments as one ongoing measurement of its public disclosure effectiveness. The notice is publicized on our website, in its publications and in local newspapers and other media venues, to announce the upcoming comprehensive evaluation (also see Appendix 1 - item 2).

Wentworth is making a concerted effort to develop more effective and timely communications to keep pace with demands of its various audiences and changing programs and facilities. The Institute’s overall process of public disclosure functions well, but it is increasingly not sufficient in an age of instant communication. The Institute will continue to explore innovative and timely ways to effectively communicate with faculty, staff, prospective students, current student, families, alumni, and friends of the Institute. Every effort will be made to ensure that print and electronic publications are produced accurately, with clarity and accessibility for the extended community.

http://www.wit.edu/neasc2011/comments.html


INSTITUTIONAL EFFECTIVENESS Significant and far reaching changes in acquiring and disseminating information have occurred at Wentworth Institute of Technology during the past few years. Expanded and innovative use of electronic technology has enabled the Institute to ensure greater and, in many instances, immediate communication with its diverse audiences in accordance with its Mission. Wentworth has a robust set of communication documents and means of communicating with its core constituents. The largest challenge Wentworth has is to ensure that the various sources of information are integrated, consistent and easily accessible to the Institute’s various audiences, and that they reflect the rapid changes occurring across campus in a timely manner. To this end, various committees and divisions regularly review and evaluate Wentworth’s electronic and print communication modes for accuracy, currency and completeness, and the results of these evaluations are used to improve both the documents and processes of dissemination.


Data First Form Standard Ten: Public Disclosure

Information Web Addresses Print Publications

How can inquiries be made about the institution? Where can questions be addressed?

www.wit.edu/directories/contact-us.html Inquiry cards

Notice of availability of publications and of audited financial statement or fair summary

Audited financial statement located in President’s Annual Report http://www.wit.edu/news/publications/presidents-report/09-10annual-report.pdf

Audited financial statement located in President’s Annual Report

Institutional catalog www.wit.edu/catalog/

Obligations and responsibilities of students and the institution

http://www.wit.edu/catalog//2012-Catalog/institute/Policies.html (Institute Policies) http://www.wit.edu/sd/index.html (Community Standards) http://www.wit.edu/academics/learning-goals.html http://www.wit.edu/admissions/index.html

Various brochures Viewbook

Information on admission and attendance

http://www.wit.edu/admissions/index.html http://www.wit.edu/catalog//2012-Catalog/academic-policies/Attendance.html


Institutional mission and objectives

www.wit.edu/about/mission.html http://www.wit.edu/catalog/2012-Catalog/institute/index.html

Expected educational outcomes

www.wit.edu/academics/learning-goals.html

Requirements, procedures and policies re: admissions

www.wit.edu/admissions/index.html


http://www.wit.edu/directories/contact-us.html

http://www.wit.edu/news/publications/presidents-report/09-10annual-report.pdf



http://www.wit.edu/catalog/2012-Catalog/institute/Policies.html

http://www.wit.edu/sd/index.html


http://www.wit.edu/admissions/index.html


http://www.wit.edu/catalog/2012-Catalog/academic-policies/Attendance.html

http://www.wit.edu/catalog/2012-Catalog/institute/index.html



Requirements, procedures and policies re: transfer credit

http://www.wit.edu/admissions/index.html http://www.wit.edu/catalog/2012-Catalog/institute/Admissions.html http://www.wit.edu/admissions/transfer/index.html


Student fees, charges and refund policies

http://www.wit.edu/admissions/about/tuition.html http://www.wit.edu/catalog/2012-Catalog/institute/Tuition.html (tuition and fees) http://www.wit.edu/catalog/2012-Catalog/institute/Financial-Info.html (refund policy) http://www.wit.edu/reslife/index.php?func=Policies_and_Procedures&par=home_page (Housing)

Rules and regulations for student conduct

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Academic-Honesty.html (Academic Honesty) http://www.wit.edu/sd/index.html Community Standards

Student Handbook

Other information re: attending or withdrawing from the institution

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Registration.html http://www.wit.edu/catalog/2012-Catalog/academic-policies/Course-Withdrawal.html

Academic programs

www.wit.edu/academics/index.html http://www.wit.edu/co-op/


Courses currently offered

https://bannerweb.wit.edu:4459/ pls/PROD/bwckctlg.p_disp_dyn_ctlg

CPCE course schedule

Other available educational opportunities

http://www.colleges-fenway.org/ http://www.wit.edu/catalog/2012-Catalog/institute/ROTC.html http://www.wit.edu/rotc/index.html http://www.wit.edu/arch/programs/study-abroad-undergrad.html (Arch) http://www.wit.edu/catalog/2012-Catalog/institute/Cooperation.html (Study Abroad) http://www.wit.edu/clp/ (Service Learning)

COF brochure

Other academic http://www.wit.edu/catalog/2012-Catalog/academic-policies/index.html


http://www.wit.edu/catalog/2012-Catalog/institute/Admissions.html

http://www.wit.edu/admissions/transfer/index.html

http://www.wit.edu/admissions/about/tuition.html

http://www.wit.edu/catalog/2012-Catalog/institute/Tuition.html

http://www.wit.edu/catalog/2012-Catalog/institute/Financial-Info.html

http://www.wit.edu/reslife/index.php?func=Policies_and_Procedures&par=home_page

http://www.wit.edu/reslife/index.php?func=Policies_and_Procedures&par=home_page

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Academic-Honesty.html


http://www.wit.edu/sd/index.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Registration.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Registration.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Course-Withdrawal.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Course-Withdrawal.html

http://www.wit.edu/academics/index.html


https://bannerweb.wit.edu:4459/pls/PROD/bwckctlg.p_disp_dyn_ctlg

https://bannerweb.wit.edu:4459/pls/PROD/bwckctlg.p_disp_dyn_ctlg

http://www.colleges-fenway.org/

http://www.wit.edu/catalog/2012-Catalog/institute/ROTC.html

http://www.wit.edu/rotc/index.html

http://www.wit.edu/arch/programs/study-abroad-undergrad.html

http://www.wit.edu/catalog/2012-Catalog/institute/Cooperation.html

http://www.wit.edu/clp/



policies and procedures

Requirements for degrees and other forms of academic recognition

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Grad-Requirements.html http://www.wit.edu/catalog/2012-Catalog/academic-policies/Degree-Honors.html

List of current faculty, indicating department or program affiliation, distinguishing between full- and part-time, showing degrees held and institutions granting them

www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/Faculty.html No listing of part-time faculty teaching in day programs, only listing of CPCE faculty. http://www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/lecturers-CPCE.html

Names and positions of administrative officers

www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/administration.html http://www.wit.edu/news/publications/presidents-report/09-10annual-report.pdf

President’s Annual Report

Names and principal affiliations of members of the governing board

www.wit.edu/catalog//2011-Catalog/trustees-faculty-admin/corporation.html


Locations and programs available at branch campuses, other instructional locations, and overseas operations at which students can

Not applicable

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Grad-Requirements.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Grad-Requirements.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Degree-Honors.html

http://www.wit.edu/catalog/2012-Catalog/academic-policies/Degree-Honors.html

http://www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/Faculty.html

http://www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/lecturers-CPCE.html

http://www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/lecturers-CPCE.html

http://www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/administration.html

http://www.wit.edu/catalog/2011-Catalog/trustees-faculty-admin/administration.html




enroll for a degree, along with a description of programs and services available at each location

Programs, courses, services, and personnel not available in any given academic year.

Size and characteristics of the student body

http://www.wit.edu/about/quick-facts.html Factbook

Description of the campus setting

http://wit.edu/about/quick-facts.html http://www.wit.edu/catalog/2012-Catalog/index.html http://www.wit.edu/campustour/ http://www.wit.edu/campustour/campusmap.html http://wit.edu/admissions/pdfs/wit_viewbook_2010.pdf

Campus Map Colleges of the Fenway brochure International brochure Transfer brochure Viewbook

Availability of academic and other support services

http://www.wit.edu/catalog/2012-Catalog/institute/academic-resources.html http://www.wit.edu/catalog/2012-Catalog/institute/Student-Services.html

Viewbook Various brochures for programs and services, departments and Colleges of the Fenway Women at Wentworth

Range of co-curricular and non-academic opportunities available to students

http://www.wit.edu/catalog/2012-Catalog/institute/Student-Services.html http://www.wit.edu/campus-life/ http://www.wit.edu/clp/

Viewbook Various brochures for programs and services, departments and Colleges of the Fenway

http://www.wit.edu/about/quick-facts.html

http://wit.edu/about/quick-facts.html

http://www.wit.edu/catalog/2012-Catalog/index.html

http://www.wit.edu/campustour/

http://www.wit.edu/campustour/campusmap.html

http://wit.edu/admissions/pdfs/wit_viewbook_2010.pdf

http://www.wit.edu/catalog/2012-Catalog/institute/academic-resources.html


http://www.wit.edu/catalog/2012-Catalog/institute/Student-Services.html

http://www.wit.edu/catalog/2012-Catalog/institute/Student-Services.html

http://www.wit.edu/campus-life/

http://www.wit.edu/clp/


Institutional learning and physical resources from which a student can reasonably be expected to benefit

http://www.wit.edu/catalog/2012-Catalog/institute/academic-resources.html http://www.wit.edu/library/ http://www.wit.edu/Academics/Resource/ http://www.wentworthathletics.com/landing/index

Viewbook Various brochures for programs and services, departments and Colleges of the Fenway

Institutional goals for students' education

www.wit.edu/academics/learning-goals.html http://www.wit.edu/about/mission.html http://www.wit.edu/catalog/2012-Catalog/index.html

Success of students in achieving institutional goals including rates of retention and graduation and other measure of student success appropriate to institutional mission. Passage rates for licensure exams, as appropriate

http://www.wit.edu/catalog/2012-Catalog/institute/Policies.html (graduation rate) http://www.wit.edu/institutionalresearch/ (retention rate, etc.)

Factbook

Total cost of education, including availability of financial aid and typical length of study

http://www.wit.edu/catalog/2012-Catalog/institute/Tuition.html http://www.wit.edu/catalog/2012-Catalog/institute/Financial-Aid.html http://www.wit.edu/catalog/2012-Catalog/institute/Policies.html (graduation rate)

International brochure Transfer brochure Viewbook

Expected amount of student debt upon graduation



http://www.wit.edu/library/

http://www.wit.edu/Academics/Resource/

http://www.wentworthathletics.com/landing/index



http://www.wit.edu/catalog/2012-Catalog/index.html


http://www.wit.edu/institutionalresearch/

http://www.wit.edu/catalog/2012-Catalog/institute/Tuition.html

http://www.wit.edu/catalog/2012-Catalog/institute/Financial-Aid.html



Statement about accreditation

http://www.wit.edu/academics/accreditation.html http://www.wit.edu/catalog/2012-Catalog/institute/Accreditation.html

Viewbook

http://www.wit.edu/academics/accreditation.html

http://www.wit.edu/catalog/2012-Catalog/institute/Accreditation.html

STANDARD ELEVEN INTEGRITY 202

STANDARD ELEVEN INTEGRITY

DESCRIPTION Wentworth continues to take a caring and ethical approach to its mission. The Institute has several mechanisms in place to make sure that compliance to high ethical standards is observed and that these standards are not compromised. In action and philosophy, instruction and infrastructure, the institute operates to ensure fairness and transparency. Institutional integrity is evident at every level starting with the strategic planning process. This foundational document directs the future path of the college, and is reviewed, updated and re-aligned on a regular basis. During the last five years, the strategic plan has become the centerpiece for internal and external action, and since the strategic plan is considered a living document, it is reviewed often through soliciting and including feedback from every member of the community. In May of 2009, the President updated the strategic plan and presented it to the Board of Trustees for their approval. The Institutional Master Plan, updated every 10 years, was completed in January 2010, and filed with the Boston Redevelopment Authority. Consistent with the Institute’s policy and culture of openness and transparency, the Strategic Plan and the Master Plan are posted on the Institute’s website as well as on LConnect, the Institute’s intranet website. This pattern of transparency and ethical conduct is evidenced in multiple areas of operation including the annual conflict of interest policy review and financial integrity audit monitored by the Board of Trustees. The Conflict of Interest Policy is explicitly stated in the Bylaws and the Board monitors compliance by having each Trustee complete and sign a conflict of interest disclosure form provided by the Secretary annually. A similar form is also signed by staff. Purchasing professionals must also have highly developed professional ethics to protect their own and their institution’s reputation for fair dealing. To strengthen ethical awareness, and to provide guidelines for its members, a NEASP code of ethics is posted in the Institute’s purchasing website. Financial integrity is monitored by the Audit Committee of the Board of Trustees, which meets quarterly with the Institute’s financial management leadership and the external auditors to review findings and recommendations. The Board, the Administration and Human Resources combine to ensure that Wentworth complies with the Federal regulations detailed in Title VI, Title IX, and Section 504. Printed and electronic versions of the Employee Handbook, Code of Conduct, and other relevant documents are available to students and staff alike. The Employee Handbook contains conduct policies that cover a variety of subjects including professional conduct, computer code of ethics, sexual harassment and discrimination policies. The Institute is committed to increasing the awareness of sexual harassment and discrimination. To that end, each new employee has to take and pass an on-line test on these topics. In addition, the Human Resources Department performs background checks on new employees to ensure that the Wentworth community is reflective of the values of the institution. The employee handbook also references the academic freedom policy which is included in the faculty contract, negotiated every three years. These standard policies and practices reflect the fair and value-driven community Wentworth creates.


Integrity is a lesson that is passed to students as well. Courses that address ethical and caring principles are part of the curriculum. These courses range from general ethics (PHIL 450) and professional practices (ARCH 625) to sustainability practices (FMGT 550). Virtually all Humanities and Social Sciences electives have an ethical component. During First Year Orientation, students read and sign the Wentworth Creed acknowledging their responsibility to work towards the tenets of honesty, economy, energy and system. During that orientation, students also receive an introduction to the behavioral expectations outlined in the student code of conduct. The disciplinary process for students at Wentworth upholds the Institute’s policies while ensuring the privacy rights of students in compliance with the Federal Rights and Privacy Act. A regular campus incident summary is distributed throughout the campus to keep students aware of consequences of unethical behavior. In addition, the process is conducted so that students experience a fair and unbiased proceeding. To that end, any student who has been found in violation of the Student Code of Conduct may file an appeal, which advances the case to a second level review. Having the integrity to review previously made decisions for appropriateness is also reflected in academic policies. A student dismissed for poor academic performance may appeal that decision and petition a review. In January, 2011, Wentworth created an Institutional Review Board (IRB) to review all projects conducted at or sponsored by the Institute involving human subjects and meeting the federal definition of “research.” The IRB is charged with developing policy and procedures for the protection of human subjects, ensuring that those policies and procedures are followed, disseminating information and promoting discussion about ethical and legal obligations associated with human subjects’ projects; and conducting reviews of all covered project proposals to ensure that the rights and well-being of the subjects will be safeguarded. (For more information on the IRB itself, see the statement of its Mission and Responsibilities.) The IRB has developed, and the Institute has officially adopted, detailed guidelines regarding its jurisdiction, a code of ethics, and a Policy Regarding Research on Human Subjects as well as a list of records maintained by the Board. Both the “Mission and Responsibilities” and the “Policy Regarding Research on Human Subjects” are posted on the Wentworth website, along with a list of IRB members. A Campus Diversity Committee works to ensure that the campus respects the diverse ideas and identities represented by all of the constituents of the Wentworth community. The Diversity Committee reviews the policies in the Student Code of Conduct and distributes the Campus Climate Survey, which looks to capture valuable information regarding the overall environment for diversity on campus. The results are compiled and distributed to the campus biennially. Students are asked to demonstrate what they have learned in cooperative education experiences. The Career Center works to integrate integrity into this process by asking cooperative employers to sign agreements which mandate that they follow Federal and State employment and anti-discrimination laws when working with students. In addition, the evaluation completed by cooperative education employers includes a rating of the student’s personal ethical behavior. Since the last NEASC report, the college has established the Center for Community and Learning Partnerships located at 555 Huntington Avenue. 7,000 students have contributed

http://www.wit.edu/academic-affairs/review-board/mission.html

http://www.wit.edu/academic-affairs/review-board/mission.html

http://www.wit.edu/NEASC2011/report2011/supplimental/Jurisdiction-IRB.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/CODE-OF-ETHICS-OFFICIAL-VERSION.pdf

http://www.wit.edu/academic-affairs/review-board/human-subjects.html

http://www.wit.edu/academic-affairs/review-board/human-subjects.html

http://www.wit.edu/NEASC2011/report2011/supplimental/IRB-RECORDS.pdf

http://www.wit.edu/academic-affairs/review-board/index.html




approximately 461,000 hours to community-based service in the period 2005-2009. Beginning in 2009, students were awarded a Certificate in Community Learning at graduation. The college received Carnegie Classification for Community Engagement in 2008, earned recognition on the President’s National Community Service Honor Roll, 2006-2008 (designated With Distinction in 2007), and was a finalist for the Jimmy & Roslyn Carter Campus-Community Partnership Award in 2005. APPRAISAL As the Institute proceeds with a sense of caring and ethics, it becomes clear that this example is incorporated and followed by the faculty, students and staff. Over the past five years, 105 students have participated in the Alternative Spring Break program. Students, staff and faculty have participated in outreach and service in New Orleans and as far away as Peru. In the aftermath of the Haiti earthquake, Wentworth hosted a week-long Train-the-Trainer program for Haitian engineers and builders. A second program was conducted in 2011. This sense of caring is a clear product of an Institute with integrity. Since the arrival of a new Provost in March of 2009, greater transparency and increased communication have been achieved through regular Open Forums with the faculty and staff and regular meetings with the Faculty Senate and the President of Student Government.

Since the last NEASC visit, the Human Resources office was able to place its sexual harassment training online, reaching a broader audience of faculty and staff. In addition, the office anecdotally reports no significant rise or decline in grievance-related complaints. Having the ability to track and publish an aggregate number of complaints and their type would be more reflective of the transparent community Wentworth has built. It would also be consistent with other policies as Human Resources evaluates and reviews the Employee Handbook on a yearly basis. Amendments and changes are incorporated as needed. The Student Code of Conduct is also reviewed annually and incident frequency can be a good indicator of student behavior and their adherence to stated values. To date, violations of policy are trending down and fall semester alcohol violations have dropped more than 50% (see graphs in Standard Six). To continue to effectively monitor the ethics of students, the admissions and discipline process should adopt the Human Resources practice of checking the history of an incoming community member. Asking the disciplinary history of any transfer or continuing education student reflects the caring and ethical approaches of the Institute. The IRB at Wentworth is too new to allow for a solid appraisal. Only two proposals have come under the jurisdiction of the IRB, and therefore been reviewed by the Board. Neither was approved by the Board. Each involved an unusually sensitive population of experimental subjects, and neither offered what the Board considered sufficient protection for those subjects. The Chair of the IRB expects at least one proposal to be resubmitted. The survey results of the Diversity Committee’s Campus Climate Survey have allowed the community to respond to student issues in important ways. Overall, the majority of the responses have been positive and the Student Affairs Diversity Committee has used this data over the past three years to provide campus services and programs to help improve the campus experience for the student community. When results of the survey indicated that gay, lesbian, bisexual and transgender students felt less comfortable on campus, staff members launched a “Safe Space” program aimed at educating the campus community. Similarly, when some female students shared feeling left out of group work, staff and


faculty collaborated on “Diversity Link” to help equip faculty members with strategies to address diversity in the classroom. In 2009 the Student Experience Diversity Committee also facilitated a Faculty and Staff Diversity Survey, recording responses from over 150 faculty and staff. Wentworth students continue to get solid jobs and make substantial contributions to society. The Career Center reviews cooperative employment experiences and conducts surveys of graduates. Since the last NEASC visit, the Career Center received feedback from cooperative employers that some students were accepting internships and later turning them down for a better offer. Since then, the Career Center has instituted a policy on professional integrity that forbids them from turning down previously accepted offers. In addition, the Career Center notices anecdotally that their practice of having employers agree to follow Federal and State employment guidelines contributes to a swift response on the part of cooperative employers to any grievance related reports. Our relationship with local employers is a small example of the Institute’s long-standing relationship with the local community. By establishing the Center for Community and Learning Partnerships, Wentworth has carefully honed our relationship with the surrounding community; we see ourselves and are viewed as a good, cooperative, concerned neighbor. An Associate Vice President serves as the Community Liaison, and Wentworth students are deeply involved in coursework and volunteer efforts that benefit both the campus and the neighborhood. Wentworth is allocating some of its property in Mission Hill (Parcel 25) to be developed as Senior Housing. The recent approval of the Wentworth Master Plan, which outlines the college’s planned growth and capital improvements, is another signal of the local communities’ trust and faith in our commitment to the area.

PROJECTION Wentworth continues to review its policies, highlighting our ethical standards, on an ongoing basis. In the spirit of transparency and openness, Wentworth is creating an Institute-Wide Policy Manual, which is a central repository of all of our policies and procedures. The link to this policy manual will be easily accessible to faculty, staff and students, appearing on the front page of our LConnect intranet site. The Human Resources office continues to monitor and revise many of its programs including the online harassment training module. We will soon add a “preventing discrimination” component to this program and, also, create a “student” role so that our students can access the training. To achieve this, Wentworth will hire an outside facilitator, Breakthrough Collaboration, an organization change and development firm, to lead the initial session, and to help plan smaller workshops through the 2011-2012 academic year.

We remain diligent in our efforts to keep abreast of changes to federal and state laws and update our community via training and policy updates. For example, when the Family and Medical Leave act was revised in 2009, the Human Resources office provided training to supervisors on the law’s revisions as well as posted the revised act on our web site.

Wentworth began distributing its Wentworth Institute of Technology Information Security Plan (WISP) policy to every employee in 2010. This document enumerates Wentworth’s Written Information Security Plan required by the Massachusetts General Law c93H and the Standards for the Protection of Personally Identifiable Information for Residents of the Commonwealth of Massachusetts (the “Standards” or “201 CMR 17.00”), promulgated by the Massachusetts Department of Consumer Affairs and Business Regulation. Each new employee receives a copy of this policy during their benefits overview.


Wentworth remains resolute in its commitment to protect individuals, acting on behalf of the Institute, from retaliation of any kind when reporting concerns of a financial, accounting or audit nature, and/or to violations of law, statutes or regulations and documents such in our Whistleblower and Anti-Retaliation Policy. The policy contains both an internal and external reporting mechanism to enable an individual to report any concerns that are reasonable without fear of reprisal. Experience with the IRB thus far indicates that it is successful in its mission of safeguarding human subjects. The Board’s challenge now is to reassure faculty members that the IRB wants to work in partnership with them to protect their interests and those of the Institute. To that end, the Board plans to disseminate information more broadly. Documents cited above will be posted on the website, along with a document entitled “Who Needs to Review My Project”. The IRB chair is planning a program of outreach to department chairs, and will publicize her availability to talk with faculty about human-subjects issues in their research prior to the review process. Wentworth also recognizes the need to develop a policy regarding Intellectual Property Rights as the school moves forward with on-line learning, research initiatives, and its graduate programs. The Institute is in the process of forming a committee to study the issues as they affect both faculty and students, and to formulate recommendations during the 2011-2012 school year. Finally, we continue to aggressively pursue our commitment to maintaining a diverse workplace. We partner with the Colleges of the Fenway in a diversity recruitment initiative and have recently begun collaborating with the Commonwealth Compact and the New England Higher Education Recruitment Consortium in establishing various diversity programs.

INSTITUTIONAL EFFECTIVENESS Wentworth continues to take a caring and ethical approach to its mission. The Institute has several mechanisms in place to make sure that compliance to high ethical standards is observed and that these standards are not compromised. Policies and Procedures documents are assessed and revised regularly and are widely disseminated across all Wentworth’s constituencies. Additionally, new employees are required to complete various on-line training courses, and Human Resources assess the effectiveness of this training on a regular basis to insure that Institute policy is being implemented. Students also receive training in codes of conduct and regular surveys of student perception of ethics and safety are used to increase effectiveness of that training. An Institutional Review Board and Guidelines have been developed to protect all human subjects involved in Institutional Research initiatives. Thus Wentworth is very effective in ensuring that its policies and practices support institutional integrity through regular assessment and revision of those policies and practices.

http://www.wit.edu/NEASC2011/report2011/supplimental/WhistleblowerPolicy.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/project-review.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/project-review.pdf


Data First Form Standard Eleven: Integrity

Policies

Last Updated URL Where Policy is Posted

Responsible Office or

Committee

Academy honesty

www.wit.edu/catalog/2011-Catalog/academic-policies/Academic-Honesty.html

Provost Office

Intellectual property rights Being developed Provost Office

Conflict of interest

11/20/2008 www.wit.edu/purchasing/buy/policies/conflict.html Audit Committee

Research on Human Subjects 4/28/2010 http://wit.edu/academic-affairs/review-board/human-

subjects.html

Privacy rights

3/2009 www.wit.edu/hr/handbook.html Human Resources

Fairness for students

http://www.wit.edu/campus-life/student-affairs/PDF/2011-2012%20Student%20Handbook.pdf#2011-2012 http://www.wit.edu/sd/discipline-hearings.html

Office of Student Affairs Office of Community Standards

Fairness for faculty

1/1/2011 www.wit.edu/hr/faculty-agreement2011-2013.pdf Provost Office

Fairness for staff


Academic freedom


Academic Policies:

• Grievances • Honesty and Conduct • Address Information • Attendance • Change of Major • Class Standing • Course Substitution • Dean’s List • Degree Audit • Degree with Honors • Enrollment Status • External Courses • Final Examinations • Academic Standing • Grading • Graduation

1/1/2011 www.wit.edu/catalog/2011-Catalog/academic-policies/index.html

Provost Office

http://www.wit.edu/purchasing/buy/policies/conflict.html

http://wit.edu/academic-affairs/review-board/human-subjects.html

http://wit.edu/academic-affairs/review-board/human-subjects.html

http://www.wit.edu/hr/handbook.html

http://www.wit.edu/campus-life/student-affairs/PDF/2011-2012%20Student%20Handbook.pdf#2011-2012



http://www.wit.edu/sd/discipline-hearings.html

http://www.wit.edu/hr/faculty-agreement2011-2013.pdf






Requirements • Readmission • Registration • Repeated Courses

Academic Policies: continued

• Absence Due to Religious Beliefs

• Transcripts • Withdrawal from a

Course • Withdrawal from

Wentworth

Faculty Policies:

• Compensation • Fringe Benefits • Working Conditions • Leaves of Absence • Academic Freedom • Grievance Procedure • Arbitration • Equal Employment

Opportunity/Affirma-tive Action/Fair Practices

• Federation Rights and Responsibilities

• No Strike • Saving Clause • Librarians • Duration


Other _________________

Non-discrimination policies

Recruitment and admissions

Employment


Evaluation


Disciplinary action

Advancement







Resolution of grievances

Students

www.wit.edu/catalog/2011-Catalog/academic-policies/Academic-Honesty.html www.wit.edu/sd/ www.wit.edu/SD/code.html www.wit.edu/catalog/2011-Catalog/academic-policies/Academic-Grievances.html www.wit.edu/catalog//2010-Catalog/POLICIES-PROCEDURES-REGISTRATION/StudentGrievanceProcedure.html ADA Student Grievance Process

Office of Community Standards Counseling Center Provost Office

Faculty

1/1/2011 www.wit.edu/hr/faculty-agreement2011-2013.pdf Provost

Staff


Other ___________________

Other

Last Updated Relevant URL or Publication

Responsible Office or

Committee

Responsible Use of Information Resources

2

3

4

http://www.wit.edu/sd/


http://www.wit.edu/catalog/2011-Catalog/academic-policies/Academic-Grievances.html


http://www.wit.edu/NEASC2011/report2011/supplimental/ADAStudentGrievanceProcess.pdf



APPENDIX 1 AFFIRMATION OF COMPLIANCE 210

APPENDIX 1 AFFIRMATION OF COMPLIANCE WITH FEDERAL REGULATIONS

RELATING TO TITLE IV

Periodically, member institutions are asked to affirm their compliance with federal requirements relating to Title IV program participation, including relevant requirements of the Higher Education Opportunity Act. 1. Credit Transfer Policies. The institution’s policy on transfer of credit is publicly disclosed through its

website and other relevant publications. The institution includes a statement of its criteria for transfer of credit earned at another institution of higher education along with a list of institutions with which it has articulation agreements. (CIHE Policy 95. See also Standards for Accreditation 4.44 and 10.5.)

URL Transfer of Credit Criteria Articulation Agreements

Print Publications - 2. Public Notification of an Evaluation Visit and Opportunity for Public Comment: The institution has

made an appropriate and timely effort to notify the public of an upcoming comprehensive evaluation and to solicit comments. (CIHE Policy 77.)

URL

WIT website (posted August 2, 2011) WIT Facebook (August 11, 2011) Connections (August 26, 2011) Email sent August 10, 2011 directly to:

• All current full-time and part time students • All current full-time and part-time faculty • All current staff

Print Publications Fenway News (September 2011) Mission Hill Gazette (September 2011)

3. Student Complaints. “Policies on student rights and responsibilities, including grievance procedures, are

clearly stated, well publicized and readily available, and fairly and consistently administered.” (Standards for Accreditation 6.18, 10.5, and 11.8.)

URL

Academic Honesty and Conduct Policy Office of Community Standards Student Code of Conduct Academic Grievances ADA Student Grievance Process

Print Publications Student Handbook

4. Distance and Correspondence Education: Verification of Student Identity: If the institution offers distance

education or correspondence education, it has processes in place to establish that the student who registers in a distance education or correspondence education course or program is the same student who participates in and completes the program and receives the academic credit. . . .The institution protects student privacy and notifies students at the time of registration or enrollment of any projected additional student charges associated with the verification of student identity. (CIHE Policy 95. See also Standards for Accreditation 4.42.)

http://www.wit.edu/catalog/2011-Catalog/institute/Admissions.html

http://www.wit.edu/catalog/2011-Catalog/institute/Cooperation.html

http://www.wit.edu/neasc2011/comments.html


http://www.wit.edu/sd



http://www.wit.edu/NEASC2011/report2011/supplimental/Student-Grievance.pdf


Method(s) used for verification

The Higher Education Opportunity Act (HEOA) requires institutions that offer distance education courses or programs to have processes in place to ensure that the student registering for the course is the same who student who submits work, participates and/or receives course credit. At Wentworth Institute of Technology, all students registering for a course utilize an assigned unique identification number, which corresponds with the specific username of each student. Each student is given a temporary password to login for one-time use, and upon successful login, is immediately required to change the password. Students can change the password thereafter anytime, but are required to change the password every 180 days. The logins utilize Microsoft Active Directory to authenticate the user. The password must be a minimum 8 characters using an alpha numeric combination. While no one method can ensure students taking an online course are completing the coursework themselves, WIT learning and teaching practices help to promote academic honesty. Every WIT student must adhere to the Student Code of Conduct, (as published in the Student Handbook), the Wentworth Creed, and all published Wentworth policies and procedures with regard to his/her character. In addition, online faculty works closely with instructional designers to develop and implement a variety of assessment tools/methods in his/her courses. Where appropriate, these include research and writing assignments, discussion board participation, independent and group projects and quizzes.

5. Credit Hour: Federal regulation defines a credit hour as an amount of work represented in intended learning

outcomes and verified by evidence of student achievement that is an institutional established equivalence that reasonably approximates not less than: (1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or (2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours. (CIHE Policy 111. See also Standards for Accreditation 4.34.) Institutional policies and procedures for determining the credit hours awarded

An Internet/web-based course* is defined as any course in which students complete 80% or more of the requirements through Internet access to the course web site. Integrity of student work in distance education courses should be ensured by using multiple assessment methods such as participation in discussion boards and chat rooms, on-line group projects, progress reports, peer assessments or other interactive assessment techniques. Distance education is defined as a formal educational process whereby the majority of instruction in a course occurs when the student(s) and instructor(s) are not in the same place. Instruction may be synchronous or asynchronous but in either case, more than 49% of the course is offered with the instructor and student not in the same place. Additionally, students may take no more than 49% of the semester hour credits for the degree through distance education. For example, for a bachelor’s degree requiring 128 semester hours, no more than 62 semester hours may be completed through distance education courses. Courses taught in an internet/web-based format must be equivalent to the same courses taught in the traditional format. Courses developed specifically for web-based delivery must be approved through the curriculum process in the same way as new traditional courses. The processes and procedures for offering web-based courses are the same as all WIT courses. Departments offering courses in a web-based format should be prepared to document that


the courses have student-learning outcomes that are equivalent to those for courses taught in the traditional format. At Wentworth Institute of Technology, regardless of the delivery method, credit hours awarded must be determined by sound practice**. For Internet/web-based courses, credit hours in synchronous online environments may be recorded in the same manner as for traditional classes. However, contact hours in asynchronous learning environments are more difficult to monitor. Therefore, the definition of contact hours in asynchronous learning environments at WIT is based on the following guidelines:

• The course syllabus should clearly document that the course covers the same amount of material or course content that would normally be expected if the class were in the traditional format. Clear documentation includes the course objectives covered, the course topics covered, and the stated expectations for readings, projects, and other assignments as well as the stated learning outcomes. It is the responsibility of faculty teaching in an asynchronous environment to determine if the course content delivered in an asynchronous environment is of sufficient scope and rigor to ensure the amount of material delivered is comparable to the same campus-based course.

• During the planning and development of an asynchronous learning environment, faculty should estimate the time a typical student will take interacting with the course content. This should be equivalent to the number of contact hours normally expected in a face-to-face course, and should be documented in the course syllabus. Hours for completing homework assignments, working on projects, studying for examinations, etc., should be considered outside the contact hour requirements for the course.

• Attendance policies can be determined by the evaluation of student participation in scheduled online discussions, required interaction with the faculty as well as other classmates, and the timely submission of class assignments rather than simply by the number of logins provided in the statistics measured by the learning management system.

• In order to accommodate the needs of online students, office hours may also be held online in order to address student concerns and consult with students making use of technology.

• Online classes should never substitute for planned face-to-face classes unless the faculty member is confident his/her students have access to the technology and can be reasonably successful in meeting expectations of the course. Faculty members should notify his/her department chairs of the absence and how the lost time will be made up as with any missed class.

* Allen, I.E. & Seaman, J. (2008). Staying the course: Online education in the United States. Sloan-C Publishing

The undersigned affirms that Wentworth Institute of Technology meets the above federal requirements relating to Title IV program participation, including those enumerated above. September 8, 2011 _____________________________ _______________________________ Zorica Pantic Date President

APPENDIX 2 AUDITED FINANCIAL STATEMENTS AND MANAGEMENT LETTER 213

APPENDIX 2 AUDITED FINANCIAL STATEMENTS

MANAGEMENT LETTER

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The Audited Financial Statements and Management Letter are confidential. Please refer to the Data First forms at the end of Standard Nine of this report for Institute financial data.

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APPENDIX 3 E AND S SERIES FORMS ON STUDENT SUCCESS 254

APPENDIX 3 E AND S SERIES FORMS ON STUDENT SUCCESS

The following narrative on assessment of student learning is reiterated from Standard 4 The Academic Program. The E1 form, Part A: Inventory of Educational Effectiveness Indicators, The E1 form, Part B: Inventory of Specialized and Program Accreditation, and the S-series form follow the narrative. At the heart of Wentworth’s assessment efforts are the Institute learning outcomes, which are rooted in the Institute mission and serve as a guide to the development of learning outcomes at the course and degree-program level. The Institute expects that all its graduates should be able to do the following:

• Locate information and evaluate it critically for its appropriateness and validity

• Communicate effectively in written, spoken and visual formats

• Acquire and use analytical tools and skills for evaluating information and solving problems

• Identify the traits of good leadership

• Acquire and use the skills needed for effective teamwork

• Recognize and apply concepts of ethical behavior to personal and public issues

• Explain the sustainable use of human, physical, and economic resources

• Recognize and identify historical and contemporary societal and global issues

These outcomes were formulated by a 2008 Assessment Task Force that included the Associate Provost and representatives from both faculty and staff. The outcomes are reinforced in the classroom, laboratory and studio, and in cooperative education experiences and co-curricular opportunities. Each degree program has its own set of learning outcomes for graduates, which the program relies upon in its curriculum-development and curriculum-assessment processes. Typically these outcomes are aligned with the learning outcomes established by the program’s accrediting agency.

Assessment of student learning occurs at both the course and the program or department level. For each course a set of learning outcomes are established that facilitate the accomplishment of the program outcomes; these course learning outcomes, and sometimes the program outcomes, are listed on the course syllabus. Faculty link assignments to the course learning outcomes, thus measuring whether those outcomes have been achieved, and, by extension, measuring students’ progress toward the program outcomes.

Student response to the course, expressed by way of online course evaluations, is another important assessment tool at the course level. The online evaluation includes ten Institute questions, each of which relates to one of the eight Institute learning outcomes, and questions developed by the program and instructor, which offer an opportunity to gather assessment data regarding the extent to which the course has met its own learning


outcomes and the outcomes of the program. The instructor does the initial assessment in this regard in the course manual, which includes a course summary in which the instructor describes how the course assignments served to measure course outcomes, and then, using student performance and the student course evaluations, assesses the extent to which students achieved the learning outcomes. Further course assessment is done in the faculty annual report, in which faculty, through discussing their courses and teaching performance in the past year, assess the extent to which students in their courses achieved course learning outcomes. As with the course manual, the student online course evaluations play a prominent role in this assessment.

At the program or department level, there are a variety of methods for performing assessment of student learning. Many department curriculum committees also serve as assessment committees, and meet on a regular basis to review assessment data, determine strengths and weaknesses in the department’s degree programs, and make recommendations for changes in the program curricula, which would then be implemented by the department as a whole. The changes could relate to measures used to assess achievement of learning outcomes, the subject matter and skills covered by a curriculum, a curriculum’s course composition, the learning outcomes addressed by individual courses, and so on. Other departments regularly form task forces to do this kind of work. These committees and task forces are especially important when completing self-study reports for program-specific accreditation agencies, as each program does regularly.

An especially valuable means of assessment for the programs and departments is program- or department-wide evaluation of student coursework. For example, all students take some kind of capstone course at the end of their degree program. The final projects in these courses are often presented in a public forum, and the presentation is attended and the project reviewed not just by the course instructor but by other faculty from the program or department, faculty from other departments, and representatives from the profession. Other coursework, too, may be examined by the program or department as a whole to determine whether students are achieving program learning outcomes. The Department of Mechanical Engineering Technology maps particular course assignments to particular learning outcomes, and a group of department faculty evaluates student performance on these assignments to assess whether the curriculum is facilitating students’ progress toward the outcomes as intended. In the Department of Architecture, a faculty committee reviews the portfolios submitted by students at the end of their second and fourth years and in the process assesses the core competencies and weaknesses among the students and whether program learning outcomes are being achieved.

Assessment by way of a single, common exam is less typical, though one notable example of this method is the Writing Proficiency Assessment Exam, described in detail above, which is administered and graded by the English faculty in the Department of Humanities and Social Sciences, and which all Wentworth students must pass before they graduate. The vast majority of students take the exam at the end of the sophomore year. The exams are a means of determining whether students have achieved the written part of the second Institute learning outcome, “Communicate effectively in written, spoken and visual formats,” that is, whether they have developed the writing skills necessary for further academic and professional work. The department also gives the English Placement Exam to all newly matriculated students before they begin their initial semester to assess which first-semester English course they should take. The Math Department used to administer an Institute-wide first-year placement exam as well, but now relies on the math SAT as its method for assessing the appropriate first-semester math course for new students.


Programs and departments also make extensive use of data and qualitative information drawn from sources in the profession. Each program has an Industrial and Professional Advisory Council (IPAC), composed of professionals in the field, which aids the program in its efforts to assess and improve the program and students’ learning. The IPAC meets once or twice per year and provides feedback to the program; in some cases, the IPAC might provide feedback on students’ capstone projects. Co-op employers are another source in the profession on which the programs rely. Career Services surveys each co-op employer midway through and at the conclusion of a student’s co-op term about the student’s co-op performance; this survey includes questions composed by the student’s program, and the responses to these questions help the program determine the extent to which it prepares students for professional work. Even more crucial, perhaps, to the departments in assessing the professional preparation of students is Career Services’ post-graduation employment report, which compiles graduates’ employment and graduate-school enrollment rates six months after graduation.

Department surveys are another source of assessment information. Some departments survey current students, and nearly all survey graduates and alumni. At the Institute level, Wentworth has hired an Institutional Researcher and established an Office of Institutional Research. Data are being generated concerning outcomes and retention rates by degree program. In addition, progress is being tracked for various subsets of students, such as community-college transfer students, other transfers students, and graduates of Boston’s public high schools. As a result of assessment at the course and degree-program level, numerous improvements have been made in recent years to Wentworth’s curricula, which testify to the strength of the assessment methods used at these levels. The effectiveness of the assessment methods is best demonstrated by examples from four different degree programs.

In 2008, the Mechanical Engineering Technology program altered the sequence of the courses in its curriculum based on assessment involving IPAC members, employers, co-op employers, faculty, and students. The new sequence accomplished several important ends. First, it ensured that students had the necessary exposure to and retention of prerequisite material for higher-level coursework. Second, it provided students with earlier exposure to humanities and social sciences courses, in particular before their first co-op; one required elective in the humanities and social sciences was moved from the summer semester of senior year to the fall semester of junior year. This was done partially in response to recommendations from the IPAC and co-op employers, both of which suggested that students needed greater exposure to humanities and social sciences courses so as to improve their ability to interact with those outside their discipline. Finally, the new sequence gave students access to a greater variety of electives in the major, as each semester in the junior and senior years included an elective in the major, which was not previously the case.

The Electromechanical Engineering program, meanwhile, recently conducted a nine-month survey of administration, faculty, students, alumni, employers, co-op employers, and IPAC members for the purpose of reviewing the program’s mission and learning outcomes. There were 186 responses to the survey, and resulted in a new mission statement and new learning outcomes.


The Department of Computer Sciences and Systems, too, recently conducted a wide-reaching survey concerning the Computer Networking program, gathering responses from administration, faculty, students, alumni, employers, co-op employers, and IPAC members. As a result of the survey, the program was refocused to be more network-oriented, and on the recommendation of program alumni in particular, new courses in security and in routing and switching were added to the program curriculum. The Architecture program has undergone a number of significant changes in the past three years, having introduced a new undergraduate foundational curriculum, new undergraduate areas of concentration, and a master’s degree program. The program’s assessment methods were essential to the implementation of all these changes, as it relied on surveys of faculty, students, IPAC members, comparisons with peer institutions, and consultations with colleagues in academia and the field to develop and assess the new curricula. While the academic programs have developed solid assessment procedures, Institute-level assessment of student learning is incomplete. The Career Services office provides valuable data in the form of co-op employer surveys and post-graduation employment rates, but data in other areas, such as the tracking of alumni, is lacking. An Institute assessment committee was established in 2003, but was dissolved soon afterward, and a new one has not been formed since. The Institute web portal does have a page devoted specifically to assessment, but it has not been updated in some time. As much of Wentworth’s assessment of student learning at the course and program levels is strong, particular attention will be directed in the coming years to assessment at the Institute level. The establishment of the OIRP and the hiring of an official Institutional Researcher were first steps toward more effective assessment at the Institute level; this office will be relied on to provide more comprehensive collection and analysis of assessment data.

The Institute is especially concerned with developing a systematic, unified assessment of its general-education component. Presently, the many program-specific accrediting agencies address general education in various ways (or, in some cases, not at all). As a consequence, Wentworth currently assesses general education in a disjointed way that reflects the demands of different accrediting bodies, with each degree program assessing it in response to its own accrediting agency’s requirement. To replace this approach, the Institute plans to develop a more robust, standard assessment system for general education, which will better inform revisions to the general-education curriculum.

Wentworth also hopes to make assessment systems more efficient by aligning the assessment process across accrediting bodies. Currently, assessment resources are used on a piecemeal basis to conduct partial assessments at different points in time, according to the schedules of the Institute’s many accrediting agencies. The more that programs can be evaluated on a common timeframe, the more resources can be devoted to comprehensive assessments of student learning. To that end, Wentworth would support efforts among the accrediting agencies to align both schedules and reporting requirements. Finally, the Institute will make efforts to develop more thorough and precise tracking of alumni, which is not done effectively at the Institute level. Wentworth recognizes that the career success of alumni and their feedback about the Institute’s programs are important means of confirming program strengths and identifying areas for improvement.


OPTION E1: PART A. INVENTORY OF EDUCATIONAL EFFECTIVENESS INDICATORS

CATEGORY

(1) Have

formal learning

outcomes been

developed?

(2) Where are these learning outcomes published? (please specify)

Include URLs where appropriate.

(3) Other than GPA,

what data/evidence is

used to determine that graduates

have achieved the stated outcomes for the degree? (e.g., capstone

course, portfolio review, licensure

examination)

(4) Who interprets the evidence? What is the

process? (e.g. annually by the curriculum

committee)

(5) What changes

have been made as a result of using

the data/evidence?

(6) Date of

most recent program

review (for general

education and each degree

program)

At the institutional level Yes http://www.wit.edu/academics/learning-goals.html Refer to individual discipline specific accreditation self-studies na

For general education if an undergraduate institution Yes

http://www.wit.edu/catalog/2012-Catalog/institute/day-model.html http://www.wit.edu/catalog/2012-Catalog/institute/continuing-ed-model.html

Refer to program accreditation self-studies na

List each degree program:

Architecture (MS) Yes http://www.wit.edu/arch/programs/index.html Refer to Self-Study prepared for NAAB plus Annual Reports in Team Room 2006

Architecture (BS) Yes http://www.wit.edu/arch/programs/index.html Refer to Self-Study prepared for NAAB plus Annual Reports in Team Room 2006

Biomedical Engineering (BS) Yes http://www.wit.edu/biomedical/programs/biomedical.html New program started Fall 2011 developed

to EAC/ABET Criteria -

Civil Engineering (BS) Yes http://wit.edu/civil-engineering/programs/index.html New program started Fall 2011 developed to EAC/ABET Criteria -

Civil Engineering Technology (BS) Yes http://wit.edu/civil-engineering/programs/index.html Refer to Self-Study prepared for TAC/ABET plus

Supplemental Materials in Team Room 2010

Computer Engineering Technology (BS) Yes http://www.wit.edu/electrical-

engineering/programs/computer-tech.html Refer to Self-Study prepared for TAC/ABET 2010

Computer Networking Yes http://www.wit.edu/computer-science/programs/BSCN.html Refer to Self-Study prepared for CAC/ABET 2010


http://www.wit.edu/catalog/2012-Catalog/institute/day-model.html

http://www.wit.edu/catalog/2012-Catalog/institute/day-model.html

http://www.wit.edu/catalog/2012-Catalog/institute/continuing-ed-model.html

http://www.wit.edu/catalog/2012-Catalog/institute/continuing-ed-model.html

http://www.wit.edu/arch/programs/index.html

http://www.wit.edu/arch/programs/index.html

http://www.wit.edu/biomedical/programs/biomedical.html

http://www.wit.edu/NEASC2011/report2011/supplimental/abet-eac-criteria-2011-2012.pdf

http://wit.edu/civil-engineering/programs/index.html


http://wit.edu/civil-engineering/programs/index.html

http://www.wit.edu/NEASC2011/report2011/supplimental/BCETSelf-Study2010.pdf

http://www.wit.edu/electrical-engineering/programs/computer-tech.html

http://www.wit.edu/electrical-engineering/programs/computer-tech.html

http://www.wit.edu/NEASC2011/report2011/supplimental/BCOTSelf-Study2010.pdf

http://www.wit.edu/computer-science/programs/BSCN.html

http://www.wit.edu/computer-science/programs/BSCN.html

http://www.wit.edu/NEASC2011/report2011/supplimental/BSCN-2010Self-Study-Report.pdf


Computer Science Yes http://www.wit.edu/computer-science/programs/BCOS.html Refer to Self-Study prepared for CAC/ABET 2010

Construction Management (MS) Yes http://www.wit.edu/ccev/mscm/index.html New program started Fall 2010 developed to ACCE

Criteria -

Construction Management (BS) Yes http://www.wit.edu/ccev/programs/construction-

management.html Refer to Self-Study prepared for ACCE Refer to Annual Report prepared for IACBE

2006 2009-2010

Electrical Engineering Yes http://www.wit.edu/electrical-engineering/programs/electrical-engineering.html

New program started Fall 2011 developed to EAC/ABET Criteria -

Electromechanical Engineering (BS) Yes http://www.wit.edu/mechanical-

engineering/programs/electro-mech-eng.html Refer to Self-Study prepared for EAC/ABET 2007

Electronic Engineering Technology (BS) Yes http://www.wit.edu/electrical-

engineering/programs/electronic-engineering.html Refer to Self-Study prepared for TAC/ABET 2010

Engineering Yes http://www.wit.edu/engineering-technology/programs/index.html


Industrial Design (BS) Yes http://www.wit.edu/industrial-design/about/index.html Refer to Self-Study prepared for NASAD 2011 Facilities Planning and Management (BS) Yes http://wit.edu/management/bfpm/index.html Refer to Self-Study prepared for IFMA

Refer to Annual Report prepared for IACBE 2010 2009-2010

Interior Design (BS) Yes http://www.wit.edu/df/about/index.html Refer to Self-Study prepared for CIDA plus Supplemental Materials in Team Room 2011

Management (BS) Yes http://wit.edu/management/management/index.html Refer to Annual Report prepared for IACBE 2004 2009-2010

Mechanical Engineering Yes http://www.wit.edu/mechanical-engineering/programs/mech-eng.html


Mechanical Engineering Technology (BS) Yes http://www.wit.edu/mechanical-

engineering/programs/mech-eng-tech.html Refer to Self-Study prepared for TAC/ABET 2010

Project Management (BS) Yes Refer to Annual Report prepared for IACBE 2004 2009-2010

http://www.wit.edu/computer-science/programs/BCOS.html

http://www.wit.edu/computer-science/programs/BCOS.html

http://www.wit.edu/NEASC2011/report2011/supplimental/BCOS2010-Self-Study-Report.pdf

http://www.wit.edu/ccev/mscm/index.html

http://acce-hq.org/index.htm

http://acce-hq.org/index.htm

http://www.wit.edu/ccev/programs/construction-management.html

http://www.wit.edu/ccev/programs/construction-management.html

http://www.wit.edu/NEASC2011/report2011/supplimental/BCMT2006ACCEReportFinal.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/IACBEAnnualReport2010-BCMT.pdf

http://www.wit.edu/electrical-engineering/programs/electrical-engineering.html

http://www.wit.edu/electrical-engineering/programs/electrical-engineering.html


http://www.wit.edu/mechanical-engineering/programs/electro-mech-eng.html

http://www.wit.edu/mechanical-engineering/programs/electro-mech-eng.html

http://www.wit.edu/NEASC2011/report2011/supplimental/BELM2007Self-Study%20Report.pdf

http://www.wit.edu/electrical-engineering/programs/electronic-engineering.html

http://www.wit.edu/electrical-engineering/programs/electronic-engineering.html

http://www.wit.edu/NEASC2011/report2011/supplimental/TAC-ABET.pdf

http://www.wit.edu/engineering-technology/programs/index.html

http://www.wit.edu/engineering-technology/programs/index.html


http://www.wit.edu/industrial-design/about/index.html

http://www.wit.edu/NEASC2011/report2011/supplimental/NASAD2005Self-Study.pdf

http://wit.edu/management/bfpm/index.html

http://www.wit.edu/NEASC2011/report2011/supplimental/IACBEAnnualReport2010-BFPM.pdf

http://www.wit.edu/df/about/index.html

http://www.wit.edu/NEASC2011/report2011/supplimental/CIDASelf-StudyFall2010.pdf

http://wit.edu/management/management/index.html

http://www.wit.edu/NEASC2011/report2011/supplimental/IACBEAnnualReport2010-BSM.pdf

http://www.wit.edu/mechanical-engineering/programs/mech-eng.html

http://www.wit.edu/mechanical-engineering/programs/mech-eng.html

http://www.wit.edu/NEASC2011/report2011/supplimental/EACABETCriteria.pdf

http://www.wit.edu/mechanical-engineering/programs/mech-eng-tech.html

http://www.wit.edu/mechanical-engineering/programs/mech-eng-tech.html

http://www.wit.edu/NEASC2011/report2011/supplimental/BMETSelf-Study2010.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/IACBEAnnualReport2010-BPM.pdf


OPTION E1: PART B. INVENTORY OF SPECIALIZED AND PROGRAM ACCREDITATION

(1) Professional, specialized, State, or programmatic

accreditations currently held by the institution (by

agency or program name).

(2) Date of most

recent accreditation

action by each listed agency.

(3) List key issues for continuing accreditation identified in

accreditation action letter or report.

(4) Key performance

indicators as required by agency or selected

by program (licensure, board, or

bar pass rates; employment rates,

etc.). *

(6) Date and nature of

next scheduled review.

National Architectural Accrediting Agency (NAAB)

2006 Available in Team Room 2012

Accreditation Board for Engineering and Technology – Engineering Accreditation Commission (EAC/ABET)

2007


2013

Accreditation Board for Engineering and Technology – Technology Accreditation Commission (TAC/ABET)

2011

Final General Review Statement on Wentworth Institute of Technology and Program Evaluations for Civil Engineering Technology (CET), Computer Engineering Technology (COT), Electronics Engineering Technology (EET), and Mechanical Engineering Technology (MET) .

CET - 2017 COT - 2013 EET – 2013 MET - 2013

Accreditation Board for Engineering and Technology – Computing Accreditation Commission (CAC/ABET)

2011 Final Statement of Accreditation for Computer Networking (SCN) and Computer Science (COS).

SCN – 2013 COS - 2013

http://www.wit.edu/NEASC2011/report2011/supplimental/TAC-ABETevaluation-response.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/TAC-ABET-evaluation-response.pdf



http://www.wit.edu/NEASC2011/report2011/supplimental/CAC-ABET-evaluation-response.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/CAC-ABET-evaluation-response.pdf


National Association of Schools of Art and Design (NASAD)


International Facility Management Association (IFMA)

2010 Reaccreditation letter from IFMA 2016

International Assembly for Collegiate Business Education (IACBE)


Council for Interior Design Accreditation (CIDA)

2011 Available in Team Room 2017 (anticipated)

http://www.wit.edu/NEASC2011/report2011/supplimental/ReaccreditationLtr_10.27.10.pdf


Form S1. RETENTION AND GRADUATION RATES

Student Success Measures/ Prior Performance and Goals

3 Years Prior

FY2008)

2 Years Prior

(FY2009)

1 Year Prior

(FY2010)

Most Recent Year

(FY2011 )

Goal for the Future

IPEDS Retention Data

Associate degree students na na na Available in Team Room

na Bachelor degree students 79% 79% 80%

IPEDS Graduation Data Associate degree students na na na na na Bachelor degree students 55% 57% 60% Team Room

Other Undergraduate Retention Rates (1) a 2nd to 3rd year 70% 69% 70% Available in

Team Room

b 3rd to 4th year 65% 67% 65% c

Other Undergraduate Graduation Rates (2) a b c

Graduate programs * MARC Program Retention rates first-to-second year (3) 99% 100%

Graduation rates @ 150% time (4) Distance Education

Course completion rates (5) Retention rates (6)

Graduation rates (7) Branch Campus and Instructional Locations

Course completion rate (8) Retention rates (9)

Graduation rates (10) Definition and Methodology Explanations

1 2 3 4 5 6 7 8 9

10

* An institution offering graduate degrees must complete this portion.


Form S2. OTHER MEASURES OF STUDENT ACHIEVEMENT AND SUCCESS

Measures of Student Achievement and Success/ Institutional Performance and Goals

3 Years Prior FY2008)

2 Years Prior (FY2009)

1 Year Prior (FY2010)

Most Recent Year (FY2011 ) Goal for the Future

Success of Students Pursuing Higher Degree

1 Architecture (BS), six months 67% 67%

Not Available Until March

2012

60%

2 Architecture (M. Arch.), six months na

3 Civil Engineering Technology (BS), six months 7% 16% na

4 Computer Engineering Technology (BS), six months 22% na

5 Computer Networking (BS), six months 11% na

6 Computer Science (BS), six months 17% na

7 Construction Management (BS), six months 5% na

8 Electromechanical Engineering (BS), six months

13% na

9 Electronic Engineering Technology (BS), six months 20% na

10 Facilities Planning & Management (BS), six months

na

11 Industrial Design (BS), six months 13% na

12 Interior Design (BS), six months na

13 Management (BS), six months 10% na

14 Mechanical Engineering Technology (BS), six months 4% 5% na

Definition and Methodology Explanations The graduating class is surveyed approximately 3 weeks prior to Commencement in April and August. A follow-up survey is conducted between January and February. Reporting for 2008 combined employment and graduate school into one percentage preventing the ability to report on just graduate school. Form S3 notes the combined employment and graduate school rate for that year. Historically, the percentage of students pursuing a higher degree immediately following Wentworth is small. Rates at Which Graduates Pursue Mission-Related Paths (e.g., Peace Corps, Public Service Law)

1 2 3 4

Definition and Methodology Explanations


Rates at Which Students Are Successful in Fields for Which They Were Not Explicitly Prepared

1 2 3 4

Definition and Methodology Explanations Documented Success of Graduates Achieving Other Mission-Explicit Achievement (e.g., Leadership, Spiritual Formation)

1 2 3

Definition and Methodology Explanations Other (Specify Below)

1 2

Definition and Methodology Explanations


Form S3. LICENSURE PASSAGE AND JOB PLACEMENT RATES

3 Years Prior

FY2008) 2 Years Prior

(FY2009) 1 Year Prior

(FY2010) Most Recent

Year (FY2011 ) Goal for the Future

State Licensure Passage Rates *

1 2 3 Available in Team Room

4 5

National Licensure Passage Rates *

1 2 3 Available in Team Room

4 5

Job Placement Rates **

1 Architecture (BS), six months 70% 25% 29%

Not Available Until March

2012

30%

2 Architecture (M. Arch.), six months 81% 85%

3 Civil Engineering Technology (BS), six months 89% 71% 81% 85%

4 Computer Engineering Technology (BS), six months 78% 80% 85%

5 Computer Networking (BS), six months 95% 83% 93% 85%

6 Computer Science (BS), six months 100% 75% 100% 85%

7 Construction Management (BS), six months 83% 97% 98% 85%

8 Electromechanical Engineering (BS), six months

82% 87% 80% 85%

9 Electronic Engineering Technology (BS), six months 89% 100% 90% 85%

10 Facilities Planning & Management (BS), six months

100% 80% 100% 85%

11 Industrial Design (BS), six months 55% 44% 67% 70%

12 Interior Design (BS), six months 65% 100% 94% 85%

13 Management (BS), six months 86% 80% 89% 85%

14 Mechanical Engineering Technology (BS), six months 75% 70% 90% 85%


* For each licensure exam, give the name of the exam above along with the number of students for whom scores are available and the total number of students eligible to take the examination (e.g. National Podiatric Examination, 12/14). In following columns, report the passage rates for students for whom scores are available, along with the institution's goals for succeeding years.

** For each major for which the institution tracks job placement rates, list the degree and major, and the time period following graduation for which the institution is reporting placement success (e.g., Mechanical Engineer, B.S., six months). In the following columns, report the percent of graduates who have jobs in their fields within the specified time.

Institutional Notes of Explanation

a The 2008 job placement numbers reflect employed, graduate school or both. The 2009 and 2010 job placement numbers reflect just employment.

b

c

d


Form S4. COMPLETION AND PLACEMENT RATES FOR SHORT-TERM VOCATIONAL TRAINING PROGRAMS FOR WHICH STUDENTS ARE ELIGIBLE FOR FEDERAL FINANCIAL AID

3 Years Prior

FY2008) 2 Years Prior

(FY2009) 1 Year Prior

(FY2010) Most Recent Year

(FY2011 ) Goal for the

Future

Completion Rates *

1

2

3

4

5

6

7

8

9

10

11 Placement Rates **

1

2

3

4

5

6

7

8

9

10

11

* List each short-term vocational training program separately. In the following columns indicate the annual weighted average completion rate for the most recent and two prior years. In the final two columns, list institutional goals for the next two years.

** List each short-term vocational training program separately. In the following columns indicate the annual weighted job placement rate for the most recent and two prior years. In the final two columns, list the institutional goals for the next two years.

APPENDIX 4 WIT SELF-STUDY TEAMS 268

APPENDIX 4 WENTWORTH INSTITUTE OF TECHNOLOGY

SELF-STUDY TEAMS

Standard One: Mission and Purpose

Co-Chairs: Keiko Broomhead, Vice President, Student Affairs and Enrollment Management

Rick Roberts, Faculty, Dept. of Mechanical Engineering Technology Team Members: Joe Santacroce, President, Faculty Senate Fernando Rodrigues, Student, Dept. of Architecture Don Pogorzelski, Trustee

Standard Two: Planning and Evaluation

Co-Chairs: Brad Wild, Director, Institutional Research Gary Simundza, Faculty, Dept. of Applied Mathematics Team Members: Connie Demers, Faculty, Dept. of Civil Engineering and Technology Suzanne Kennedy, Chair, Dept. of Management Joe Kobrianos, Student, Dept. of Electrical Engineering & Technology George Chammilard, Trustee

Standard Three: Organization and Governance

Co-Chairs: Pat Hafford, Dean, College of Arts and Sciences Peter Rourke, Faculty, Dept. of Mechanical Engineering & Technology Team Members: Herb Fremin, Faculty, Dept. of Interior Design Jon Ripley, Chair, Dept. of Humanities and Social Sciences Joe Kobrianos, President, Wentworth Student Government Phil Hooper, Trustee

Standard Four: The Academic Program

Co-Chairs: Russell Pinizzotto, Senior Vice President/Provost, Academic Affairs Madgy Elabidy, Faculty, Dept. of Computer Science and Networking Team Members: Ted Rooney, Faculty, Dept. of Humanities and Social Sciences Shankar Krishnan, Chair, Dept. of Biomedical Engineering C.T. Hannon, Student, Dept. of Electrical Engineering & Technology Wayne Johnson, Trustee

Standard Five: Faculty

Co-Chairs: Susan Paris, Assistant Provost Chris Gleason, Faculty, Dept. of Humanities and Social Sciences Team Members: Jerry Hopcroft, Faculty, Dept. of Civil Engineering and Technology Karina Assiter, Faculty, Dept. of Computer Science and Networking Juli-Ann O’Neil, Student, Dept. of Architecture John Kelleher, Trustee


Standard Six: Students

Co-Chairs: Annamaria Wenner, Dean of Students James Lambrechts, Faculty, Dept. of Civil Engineering and Technology Team Members: Ophir Feldman, Faculty, Dept. of Applied Mathematics Vinnie Rodriquez, Dept. of Management Keith Peden, Trustee Sylvia Price, Trustee

Standard Seven: Library and Other Information Resources

Co-Chairs: Walter Punch, Director, Alumni Library Andrew Johnston, Faculty, Dept. of Architecture Team Members: Monique Fuchs, Associate Vice President, Division of Technology Services Dan Larson, Trustee Carol Wedge, Trustee

Standard Eight: Physical and Technological Resources

Co-Chairs: Rachel Pike, Chair, Dept. of Interior Design Les Vaughn, Associate Vice President, Administrative Technology Team Members: Ted Greene, Faculty, Dept. of Mechanical Engineering & Technology Taliah Rashada, Student, Dept. of Computer Science and Networking Edward Bond, Trustee Dick Sheridan, Trustee William Creelman, Corporator

Standard Nine: Financial Resources

Co-Chairs: Robert Totino, Vice President, Finance Scott Sumner, Chair, Dept. of Construction Management Team Members: Beth Gibb, Dept. of Architecture Ken Roberts, Trustee

Standard Ten: Public Disclosure

Co-Chairs: Linda P. Gallagher, Manager of Library Records/Archivist Paul Lazarovich, Faculty, Dept. of Humanities and Social Sciences Team Members: Bo Tao, Faculty, Dept. of Mechanical Engineering and Technology

Michael Manzella, Student, College of Professional & Continuing Education Jamie Kelly, Director of Public Affairs Gary Walker, Trustee

Standard Eleven: Integrity

Co-Chairs: Marlin Nabors, Director, Community Standards Jon Ripley, Chair, Dept. of Humanities and Social Sciences Team Members: Amanda Hattaway, Faculty, (current Chair) Dept. of Applied Mathematics Suzanna Kopec, Student Dan Flately, Trustee

(Editorial Committee on next page)


Editorial Committee

Chair: Marilyn Stern, Faculty, Dept. of Humanities and Social Sciences Team Members: David Downey, Faculty, Dept. of Humanities and Social Sciences

Karen Britton, Director, The Learning Center (formerly, Center for Teaching and Learning) Michael Kupferman, Chair, Dept. of Civil Engineering and Technology,

(formerly, Associate Vice President for Academic Affairs and Associate Provost

APPENDIX 5 ACADEMIC CATALOG

271

APPENDIX 5 ACADEMIC CATALOG

• 2007-2008 Academic Catalog



Academic Catalogs from 2007-2008 to 2011-2012 are available online.

http://www.wit.edu/NEASC2011/report2011/supplimental/2007-08Catalogue.pdf




APPENDIX 6 FACTBOOK

272

APPENDIX 6 FACTBOOK AND PRESIDENT’S ANNUAL REPORT

Factbook

• 2005 Factbook

• 2006 Factbook

• 2007 Factbook

• 2008 Factbook

• 2009 Factbook

• 2010 Factbook

Factbooks are also available on the President’s tab on LConnect.


• 2004-2005 President’s Annual Report





The President’s Annual Reports are also available on the President’s tab on LConnect.

http://www.wit.edu/NEASC2011/report2011/supplimental/2005Factbook.pdf






http://lconnect.wit.edu/

http://www.wit.edu/NEASC2011/report2011/supplimental/2004-05AnnualReport.pdf





http://lconnect.wit.edu/

APPENDIX 7 ENROLLMENT AND RETENTION

273

APPENDIX 7 ENROLLMENT AND RETENTION REPORT

• Spring 2008 Enrollment and Retention Data

• Summer 2008 Enrollment and Retention Data

• Fall 2008 Enrollment and Retention Data








• Summer 2011 Enrollment and Retention Data The above reports are also available at http://www.wit.edu/institutionalresearch/ as well as:

• Retention by Major Data (1995 – 2010)

• Seven Year Migration Study (2003 – 2011)

http://www.wit.edu/NEASC2011/report2011/supplimental/Spring2008Census.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Summer2008Census.pdf

http://www.wit.edu/NEASC2011/report2011/supplimental/Fall2008Census.pdf









http://www.wit.edu/institutionalresearch/

APPENDIX 8 POST-GRADUATION EMPLOYMENT AND GRADUATE SCHOOL

274

APPENDIX 8 POST-GRADUATION EMPLOYMENT AND GRADUATE SCHOOL REPORT

• 2001 Post-Graduation Employment and Graduate School Report









http://www.wit.edu/NEASC2011/report2011/supplimental/2001PostGradReport.pdf








http://www.wit.edu/NEASC2011/report2011/supplimental/2010_Employment_Report_20110401.pdf

kupfermanm

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