When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 1

When Successful Programs AreImperiled: Lessons Learned fromSaving WMU's Graduate Psychology
Programs

Wayne Fuqua
Doug Johnson
Sophie Rubin
Western Michigan University

Slide 2

News Summary

Slide 3

The Context: Declining Statesupport for higher education

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MISlide 4

The Context: Tuition and fees
 Cost shifting from the State to students

and their families

Slide 5

Context: Declining WMU enrollment;
Psychology holding steady
31000

1000

30000

900
800

29000

700

28000

600
27000
500
26000
400
25000

300

24000

200

23000

Psychology Student Headcount

WMU Student Headcount

WM U Enrollment & Psychology Department Enrollment: Graduate& Undergraduate

WMU EnrollmentPsychology
Undergraduate
Enrollment

Psychology
Graduate Student
Enrollment

10022000

02000

2001

2002

2003

2004

2005

2006

YearSlide 6

Administrative Challenges: NewPresident, Changing Provosts
 Dr. Judith Bailey,appointed seventh
WMU President, 2003
 Controversial hiring
process Contract terminated,
August 15, 2006
 Dr. Linda Delene,appointed Provost andVPAA, 2004; resigns,
May 22, 2006

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan UniversityMarch 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MISlide 7

Concerns about leadership
 BOT glowing reviews of President Bailey, payraises, contract extensions
 Faculty Senate Survey in March, 2006

reveals broad dissatisfaction with WMUleadership 87% disagreed somewhat or strongly that
WMU has improved during Bailey’s threeyear tenure Qualitative comments destroyed by WMU--noFOIA
 Chair of Board of Trustees publicly dismissed
survey results

Slide 8

Brief History of GraduateProgram Review
 July 19, 2005, Graduate ProgramEvaluation Charge from Provost Delene Rationale--WMU can’t support thecurrent number of academic programs
 Goal: Identify programs with highest
strategic importance to become
investment centers

Slide 9GPR review process Departments prepare self study (Sept. 2005)
 Dean’s review department reports and append

ratings and recommendations
 Review teams (Seven review teams, facultyfrom diverse disciplines)

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 10

Role of Review Teams Review Department and Dean’s reports
 Interview faculty and graduate students March 15, 2006 report recommendation andratings (1-5, 5 is highest) on each graduateprogram 17 appeals submitted to Faculty Senate ExecCommittee
 May 11, 2006: Provost announces final
decisions, recommended to President and
BOT for July action: “no appeals”

Slide 11

Review Criteria– External demand-number and quality of applicants– Student and program outcomes--student learning,publications, placement, etc.
– Program administration and planning-- mission
and vision, collaborations– Program size & scope: number of students, SCH,
faculty publications and grants– Impact on WMU and community– Absent-- current and future cost, revenue
generate by program (tuition, grants, gifts); PR
value, etc.

Slide 12Strategic academic priorities
 Quality in health and human services
 Strengths in humanities, languages,

math and physical sciences Others--humanities, arts, teacher ed,
business, engineering

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan UniversityMarch 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 13

Outcomes for Industrial Psychology
 Self rating: 5
 Dean rating: 4, enhance and grow
 Team rating: 4, maintain program at

approximately current size and scope Provost decision: Eliminate IO masters
programSlide 14Outcomes for Clinical Psychology
 Self rating: 5
 Dean rating: 5, substantially enhance andgrow Team rating: 3, maintain program at same

size and scope Appeal: upheld on procedural grounds andbias--lead reviewer concerned about
theoretical orientation of clinical program Provost: deny appeal, eliminate program

Slide 15

Data based evaluation on Review
Criteria: Strong on all accounts
 External Demand--200+ applications for 30-

40 slots per year Quality of students & outcomes--lots ofstudent publications and job placements
 Quality of program administration Productivity-research and scholarship Impact of program Opportunity analysis--interdisciplinary or newprograms

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 16

Our evaluation of alignment withstrategic academic priorities
 Well aligned with science and healthand human services priorities
 For example: Behavior based safety,
Evidence based interventions in ClinicalPsychology, Health Psychology andbehavioral risk factors

Slide 17

Critique of GPR Conclusions
 Actions not justified by graduate program

review process Elimination will cost WMU in net revenue,

prestige, connections with the community
 Clinical and IO aligned with health servicesand science focus
 No direct impact on behavior analysis
 Take action to preserve IO and ClinicalSlide 18

Can lowly students actually do anything?

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MISlide 19

Slide 20

Sure

Students often have freedom toact denied to faculty Faculty– Public face / representatives of university– Possible retaliation

Slide 21

Students often have freedom toact denied to faculty Students– Won’t be around long enough for administrators toretaliate without public outrage– TAs making class announcements– Recruiting parents to cause (as tuition providers &taxpayers, they are stakeholders)– There’s a lot more of us than other employees• Attend Board of Trustees meetings in mass
• Write letters in mass
• Make the most noiseWhen Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 22

However, requires organization...
 Coordinator / Facilitator: Rebecca Arvans
 Letter campaign: Sarah VerLee Public representatives: Tina Goldsmith(clinical) and Doug Johnson (I/O)
 Website: Sophie Rubin and Doug Johnson
 Petition: Sophie Rubin Public rally: Candee Jostad and Jay Clore

Slide 23

Coordinator Need to keep everyone on track andmake sure nothing neglected Meeting agendas / notes

Slide 24

Letter campaign
 Some students can be tactlessWhen writing letters or e-mails, please remember:– In your attempt to advocate for the Psychology Department, refrain fromdisparaging other departments or programs across campus. Do not draw
attention to the weaknesses of other programs or question decisions madeby the administration to build other programs.
– Remember to maintain professionalism in your communications. It is okay
to demonstrate your disappointment, passion for your training, and strong
feelings about this decision. Refrain from lashing out and using ad hominem
strategies to undermine the administration (no name calling).
– Be professional– Be respectful– Make it personal Stagger the sending of letters to keep publicawareness steadyWhen Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 25

Public representatives
 Individuals to whom other students canrefer media to Calls to President, Provost, Board ofTrustees members

Slide 26Website
 Focal point Update constantly to keep people

visiting
 Keeping name and layout very simple(wmupsy.com)
 Data at bottom
 Simplest take-home message near top

Slide 27

Perhaps most puzzling is the administration's recommendation toclose these two programs that:– Are in high demand– Produce graduates that are highly successful at securing jobs
– Consistently produce high levels of research by both faculty andstudents– And produce enough tuition revenue from classes taught by faculty
and graduate students to pay for themselves

Not only are the clinical and industrial psychology programs
internationally recognized and respected, not only do WMU
psychology graduates consistently find work, not only do these
programs produce extremely high levels of scholarship, but theclinical and industrial psychology programs earn enoughrevenue to pay for themselves.
Furthermore, the clinical and industrial psychology programs metor exceeded all of the stated review criteria.

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 28Petition
 Online petition can grab signatures fromremote alumni, parents, peers, etc
 Occasionally need to clean up less thancivil remarks
 Mail physical copies of petition todecision makers

Slide 29Biggest weapon in student arsenal:
the shame / embarrassment factor
 Public perception of poor students getting screwed

over (“they’re saying my degree is withoutvalue...look at the free services we provide...”)
 Website with growing number of concerned letters
 Flyers* Newspaper ad* Bumper stickers*
 Yard signs*– Stagger these things, public can forget quickly *Donations (PayPal)

Slide 30

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MI

Slide 31

Biggest weapon in student arsenal:
the shame / embarrassment factor
 Fortunate position of data being available
 But, don’t focus on data

– Anecdotes of personal stories, disappointment,
shock, anger Make sure decision makers are painfully

aware of news coverage– Many live out of town
– Mail fact sheets, data, press clippings, petition,
DVD of TV appearances, cover letter mentioning
website to Board of Trustees, President, Provost(send via certified mail)– Call them

Slide 32

Reactions to GPR Decisions May 18, 2006

– President Judi Bailey announces appeals process-refuses to set aside GPR recommendations from
Provost’s Office May 19, 2006

– Faculty Union schedules no confidence vote for
Provost Linda Delene
 May 22, 2006

– Provost Linda Delene resigns effective May 22,prior to “no confidence” vote

Slide 33

The outcome?
 Appeals process and Bailey decisions: Clinical Psychology reinstated Industrial Psychology--appeals recommended

consolidate with Behavior Analysis Program;
Bailey, maintain with condition to increaseenrollment in MA program Coincidental outcome?: BOT terminates
Bailey contract, 500K pay out, takes job atAmerican Association of State Colleges andUniversities

When Successful Programs Are Imperiled: Lessons Learned from Saving Western Michigan University's Graduate Psychology
Programs
R. WAYNE FUQUA, DOUGLAS A. JOHNSON and SOPHIE RUBIN
Western Michigan University
March 23rd, 2007
Behavior Analysis Association Of Michigan, Ypsilanti, MISlide 34

Lessons learned
 State economy, WMU challenges as context
 Program reviews are inevitable and desirable

integrity and attention to evaluation guidelines
 Institutional data can be absent, inaccurate or

misconstrued--check accuracy--collect your own!
 Don’t compare apples and apple groves- programs

within Psychology against entire departments
 Alumni and students are effective advocates--often inways that faculty cannot
 Use the Media--be responsive, talk in sound bitesand metaphors, provide background and other leads
 The Board of Trustees--how to maintainindependence but add performance guidelines--hiringand evaluating President