West Texas A&M University

Mission

West Texas A&M University, a member of The Texas A&M University System, is dedicated to providing high quality baccalaureate and graduate education using traditional delivery and distance learning where appropriate. West Texas A&M is committed to serving as the principal academic, cultural, technical, service and research center for the multi-state region surrounding Canyon and Amarillo, through the collective and individual efforts of faculty, staff and students. West Texas A&M’s mission is to educate students to be informed, responsible, creative and articulate decision makers who exercise good citizenship, appreciate diversity and be professionally competitive.

West Texas A&M’s major areas of emphasis include, but are not limited to, teacher preparation, business, agriculture, fine arts, health care and sciences. All programs shall be built upon a solid foundation of required courses in communication, history and political science, and studies which develop strong critical thinking and problem-solving skills as well as an understanding of cultural diversity and an appreciation for the fine arts and humanities.

Priorities and Goals

Provide access to high quality educational opportunities using traditional delivery, distance learning and information technology systems, recognizing the importance of liberal studies and student engagement as a foundation for all careers and for successful participatory citizenship.
Sustain and enhance the university’s role as a cultural and informational resource for an external community which is becoming increasingly diverse.
Enhance the university’s service to the region’s economic growth through the establishment of stronger ties to agriculture, business, and industry.
Enhance the university’s contribution to meeting the region’s educational and health service needs through innovative approaches to teacher preparation and health care programs.
Enhance the quality of university life by providing access and opportunities that support the personal development needs of a diverse student body.
Enhance multi-cultural awareness and acceptance through recruitment and retention of minority students, faculty and staff.
Enhance university external funding efforts in recognition of the growing necessity of external support for recruitment, development and retention of high quality students, faculty and staff.
Continue to seek to make adequate provision for the improvement of infrastructure needs of the university.
Establish and carry out policies governing purchasing and public works contracting that foster meaningful and substantive inclusion of historically underutilized businesses.

Commentary on Top Priorities

Educational Opportunity

Provide Access to High Quality Educational Opportunities Using Traditional Delivery, Distance Learning and Information Technology Systems, Recognizing the Importance of Liberal Studies and Student Engagement as a Foundation for all Careers and for Successful Participatory Citizenship

West Texas A&M offers 61 baccalaureate degree programs, 43 master’s degree programs, and one doctoral degree program. Of these, three graduate degree programs are offered via distance learning: Master of Business Administration, Master of Education with major in Instructional Technology, and Master of Science with major in Agricultural Business and Economics. Undergraduate degree programs offered via distance learning include the Bachelor of Applied Arts and Sciences with professional development core in Emergency Management Administration, Bachelor of Applied Arts and Sciences, and Bachelor of General Studies. Individual courses including the university core curriculum are also offered via distance learning. During the 2003-2004 academic year, 234 courses were delivered via distance learning with 6,169 enrollments. Online only registrations totaled 1,699 students.
West Texas A&M implemented its first engineering program and first doctoral degree in agriculture in 2003 with larger than expected enrollments. For the first year, the engineering program had 77 majors; the doctoral program in agriculture had nine majors. Both programs provide benefits for economic development initiatives of the region.
The Texas Higher Education Coordinating Board (THECB) approved the B.S. degree with major in biotechnology in 2003. This degree proposal is an outgrowth of the Governor’s Council on Science and Biotechnology and the need in the Texas job market for highly skilled personnel to fill positions in health care, agriculture and biomedical technology. This vision includes the opportunity for Texas to become a leader in the “Age of Biotechnology.”
West Texas A&M’s communication disorders master’s program received accreditation from the American Speech-Language-Hearing Association in 2003; the athletic training program was reviewed by an onsite visit from the Joint Review Committee on Athletic Training in 2004; the Texas Board of Professional Engineers unanimously voted in 2004 to grant blanket approval for West Texas A&M graduates of the mechanical engineering program to sit for the Fundamentals of Engineering Exam. These new degree programs, accreditations and approvals represent a continual renewal and enhancement of West Texas A&M’s curriculum and program development.
The general education component of the West Texas A&M curriculum is a substantial component of each undergraduate degree and is designed to ensure breadth of knowledge. The general education courses are from humanities, social and behavioral sciences, visual and performing arts (fine art), communication, mathematics and natural sciences. The courses do not focus on those skills, techniques and procedures specific to a particular occupation or profession. The general education courses are intended to provide students with the basis for establishing broad and multiple perspectives of the individual in relation to the larger society and world in which he or she lives. They are predicated on the belief that basic intellectual competence in reading, writing, speaking, listening and critical thinking is essential to the learning process, including student engagement.
To engage the student, the American Democracy Project was developed in 2003. This project seeks to engage the higher education community of administrators, faculty, and students in a set of conversations and activities about civic engagement. The project provides opportunities for students to understand and participate in activities designed to increase their commitment to civic engagement. The goal of the project is to contribute to the development of an informed and contributing citizenry for the United States in the 21st century.

Community Resource

Sustain and Enhance the University’s Role as a Cultural and Informational Resource for an External Community That is Becoming Increasingly Diverse

The Texas A&M University System Board of Regents and the THECB approved the establishment of the Jo Randel Center for the Preservation of Panhandle Heritage in 2004. The late Jo Stewart Randel had a vision to preserve the cultural heritage of the Texas Panhandle. According to demographic changes, many small towns in the Panhandle of Texas are losing population and are facing economic, social and environmental change. The center provides opportunities for citizens of the region to address these changes through collaborative efforts with West Texas A&M to promote and to enhance their quality of life.
In 2004, the College Talent Search program assisted in College for Texans presentations to over 3,000 parents and students through community collaborations and in the public schools. In addition, a Go Motivational Theatre Team and a Collegiate G Force have been assembled to further promote the campaign.
The College Assistance Migrant Program (CAMP) provides activities and services to migrant students to promote academic excellence. The program was designed in cooperation with public schools of the Texas Panhandle and other entities with a vested interest in the area’s disadvantaged youth. Thirty-two students entered the program in 2003-2004 with a 60 percent retention rate for the next academic year.

Service to the Region

Enhance the University’s Service to the Region’s Economic Growth Through the Establishment of Stronger Ties to Agriculture, Business and Industry

West Texas A&M was ranked in the top five schools in Texas in research for Food, Fiber and Agriculture. For FY 2004, the Division of Agriculture received grants and contracts of $3,573,825, which added significantly to the scientific endeavors of the faculty.
The Division of Agriculture works with area feedlots to reduce gaseous emissions and volatile organic compounds that contribute to reduced air quality. The division also has an initiative to develop strategies to maximize the efficiency of utilization for crops and livestock and to evaluate the socio-economic effects of the decline of the Ogallala Aquifer as the region moves from irrigated cropland to dryland farming.
The Small Business Development Center (SBDC) in the College of Business provides consulting, training, and related services to businesses and pre-venture entrepreneurs in the top 25 counties of the Texas Panhandle. West Texas A&M’s economic development initiatives continue to expand with $5 million obtained to date to support the SBDC and the Enterprise Network for movements into designated cities throughout the counties of the Panhandle region.
The Computer Information Systems Department developed a Software and Network Security Testing (SoNST) Lab to test security software and hardware. Co-branding of the lab was with Sage-INC, Sprint Communications, and Dell Computers. Initial seed funding was over $200,000.
The Master of Business Administration (MBA) degree is offered to 60 Pantex/BWXT employees at their work site, and the MBA is offered through Global MBA in Vancouver, British Columbia. Faculty members from the College of Business go to the locations to offer some of the MBA courses allowing students to continue their education in the workplace. Additionally, students can enroll in the MBA courses via the Internet.

Teacher Preparation and Health Care Programs

Enhance the University’s Contribution to Meeting the Region’s Educational and Health Service Needs Through Innovative Approaches to Teacher Preparation and Health Care Programs

The Division of Education implemented a Professional Development Schools Program (PDS) for West Texas A&M students pursuing EC-4 and 4-8 teacher certification in the undergraduate program. The innovative program was designed to pursue goals for both the university and the partner schools. The goals include having pre-service teachers:

Work and learn at an exemplary clinical site to give educators-in-training meaningful, practical experience;
Work in learner-centered schools for children and adults;
Collaborate with PDS public schools; and
Provide input to pre-service teacher preparation.

West Texas A&M participates in the A&M System’s Academy for Educator Development. One of the purposes of the initiative is to broaden the involvement of arts and sciences faculty in field-based teacher preparation. Thirty West Texas A&M faculty members from disciplines with teacher certification programs have been selected as academy members. These members work in school partnerships (11 area schools) and field-based teacher preparation projects to increase their subject knowledge as well as how to teach subject matter more effectively.
West Texas A&M received a federal EDI-Special Project grant to develop an integrated services center in Amarillo, Texas. With the funding, the West Texas A&M Health Partners Clinic was established in a medically underserved area in the city. The clinic provides health services for 1,200 patients from the immediate neighborhood as well as from other areas and serves as a major learning center for the West Texas A&M Division of Nursing students.

Commentary on Other Topics

Enrollment

Efforts to increase university attendance and retention rates have been successful. Enrollment increases have been achieved despite the fact that West Texas A&M is located in a geographic region of the state in which population growth is minimal and college attendance rates lag behind the state average. For example:
From 2000 to 2004.

West Texas A&M increased total enrollment by 7.7 percent
West Texas A&M increased Hispanic enrollment by 34 percent
West Texas A&M increased African American enrollment by 15 percent
West Texas A&M increased minority enrollment by 30 percent

Affordability

Affordability is a top priority for West Texas A&M. This is best demonstrated by the fact that the university has purposely kept tuition and fees low in an era of tuition deregulation and diminishing state funding. West Texas A&M tuition and fees are the fourth lowest in the state. At the same time, the university has emphasized scholarship generation for its students. To simplify the scholarship process for students and parents, the university has implemented a scholarship guarantee program that has been well-received by parents, students, and high school counselors. Other special programs help the neediest students. Pell grant recipients have increased noticeably since 2000 when 29 percent received the grants compared to 35 percent who received them in 2004. The university recently received a Star Award from the THECB for improving the success of its most economically disadvantaged students.

Graduation and Retention Rates

West Texas A&M has significantly increased the number of degrees awarded:
From 2000 to 2004,

West Texas A&M increased total degrees awarded by 12 percent
West Texas A&M increased degrees awarded to African American students by 107 percent
West Texas A&M increased degrees awarded to Hispanic students by 40 percent

Noticeable improvements are being made across the board in 4-, 5-, and 6-year graduation rates:

From the entering cohorts in 1995 and 1999, the 4-year graduation rate increased from 13.1 percent to 14.8 percent.
From the entering cohorts in 1994 and 1998, the 5-year graduation rate increased from 26.5 percent to 35.4 percent.
From the entering cohorts in 1993 and 1997, the 6-year graduation rate increased from 32.4 percent to 41.2 percent.

Success of Developmental Education Students

West Texas A&M leverages federal grant programs with institutional resources to improve the success of developmental students. Programs such as the Federal Student Support Services and College Assistance Migrant Programs have successful records of achievement. Grant applications from the two programs regularly rate in the top 10 percent of all applicants. The 6-year graduation rate for students requiring developmental education has increased 5.5 percent from fall 2000 to fall 2004. Hispanic student success for the 6-year graduation rate is particularly notable with an improvement of 23.4 percent and achieves a dramatically higher success rate than any other ethnic group requiring developmental education (61.2 percent for Hispanic, 41.9 percent for White and 41.2 percent for African American).

Diversity

West Texas A&M is becoming increasingly diverse. Approximately 20 percent of the undergraduate enrollment is Hispanic or African American. This is a marked change from 2000 when the percentage was only 15 percent. Hispanic undergraduate enrollment increased from 671 in fall 2000 to 871 in fall 2004, a 29.8 percent increase. African American enrollment has increased by 14.9 percent from 2000 to 2004.

Quality Enhancement Plan/Academic Excellence Plan

As a result of our National Survey on Student Engagement (NSSE) scores, West Texas A&M has dedicated itself to enriching our students through a cohesive, thoughtful and challenging Quality Enhancement Plan (QEP) and academic plan with a goal of engaging the first-year student. The West Texas A&M mission challenges the university “to educate students to be informed, responsible, creative and articulate decision makers who will exercise good citizenship, appreciate diversity and be professionally competitive.” The plan provides the vehicle through which our faculty, staff, administration and students will meet the challenges inherent in fulfilling this mission. West Texas A&M’s QEP/Academic Excellence planhas focused efforts on improving NSSE results by developing a program of engaging initiatives for students that has:

Enhanced Collaborative Learning

Facilitate faculty development to improve classroom instruction.
Infuse service-learning and project-based learning into the curriculum.

Enriched Educational Experiences

Create unique internships, mentorships, and field experiences.
Enhance cultural awareness on a global level.

Established Climate For Interdisciplinary Exchange

Ensure students and faculty are not isolated in their academic areas.
Encourage and facilitate interdisciplinary research and curriculum.

Cultivated Leadership Skills

Augment student participation in the local and global community.
Develop problem-solving and critical thinking skills.

Developed Community Partnerships

Build relationships between course curriculum and community needs.
Serve as the regional academic and cultural center.

Research

West Texas A&M continues to invest in research by hiring new faculty who are aggressive in competing for state, federal and private research dollars. Faculty are also active in the integration of both graduate and undergraduate students into their research efforts.

Our research focuses primarily on the needs of the region. Scholarly pursuits largely reside in the areas of agriculture, environmental studies, engineering and health. A 31.1 percent increase in research expenditures from 2001 to 2003 is a direct result of this effort. Federal research expenditures increased 10 percent (from $2.900 million to $3.190 million); state research expenditures increased 52.5 percent (from $1.623 million to $2.475 million); and private research expenditures increased 41.2 percent (from $.221 million to $.312 million).

It is anticipated that research expenditures will continue to grow. The 2005 completion of a molecular/DNA laboratory as well as facilities in epidemiology and protein engineering provide increased capacity for advanced research. The epidemiology laboratory received a $1.44 million grant from USDA in 2005 for the study of microbials in cattle. Preliminary plans are underway for additional research facilities such as a biosecurity level three lab with a wind tunnel to support the ever-growing research needs in our agriculture, environmental and biological disciplines.

Fund Raising

Two major fundraising efforts were initiated and successfully completed over the past 24 months:

In 2003, $2.6 million was raised in support of the new mechanical engineering baccalaureate program;
In 2004, $2.4 million was raised for scholarship funds.

The total amount of gifts received during these two years was $7,031,444, a 103 percent increase from the previous two years. This effort produced a 20 percent increase in the $10,000 endowed scholarships and a 50 percent increase in the $40,000 President’s Honor Scholarships. During the same time period, the number of new donors grew by 18 percent. The average size gift grew by 20 percent. To continue appropriate donor cultivation and recognition, the university is installing a university-wide donor recognition wall in Old Main to be in place when the silent phase of the Centennial Campaign begins next year.

Fiscal Stability

West Texas A&M has a sound financial base, demonstrated financial stability and adequate fiscal resources to support the mission of the institution and the scope of its programs and services.

The assets of the university have increased by $52,407,000 (not including depreciation) from FY 2000 to FY 2004. This is a 32.2 percent increase in assets. On average, assets increased 7.275 percent annually over the five-year period. During this same five-year period, available operating funds increased 17 percent and the available reserve ratio is 6.4 months. Revenue financing system debt coverage was 1.5 times revenues for the average of the last three fiscal years. The average of the last four fiscal years' revenue exceeded expenditures by an average of 9.1 percent.

The university has expended $86,583,000 from 1996 to 2004 in physical facilities improvement. Of that amount, $31,780,000 came from state-funded tuition revenue bonds. The balance of $54,000,000 came from university funds. The university is committed to providing facilities to meet the mission and the needs of academic programs and students, addressing deferred maintenance, and providing technology updates to the campus. The university has also committed resources to maintain an adequately compensated work force. Faculty salaries from FY 1993 to FY 2005 increased an average of 40.8 percent, while significant equity adjustments in staff positions have also been accomplished.

Financial stability has been achieved at West Texas A&M while general revenue support from the State has declined. FY 1984 general revenue provided 89 percent of education and general expense activities. In FY 2004 general revenue provided 64 percent. While tuition increases have been necessary to maintain adequate funding for the university to meet its mission, West Texas A&M is ranked 31 out of 34 for FY 2005 in required tuition and fees costs.

Operational Efficiencies

West Texas A&M implemented an Energy Management System in 1996. This project included updates to control systems and replacement of many lighting systems in the buildings with energy-efficient technology. The university has continued this practice when opportunities occur to renovate facilities. Savings through the implementation of this system have totaled $2.3 million dollars over the past eight years.

West Texas A&M has implemented information technology systems for students that include web-access of the student’s bill and account statement, as well as the posting of grades and transcripts on-line. The university no longer mails a student bill or semester grades, which results in substantial savings on postage costs. We also have implemented payment of tuition and fees on line. This reduces long lines of students at the cashier’s window and allows students the ability to pay at any time via the Internet.

The university implemented a “one-card” ID system and continues to enhance services to students, faculty and staff. The university has also provided a debit function and connected all vending machines, bookstore, activities center, library and other student service centers across the campus, which allows students to make payment for these services by using the debit function. In the last few years, the university has also expanded the debit function to off campus merchants in Canyon.

The University Bookstore implemented an aggressive used book program. We have increased our offerings of used books from 32 percent to 60 percent. This past year students saved over $400,000 by purchasing used books instead of new ones. Additionally, West Texas A&M offers free book boxing and payment via the Internet.

The State of Texas implemented a procurement card system for small purchases in 2003. West Texas A&M has taken advantage of this system and now processes more than 12,500 transactions totaling over $2,236,000 per year. The new procedure has proven to be an efficient method of allowing departments to receive supplies in a timely manner while reducing costs in the purchasing and accounts payable departments.

The indicated efficiencies have been implemented while maintaining an administrative cost ratio well below the state average. The total higher education administrative cost ratio for the state is 11.42 percent compared to 8.03 percent for West Texas A&M.

Commentary on Other Institutional Priorities

Improve Graduation and Retention Rates

To improve six-year graduation and retention rates, the university is developing a new first-year student emphasis. This emphasis includes a common readership program for new students, a teaching academy for faculty teaching the core curriculum and a freshman convocation event. Soon to follow are expansion of community-based student learning initiatives and student learning communities. The university is considering implementation of a University College that would facilitate success of new students by coordinating orientation, tutoring and student engagement activities. The university's Southern Association of Colleges and Schools (SACS) Quality Enhancement Plan addresses these efforts, and the plan focuses on improving student learning outcomes by increasing student engagement and improving instruction in ways that motivate more students to graduate.

Increase Student Enrollment

The university is aggressively considering new options to continue increasing enrollment. West Texas A&M will begin offering dual credit courses for university-bound high school students in the 2005 academic year. Market recruitment strategies are also being developed to encourage enrollment from perceived opportunity areas. The University Success Academy for first-generation students will promote unique higher education experiences for at-risk students. Additionally, the student outreach program through the College for Texans Campaign called "G-Force" will expand contacts with students in middle, junior and senior high schools. More than 1,000 students will be contacted in academic year 2005.

Increase Research Efforts

West Texas A&M is committed to increasing its external funding and has engaged in a number of activities focused on that goal. The institution recruits faculty committed to obtaining external funding and trains all new faculty in the processes and strategies associated with obtaining research money. Twenty-five new faculty joined the institution in the fall 2004 and 11 of those have already submitted proposals or are in the process of completing submissions. In FY 2004, 70 faculty members received external research funding.

To support this growing focus on external funding, West Texas A&M has expanded its capacity to facilitate proposal development through the TEES Regional Division and anticipates adding a new grant writer to the Grants and Special Projects Office this year. In addition, faculty members participate in workshops presented by both TEES and the Office of the Vice President for Research at Texas A&M University. These workshops, along with those presented by the National Science Foundation, the National Institutes of Health and others, create an environment conducive to proposal development and facilitates the continued growth in external funding.

Increase Graduation Rates in Nursing

In 2001, the Bachelor of Science in Nursing (BSN) curriculum at West Texas A&M was reorganized to enhance the curriculum and better prepare future nurses for the current healthcare environment. Essential content and skills were added, and introductory nursing courses were developed for entry-level students to improve their National Council Licensure Examination (NCLEX) success rate. This reorganization of the curriculum resulted in a temporary decline in graduate numbers in FY 2004. The problem is currently being addressed with course offerings scheduled for all semesters inclusive of intersession and summer, and efforts to enroll the maximum number of new students commensurate with faculty resources.

Improve Adjusted Surplus/Deficit

The projection for space needs is calculated based on a weighted semester credit hour formula by discipline. The surplus will continue to decrease as enrollment increases and as the university is successful in identifying programs with special needs such as agriculture and fine arts.

Complete Accumulated Deferred Maintenance

West Texas A&M’s accumulated deferred maintenance percent of replacement value is far lower than the THECB’s threshold. However, it has increased in recent years due to the reduction of general revenue appropriations. The university will be able to complete more deferred maintenance projects as tuition revenue bonds are appropriated and Higher Education Fund (HEF) allocations increase.