Commission on Colleges

2.4 The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service. ( Institutional Mission)

See College of William and Mary Mission Statement.

As noted above, the mission statement was approved by the Graduate and Professional Student Association, the Student Association Council, the Faculty Assembly, and by the Board of Visitors in 1994. It was reviewed and confirmed by faculty, staff, and the Board of Visitors in 1999 as a part of the review of the 1993-1994 strategic plan. (see William and Mary Mission Statement in School of Business webpage.)

2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness).

The College engages in ongoing, integrated, and institution-wide research-based planning and evaluation, which over the past 15 years, has become increasingly intentional and transparent. The College undertook an institution-wide strategic planning effort in 1993, which resulted in a plan "to guide the College through the first years of its fourth century with the goal of making it 'the best, small public university in the nation'" (Strategic Plan: Into the Fourth Century). These strategic planning efforts resulted in major structural changes, including the elimination of a number of M. A. programs, and a streamlining of administrative efforts, all oriented to more effective and efficient accomplishment of the mission. The planning efforts also produced a set of principles to operationalize the College's mission. Faculty, staff, and the Board of Visitors reviewed and affirmed the Strategic Plan in 1999. (See 1999 Planning Principles.)

The expanded Executive MBA program is consistent with the following principles:

William and Mary, recognizing its special responsibility to the citizens of Virginia, will serve as a resource to the local, state, national and global communities and enhance its own programs by interacting with these communities.
William and Mary will seek and allocate resources in a manner consistent with its commitment to quality as well as national and international stature in selected programs.

The off-site review team examined information on institutional planning and evaluation in the fall of 2005 and found that the College is in compliance.

2.7.1 The institution offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency. The institution also provides a justification for all degrees that include fewer than the required number of semester credit hours or its equivalent unit. (Program Length).

All William and Mary schools use the semester credit hour as the unit of credit. A semester encompasses 14.5 weeks. Three-credit courses serve as the standard. These courses meet for 50 minutes for each of a minimum of 41 class sessions in the semester. Courses that meet on a Tuesday/Thursday schedule involve slightly more contact hours. The Executive M.B.A. program requires 48 credit hours, with 42 of those credits earned in a “lock step” program format that ensures appropriate contact hour content (see the discussion of Comprehensive Standard 3.6.1). Each two credit hour course has 13 to 15 sessions of one and one-half hours each. The Global Strategy course includes an international residency of 12 days with several company visits, lectures from host country institutions, and presentations from government officials. This is a three credit-hour course.

All courses and degree programs are approved by faculty curriculum committees in the schools. These committees determine appropriate course levels. Courses numbered below 500 receive undergraduate credit. Those above earn graduate credit. Only those who are enrolled as post-baccalaureate students can earn graduate credit.

The College of William and Mary follows the American Association of Collegiate Registrars and Admissions Officers (AACRAO) guidelines. All educational programs meet the standards for their respective accrediting bodies.

2.7.2 The institution offers degree programs that embody a coherent course of study that is compatible with its stated purpose and is based upon fields of study appropriate to higher education. (Program Content)

College-level curriculum committees, school deans, the Provost, the College's Board of Visitors, the State Council of Higher Education in Virginia (SCHEV) and the Commission on Colleges of the Southern Association of Colleges and Schools (COC/SACS) review and approve all academic degree programs. There are similar arrangements in the Schools of Business, Education, and Law (see Bylaws, School of Business Administration, Article IV, Section 1, Bylaws of the Faculty of the School of Education, Section 1.3, College of William and Mary School of Law Bylaws).

In addition to reviews within the institution, state, and region, the School of Business is accredited by the American Assembly of Collegiate Schools of Business, and the Executive M.B.A. program is accredited by the International Association for Management Education. These accrediting agencies examine and review the School’s programs, curricula, and faculty.

Some evidence of the quality of our academic programs can be found in the external evaluations provided by various rankings and polls (see About William and Mary). For example, U.S. News and World Report ranks the College sixth among public universities in the nation and 31st among the nation's best universities. The Financial Times ranked the Business School at 49th internationally and Forbes Magazine rated the MBA program at 23rd nationally. The Executive MBA program was ranked 33rd in the nation by Financial Times.

2.8 The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. (Faculty)

Include a description of the processes in place to ensure that students have structured access to faculty. For graduate programs, include documentation of the scholarship and research capability of faculty. For doctoral programs, include documentation of faculty experience in directing dissertation research.

The College of William and Mary has sufficient faculty to ensure the quality and integrity of its academic programs. Over the past eleven years, the number of full-time faculty at the College has remained rather stable, averaging 571 per year. The number of part-time faculty has increased, adding 45 part-time faculty members since 1994. This growth in qualified part-time faculty has helped fortify the academic program as student enrollments rose especially at the undergraduate level and as the research and public service demands of the full-time faculty increased.

Full-time faculty teach 80% of all course enrollments. Part-time faculty members are responsible for 12% of the total student course enrollments, with the remaining 8% taught by administrative and professional staff with faculty credentials, teaching assistants, and other staff.

The faculty teaching in the Northern Virginia section are full-time faculty in the School of Business. The new program funds the entire faculty needed to teach in the program. Generally, a faculty member who teaches in the Executive MBA program will teach both the Williamsburg and Northern Virginia sections for the semester which constitutes the course load for the semester. See attached Executive M.B.A. Faculty Roster. The Roster presents their academic preparation, course assignments, and any additional notes that support their experience or ability to teach their assigned courses. Twenty-one faculty members taught in the Executive M.B.A. program in the 2004-2005 academic year. With approximately 60 students in the program, the student-faculty ratio is approximately 3 to 1.

The College's commitment to faculty development in the area of research has been embodied primarily in its program of Summer Research Grants and Semester Research Assignments. The total amount of research funding and number of participants in this program for the past three years has been as follows:

2002 to 2003:

$540,000
30 Faculty research assignments
33 Summer research grants

2003 to 2004:

$660,000
30 Faculty research assignments
30 Summer research grants

2004 to 2005:

$884,000
45 Faculty research assignments
31 Summer research grants

See Faculty Research Committee Annual Reports.

In addition, most department, programs, and schools are able to provide some support for faculty members to travel to regional and national professional meetings to present papers.

Each year funding provided by the Roy R. Charles Center supports an interdisciplinary program of May seminars, faculty reading groups, and a university-wide teaching project. The May Seminar Program awards faculty grants that support teaching and curriculum development projects. The Faculty Reading Group program encourages intellectual discussion and exchange on important new books of general interest to a number of faculty members.

The University Teaching Project models good teaching practices at the same time that it institutionalizes a dialogue on good teaching practices across campus.

The School of Business participates in the college-wide Faculty Research Award program. This program awards tenured faculty members up to one year off (at 80% salary). The awards are made on a competitive basis so past research productivity is rewarded. The School also has a policy of allowing faculty members to take leaves of absence to participate in activities that clearly are important for professional development. For example, in 2003-04 one of our accounting faculty members was on leave for a year to pursue a project at the SEC; this past year another faculty member was granted a semester leave, and partial income support, for a Fulbright Fellowship. The School grants each faculty member one day per week to pursue outside consulting or related work activities that contribute to the faculty member's practical knowledge of his field.

2.9 The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections as well as to other learning/information resources consistent with the degrees offered. Collections and resources are sufficient to support all its educational, research, and public service programs. (Learning Resources and Services)

Describe library and information resources – general as well as program specific – and staffing and services that are in place to support the new site or delivery system. If reliant upon other libraries, describe those collections and their relevance to the programs offered and include a copy of formal agreements in the appendix. Relative to electronic resources, describe how students and faculty will access information, how training for faculty and students in the use of online resources will be provided, and what staffing and services will be available to students and faculty.

The School of Business has a dedicated high-speed data communication link from the educational center in Reston back to campus. There is a wireless network available to faculty and students in the facility as well. As part of the Executive MBA program, each student receives a notebook computer with necessary software to meet all the course requirements. On-line library resources are available to all our graduate students including those located in Northern Virginia. The Executive MBA program has on call technical support for our staff and on class days for students and faculty.

The classroom in Reston is a tiered design that will seat 34 students. The classroom includes white boards, video projector, VCR, DVD, TV and video conferencing capability. There is wireless access for the notebook computers and power outlets at each seat.

Students have access to all the on-line resources available to any student. The program provides technical support during class days.

Collections

Swem Library's collection includes 1,276,876 cataloged volumes; 1,463,470 microforms; 594,082 government publications; 23,143 maps; 5,404 print periodicals and serials; 28,888 multi-media materials; and 11,816 linear feet of manuscripts and archives. In addition to the main library, Swem Library has separate libraries for Biology, Chemistry, Geology, Music, and Physics. Additional William and Mary libraries serve the Schools of Business Administration, Education, Law, and Marine Science.

The library offers many electronic resources, including an online catalog (LION) and access to more than 200 databases and 10,000 electronic journals. These are available through Swem's home page (Swem Library) and controlled by a proxy server for off-campus access.

SOLINET/OCLC, is the library's backbone utility for the creation of the online catalog, interlibrary loan activities, technical services support and staff training opportunities as well as additional discounted electronic resource licenses.

CRL, the Center for Research Libraries, loans specialized research materials to faculty and students. WRL, the Williamsburg Research Libraries is a local consortium of William and Mary and Colonial Williamsburg libraries providing a joint online catalog with unified access to the holdings of both libraries, adding particular strength for research in colonial history. The Tidewater Library Consortium allows students and faculty of higher education institutions in Hampton Roads to borrow materials from member libraries.

Representatives of all campus libraries meet three or four times each year with the Library Policy Advisory Committee, a provost-appointed committee composed of faculty, undergraduate and graduate students, and chaired by a faculty member. (See LPAC members for 2004-2005 for a list of recent members.) The committee considers issues of service, collections policies and expenditures, and concerns brought by students and faculty. A review of LPAC Minutes reveals the active participation of representatives from Arts and Sciences, Business, Education, Law, and Marine Sciences in monitoring the adequacy and availability of library resources. (See, for example, LPAC Minutes for February 24, 2005 and Minutes April 3, 2003.)

The off-site external review team examined information on library resources in the fall of 2005 and found that the College is in compliance.

2.10 The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students. (Student Support Services)

The College of William and Mary grants degrees at the bachelor's through doctoral levels. The enrollment total is 7,650 of whom approximately 5,700 are undergraduates. Services described as "student support" overlap with those that may be called academic support. William and Mary provides a broad array of both types of service through both academic departments, programs, and schools and through the Division of Student Affairs.

The School of Business provides academic services to both undergraduate and graduate students, including a Career Center, support for study abroad, and the MBA Association.

The College ensures that the general education and program degree requirements conform to commonly accepted standards and practices through explicit articulation of learning expectations, through the Process of Institutional Effectiveness (see also Process of Institutional Effectiveness for Academic Departments and Programs), and through the long-term and continuous use of external program reviews. The School of Business is accredited by the American Assembly of Collegiate Schools of Business. The Executive M.B.A. is accredited by the International Association for Management Education.

2.11.1 The institution has a sound financial base and demonstrated financial stability to support the mission of the institution and the scope of its programs and services.

The member institution provides the following financial statements: (a) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a systemwide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and, (c) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board. (Resources)

Include a business plan that includes the following:

a. a description of financial resources to support the identified educational programs, including a budget for the first year*

b. projected revenues and expenditures and cash flow

c. the amount of resources going to institutions or organizations for contractual or support services

d. the operational, management, and physical resources available for the change.

*Institutions proposing a new branch campus should submit a three-year budget.

Include contingency plans if required resources do not materialize.

Assess the impact that the proposed expansion will have on the funding available for existing programs and services.

Institutions currently on sanction with the Commission for financial reasons must provide a copy of the most recent audit.

If initiating an off-campus site or a branch campus:

· Include a list of all off-campus sites at which 50 percent or more of a program’s credits are available.

Response: 11111 Sunset Hills, Reston Virginia

· Include a list of all off-campus sites at which 25-49 percent of a program’s credits are available.

Response: NA

The business plan and the financial records for the first three years are hyperlinked and attached.

The institution's recent financial history demonstrates financial stability.

The College of William and Mary has a sound financial base and adequate physical resources to support its mission, programs, and services. This statement is supported by financial information provided in the College's audited financial statements for the fiscal years ending June 30, 2000 through June 30, 2004 . These statements show a consistent pattern of growth in revenue, expenditures, and net assets. The most recent audit confirms that the College maintains a strong financial position with net assets totaling $733.4 million, an increase of $69.8 million over the prior year.

State appropriations received in fiscal year 2003-2004, $58,666,039, were 85% of the state appropriations received in fiscal year 1999-2000, $68,874,123, which was reflective of the national economic downturn during that period. During the same five year period, revenue from tuition and fees increased by more than 23% to $67,260,725 from $54,557,522. In fiscal year 2004-2005, state appropriations increased to $65,215,923, an increase of 11% over the prior fiscal year, and are anticipated to increase to $70,038,800 in fiscal year 2005-2006, for an increase of 19% over fiscal year 2003-2004.

The College continues to make significant investment in its buildings and infrastructure. In this regard, the Commonwealth of Virginia has provided approximately $90 million to support the renovation and expansion of academic facilities on the main campus and at the York River campus of the Virginia Institute of Marine Science. The College is also making significant investment in auxiliary enterprise facilities, including its residence life, food service, and student recreation facilities. In total, the Commonwealth has authorized more than $294 million in College projects. A variety of state, College, and private funds support these academic, student life, administrative, and infrastructure projects.

The College also continues to build its financial base through private fund raising. In this regard, the College is currently in the midst of the Campaign for William and Mary, the College's third major capital campaign. This seven year, $500 million comprehensive campaign, will conclude in 2007. As of June 30, 2005 , the College had raised $401.5 million, or 80% of the campaign goal, of which $188 million is for endowments and $213.5 million is expendable. Concurrent with the campaign, unrestricted annual giving has increased 38% over the campaign and the alumni giving rate has increased from 28% in 2000 to 30.3% in 2004. Please see discussion of compliance with Core Requirement 2.11 for further details.

The institution provides financial statements and related documents, including multiple measures for determining financial health as requested by the Commission, which accurately and appropriately represent the total operation of the institution.

The College has provided access to its audited financial statements for the past six years. (See FY 2000 Audit, FY 2001 Audit, FY 2002 Audit, FY 2003 Audit, FY 2004 Audit, and FY 2005 Audit.) These statements provide an accurate presentation of the total operation of the College. Specifically, the audit for FY 2003-04, developed in accordance with GASB Statement 39, Determining Whether Certain Organizations are Component Units—an amendment of GASB Statement 14, includes information on the College's affiliated foundations for the first time. The audit confirms that the College maintains a strong financial position with net assets totaling $733.4 million, an increase of $69.8 million over the prior year.

The College's financial strength reflects its flexibility to raise tuition and manage expenses in a time of reductions in state support, on-going investment in its campus facilities, an expanding research program, and ongoing success in private fund raising and the related investment of these funds.

As indicated in the audit, the College continues to receive a clean opinion with no material weaknesses or instances of noncompliance, and no audit points. This performance is reinforced as the College continues to meet all of the Commonwealth's Management Standards for Higher Education.

As final evidence of the College's financial stability, in August 2005, Standard & Poor's issued a credit report, resulting in the College's first credit rating of AA.

The institution audits financial aid programs as required by federal and state regulations.

The College of William and Mary's financial aid programs are audited in accordance with the Office of Management and Budget (OMB) Circular A-133 as required by federal law and are included in the OMB A-133 Single Audit work performed by Virginia's Auditor of Public Accounts. (See FY 2000 Audit, FY 2001 Audit, FY 2002 Audit, FY 2003 Audit, FY 2004 Audit, and FY 2005 Audit.) The Auditor also audits the College's financial statements annually in accordance with the Government Auditing Standards (see GAO: Government Auditing Standards 2003 [the Yellow Book]) issued by the Comptroller General of the United States. Additionally, the College's Office of Internal Audit has conducted two audits and one quality assurance review since the previous SACS accreditation review in 1995. There have been no material audit findings concerning the College's financial aid programs since the previous SACS accreditation review. The Office of Financial Aid is also a participant in the U. S. Department of Education's Quality Assurance Program (QAP).

The institution exercises appropriate control over all of its financial and physical resources.

The College of William and Mary follows best practices to ensure that it maintains control of its financial and physical resources, making use of external and internal audits as well as on-going interface with various state agencies.

The Virginia State Auditor of Public Accounts, as required by the Commonwealth (see Code of Virginia 2.2-803), performs the external audit on an annual basis. The fiscal year 2003-04 audit of the College confirms that appropriate controls are in place. There were no material weaknesses, instances of noncompliance, or audit points identified in the latest state audit.

The College's Office of Internal Audit regularly audits various offices and functions of the College consistent with its risk assessment and audit plan. Key to the activities of the Office of Internal Audit is the fact that it reports directly to the College's Board of Visitors, allowing the Office complete access to the Board to discuss any matters that come to its attention. As a result, the Board of Visitors approves an annual audit plan to guide the activities of the office (see Work Plan 2005, and Work Plan 2004, for example).

Central administrative and financial departments establish policies and procedures for the College, which is an agency of the Commonwealth of Virginia. The primary departments include the Department of Planning and Budget, Department of Accounts, and the Department of the Treasury.

The Department of Planning and Budget is responsible for the state-wide budget development processes along with the appropriation and allotting of funds. The Department of Accounts is responsible for the state-wide accounting system, including all policies and procedures as reflected in the Commonwealth's Accounting Policies and Procedures (CAPP) manual (see CAPP Manual Table of Contents). The Treasury Department is responsible for all treasury functions and the issuance of debt. As an extension of these central agency policies and procedures, the College's financial and administrative offices also establish internal policies and procedures through the Finance Office and the Office of Financial Operations.

The institution maintains financial control over externally funded or sponsored research and programs.

The College of William and Mary has safeguards in place to manage and maintain control of externally funded programs. The Vice Provost for Research and Graduate/Professional Studies oversees all research at the College. The Office of Grants and Research Administration on the Williamsburg campus monitors compliance and maintains financial control over the Faculty of Arts and Sciences, School of Business, School of Education, and School of Law. The Office of Sponsored Programs of the Virginia Institute of Marine Science (York River Campus) is responsible for the Institute and College's School of Marine Science. Both offices review and approve financial transactions posted to grants and contracts. Further, these offices are the principal units charged with acquisition and distribution of general and project-specific information, providing education about project and institutional compliance requirements, and distribution of financial information about sponsored programs using digital and traditional reporting formats.

The College's sponsored research programs are audited by federal auditors and Virginia's Auditor of Public Accounts in accordance with the Office of Management and Budget (OMB) Circular A-21 (see FY 2000 Audit, FY 2001 Audit, FY 2002 Audit, FY 2003 Audit, FY 2004 Audit, and FY 2005 Audit). In addition to these audits, William and Mary's Office of Internal Audit has conducted two audits since the previous SACS accreditation review (see VIMS-SMS Sponsored Programs Report 2001-1 and W&M Sponsored Programs Report 2001-1). Only minor issues were noted which were resolved.

The Institution operates and maintains physical facilities, both on and off campus, that are adequate to serve the needs of the institution's educational programs, support services and other mission-related activities.

The College has 197 buildings and structures situated on 1200 acres on its main and law school campuses in Williamsburg. In addition there are 105 buildings on 53 acres at the Virginia Institute of Marine Science campuses in Gloucester, Wachepreague and Topping Virginia. These buildings serve a wide variety of functions including teaching, research, residential, recreational and administrative. The facilities are valued at $614 million (see Valuation Summary for WM 7-05 and Valuation Summary for VIMS 7-05).

Facilities Planning

The College administration recognizes the need to provide and maintain facilities appropriate to the wide-ranging needs of this institution, and has been pursuing actively the funds necessary to do so. The planning process consists of the development of a master plan, a revolving six-year plan for facilities construction and renovation, and a plan for eliminating the backlog of deferred maintenance and strengthening preventive maintenance. These efforts will be integrated into the Process of Institutional Effectiveness to ensure their active consideration and appropriate priority.

As a public university, capital and operating funds for the College's academic and administrative buildings come primarily from the State. Funding for the facilities that support residence life, athletic, and auxiliary functions is primarily supported through fees. As a reality of life, more and more of these projects have a private fund-raising component so that the College is able to build the facilities that meet its needs.

Master Planning

The College updated its 1987 Master Plan in 2003 (see Campus Construction Guidelines) and established a set of guiding principles for the development of the campus. Those principles are based on the College's strong undergraduate focus and the desire to construct and maintain its undergraduate academic, residential and recreational spaces on its main campus so that all are within walking distance of one another. This, in turn, strengthens the sense of community engendered by a residential campus that houses 75% of its undergraduates. The plan strongly advocates for a pedestrian campus, pushing parking to the perimeter and preserves the human scale of the campus. The principles also recognize the critical need to provide academic space that properly supports twenty-first century teaching and research methods.

In addition the College has developed a storm water master plan to remediate existing deficiencies and to support the extensive building program that will have the campus under construction for the next six to eight years.

Six Year Plan

Every odd numbered year, the College presents a six-year capital outlay plan to the State, outlining its construction needs over the next three biennia, in priority order. The plan is updated at each submission to reflect funded and completed projects and to reestablish priorities. Projects are identified through multiple sources starting with a request to Deans and Vice Presidents about their current and projected space needs consistent with the academic and residence life strategic planning goals. In addition there is an independent assessment of building conditions developed by the Office of Facilities Management which identifies critical needs. Priorities are established by the College's Advisory Committee on Space Management and approved by the Provost.

Current Construction Program

Beginning in 2004, the College embarked on a decade-long construction program the size and scope of which has not been experienced on its campuses since the late 1960s and early 1970s. The College has over $250 million in active appropriations, which include 12 major construction projects along with annual maintenance reserve and dormitory renovation projects. The program is funded from multiple sources including a General Obligation Bond passed by the voters of the Commonwealth in the fall of 2002, state funds (academic facilities only), debt (fee supported), and private dollars. It encompasses academic facilities, including three projects for the sciences; new dormitories; a law library expansion and renovation; auxiliary facilities such as the recreational sports center, a major dining facility, a parking deck, and an amphitheatre; a new admissions office; and major utility upgrades.

Dormitory Renovation

In the early 1990s the College recognized that its residential facilities had aged quickly, with the newest facilities averaging 20 to 30 years in age and its oldest ranging from 40-70 years in age. We also recognized the need for functional, appealing, residential complexes that operate with the best possible care for the lowest possible cost. In 1994, the College completed a study of the dormitory conditions and created a long-term renovation and modernization plan, with $30 million funding to date. The College spends approximately $5 million in each biennium to continue this program.

Classroom Renovation

The College also has begun a systematic classroom renovation program that uses both capital and operating dollars as sources of funds. The College undertook an extensive analysis of its classroom needs using current and evolving teaching methods as criteria to determine the types and sizes of classrooms required.

Maintenance Reserve

In addition to major construction projects, the College manages a maintenance reserve fund for projects over $25,000 and under $1 million. Projects included in this program involve major repair or replacement to plant, property or equipment intended to extend its useful life. Typical projects are window replacements, roof replacements and the refurbishment or replacement of building systems. Classroom renovation also is included in this fund. However, beginning with the six year plan for 2006-2012, classroom renovation became a separate line item in the Six Year Plan.

The College receives a biennial allocation from the state for these projects. During the period from 2000-2003, the College's allocation was reduced 75%. Our current need is approximately $6 million per biennium. Our current allocation for 2004-06 is $3.1 million.

Preventive Maintenance

The Commonwealth provides funding for the maintenance of academic buildings and non-fee associated facilities. Revenue shortfalls in recent years have caused the College to trim personnel and expenses across all departments, and care of the physical plant has not been exempt. However, with the advent of restructuring, ostensibly beginning in fiscal year 2007, the College will be in a position to restore and even enhance funding for the physical plant.

Since 1995, the College has been reporting to the State Council for Higher Education in Virginia (SCHEV) on the condition of its academic and administrative facilities. These reports underscore the need for the Commonwealth to continue to make significant investment in the College's academic facilities. Deferred maintenance in higher education is an issue nationally, and given the influx of students expected to enter the system over the next decade, the Commonwealth recently charged the Auditor of Public Accounts (APA) with developing a pilot program to document the condition in public facilities, as a potential tool for calculating future funding requirements. That pilot program is on-going, and is linked to the College's most recent 2006-2012 capital plan.

2.11.2 The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. (Physical Resources)

The classes for the Northern Virginia Executive MBA section are taught at the corporate headquarters for XO communications in Reston, Virginia. Office space is provided for the two professional staff located in Reston. The classroom can accommodate 34 students. There is a dining area along with an informal break area. There are four additional smaller meeting rooms available for group activities. The School of Business has provided the necessary office equipment to meet the needs of the program.

These physical facilities have no impact on other College or School related programs.

The member institution provides the following financial statements: (a) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a system wide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and (c) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board.

Audit requirements for an applicant institution may be found in the Commission policy entitled "Accreditation Procedures for Applicant Institutions."

(a) The College of William and Mary has a sound financial base and adequate physical resources to support its mission, programs, and services. This statement is supported by financial information provided in the College's audited financial statements for the fiscal years ending June 30, 2000 through June 30, 2005 (see FY 2000 Audit, FY 2001 Audit, FY 2002 Audit, FY 2003 Audit, FY 2004 Audit, and FY 2005 Audit). These statements show a consistent pattern of growth in revenue, expenditures, and net assets.

The institutional audit for FY 2003-04, done by the Commonwealth of Virginia's State Auditor of Public Accounts resulted in a clean opinion with no material weaknesses and no instances of noncompliance. In fact, the audit had no audit points of any kind. As the first College financial statements combining the College and all of its related foundations, the statements show Total Net Assets of $733.4 million, with a change in net assets of $69.8 million. The management letter, included at the end of the FY 2004 Audit, reflects appropriate auditing and accounting standards.

Beyond the College audit, the Commonwealth's Secretary of Finance John M. Bennett (see letter) and Secretary of Education Belle S. Wheelan notified the College on June 20, 2005 that the College continues to meet all of the Management Standards for the Institutions of Higher Education in Virginia for 2004-05. These Management Standards include:

An unqualified audit opinion
No significant audit deficiencies
Compliance with the Commonwealth's Financial Reporting Standards
Attainment of accounts receivable standards
Attainment of the accounts payable standards

(b) Over the past five years, the College's, and indeed all public college and university, financial reporting has been impacted by the adoption of the Governmental Accounting Standards Board Statement 34/35 reporting model. Under the GASB 34/35 model, a separate statement of unrestricted activity is not prepared. However, this model does include unrestricted net assets for all fund groups. Under this reporting model, Unrestricted Net Assets for the College have increased as follows:

FY 2001-02	$5,260,749
FY 2002-03	$7,581,361
FY 2003-04	$14,681,633

(c) The College's long-term planning process guides its annual budget development and those budget recommendations made by the administration to the College's Board of Visitors. Beginning in FY 2005-2006, the newly implemented Process of Institutional Effectiveness and the University Process of Institutional Effectiveness Calendar will provide the overarching structure. Budget actions have and will continue to reflect the College's 2004-2008 Strategic Plan for SCHEV, as approved by the Board. Major themes in this plan include the following:

Attract and retain the best faculty and staff
Attract the best students
Support teaching and research
Support selected high quality graduate and professional programs
Expand study abroad opportunities
Expand use of technology (all venues)
Maintain the quality/beauty of the campus and its facilities.

In support of the strategic plan, the Board of Visitors also approved a Five Year Plan for Strategic Investment (Fall, 2003 update; see Five Year Investment Plan). Major elements of this plan include the following:

Additional faculty salary support (six percent average faculty salary increases for the past two years)
Address faculty/staff salary competitiveness
Expand available student financial assistance (undergraduate and graduate)
Expand faculty research support
Provide adequate program support (admissions, library, student services staff, etc.)
Address the College's infrastructure needs (plant operations, capital plans, technology).

The College's internal budget process guides the institution as it develops its annual budget. (For details, see Process of Institutional Effectiveness and University Process of Institutional Effectiveness Calendar; see also discussion of compliance in Core Requirement 2.5.) The Provost, Vice President for Finance, and Vice President for Administration receive input from the faculty, deans and vice presidents on the budget needs of the institution. These needs are then evaluated relative to both the College's Strategic Plan and the Five Year Strategic Investment. The Administrative Budget Group (consisting of the Provost as Chair and the two vice presidents) then make budget recommendations to the president and, with his concurrence, on to the Board of Visitors for action.

In the past two years, the College has invested in excess of $11 million in incremental funds toward targeted expenditures included in the Five Year Strategic Investment Plan.

Like many public universities, the College experienced a reduction in state support during the 2002-04 biennium, associated with the national economic downturn. The College responded to this reduction in state support by reducing its expenditures in selected areas while generating additional revenue from non-state sources. As a result, the College maintained a balanced budget throughout this period while net assets continued to grow.

The College of William and Mary included for review audited financial statements for five fiscal years, FY 1999-2000 through FY 2003-2004. During that time period, Commonwealth of Virginia General Fund contributions to the College's operational budget declined, paralleling the national economic downturn. The general fund contribution to the College's Education and General program in FY 2000-2001 was $48,680,256, as compared to the general fund contribution in FY 2003-2004 of $36,736,812 (75.5% of the amount contributed in FY 2000-2001). Conversely, the nongeneral fund (tuition and fees) contribution to the College's Education and General program increased from $46,563,502 to $53,842,543 during the same four year period. Even though a portion of the reduction in general funds was offset by increases in nongeneral funds, budget reductions throughout the Education and General program were required. The President, Provost, Vice Presidents, Deans, and the Budget Policy and Advisory Committee, which preceded the current Faculty University Priorities Committee as the primary budgetary advisory group, were all involved in the decision process, and all decisions on budget reductions were made in keeping with the College's Strategic Plan.

Initial budget reductions occurred in FY 2001-2002 when the Commonwealth made a mid year reduction of general fund support in the amount of $1.5 million. The College absorbed that reduction by instituting a hiring freeze and deferring expenses for library materials and maintenance and operation. In FY 2002-2003, general fund support to the College's Education and General program was reduced by an additional $5.4 million and the College had to generate additional revenue or reduce budget allocations to replace $6.9 million in lost State funding. Permanent budget reductions were required to balance the budget, and additional tuition revenue was generated when the decision was made by the Board of Visitors to enhance planned tuition revenue by instituting a mid year tuition increase. Based on planning activities begun in the Spring of 2002, the following decisions were made and communicated to the campus community regarding budget reductions: decreased funding for adjunct faculty, suspension of summer research grants, reorganization of faculty advising, reduced support to the Thomas Jefferson National Accelerator Facility, restructuring of the Environmental Sciences Cluster, seven per cent reduction in departmental maintenance and operating budgets, reduction in funding for library materials, decreased funding for outreach activities, and the elimination of 11 faculty and 8.5 full-time ("FTE") staff associated with vacant positions and 9 FTE through lay-offs. In FY 2003-2004, the College had to absorb an additional $3 million reduction in general funds. That need was met by additional savings from the planned actions taken in FY 2002-03 related to program and staffing reductions and additional nongeneral funds generated from tuition and fee increases.

As noted, the College responded to this situation by developing its Five Year Strategic Investment Plan and moving forward with funding this plan beginning with fiscal year 2004-05. Through a combination of incremental state support, tuition increases, and private funds, the College continues to strengthen both its programs and financial position.

Other factors reinforce our assessment that its financial base remains strong. Admissions data reveal that we are a highly selective university. For Fall, 2004, the College had 9,607 undergraduate applications with 1,341 matriculations. The Mean SAT for these enrolled students was 1335, with 80% of the students in the top 10% of their high school class. For the Fall 2005 freshman class, there were 10, 610 applications for a class of 1,344, with a Mean SAT score of 1344. Seventy-nine percent were in the top 10% of their graduating classes. Graduate and professional schools applications remain strong as well.

Most notable are the 4,243 law school applications for 206 slots (Fall 2004), and similar numbers for 2005. Such demand demonstrates that the College continues to maintain tuition flexibility relative to those institutions with which it directly competes for students. See Tuition and Fees at William and Mary and Peers Comparisons.

The College also continues to build its financial base through private fund raising. We currently are in the midst of the Campaign for William and Mary, the College's third major capital campaign. This seven year, $500 million comprehensive campaign, will conclude in 2007. As of June 30, 2005, the College had raised $401.5 million, 80% of the campaign goal, $188 million for endowments and $213.5 million expendable. Concurrent with the campaign, unrestricted annual giving has increased 38% over the campaign and the alumni giving rate has increased from 28% in 2000 to 30.3% in 2004.

At the same time, the College continues to make significant investment in its buildings and infrastructure. In this regard, the Commonwealth of Virginia has provided approximately $90 million to support the renovation and expansion of academic facilities on the main campus and at the York River campus of the Virginia Institute of Marine Science. The College also is making significant investment in auxiliary enterprise facilities including its residence life, food service, and student recreation facilities. Additional information about physical resources is included in Comprehensive Standard 3.10.7.

An Executive Summary of the College's FY 2005-06 operating budget as approved by the Board of Visitors, associated resolutions, and Board minutes documenting this approval are provided in the following:

In August 2005, Standard & Poor's issued a credit report, resulting in the College's first credit rating of AA.

Comprehensive Standard 3.10.7. The Institution operates and maintains physical facilities, both on and off campus, that are adequate to serve the needs of the institution's educational programs, support services and other mission-related activities.

Facilities Planning

Master Planning

In addition, the College has developed a storm water master plan to remediate existing deficiencies and to support the extensive building program that will have the campus under construction for the next six to eight years.

Six Year Plan

Maintenance Reserve

Preventive Maintenance

C. The Comprehensive Standards

For each of the Comprehensive Standards listed below, describe the impact of the new site or the new electronic delivery system on that aspect of the institution.

3.2.8 The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. (Qualified administrative/academic officers)

William and Mary is fortunate to have highly qualified administrative and academic officers throughout the university. The strength of the qualification is well illustrated through a review of the credentials of the President, Provost, Vice Presidents, and school deans.

The recent-past president the College is Timothy J. Sullivan. He holds a tenured appointment as Professor of Law. The newly elected president is Gene R. Nichol, who also holds a tenured professorship in the School of Law. P. Geoffrey Feiss is Provost and Chief Academic Officer of the university. A review of biographical information for each of these officers reveals their intellectual and academic accomplishments and the strength of their qualifications to lead William and Mary.

The following Vice Presidents serve with the Provost on the President's cabinet: Stewart H. Gamage, Vice President for Public Affairs; Samuel E. Jones, Vice president for Finance; Anna B. Martin, Vice President for Administration; Susan H. Pettyjohn, Interim Vice President for Development; and W. Samuel Sadler, Vice President for Student Affairs. Edward C. ("Terry") Driscoll serves as Director of Athletics.

The following Deans serve as chief instructional officers of the schools: Virginia L McLaughlin, Chancellor Professor and Dean of the School of Education; Lawrence B. Pulley, T.C. and Elizabeth Clarke Professor and Dean of the School of Business Administration; W. Taylor Reveley, III, Dean and Professor of Law; Carl Strikwerda, Dean of the Faculty of Arts and Sciences and Professor of History; and John T. Wells, Dean of the School of Marine Science and Director of the Virginia Institute of Marine Science.

Jonathan Palmer is Associate Dean of Academic Affairs for the School of Business Administration, and Franklin E. Robeson is Assistant Dean for EMBA programs.

3.3.1 The institution identifies expected outcomes for its educational programs (including student learning outcomes for educational programs) and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

The College recently adopted a new process of institutional effectiveness or PIE. In the new process, educational programs and support services (1) describe purposes that link to the College's mission; (2) specify learning expectations and operational objectives, (3) identify experiences and activities that relate directly to the expectations and objectives, and (4) evaluate the extent to which expectations and objectives are met. The evaluations are used to (5) maintain and work toward excellence in student learning and support services. This process is aligned with a university-wide process of institutional effectiveness that ensures intentional and transparent budgeting and decision-making in a continual effort to enhance student learning.

The Executive MBA program curriculum in Northern Virginia is identical to the Williamsburg section. The School of Business is working to develop concordance with the College’s process of institutional effectiveness (PIE). The learning goals (called expectations for learning within the PIE framework) and the associated learning experiences, which are required as a part of the School’s “Assurance of Learning” effort (as part of accreditation by the American Assembly of Collegiate Schools of Business), are as follow:

Develop mastery of essential analytical tools and concepts that provide a foundation for professional business education in a collaborative learning environment.

The learning measurement varies by the course. In the initial economics class, evaluation includes written journals assessing economic concepts as they relate to contemporary economic issues. The statistics class incorporates traditional lectures and exams along with homework assignments. In the initial marketing class, case participation and written group papers are the evaluation tools. Those students who encounter difficulties in the foundation courses are encouraged to use the available tutoring sessions. In addition, the program utilizes a study team approach for learning, and, in several courses, course specific assignments. Team performance is evaluated in the organizational behavior classes with feedback provided to each study team.

Create an awareness of leadership skills necessary to manage organizational change.

The first organizational behavior class assessment is based on team case evaluation and an organizational analysis within the student’s organization. In our Managing Change in Organizations course, we assess learning through class participation in case discussions and written evaluations of assigned cases.

Understand the process of the effective use of business tools and concepts in new and unfamiliar circumstances.

Beyond understanding basic concepts and analytical approaches, a student must gain an appreciation of how to integrate these ideas into an effective management process. This is accomplished through a variety of evaluation tools including simulations in operations management, a detailed report of how the student’s sponsoring organization evaluates its performance, as well as considering regulatory and ethical dimensions in decision-making.

Create a strategy focus that recognizes the ethical and corporate governance issues in contemporary management.

Strategy development is a critical element in several courses. The student’s performance is measured by a combination of case discussions, written assignments, and projects. The discussions and projects include corporate responsibility, strategies for managing financial portfolios, and ethical issues in managing corporate information resources. Corporate governance challenges also are integrated into case discussions in the managerial accounting class.

Understand the global nature of our markets and how cross-cultural issues affect our decision making and strategy options.

The global dimension flows from many courses in the program, including economics, finance, marketing, organizational behavior, information systems and, of course, the policy classes. The culminating global component in the program is the international study residency and global strategy class in the fourth and fifth semesters. However, several earlier courses provide a foundation for the class. For example, the information systems class includes two cases (one of which is a written assignment) dealing with international management issues in the countries included in the international residency. The business policy class in the fourth semester also weaves international cases into the syllabus. The assessment tools employed in the global strategy class require an assessment of the key elements experienced during the residency, group country analysis, and written case evaluations.

3.4.1 The institution demonstrates that each educational program for which academic credit is awarded is approved by the faculty and the administration. (Academic program approval)

Include documentation that faculty and administration were involved in the review and approval of the new site(s) or delivery system.

For electronic instruction or compressed time frames, include descriptions of the methodology for determining that levels of knowledge and competencies comparable to those required in traditional formats have been achieved.

Requests from executives in the Northern Virginia area and market analyses resulted in the decision to expand the program to Reston, Virginia in January 2003. The School of Business faculty were involved in the Northern Virginia Executive MBA program evaluation and planning process from the beginning of the study phase in 2000. A study was completed of the market need for the addition of a new section (site) in Northern Virginia by the administration and our School of Business Foundation. The proposal to extend the program to Northern Virginia was discussed in the School of Business Faculty Advisory Committee and approved by the Faculty Affairs committee. The Provost approved the addition of a new section. No approval was required from the State Council of Higher Education since there was no change in the degree and curriculum was the same.

The School of Business has a curriculum committee that reviews degree requirements, courses, and programs for their curricula. The deans, the Provost, the Board of Visitors, and SCHEV must approve all degree programs. The Commission on Colleges of the Southern Association of Colleges and Schools must approve all substantive changes to degree programs.

The Bylaws, School of Business Administration, Article IV, Section 1 describe the relevant policy. Article V, Section 5 describes the responsibilities of the Curriculum Committee.

3.4.3 The institution publishes admissions policies consistent with its mission. (Academic program approval)

The College of William and Mary subscribes to the following non-discrimination policy: "Within the limits of its facilities and its obligations as a state university, the College of William and Mary opens the possibility of admission to all qualified students without regard to sex, race, color, age, religion, national origin, sexual orientation, or disability." (See the College of William and Mary 2006-2007 Course Catalog; see also Executive MBA Admissions Criteria.)

The Executive M.B.A. program summarizes admissions requirements as follows:

We welcome applications from graduates in all academic disciplines. The Admissions Committee considers the following aspects of a candidate’s profile when evaluating each application:

A demonstrated record of achievement
Prior academic performance with a minimum of a bachelor’s degree
Breadth and depth of work experience
Leadership—demonstrated and/or potential
Outstanding interpersonal and communication skills
GMAT score or GMAT Waiver Request
Letters of Recommendation (3)
Extracurricular and community involvement
Interview

To complete the application process, the following items and activities must be completed:

· GMAT Score or GMAT Waiver Request

· Academic Transcript(s)

· One Page Essay

· Resume

· Letters of Recommendation (3)

· Application Fee and Mailing Summary Information Form

· Interviews

Non-Discrimination Statement: The College of William & Mary does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, disability or age in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies:

Susan Grover
Associate Professor of Law & Director of Equal Opportunity
P.O. Box 8795
The College of William & Mary
Williamsburg, VA 23187-8795

3.4.6 The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery. (Practices for awarding credit)

As noted in the discussion of Comprehensive Standard 3.4.1, all courses and degree programs are approved by faculty curriculum committees in the schools. These committees determine appropriate course levels. Courses numbered below 500 receive undergraduate credit. Those above earn graduate credit. Only those who are enrolled as post-baccalaureate students can earn graduate credit.

3.4.9 The institution provides appropriate academic support services. (Academic support services)

The School of Business provides academic services to both undergraduate and graduate students, including a Career Center, support for study abroad, and the MBA Association.

3.4.10 The institution defines and publishes general education requirements for its undergraduate programs and major program requirements for all its programs. These requirements conform to commonly accepted standards and practices for degree programs.

The specific degree requirements are published in the following locations:

Undergraduate Arts and Sciences degrees: Requirements for Degrees
Undergraduate Business Degree: Degree Requirements for School of Business Administration
Undergraduate Education Degrees: Undergraduate Programs in the School of Education; Undergraduate Teacher Education Program in Elementary Education; Undergraduate Teacher Education Program in Secondary Education
Arts and Sciences Master's Degrees: Requirements for Arts and Sciences Master's Degrees
Arts and Sciences Doctoral Degrees: Requirements for Arts and Sciences Doctoral Degrees
Graduate Degrees in Business Administration: School of Business Graduate Degree Programs; Full-time MBA program; Evening MBA program; Executive MBA program; Master of Accounting
Degrees from the School of Law : Juris Doctor; LL.M.
Degrees from the School of Marine Science: Degree Requirements, School of Marine Science

3.4.12 The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology. (Technology use)

William and Mary offers "ubiquitous access to computing resources." Information Technology provides access to a core set of services to faculty, staff and students via an IT account that grants single sign-on access to email, instructional management software, student records, personal network storage space, a portal, and computer labs. Personal network space, for securing and sharing documents and hosting personal web pages, is easily available using a mapped drive from public access labs, offices or residence halls, and from off campus using a secure FTP connection. All academic and administrative departments also have shared server space for easy file sharing and storage. Data from the servers are backed up regularly and stored both on site for easy recovery and off site for disaster planning.

Responding to the expressed needs for greater electronic capability and access, the College has launched a computer notebook initiative, which is described in a white paper on laptop requirement and in a discussion of supporting myNotebook.

The College assesses the value of technology in student learning through the Process of Institutional Effectiveness (see also Process of Institutional Effectiveness for Academic Departments and Programs). See the responses to Core Requirement 2.5, Comprehensive Standard 3.3.1, and Comprehensive Standard 3.4.1 for more detailed discussions of assessment of student learning.

IT's Classroom Support Team has the responsibility for designing, installing and maintaining a wide range of instructional technologies in the College's seminar rooms, presentation classrooms, and multimedia auditoria. IT support staff train faculty members and students to make effective use of LCD projectors, VCRs, laptop connections, instructor podia, and in-class computers with the standard faculty software image, Internet connection and DVD players. Multimedia classrooms with all these features, plus additional equipment required by faculty are also available. IT also provides support for videoconferencing in the Millennium Classroom and in other locations on campus, as well as the training necessary for effective use of these technologies.

The College of William and Mary was an early adopter of the Blackboard instructional management software. Over 600 courses each semester use Blackboard to provide syllabi, assignments, reserve readings, and links to authoritative sites on the Internet. A growing number of faculty are using its interactive tools such as discussion boards, the virtual classroom, assessment management tools, and group email. At any time of the day or night, more than 800 users are logged in, with more than 2,000 simultaneous users connected during the busiest times of the semester. IT liaisons help faculty members learn to use the Blackboard system and provide training to enhance faculty members' skills in the use of this software.

IT's Web and Learning Services Team designs and delivers a high quality curriculum for desktop and enterprise applications for faculty, staff and students in a professionally-outfitted technology training facility. Members of the William and Mary community use this resource both as a professional development activity and to enhance their workplace effectiveness. During 2004, IT offered 133 workshops ranging from MS Office to Macromedia Dreamweaver to SCT Banner Student and Finance.

The EMBA classroom in Reston is a tiered design that will seat 34 students. The classroom includes white boards, video projector, VCR, DVD, TV and video conferencing capability. There is wireless access for the notebook computers and power outlets at each seat.

3.6.1 The institution’s post-baccalaureate professional degree programs, and its master’s and doctoral degree programs, are progressively more advanced in academic content than undergraduate programs. (Post-baccalaureate program rigor)

The College of Arts and Sciences offers graduate degrees as follows: master's degrees in ten disciplines and doctoral degrees in seven disciplines. Each of the master's degree programs requires at least 24 semester hours of graduate coursework plus a thesis or its equivalent, of which at least 12 must be earned in courses numbered 600 or above. The Master of Arts degree requires successful completion and defense of a thesis. The Master of Science degree in some programs requires a thesis, while in others the thesis is optional. Where it is optional, the M.S. degree requires passing a qualifying examination. Both M.A. and M.S. degrees require an examination covering the entire field of study, which ensures that these programs engage content beyond the baccalaureate degree level.

All masters' degrees require at least a minimum 2.75 grade point average. (See Requirements for Masters Degrees).

The School of Business offers masters' degrees in business administration (M.B.A.) through full-time, evening (part-time), and Executive M.B.A. program formats, and a full-time Master of Accounting (MAC) degree. Requirements for the successful completion of all graduate programs in the School of Business Administration include a graduating GPA of at least 2.75.

The William and Mary Executive M.B.A. program is designed to help mid-level and executive management professionals maintain an active career while earning an M.B.A. degree. The Executive M.B.A. program is a 20-month academic program with classes entering only in January. The Executive MBA Program provides a curriculum and method of approach that builds on the basics of business management to prepare working professionals to take on greater responsibilities and escalating challenges. The focus is on providing students – executives and managers with a minimum of 6 years professional experience – with the skills necessary to advance their careers. Students explore the fundamental theorem in managerial economics, finance and analysis, accounting, marketing management, organizational behavior and change management, quantitative methods and other business essentials.

There are two sections of the Executive MBA program, one conducted in Williamsburg and the other offered in Reston, Virginia. The program operates over five semesters, including two summers. There are 48 credit hours in the program. Required classes include 42 credit hours in the "lock step" programmatic format. Students select the elective classes during the final semester of the program. Each two credit hour course has 13 to 15 sessions of one and one-half hours each, including those held during the residency weeks. In comparison, the standard two-credit course involves 100 minutes of instruction each week for 13.5 weeks. Between the fourth and fifth semester there is a 12-day international study residency that usually includes two countries. Incorporated in this international experience are academic presentations, meetings with government officials, and several visits with corporate executives. This is a three credit-hour course. The total hours of instruction, approximately six hours each day for 12 days, far exceed the standard for the traditional three-credit course (two and half hours of instruction each week for 13.5 weeks.).

3.6.2 The institution structures its graduate curricula (1) to include knowledge of the literature of the discipline and (2) to ensure ongoing student engagement in the research and/or appropriate professional practice and training experiences. (Graduate curriculum)

Graduate programs at the College of William and Mary, including those in Arts and Sciences, Education, and Marine Science, foster independent learning and the ability to contribute to a profession or field of study in several general ways. First, all but the Master of Public Policy require successfully passing a qualifying examination. Second, all of the Master of Arts degrees require the completion and defense of an independent research thesis. The Master of Sciences degree programs require a thesis, a substantial research project plus additional advanced course work, or significant additional advanced course work. Third, virtually all of the doctoral degrees require successful completion and defense of an original piece of research that contributes to the body of knowledge of the discipline or field. Specific arrangements for other graduate degrees are described below.

The Executive MBA program does not require a thesis. However, there are two integrative courses (Business Policy and Global Business Strategy) taught in the final two semesters which include business case studies, projects, and independent papers. The courses ensure that students develop the professional skills of case-based inference, which is essential to the work of executives.

3.6.3 The majority of credits toward a graduate or a post-baccalaureate professional degree is

earned through the institution awarding the degree. In the case of graduate and post-

baccalaureate professional degree programs offered through joint, cooperative, or consortia arrangements, the student earns a majority of credits from the participating institutions. (See Commission policy “The Transfer or Transcripting of Academic Credit.”) (Institutional credits for a degree)

Graduate and professional programs at William and Mary allow only a very small number of transfer credits. In general, the Business School does not accept transfer credit for the M.B.A. programs. Students enrolled in the full-time MBA program can participate in semester or summer exchange programs and, with permission, can transfer credit (but not grades) into the degree program.

3.6.4 The institution defines and publishes requirements for its graduate and post-baccalaureate professional programs. These requirements conform to commonly accepted standards and practices for degree programs. (Post-baccalaureate program requirements)

The Executive M.B.A. program summarizes admissions requirements as follows:

We welcome applications from graduates in all academic disciplines. The Admissions Committee considers the following aspects of a candidate’s profile when evaluating each application:

A demonstrated record of achievement
Prior academic performance with a minimum of a bachelor’s degree
Breadth and depth of work experience
Leadership—demonstrated and/or potential
Outstanding interpersonal and communication skills
GMAT score or GMAT Waiver Request
Letters of Recommendation (3)
Extracurricular and community involvement
Interview

To complete the application process, the following items and activities must be completed:

GMAT Score or GMAT Waiver Request
Academic Transcript(s)
One Page Essay
Resume
Letters of Recommendation (3)
Application Fee and Mailing Summary Information Form
Interviews

Susan Grover
Associate Professor of Law & Director of Equal Opportunity
P.O. Box 8795
The College of William & Mary
Williamsburg, VA 23187-8795

3.7.1 The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. (See Commission guidelines “Faculty Credentials.”) (Faculty competence)

The Roster of Instructional Staff (Executive M.B.A. Faculty Roster) is attached. The Roster presents a record for all faculty members teaching during Fall 2006 and Spring 2007 semesters. The Roster presents their academic preparation, course assignments, and any additional notes that support their experience or ability to teach their assigned courses. Faculty vita are available on line at Faculty Index.

3.7.2 The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status. (Faculty evaluation)

The Faculty Handbook and the Part-Time Faculty Handbook set forth the evaluation policies and procedures regarding all full- and part-time faculty members, respectively. The Faculty Handbook, Section 3, Part B. 2 describes the process for annual merit evaluations that set salary increments. The section makes clear also the processes and standards for retention, promotion, and tenure, and describes arrangements for post-tenure review. All schools, departments, and programs have developed and apply their own personnel procedures for merit evaluations and for retention, promotion, tenure, and post-tenure review. These procedures must be consistent with the policies of the Faculty Handbook, and must be approved by the Provost. As noted in the Faculty Handbook, the recommendations for merit, retention, promotion, tenure, and post-tenure review are forwarded to the appropriate college-wide committees, deans, the Provost, the President, and the Board of Visitors, as appropriate, for final decisions. (See, for example, Minutes of the Board of Visitors Meeting September 16-17, 2004.) Personnel Committee actions for the School of Business are included in the School of Business Faculty Meeting Minutes April 2005.

The regularity of the evaluation of faculty effectiveness in accord with published criteria is evidenced by the fact that annual salaries are determined by merit reviews. The Provost, deans, and department and program chairs, directors, and personnel committees conduct these reviews even when money is not available for merit adjustments. Results of evaluations in those years are retained and entered into calculations for subsequent years when funds are available.

The Part-Time Faculty Handbook is clear about the policy for evaluating part-time faculty: "Part-time faculty are evaluated by the department chair and/or dean each semester or, if their appointment is for both semesters, each year. Evaluation will include review of student teaching evaluations, course materials, and, in some departments and schools, peer visitation of classes. Further information on evaluation procedures is available in the manuals and handbooks of the separate Faculties." The Executive M.B.A. program does not use part-time faculty members.

3.8.2 The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources. (Instruction of library use)

Information Technology

Information Technology provides targeted support to faculty in most departments and programs, the School of Education and the School of Law through the Academic Departmental Liaison Program. The liaisons assist faculty in developing curricula that integrate information technologies, and they work hand-in-hand with individual faculty members, departments, and programs to ensure effective use of technology that supports teaching and research. The implementation of the Blackboard Learning System provides one good example. Because the liaisons have graduate training or professional experience in the disciplines they support, they often work in collegial relationships with faculty on specialized class-related or research projects. One recent example of collaborative work involving faculty, students, and IT professionals is the Classroom Across the Pacific project.

Library Services

Swem library offers a comprehensive range of instructional opportunities. Faculty members may request instruction on any subject (see library instruction). Library liaisons work closely with faculty members to develop timely and relevant classroom instruction, tailored to fit the class and/or project. (see library liaisons). Since the 1999-2000 academic year, reference librarians have met with an average of over 1400 students in nearly 80 classes per year. While the majority of these participants were first year students in small writing classes or freshman seminars, the program also provided classroom instruction for upper level students. The numbers for in-class instruction do not include other educational, orientation, and outreach activities where the library is represented. Examples of these activities include orientation tours for new students, "Family Weekend," the Residence Life Fair, and the Student Activities Fair.

There are special sessions for student athletes, international students, and for "PLUS" students, those admitted students who need extra help before beginning their college careers. There are also orientations for graduate students in education, physics, and psychology. (See Library Instruction Data, Fall 2004 and Library Instruction Data, Spring/Summer 2005.)

In addition to the typical subject-specific library instruction, the College offers a one-credit semester-long Interdisciplinary Studies course, "Introduction to Library Resources," for which any undergraduate may register. A reference librarian offers this course every fall semester (see, for example, INTR 322 - Introduction to Library Resources (Syllabus)

Librarians provide research assistance at the Reference Desk. Reference Desk Data from 2003-2004 reveal that librarians helped 14,245 patrons at the reference and government information desks. Professional librarians staff the reference desk 72 hours each week, and it is part of the library's mission to provide instruction to students learning how to do research. Librarians also take questions by phone and by email. Patrons may make inquiries via live, on-line chat through the Ask a Librarian service. This service is offered through the ASERL (Association of Southeastern Research Libraries) consortium and offers live advice from professional librarians 69 hours each week. Additionally students and faculty can meet with subject specialist-librarians for in depth, one-on-one instruction on doing research (research assistance request).

At night and on weekends, e-SWAT technical assistants work at the Reference Desk, and help with technology questions and problems (see e-Swat). Writing Center consultants also provide guidance and weekly tutorial sessions in a group study room adjacent to the Reference Desk.

In 2001, the College started a new program to address concerns about students' information literacy. Called "DIL" (Digital Information Literacy), the program is an outgrowth of discussions within the faculty of Arts and Sciences' Educational Policy Committee. The committee was concerned about variations in the standards imposed by different disciplines for meeting the Concentration Computing Requirement. They recommended a common proficiency for all students, which is to be met early in the freshman academic year. This would provide students with a baseline understanding of digital information and technology, upon which disciplines could build higher-level requirements. The College conducted a pilot project involving a small group of students in the fall of 2001 and spring of 2002. After extensive revision of the tutorials and test questions, the College implemented the second phase of the pilot project in fall 2002. All freshmen now must meet this requirement.
Another phase of DIL began in the spring of 2005. Students who did not complete or did not pass the DIL quiz are required to take a one-credit course. The College offers two sections of the course. Librarians teach the course and it covers all aspects of information literacy. (See DIL Initiative June 2005.)

Library liaisons also demonstrate new products and databases, and lead workshops on subjects such as plagiarism (see library liaisons).

Subject specialists at Swem Library have created over 30 web-based subject guides. The subject guides list and describe print and electronic sources, including reference sources, subscription databases and web pages that students and faculty members can use to research a given topic. The subject specialists carefully vet the information contained in each guide, and the guides mirror the tools that reference group librarians provide in a classroom or reference desk setting. In 2004, patrons accessed the subject guides more than 60,000 times, with some popular guides being accessed well over a thousand times. In all, the guides continue to be an effective tool informing the library's users about the top resources for subject-specific research (subject guide).

Librarians also created a guide called "Research: Getting Started @ Swem," which is available from the library home page. This guide takes students through all the stages of doing research at Swem Library.

3.9.2 The institution protects the security, confidentiality, and integrity of its student records and maintains special security measures to protect and back up data. (Student records)

The College of William and Mary protects the security, confidentiality, and integrity of its student academic records by adhering to the Family Educational Rights and Privacy Act (FERPA). All employees and agents of the university must comply fully with this law, as well as with related College policies.

All employees and agents of the university who access the college information systems through an assigned domain account must acknowledge the Acceptable Use Policy for Faculty/Staff. Those who directly access administrative data through the Banner system must also sign the Banner Confidentiality Agreement. Successful completion of Banner navigation training, which includes a section on confidentiality awareness, is also required before Banner access is granted. FERPA and other college policies are emphasized in this training. Banner access is requested and approved with the use of the Banner Access Request Form. No access to student academic information is allowed without the approval of both the department head and the University Registrar. All electronic information is kept in accordance with the Commonwealth of Virginia Information Technology Security Standard. Additional information on confidentiality and privacy of student records may be found at Office of the University Registrar (see William and Mary Privacy Policy).

Physical security measures are in place to protect student academic records. Limited distribution of proximity cards are issued to appropriate Information Technology personnel to gain access to the machine room where servers and backup equipment exists.

Paper and microfilmed records also are protected physically and retained in accordance with the Library of Virginia records management requirements (Library of Virginia Records Management) and standards established by the American Association of Collegiate Registrars and Admissions Officers (AACRAO's Retention of Records Guide, 2000 edition; hard copy available in Office of Registrar). Student folders and graduation records in the Registrar's Office are stored for 5 years and then destroyed. Additional historical records such as grade sheets and microfilm are stored in a locked storage room within the Registrar's Office. The entire Registrar's Office suite is equipped with motion detectors and an alarm connected to the Campus Police. Copies of microfilmed records are stored in a vault at Swem Library or at the Archives on Richmond Road in Toano.

Information Technology has backup procedures that provide for the preservation and recovery of student data. Archive logging occurs on a daily basis for point-in-time recovery. Backups occur nightly and tapes are stored both on-site and off-site in Swem Library and delivered to Richmond.

Business continuity standards are revised and disaster recovery plans tested on an annual basis. Administrative departments are intimately involved in this process by defining the continuity requirements and verifying the test results of disaster recovery procedures. A Disaster Recovery machine is located at an alternate campus location and it replicates the production data around the clock. Use of the disaster recovery machine for student records has been successfully tested. Backup procedures and business continuity standards are outlined in The College of William and Mary Information Technology Disaster Recovery Plan.

The off-site review team examined information describing the College’s compliance with this standard in the fall of 2005 and found that the College is in compliance.

3.13.1 The institution complies with the policies of the Commission on Colleges. (Policy compliance)

The Commission on Colleges reaffirmed the College’s accreditation at its annual meeting in December 2006. The Commission on Colleges approves significant substantive changes in degree offerings, following approval of the relevant faculty, dean, Provost, Board of Visitors, and the State Council for Higher Education in Virginia (SCHEV). All of the schools have curriculum committees that review degree requirements, courses, and programs for their curricula. The deans, the Provost, the Board of Visitors, and SCHEV must approve all degree programs. The Bylaws, School of Business Administration, Article IV, Section 1 describe the relevant policy. Article V, Section 5 describes the responsibilities of the Curriculum Committee.

3.14.1 A member or candidate institution represents its accredited status accurately and publishes the name, address, and telephone number of the Commission in accordance with Commission requirements and federal policy. (Publication of accreditation status)

D. Assessment of Compliance with Federal Requirements

4.1 The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, state licensing examinations, and job placement rates. (Student achievement)

The College takes pride in our students' achievements with respect to retention, graduation, acceptance to graduate and professional studies, licensure, and employment. National comparisons (see, for example, National Graduation Comparison Data) reveal that the William and Mary graduation rate is second highest among public doctoral degree-granting institutions. Among our peer institutions, including highly regarded private institutions such as Duke University and Dartmouth College, William and Mary routinely ranks favorably in both retention and rates of graduation.

The College tracks the success of undergraduate students who apply to medical and law schools. The following table provides recent, illustrative data:

Professional school acceptance rates of baccalaureate recipients
	1999	2000	2001	2002	2003	5-Yr Avg
Law
WandM	87	84	78	74	72	79
National	69	67	67	62	57	64
Medical
WandM	72	73	75	80	na	75
National	45	48	58	56	na	50
Comment: William and Mary graduates consistently out-perform the national average when applying to professional schools. In law school admission, William and Mary graduates have been accepted at a rate that is 15 percentage points higher than the national average over the last five years. The medical school acceptance rates are even more impressive with William and Mary graduates gaining acceptance at a rate that is 25 percentage points higher than the national average over the past four years. (Medical school data is not available for fall 2003.)

The Law School:

The Law School tracks the success rates of graduates who take Bar examinations in various states, as well as rates of employment at different points following graduation and average salaries for different types of law-related positions.

The School of Business Administration:

• Master of Accounting Program: The School tracks employment of alumni and, in recent years, has achieved 100% employment of graduates within three months of completion of the program.

• Executive M.B.A. Program: Because students in this program are professionally employed while enrolled and many receive financial support from their employers, the School does not emphasize placement activities. Administrators closely monitor how the program performs relative to the competition. In the Financial Times Executive MBA program rankings for 2004, the program ranked sixth in the alumni survey of how well the program met student goals and expectations (World Ranked Executive MBA Programs).

• M.B.A. Program: The School tracks success in employment placement and in recent years reports that nearly three-fourths have accepted positions within three months of graduation.

The School of Education:

The School of Education collects and maintains data on the accomplishments of its graduates in a variety of forms. See, for example, Appendix C, Title II (Teacher Quality) Report for 2003-2004.

Undergraduate Arts and Sciences:

The College surveys graduating seniors each spring and again six months after graduation in the initial effort to track job placement. The College also conducts a periodic survey of alumnae and alumni two, five, and ten years after graduation in campus-wide surveys and in discipline specific surveys. These surveys track short- and long-term educational and professional pursuits of our graduates. Table 4.1A presents some of the preliminary results of the 2004-2005 Alumni Survey. Note the level of satisfaction with current jobs. Even the most recent graduates tend to be satisfied with the work they do.

TABLE 4.1A: Post-Graduate Employment and Educational Status
	Cohort
Employment status	2002	1999	1994
Yes, full-time	60%	75%	72%
Yes, part-time	16%	11%	15%
No, not seeking employment	20%	12%	11%
No, seeking employment	4%	2%	1%
Satisfaction with current job
Satisfied	85%	90%	94%
Dissatisfied	16%	10%	6%
Education status
Currently a full-time student	37%	22%	6%
Currently a part-time student	10%	8%	6%
Not currently a student	53%	70%	87%
Types of degrees earned
Law	1%	9%	8%
Medical	--	4%	8%
Masters	15%	33%	46%
Doctorate	--	3%	6%

The Office of Planning and Assessment provides academic departments and programs with summaries of post-graduate experiences of relevant majors. Results of student and alumni surveys are available electronically for the most recent department reviews: Biology, Classical Studies, Economics, English, and Government for abbreviated alumni results and Sociology for a full set of responses.

4.3 The institution makes available to students and the public current academic calendars, grading policies, and refund policies. (Publication of policies)

The University Registrar publishes academic calendars on the web page at Academic Calendars. The Schools describe grading and refund policies in the following public documents.

Undergraduate Arts and Sciences:

College of William and Mary 2004-2005 Course Catalog
See, specifically, College Grading Policy and College Refund Policy

Graduate Arts and Sciences:

The School of Business:

B.B.A. College of William and Mary 2004-2005 Course Catalog
M.B.A./Executive M.B.A. Executive M.B.A. Academic Program, Policies, and Standards. The M.B.A. programs follow the general College policies on grading, withdrawals, and refunds (see College Grading Policy and College Refund Policy). Students are notified of these policies and procedures through printed materials distributed in their campus mailboxes.

The School of Education:

Undergraduate programs:

College of William and Mary 2004-2005 Course Catalog
See, specifically, College Grading Policy and College Refund Policy

Graduate Programs:

School of Education Graduate Catalog. (See page 20 for grading policy and page 23 for refund policies.)

The School of Law:

Academic Regulations
See Grading Policy and Withdrawal Policy

The School of Marine Science:

School of Marine Science Graduate Catalog 2004-2005 (See School of Marine Science Academic Regulations (see page 3) and School of Marine Science Withdrawal Policies (see page 3).

4.4 Program length is appropriate for each of the institution’s educational programs. (Program length)

All degrees meet SACS requirements (at least 120 credit hours for bachelor's degrees, and all master's doctoral, and first professional degrees require at least 30 credit hours). All master's degrees require at least 24 credit hours in addition to a thesis or its equivalent, which requires a minimum of six additional hours.

4.5 The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Student complaints)

The College of William and Mary subscribes to a policy of Rights and Responsibilities, which is included in the Student Handbook. The Handbook describes also the Honor Code, one of the College's earliest traditions, which operates now as a formal, written code. Professors or students may bring written complaints against students for lying, cheating, or stealing.

While the statement of Rights and Responsibilities describes generally the rights and prohibited conduct for members of the William and Mary community, specific policies and written complaint procedures govern grading and discrimination.

Grading

Undergraduate Grade Review Procedures
Graduate Arts and Sciences Grade Review Procedure
School of Business, B.B.A., Undergraduate Grade Review Procedures
School of Business, Executive M.B.A., Executive MBA Academic Program, Policies, and Standards; M.B.A. students are advised that the grade review procedures are the same as for the College generally and referred to the Graduate Arts and Sciences Grade Review Procedure
School of Business, M.B.A., M.B.A. students are advised that the grade review procedures are the same as for the College generally and referred to the Graduate Arts and Sciences Grade Review Procedure
School of Education, Undergraduate students, Undergraduate Grade Review Procedures
School of Education, Graduate students, School of Education Grade Review Procedures
School of Law, School of Law Grade Appeal Procedures
School of Marine Science, Academic Program Requirements; see also Graduate Arts and Sciences Grade Review Procedure

Evidence that the appeals procedures are being followed to resolve complaints is found in a review of grade appeals in recent years. The review revealed, for example, that on average one or two undergraduate students each year initiate a formal appeal of a course grade. On the other hand, an average of about seven students file complaints about a grade on a particular examination, paper, or assignment each year. Most often, student complaints are resolved in discussions with faculty members before they become formal complaints. The Graduate School Dean reported that over the past three years there were three grade complaints, two of which were pursued and resolved formally. In addition, the Graduate Dean noted that some grades are changed each year by faculty members following reviews requested by graduate students.

The School of Education reports that there was one formal grade appeal in the past three years.

In the School of Law, students speak to the Vice Dean as the first step in the appeals process. The Vice Dean reports that two or three appeals occur each year, while a larger number of complaints is resolved in discussions with faculty members.

Harassment and Sexual Harassment

The College's policies on discrimination are published on the web page for the Office of Equal Opportunity. The policies pertain specifically to discriminatory decision making, harassment, and sexual harassment. The policy on sexual harassment is described in detail in the Faculty Handbook (see especially, Sexual Harassment Policy). Harassment is defined in the Student Handbook, Code of Conduct, Harassment. Students are advised on sexual harassment and the procedures for filing complaints in the Student Handbook, Code of Conduct, Sexual Harassment.

Evidence that the appeals procedures are being followed to resolve complaints is found in a review of complaints in recent years. For example, the Director of Equal Opportunity reports that the number is small, but there have been student complaints about discrimination involving the following issues:

racially (or otherwise) insensitive statements in class or elsewhere on campus
failure of class discussion to acknowledge racial or gender implications of matters under discussion
tokenism, or expecting students in particular groups to represent, articulate and advocate the "group's" perspective
failure to acknowledge the diversity of points of view and experience represented in the classroom
generalizations and expectations about abilities and interests based on the race or gender of individual

The Office of the Dean of Students receives and oversees the resolution of allegations of harassment and sexual harassment involving students. Evidence that existing procedures are being followed to resolve complaints is found in a review of annual reports, which reveals that there have been no allegations of sexual harassment during the period from academic year 2000-2001 through academic years 2004-2005. During that same period, there were charges of harassment in the following numbers:

2000-2001 four charges
2001-2002 eighteen charges
2002-2003 twelve charges
2003-2004 five charges
2004-2005 five charges

4.6 Recruitment materials and presentations accurately represent the institutions practices and policies. (Recruitment materials)

The two primary sources of recruitment information are the College's web site for Prospective Students and the Viewbook, which is also available as a hard-copy, four-color, 28-page brochure (9" by 10.5" in size; available at the Office of Admission) used for undergraduate recruitment only.

The William and Mary web site for Prospective Students provides information on the undergraduate and graduate programs, international programs, and general university information. It has links also to information for transfer students and for students with special needs. There are quick links to academic advising for prospective undergraduate students and easy connections to department, programs, and schools for graduate applicants. There is a virtual tour of the campus and access to frequently asked questions. There is detailed information on admissions. Prospective undergraduate students can request an application packet, while graduate students can apply online (see Downloading Application Forms; How to Apply for Graduate Studies in Arts and Sciences). Those interested in professional programs find ready access to admissions policies and applications information, and can apply to any of these programs through online procedures.

The William and Mary Viewbook provides information on a large number of topics, including an overview of the University, programs, campus life, and information on admissions requirements and financial aid. It includes contact information so that students can request application materials through the mail or online.

Contact information for the University in general and for specific programs is provided in both the Viewbook and online (see Prospective Students). The recruitment materials provide the same information as that given in the undergraduate or graduate bulletins, reflecting the current academic admission requirements and program requirements. A review of ancillary and supplementary recruitment materials reveals the same: the information is the same as that given in the official bulletins and the materials refer readers and listeners to the core materials for information about policies, standards, and calendars.

4.7 The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments. (Title IV program responsibilities)

The College of William and Mary has received Formal Approval to Participate in Federal Student Financial Aid Programs. This approval was received in February 19, 2004 and is effective through December 31, 2009. With its formal approval, William and Mary received its Eligibility and Certification Approval Report and Program Participation Agreement.

Further information may be obtained from the Secretary of Education, USOE.

Part I. Overview

Part II. Impact of the proposed expansion on selected requirements in the Principles of Accreditation