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2009 Institutional Self Study south dakota state university Institutional Self-Study September 2009 South Dakota State University HLC-NCA Self Study SDSU SS HLCNCAfirstpage:Layout 1 8/25/09 1:51 PM Page 1 2009 SELF-STUDY REPORT of SOUTH DAKOTA STATE UNIVERSITY submitted to THE HIGHER LEARNING COMMISSION NORTH CENTRAL ASSOCIATION OF COLLEGES AND SCHOOLS as application for continued accreditation brookings, south dakota site visit november 2-4, 2009 South Dakota State University HLC-NCA Self-Study Executive Summary South Dakota State University HLC-NCA Self-Study Executive Summary Beginning in spring 2007, South Dakota State University (SDSU) began the self-study process for re- accreditation through the Higher Learning Commission of the North Central Association of Colleges and Schools (HLC-NCA). SDSU was most recently re-accredited in 2000 for the ten-year period. The current self-study process resulted in the determination by the Self-Study Steering Committee that SDSU meets all of the core components within the five criteria. The self-study process included over 200 individuals from across campus as members of one or more of the 18 committees established to guide and inform the process and self-study report. The self-study was finalized in August 2009. The self-study was designed to fit within the distinctive mission of the institution as a land-grant university, include multiple constituencies in the process, examine the whole organization, and develop a set of findings and recommendations that could be used in concert with the strategic plan to guide decisions into the future. Information about the self-study was made available throughout the process via electronic, written, and face-to-face means. As a result of the self-study, the following key findings are summarized and recommendations made by the steering committee. The findings and recommendations are presented by criterion. Key Findings: Overview Criterion 1: Mission and Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students. SDSU is distinctive due to its land-grant status. The mission documents have been updated and are responsive to change yet maintain a focus on the tripartite mission of teaching and learning; research, scholarship, and creative activity; and service. The mission positively drives the institution’s actions. The mission is clear, visible, and embraced by constituencies. Even with the broad-based awareness and support for the mission, the University must continue to communicate with individuals and groups both within and external to the institution. The University embraces and acts on a broad view of diversity. SDSU continues to develop its efforts to bring diverse students and faculty to campus and to broaden student, faculty, and staff perspectives through international and multicultural experiences, both domestic and abroad. Collaborative, concerted efforts to attract and retain a stronger minority population at SDSU must be enhanced. In addition, market competitive salaries are needed for all employees. South Dakota State University Self-Study Executive Summary.1 The SDSU mission is supported by a multi-level, collaborative administrative structure. Governance is grounded in a strong partnership between the South Dakota Board of Regents (SDBOR) and SDSU. The institution must continue to foster strong ties between the SDBOR and all administrative levels at SDSU. Institutional governance through the Students’ Association (SA) and Academic Senate serve to uphold the land-grant mission and can be further strengthened through increased opportunities for input and the exercise of professional judgment on issues critical to the University. SDSU is an institution of integrity. The necessary policies and practices are in place to ensure adherence to local, state, and federal laws. The mission is supported by a multi-level administrative structure which provides a broad- base of individuals and offices responsible for protecting the integrity of the institution. Criterion 2: Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of education, and respond to future challenges and opportunities. Under the leadership of President David L. Chicoine, planning processes have been taken to a new level. The current plan, Achieving National Distinction, Strengthening Local Relevance, was created in 2007- 2008 using a highly engaged process including internal and external opportunities for input and comment. Planning is conducted at many levels including State level priorities and institutional specific strategic goals and plans. Much has been learned about the planning process where external forces and trends are identified, goals and strategies are stated, and the needed resources are aligned. As the institution moves forward, the campus is becoming more aware and skillful in how to create and use plans. To continue on this positive trajectory, additional information and experience with planning is needed for deans, directors, and department heads. Faculty, staff, and students need to be included in the planning process. SDSU employs several robust strategies to evaluate its institutional effectiveness and to provide information needed for continuous improvement. Benchmarking against identified peer institutions, academic review processes, including specialty accreditations and the SDBOR institutional program reviews, form a strong foundation for on-going improvement. A comprehensive assessment and evaluation process is used at SDSU. Findings from these tools are widely distributed and influence policies. The emphasis on assessment has had a profound impact on the University, and many annual processes are now directly tied to strategic planning. The institution is challenged to mature in the strategic planning process, and to work on integrating planning documents into a seamless planning effort. The institution will also continue to be challenged by current economic conditions, and there is uncertainty in the State in regarding to future budgets. SDSU will need to continue to rely on its planning and budgetary processes to meet challenges of limited and potentially reduced resources. Criterion 3: Student Learning and Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission. Executive Summary.2 South Dakota State University Self-Study SDSU has made excellent progress defining student learning outcomes and implementing academic assessment to improve curriculum, pedagogy, student support services, and resource utilization. SDSU clearly values, supports, and recognizes effective teaching and student learning. Qualified faculty design the curriculum that enables student success. Enrichment activities and support services augment and enable student learning. Traditional classrooms, laboratories, and hands-on learning environments are enhanced by technology. Face-to-face classrooms are reviewed annually for improvement and the teaching and research laboratories are undergoing significant modernization. Classroom enhancements need to continue into the near future. The need for a new large classroom to seat 300 or more students has emerged. Criterion 4: Acquisition, Discovery, and Application of Knowledge The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. Creating opportunities and supporting practices that enable a life of learning are critical to the University. Policies are in place that allow for the free exchange of ideas and the transfer of credit. Learning centers have been created and technologies incorporated to make learning available to constituents across the State. Professional development opportunities are available for faculty, staff, and career service employees. An enhanced emphasis on leadership development is needed. Through the system and institutional general education requirements, students are provided a broad academic preparation with a focus on developing an understanding of and responsibility for the environment, personal well-being and cultural diversity and heritage. The University uses advisory boards, employers, and alumni feedback to insure the currency of the curriculum that reflects a global, diverse, and technological society. SDSU students, faculty, and staff are recognized for their scholarship. Graduate programs have been approved which address critical workforce needs. Research capacity is increasing, and faculty are active and successful in their efforts to secure grant funds to support graduate students and research projects. Policies and offices are in place to monitor and ensure the ethical and safe conduct of research and the use of data. Criterion 5: Engagement and Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value. As the State’s largest land-grant university, SDSU has a history of reaching out to the State’s citizens, seeking input, and responding to identified needs. SDSU adds value to South Dakota by developing social capital and by contributing to healthy and prosperous communities. SDSU’s services are valued by its constituents and are essential
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