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Introduction to the Cleveland State University Self Study

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Introduction to the Cleveland State University Self Study July 1, 2010 Table of Contents Chapter 1: Cleveland State University: Building from the Past, Ascending to the Future 1 University History 2 Achievements 3 Teaching 3 Diversity 4 Research and Professional Achievements 5 The Fresh Face of the Campus 7 The Future 8 Health 10 Education 11 Community Sustainability 11 Culture 12 The Campus Neighborhood 13 Chapter 2: The Cleveland State University Self Study 14 Purposes of the Self Study 14 The Self-Study Process 14 Chapter 3: Responses to 2000 Report of the Consultant Evaluators 19 Concern 1: Enrollment Challenge 19 Concern 2: Financial Resources 21 Concern 3: Integrated University Culture 24 Concern 4: Assessment 28 Additional Review Comments from the 2000 Commission Report 31 i July 1, 2010 Chapter 4: Criterion One: Mission and Integrity 37 Introduction: Mission and Vision Statements 37 Core Component 1a: The organization’s mission documents are clear and articulate publicly the organization’s commitments. 37 CSU‘s Mission: A Historical Perspective. CSU‘s Distinctive Mission. The Response: Centers of Excellence. Evidence Supports CSU is Mission Driven. Academic Colleges Keep the Mission Current and Relevant. Communication of the Mission Core Component 1b: In its mission documents, the organization recognizes the diversity of its learners,other constituencies, and the greater society it serves 44 Working toward Full Diversity. Recognition of Diversity in Each Academic College Recognition of Diversity at the Undergraduate Level General Education‘s Commitment to Diversity International Programs. English as a Second Language. President's Commission on the Role and Status of Women. Affirmative Action. Diversity in Planning Processes. Core Component 1c: Understanding of and support for the mission pervade the organization. 58 Vision Unlimited: A unique planning process. Faculty and Staff Support Mission. Mission, Strategic Planning, Advancement, and Budgeting. Core Component 1d: The organization’s governance and administrative structures promote Effective leadership and support collaborative processes that enable the organization to fulfill its mission. 60 Representative Leadership. Board of Trustees Office of the President. Office of the Provost Business Affairs and Finance Administration Advancement Institutional Diversity ii July 1, 2010 Promotion of Administrative Leadership Shared Governance. Core Component 1e: The organization upholds and protects its integrity 68 State Oversight. Academic Integrity Financial Management Internal Audits. Treasurer and Controller. Purchasing. The Cleveland State University Foundation. Conflict, dispute, and harassment resolution. Compliance with State and Federal Policies/Campus Safety. Strengths, challenges, and self recommendations 75 Chapter 5: Criterion Two: Preparing for the Future 78 Introduction: Traditions in Values and Planning 78 Core Component 2a: The organization realistically prepares for a future shaped by multiple societal and economic trends. 78 Campus-wide Strategic Planning. Alignment of University and State Higher Education Goals. o Health-focused Initiatives. o NEOUCOM. o Bachelor Degree Attainment. Mission Differentiation and CSU Centers of Excellence. o The Center for Gene Regulation in Health and Disease. o The Center for 21st Century Health Professions. o The Next Generation Economy Center. University Wide Task Forces and Planning Initiatives. o Admissions Requirements. o Honors Program. o eLearning. o Student Success. o General Education Task Force 2005-07 . o The Task Force on Excellence and Engagement. Enrollment Planning for the Future. CSU and Regional Economic Development. iii July 1, 2010 Core Component 2b: The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future. 90 Background. Managing Resources. Recent Changes (2006-2009). Revised Formula – Effective FY 2010. CSU‘s Budgetary Concerns. Efficiencies. The Future. Budget Models: A Historical Perspective. Presidential Initiative Fund. Physical Resources and Planning o The Master Plan. o The Role of University Advancement. o Marketing Plan Core Component 2c: The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. 109 Monitoring Strategic Planning through Key Performance Indicators. Monitoring Vision Unlimited’s Tactics. Program Review with External Evaluators. Institutional Research Systematic Studies. Environmental Scanning informs Vision Unlimited. Student Learning Outcomes. Outcomes in Non-academic Areas. Performance Evaluations for Staff and Faculty. External Agencies that Accredit CSU Programs. Advisory boards provide input and assessment. Core Component 2d: All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission. 119 Collaborative, ―Bottom-up‖ Execution of Vision Unlimited Strengths, Challenges, and Self Recommendations 120 Chapter 6: Criterion Three: Student Learning and Effective Teaching 123 Introduction 123 iv July 1, 2010 Core Component 3a: The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. 120 General Education Program Undergraduate Programs Graduate Programs Campus-wide Assessment Structures and Levels of Occurrence Balanced Use of Direct and Indirect Measures of Student Learning Using Assessment Data to Inform Programmatic Change Broad-based Participation in Assessment Processes Core Component 3b: The organization values and supports effective teaching. 135 Faculty Ownership of Curriculum Institutional Structures and Processes Supporting Faculty Development Recognition of Effective Teaching Core Components 3c The organization creates effective learning environments. 141 Academic Advising Student Life Learning Resources Core Component 3d The organization’s learning resources support student learning and effective teaching. 147 Strengths, Challenges, and Self Recommendations 149 Chapter 7: Criterion Four: Acquisition, Discovery and Application of Knowledge 150 Core Component 4a: The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. 150 Value of Life of Learning Indicated by Strategic Planning Support for Undergraduate Student Life of Learning and Undergraduate Programs Support for Graduate Student Life of Learning and Graduate Programs Graduate College Oversight of Graduate Programs and Graduate Faculty Support For and Evidence of Faculty Life of Learning Research Centers Other Support for Staff, Faculty and Administrators for Life of Learning Core Component 4b: The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs 166 v July 1, 2010 Breadth of Knowledge and Skills Intellectual Inquiry in CSU Educational Programs Core Component 4c: The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. 171 Curricular Assessment Structures and Procedures Incorporation of Global Perspectives into Curriculum Incorporation of Technological Experiences and Skills into Curriculum Incorporation of Diversity into Curriculum Core Component 4d: The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly. 180 Policies and Procedures for Ethical Conduct Human Subject Research. Investigator Policies. Animal Subjects Research. Oversight for Integrity of Research and Practice. Programs and Courses in Ethics Strengths, Challenges, and Self Recommendations 182 Chapter 8: Criterion Five: Engagement and Service 183 Introduction: Analyzing CSU’s Capacity to Respond 183 Core Component 5a: The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. 183 Learning from Internal Constituencies. Learning from External Constituencies. Responding to Internal Constituency Needs. Responding to External Constituency Needs. Focusing on Constituency Diversity. Core Component 5b: The organization has the capacity and the commitment to engage with its identified constituencies and communities. 187 Making the Campus Community Accessible. Academic Colleges Engage with the Community. Planning Processes for Engaging the Community. vi July 1, 2010 Core Component 5c: The organization demonstrates its responsiveness to those constituencies that depend on it for service 197 Programs Serving Undergraduate Students. Partnerships with Two and Four-year Institution Partnerships. International Relationships. Core Component 5d: Internal and external constituencies value the services the organization provides. 204 Service Programs Involving the Community. Examples of Service Programs Involving the Community o Alumni Affairs o Advancement o Program Review Economic and Workforce Development. Services and Facilities. Strengths, Challenges, and Self Recommendations 209 Chapter 9: Summary and Conclusions 217 Chapter 10: Federal Compliance 220 Credits, Program Length, and Tuition (HLC Policy I.C.7) Organizational Compliance with the Higher Education Reauthorization Act (HLC Policy I.A.5) Federal Compliance Visits to Off-Campus Sites and Campuses (HLC Policy I.C.2) Institution‘s Advertising and Recruitment Materials (HLC Policy IV.B.2) Relationships with
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