Neumann University Aston, Pennsylvania 19014 Volume I Self

Neumann University Aston, Pennsylvania 19014

Volume I Self-Study Report

Prepared for the Middle Stats Commission on Higher Education and the Neumann University Community

Rosalie M. Mirenda, Ph.D., President

April, 2016

Neumann University The NU Experience: Self-Study MSCHE 2016

Table of Contents

Executive Summary ...... v Self-Recommendations from Self-Study and Plan of Action ...... x MSCHE Accreditation Documents ...... xiii Middle States Commission on Higher Education Certification Statement: Compliance with MSCHE Eligibility Requirements & Federal Title IV Requirements ...... xiii Neumann University Statement of Accreditation and Certification Statement ...... xiv Introduction ...... xvi Brief History of Neumann University...... xvi Neumann University’s Mission, Vision and Values ...... xix The Basis of the 2016 Neumann University Self-Study for MSCHE Re-Accreditation . xxi The Self-Study Process ...... xxii Chapter I: Standard 1 – Mission and Goals ...... 1 Standard 1: Mission and Goals ...... 1 Statement of Compliance ...... 1 Overview for Standard 1 – Mission and Goals ...... 1 Narrative: Standard 1: Mission and Goals ...... 2 Conclusion ...... 11 Chapter II: Standards 2 & 3 – Planning and Resource Allocation ...... 12 Standard 2: Planning, Resource Allocation, and Institutional Renewal ...... 12 Standard 3: Institutional Resources ...... 12 Statement of Compliance ...... 12 Overview for Standard 2: Planning, Resource Allocation, and Institutional Renewal .... 12 Overview for Standard 3: Institutional Resources ...... 13 Narrative: Standard 2 -- Planning and Resource Allocation ...... 14 Narrative: Standard 3: Institutional Resources ...... 24 Conclusion ...... 33 Chapter III: Standard 4: Leadership and Governance...... 34 Statement of Compliance ...... 34 Overview for Standard 4 ...... 34 Narrative: Standard 4 ...... 35 Conclusion ...... 43 Chapter IV: Standards 5 & 6: Administration and Integrity ...... 44 Standard 5: Administration ...... 44 Standard 6: Integrity ...... 44 Statement of Compliance ...... 44 Overview of Standards 5 & 6...... 44 Narrative: Standard 5 Administration ...... 45 Narrative: Standard 6 Integrity ...... 54 Conclusion ...... 56 Chapter V: Standards 7 & 14: Institutional Assessment and Assessment of Student Learning .. 57 Standard 7: Institutional Assessment ...... 57 Standard 14: Assessment of Student Learning ...... 57 Statement of Compliance ...... 57 Overview for Standard 7 ...... 57 i

Neumann University The NU Experience: Self-Study MSCHE 2016

Overview for Standard 14 ...... 58 Narrative: Standard 7- Institutional Assessment ...... 58 Narrative: Standard 14 - Assessment of Student Learning ...... 68 Conclusion ...... 80 Chapter VI: Standards 8 & 9 – Student Admissions and Retention and Student Support Services ...... 81 Standard 8: Student Admissions and Retention ...... 81 Standard 9: Student Support Services ...... 81 Statement of Compliance ...... 81 Overview Standard 8: Student Admissions and Retention ...... 81 Overview Standard 9: Student Support Services ...... 82 Narrative Standard 8 - Student Admissions and Retention ...... 82 Narrative: Standard 9: Student Support Services...... 92 Self-Recommendation for Standard 8 ...... 100 Conclusion ...... 100 Chapter VII: Standards 10 & 11 – Faculty and Educational Offerings ...... 101 Standard 10: Faculty ...... 101 Standard 11: Educational offerings...... 101 Statement of Compliance ...... 101 Overview Standard 10: Faculty ...... 101 Overview Standard 11: Educational Offerings ...... 102 Narrative: Standard 10: Faculty ...... 103 Narrative: Standard 11 Educational Offerings ...... 109 Conclusion ...... 116 Chapter VIII: Standards 12 & 13 – General Education and Related Educational Activities .... 117 Standard 12: General Education ...... 117 Standard 13: Related Educational Activities ...... 117 Statement of Compliance ...... 117 Overview Standards 12 & 13 ...... 117 Narrative: Standard 12: General Education ...... 119 Narrative: Standard 13: Related Educational Activities ...... 128 Self-Recommendations for Standard 13 ...... 139 Conclusion ...... 139

Neumann University The NU Experience: Self-Study MSCHE 2016

Listing of Figures and Tables

Figure 2.1 NU University Strategic Plan Schema 2015 ...... 17 Figure 2.2 Institutional Dashboard FY 2014 June 30 ...... 18 Table 2.1: Noel Levitz Student Satisfaction Inventory (SSI) 2012) ...... 20 Table 2.2: Overall Satisfaction Noel Levitz SSI 2010-2014 ...... 21 Table 2.3: NU Capital Projects and Expenditures 2009-2014 ...... 22 Table 3.1: NU Retention Rates: Developmental and FYFT Freshman ...... 27 Table 3.2: Enrollment in CAPS programs through Cap Ed AY 2014-15 ...... 28 Table 3.3: Neumann University Employees: Fall 13 - Fall 14 ...... 31 Table 3.4: Neumann University Contracted Personnel Fall 13 - Fall 14 ...... 31 Table 3.5: NU Student Enrollment AY 2010-2014 ...... 31 Table 5.1: NU Faculty Years of Service as of 4/7/2015 ...... 49 Table 5.2: NU Employees Years of Service as of 4/7/2015 ...... 49 Table 6.1: NU Academic Dishonesty Incidents 2010-2015 Office of VPAA ...... 54 Figure 7.1: Assessment Process for NU University Goals ...... 60 Table 7.1: Institute for Sport, Spirituality and Character Development AY 2012-13 ...... 61 Table 7.2: Academic Advising Center 2013-14 ...... 61 Figure 7.2: NU Dashboard FY2016 as of 9/30/15 ...... 67 Table 14.1: SHU Survey of Assessment Culture ...... 69 Table 14.2: IDEA Ratings of Instruction – Average Score Comparison NU and IDEA ...... 69 Table 14.3: Selected Data from Employers Evaluation of Interns Fall 2014, N=57 ...... 76 Table 14.4. Employer Evaluation of Interns – Average of All Scores (out of 5) Fall 2014 ...... 76 Table 14.5: Overall Ratings of Student Interns Fall 2014 ...... 77 Table 8.1: Admissions and Enrollment Data. Spring 2012-Fall 2014 ...... 86 Table 8.2: NU PACE student data Fall 2010-Fall2014 ...... 88 Table 8.3: SAM Bridge Summer 2013 ...... 88 Table 8.4: Retention Alert Cases 2009 - 2015 ...... 91 Table 8.5: Summer 2014 SAM Bridge Program ...... 91 Table 9.1: NU 2013 NSSE Data Engagement Indicators: First Year Students ...... 93 Table 9.2: 2013 NSSE data (Seniors): Neumann University Engagement Indicators ...... 93 Table 9.3: 2013 NSSE Data: Snapshot Neumann University First Year and Seniors ...... 94 Table 9.4 ISLF Senior Survey Spring 2014: Service to Others ...... 97 Table 9.5 ISLF Senior Survey: Spring 2014 Reflected meaning to speakers ...... 97 Table 9.6: ISLF Capstone Project Assessment Spring 2014 ...... 98 Table 10.1: Fall 2014 EOC Reflection Values Selection ...... 104 Table 10.2: NU Summary Data IDEA Student Ratings of Instruction ...... 107 Table 10.3: NSSE 2013 Engagement Indicators...... 108 Table 11.1: Noel-Levitz SSI – 2014 – NU Residential Students ...... 110 Table 11.2 Noel-Levitz SSI 2014: NU Commuter Students...... 111 Table 11.3: Noel-Levitz SSI NU 2014 Performance Gap ...... 111 Table 11.4. Core Courses Completed as of spring 2015 for F2012 Cohort ...... 112 Table 11.5. Course Withdrawals NU 2012 Spring – 2013 Fall ...... 114 Table 11.6. Spring 2014 NU Undergraduate Withdrawal ...... 114 Table 11.7. Pass and Failure Rates of Initial Core Courses Fall 2013 ...... 114 Table 13.1. SI GPA Comparisons Spring 2014 ...... 129 Table 13.2. Average Final GPA for SI Participation Spring 2014 ...... 130

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Table 13.3 Faculty Development in Developmental Education 2010-2013 ...... 131 Table 13.4. NU Certificate Program Offerings ...... 131 Table 13.5. CAPS Continuing Education Programs ...... 132

Neumann University The NU Experience: Self-Study MSCHE 2016

Executive Summary

Introduction The continuing growth of Neumann University (the University) since its founding by the Sisters of Saint Francis of Philadelphia in 1965 resulted in the achievement of university status in April 2009. This milestone reflects Neumann’s vibrancy, diversity and impact, as well as its academic offerings at the doctoral, master’s and undergraduate levels.

During the period of time in which Neumann engaged in the Self-Study process, the University, led by the Board of Trustees, was beginning the implementation of its 2015-2019 University Strategic Plan and defining/refining its institutional goals and assessment of such. The University was also in the early implementation stage of its revised undergraduate Core: The Neumann University Core Experience. These significant initiatives, coupled with a strong and pervasive sense of the University’s Mission and Vision to provide Catholic higher education in the Franciscan tradition to a diverse community of learners and to be a teaching university of excellence, provided energy and impetus to the entire university community and are interwoven throughout the documents. Evidence, summaries and conclusions are organized by chapter and related standards.

Chapter 1 Standard 1: Mission and Goals The University is in compliance with Standard 1: Mission and Goals. The University’s Mission and Vision Statements, CORE Values and Institutional Goals have all been developed through intentional involvement of the University faculty, staff, administration, students, and Board of Trustees. The Institutional Goals, which flow from the Mission and Vision statements and are measurable, were developed during the 2013-2014 academic year through a process that involved the entire university community and were reviewed and approved by the Board of Trustees. The clearly defined statements of the University’s Mission, Vision, Identity, and Goals are consistently used to guide its faculty, staff, administration, and Board of Trustees in making decisions that pervasively influence all that is done at the University. For example, the University’s Hiring for Mission Protocol, (appendices 1.5.1 and 1.5.2) is used to guide the search process in the selection of all new members of faculty, staff, and administration. Offerings through the Neumann Institute for Franciscan Studies provide multiple, ongoing Mission-related opportunities for faculty growth toward personal and professional excellence. The Institute for Sport, Spirituality, and Character Development, the office of Campus Ministry, the University Chaplain, and the Director of Pastoral Services all collaborate in providing transformative, Mission- and Values-related experiences for students.

Chapter II Standard 2: Planning, Resource Allocation, and Institutional Renewal Standard 3: Institutional Resources The University is in compliance with Standard 2: Planning, Resource Allocation, and Institutional Renewal. The essence of the University’s focus on planning, resource allocation,

Neumann University The NU Experience: Self-Study MSCHE 2016 and institutional renewal is to move the University forward in a dynamic and changing higher education marketplace. For example, the new 2015-2019 University Strategic Plan was created with input from all of the University’s constituents and designed with embedded assessment metrics, identifiable accountability, and is aligned with resource allocation. All initiatives must tie back to the University Strategic Plan. The use of data gathered by various assessment tools such as surveys, internal reports, focus groups, and marketplace reports is the basis of decision making. All strategic endeavors are student-centered. Examples include the creation of shared spaces and experiences, such as the Mirenda Center for Sport, Spirituality, and Character Development, the athletics complex, the library renovation, and the Bruder Life Center expansion. The Institutional Dashboard document provides both the Board of Trustees and Executive Team the key data that impacts the decision making process. The University has included strategic initiatives in the new University Strategic Plan to expand visibility and impact while stewarding resources, developing further relationships with educational partners, consortia, and continues to achieve comprehensive campaign goals that assist with capital projects, increased endowment, and scholarship assistance.

The University is in compliance with Standard 3: Institutional Resources. Such resources are the foundation for the University to achieve its Mission, Vision, and goals, ensuring that the proper human, financial, technical, and other assets are available to the Neumann Community. Data obtained and analyzed through the various assessment mechanisms is, and will continue to be, the basis of good decision making for a vibrant university and student success. The University Strategic Plan provides a university-wide exercise, culminating in the realization of the importance of recognizing the many facets of student success and the necessity to sustain this success. The strategic planning process enhanced the ability to link resources to the achievement of the initiative while also making the assessment mode transparent to the community at large. The stewarding of resources and their appropriate allocation has become a unified goal across the University to attain and continuously nurture a shared Mission.

Chapter III

Standard 4: Leadership and Governance The University is in compliance with Standard 4: Leadership and Governance. The various governing bodies of the University are effective in meeting university, program, department, faculty, and student goals (appendices 4.2 and 4.1). A system of collegial governance that includes a Charter and Articles of Incorporation defined by the Board of Members (Leadership Team of the Sisters of Saint Francis of Philadelphia and two other members of the Congregation), a Board of Trustees, a President appointed by the Board of Trustees, and a structure of governance are described in a set of Bylaws and in the Administration and Governance document. Faculty Senate and the Student Government Association contribute to shared governance and formal and informal processes exist to effectively allow for all stakeholders’ input on major decisions. The Board of Trustees has final authority to approve proposals, recommendations, and policies presented by the University community. The Board of Members has reserve powers as noted in the Articles of Incorporation. The evaluation process of Trustees, faculty, and administration include compliance with processes and policies of the

Neumann University The NU Experience: Self-Study MSCHE 2016

University and Trustees understand the role they play in assuring University compliance with regulatory agencies. With all constituencies, Boards and Committees, the Mission of the University is pervasive and all entities are accountable for Mission integration.

Chapter IV

Standard 5: Administration Standard 6: Integrity The University is in compliance with Standard 5: Administration and Standard 6: Integrity. The President of the University and administrative officers possess the appropriate degrees, experience, and qualifications to perform the functions delineated by their position descriptions. The University has established comprehensive policies that govern all University functions. The policies direct all constituents of the University and are periodically and systematically reviewed to ensure that they constitute an accurate reflection of changes in the educational and operational landscape. The administrative structures, units, and position descriptions of the University undergo annual review and periodic assessment. University policies, in sync with Neumann’s Mission and Values, direct the daily conduct of University affairs and facilitate and support all procedures.

Chapter V

Standard 7: Institutional Assessment Standard 14: Assessment of Student Learning The University is in compliance with Standard 7: Institutional Assessment and Standard 14: Assessment of Student Learning. Institutional assessment is the key to The University’s commitment to continuous improvement, establishing a university-wide ethos of data-driven decision making based upon benchmarks and the demonstrable meeting of goals. An institutional effectiveness plan, procedure and schedule are in place and followed by all the administrative units on campus. Unit assessment reports have demonstrated a clear link between assessment and the University’s Mission and other relevant elements of the current University Strategic Plan. The availability of qualitative and quantitative data has enabled the development of metrics that set high standards and that enable the University to track its progress and inform strategic planning and resource allocation decisions.

The University improves the overall student experience through comprehensive assessment and oversight. Examples include graduate and undergraduate Core Learning Outcomes, Assessment Policy, Program Assessment Plans, the Learning Outcomes Assessment Committee (LOAC) of the Faculty Senate, assessment transparency on the Neumann University Assessment website and in its catalogs, and the use of the IDEA Student Ratings of Instruction for all courses. Results are shared with appropriate constituents and data is used for continuous improvement. The use of reflective practice and multiple opportunities for the development of higher order thinking has enhanced critical thinking development and prepared the University undergraduate and graduate students for the world after university. Grounded in its Mission and vision to be a teaching university of distinction, the assessment of student learning and effectiveness of programs and

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Chapter VI

Standard 8: Student Admissions and Retention Standard 9: Student Support Services The University is in compliance with Standard 8: Student Admissions and Retention and Standard 9: Student Support Services. The Student Affairs Unit was reorganized to address the University Strategic Plan. This strategic plan addresses the changes in undergraduate populations, the planned expansion of programs for adult and graduate learners, the addition of fully online programs, and the utilization of analytics, coordinated data collection and analysis to assist recruitment, retention, and improve all services.

Prospective students and their families are informed of academic programs, their outcomes, and testing requirements through various methods of communication, and are kept apprised of happenings at the University. Once admitted, every effort is made to support students, including provision of academic and social support for all undergraduate students, and other numerous services and offices to reach the goal of graduation. Student services at The University are diverse and readily available. Assessment data is utilized from every area of student services to continually improve and to fairly and equitably meet the needs of all students.

Chapter VII

Standard 10: Faculty Standard 11: Educational Offerings The University is in compliance with Standard 10: Faculty and Standard 11: Educational Offerings. There are sufficient faculty to meet the needs of the programs and curricula. Faculty are supported with appropriate resources to engage in teaching, scholarship and service. As a teaching university, the course load is four courses per semester in addition to student advising and university committee engagement. The IDEA Student Ratings of Instruction place the University faculty at or above the norm in summative learning indicators of effective course and effective teaching. The University offers a variety of educational programs that meet the needs of undergraduate and graduate students, traditional and non-traditional students in addition to on campus and distance learners. The University demonstrates the integration of mission, vision, Values, and goals effectively across all academic programs in a multitude of ways. The campus climate provides a caring, faith-based community devoted to student success. The continuous formation of the faculty, administration, and staff enhances the integration of the University’s Mission and Values in their work. These important foundational elements provide the necessary support to develop and implement Values-based educational offerings.

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Chapter VIII

Standard 12: General Education Standard 13: Related Educational Activities Neumann University is in compliance with Standard 12: General Education and Standard 13: Related Educational Activities. There are sufficient faculty with demonstrated credentials as well as adequate support for their roles which meet the needs of the programs and curricula.

The revised Core curriculum is named The Neumann University Core Experience which invites the entire campus community to assist students in achieving the skills, competencies and Values the University believes are essential for twenty-first century graduates of a Catholic institution in the Franciscan tradition. Faculty and staff engage in a continuous process of examining goals and learning outcomes, providing learning opportunities in and beyond the classroom, and using assessment results to ensure attainment of identified goals/learning outcomes.

The University exercises diligence to ensure that all related educational activities are congruent with the Mission and Core Values and applicable academic, legal, and ethical standards. Through its pervasive integration of Mission and Values, the University offers a variety of educational programs that meet the needs of undergraduate and graduate students, traditional and non-traditional students on campus and online, and is continually seeking to improve and update related policies and procedures.

Conclusion The findings through the comprehensive Self-Study process give evidence of compliance with the Middle States Standards of Excellence. During the process, the University recognized three specific areas for improvement to address and embarked immediately on plans for improvement. It is noted that a number of these self-identified recommendations were already included in the University Strategic Plan.

Neumann University The NU Experience: Self-Study MSCHE 2016

Self-Recommendations from Self-Study and Plan of Action

The self-recommendations resulted in a specific plan of action that includes strategies already implemented or to be implemented, the lead person(s) responsible, the timeline, and the costs, if applicable. Status is recorded as progress is made. The December 30, 2015 draft of the plan of action is attached as Appendix ES 1. The plan of action is continually updated. The March 30, 2016 update will be available for the team Chair and the visiting team on site.

The self-recommendations include:

1. Standard 8: Student Admissions and Retention Implement the updated Strategic Enrollment Plan (SEP) that addresses the University’s Mission and strengths, strategies to address current market challenges, and includes goals, strategic priorities, and measureable outcomes in support of the University’s Strategic Plan and fiscal responsibility.

2. Standard 13: Related Educational Activities

Formalize and implement policies and procedures for the expansion of programs at additional locations/sites, that is, by establishing criteria for adding programs such as articulation agreements with secondary schools, the “rising star” program for early childhood educators, and for new study abroad programs.

3. Standard 13: Related Educational Activities

Expand information technology resources to meet the identified needs of the 24/7 learner and to ensure continued growth in the University’s online programming.

The specific action plans relevant to the self-recommendations are included in the Self-Study appendices as noted below:

 Appendix 8.1: Action Plan for Self-Recommendation 1: Standard 8 - Student Admissions and Retention (2015 – 2019 Neumann University Strategic Enrollment Plan)  Appendix 13.1: Action Plan for Self-Recommendation 2 for Standard 13 - Related Educational Activities  Appendix 13.2: Action Plan for Self-Recommendation 3 for Standard 13 - Related Educational Activities

The following chart details the Plan of Action for the implementation of the three self- recommendations:

Neumann University The NU Experience: Self-Study MSCHE 2016

Neumann University Recommendations from Self-Study and Plan of Action

Action Plan for Neumann University Self-Study 2016 Self-Recommendations 1. Implement the updated Strategic Enrollment Plan (SEP) that addresses Self- the University’s Mission and strengths, strategies to address current Recommendation market challenges, and includes goals, strategic priorities, and 1 measureable outcomes in support of the University’s Strategic Plan and fiscal responsibility Related MSCHE Standard 8. Student Admissions and Retention Standard Lead Responsible VPSA & Enrollment Management Team, VPAA, VPFA Party or Parties Approval Board of Trustees approved at December 15, 2015 meeting. Cost To be developed by March 31, 2016. See Action Plan. As of 12/15/15 Several initiatives are already in Status with Dates progress. Outcomes Yearly Progress Reports, beginning FY 16.

2. Formalize and implement policies and procedures for the expansion of Self- programs at additional locations/sites, that is, by establishing criteria for Recommendation adding programs such as articulation agreements with secondary schools, 2 the “rising star” program for early childhood educators, and for new study/abroad programs. Related Standard MSCHE 13: Educational Activities Lead Responsible VPAA Party or Parties Approval Board of Trustees approved at December 15, 2015 meeting. Cost To be developed by March 31, 2016. See Action Plan. As of 12/15/15 Several initiatives are already in Status with Dates progress. Outcomes Yearly Progress Reports, beginning FY 16.

Self- 3. Expand information technology resources to meet the identified needs Recommendation of the 24/7 learner and to ensure continued growth in Neumann 3 University’s online learning programming. Related Standard MSCHE 13: Educational Activities Lead Responsible Party or Parties VPAA, VPFA and ITR Director

Neumann University The NU Experience: Self-Study MSCHE 2016

Action Plan for Neumann University Self-Study 2016 Self-Recommendations Approval Board of Trustees approved at December 15, 2015 meeting. Cost To be developed by March 31, 2016. See Action Plan. As of 12/15/15 Several initiatives are already in Status with Dates progress. Outcomes Yearly Progress Reports, beginning FY 16.

Rev. 11/13/15 Rev. 11/18/15 Rev. 12/01/15 Rev. 12/30/15

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MSCHE Accreditation Documents

Middle States Commission on Higher Education Certification Statement: Compliance with MSCHE Eligibility Requirements & Federal Title IV Requirements

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Neumann University Statement of Accreditation and Certification Statement

Neumann University [Accredited]

Formerly: Neumann College Our Lady of Angels College Address: One Neumann Drive Aston, PA 19014-1298 Phone: (610) 459-0905 Fax: (610) 558-5643 Website: www.neumann.edu CEO Name: Dr. Rosalie M. Mirenda CEO Title: President CAO Name: CAO Title: ALO Name: ALO Title: Carnegie Master's - Medium Programs Classification: Distance Fully Approved Education Programs: Control: Private (Non-Profit) Affiliation: Religious - Roman Catholic Church Adjusted 2615 Enrollment: Head Count: 3047 First Accredited 1972 in: Reaccredited in: 2011 Last Accredited Periodic Review Report Method:

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Next Self Study 2015 - 16 Review: Next Periodic 2021 Review: CHE Staff Dr. Sean A. McKitrick Liaison: Branch None. Campuses: Degrees: Associate's, Bachelor's, Post-baccalaureate Award/Cert/Diploma, Master's, Post- Master's Award/Cert/Diploma, Doctor's - Professional Practice, Doctor's - Research/Scholarship (Ed.D. in Educational Leadership) Institution Code: 0541

Neumann University The NU Experience: Self-Study MSCHE 2016

Introduction

Brief History of Neumann University

Official documents cite March 3, 1965, the date on which the charter was signed, as the founding date of Neumann University, originally Our Lady of Angels College (OLA). However, the chartering date is only one of many ways of determining when a college was founded. To understand the history of Neumann University, it is important to consider the history of the schools which preceded it. In 1859, Bishop John Neumann (fourth bishop of Philadelphia, and instrumental in the founding of the Sisters of St. Francis of Philadelphia) purchased a building which had served as the Aston Ridge Seminary for Young Ladies under the direction of the Episcopalian Church. This building, southwest of Philadelphia in what is now known as Aston, became the diocesan seminary for the education of young men preparing for the priesthood. In 1871, sixteen years after their founding, the Sisters of St. Francis of Philadelphia who had outgrown their motherhouse (congregational headquarters) in Philadelphia purchased the Philadelphia Preparatory Seminary (the diocesan seminary) and the surrounding 300 acres of land from the Diocese of Philadelphia for $12,000.

Within a year after purchasing the property, the Sisters opened Our Lady of Angels Normal School for the education of the sisters. (At that time in history, Normal Schools were specifically dedicated to teacher education.) For the first 20 years, Mrs. Anna Byrne, a graduate of the Philadelphia Normal School, directed the educational program. In 1892, Sr. Eberharda Jones, OSF, also a graduate of the Philadelphia Normal School, became Director. A visionary leader, Sr. Eberharda obtained and undergraduate degree from the Sisters College of the Catholic University of America, a graduate degree from Mt. St. Mary's College in Emmitsburg, Maryland, and a doctoral degree from Villanova. An influential spokesperson at meetings of the Catholic Educational Association, Sr. Eberharda actively encouraged the establishment of Catholic colleges and universities. In 1917, an OLA summer school program was initiated with two years of college classes approved, and the following year the name was changed to Our Lady of Angels Higher School. Sisters completing these first two years went on to complete undergraduate degrees at Villanova, the Catholic University of America, Mt. St. Mary's College in Emmitsburg, and Loyola College of Maryland. In 1922, the OLA Higher School became known as Our Lady of Angels Institute, with an official affiliation with Villanova College, now University. According to congregational records, the Sisters of St. Francis began discussions about the formation of a four year college in the 1940s.

In 1958, Sister Everilda Flynn, directress of schools, and Sister Agnes Macintyre, congregational minister (president) of the Sisters of St. Francis, contacted the Pennsylvania Department of Public Instruction to explore the feasibility of establishing a four year college for the education of congregational members and women of the Delaware County area who did not have access to a college in the vicinity. In response to this request, the Sisters were advised to provide evidence of the educational program in place and the projected plans, and to begin serious fund raising efforts. Early fund raising activities included a yearly bazaar, special collections in parishes in which the sisters served, production and sale of two musical recordings, and application for xvi

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grants to a number of foundations and local corporations. Sale of the first record alone realized a profit of $70,000. In 1962, Our Lady of Angels Institute registered as non-profit corporation in the State of Pennsylvania and became officially established as an affiliate of the Catholic University of America with approval to award undergraduate credits. Two years later, groundbreaking occurred on part of the 14.1 acres donated by the Sisters of St. Francis. On November 24, 1964, the College charter was approved. The charter was signed on March 3, 1965. In September 1965, Our Lady of Angels College opened as a four-year liberal arts commuter college for women.

From a modest beginning in 1965, the College grew rapidly, eventually filling the original building designed to accommodate 1500 students. True to the vision of its foundresses, the College continuously responded to the evolving needs of both traditional and non-traditional students. In 1980 the College became coeducational and changed its name to Neumann College in honor of St. John Neumann, fourth bishop of Philadelphia, who was instrumental in founding the Sisters of Saint Francis of Philadelphia. In 1982, the College was granted power to award a Master of Science degree in Pastoral Counseling, followed in 1987 by permission to grant an Associate of Arts degree in Liberal Studies. The college then began awarding graduate degrees in Education, Nursing, Physical Therapy, Sport Management and Strategic Leadership. In 2004, Neumann received approval to offer the entry level clinical Doctorate in Physical Therapy (DPT), and in 2006, the Doctorate in Educational Leadership (Ed.D.). The commitment to a liberal arts core remains strong.

Residence facilities became available with the dedication of the Living and Learning Center I in the Fall of 1997, Living and Learning Center II in January 1999, and Living and Learning Center III in the Fall of 2002. In addition to the main academic building known as the Bachmann Building, Neumann University includes a Child Development Center added in 1973, a Life Center completed in 1985, a Ministry House purchased in 1998, and the Rocco A. Abessinio Building dedicated in 2003. In 2009 the University relocated the Wellness Counseling Center to a house on the property and opened the new Center for Sport, Spirituality and Character Development.

In late Spring 2009, the College received approval from the Pennsylvania Department of Education to become Neumann University. It is hoped that current students, numbering approximately 3000, experience the sense of hospitality, care, and concern which marked the early years of the University.

Seeking to unify the expanding campus and to create a center of campus, the St. John Neumann Circle was created to connect the two sides of the campus along Convent Road On April 1, 2010, two commissioned statues were placed in the Circle. The most prominent, on a high base and at the Circle’s center is of St. John Neumann, the namesake of the University. The second, at ground level is a representation of a Sister of St. Francis of Philadelphia, sponsoring Congregation.

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In 2011-2012, the focus on growth was to serve the research and learning needs of students at all levels from undergraduate to the doctoral level and the local community. A two-phased library renovation began. The first phase of the project was completed in 2012 with the addition of new learning and study common areas on the third floor as well as the creation of a media-enhanced classroom designed to seat ninety, and offices to house the Neumann Institute for Franciscan Studies, endowed in 2000 by the sponsoring congregation. The second/final phase of the project was completed in time for the fall 2014 semester, as the University’s fiftieth anniversary celebration began.

Currently, the project to expand the Thomas A. Bruder Life Center is underway. Work began on a 10,000 square foot addition to the building in late July 2015 – a ten month project to be completed in May 2016. A single story structure is being added to the Life Center that will be dedicated primarily to a Communication Center with the development/upgrade of the Media and TV spaces to house the radio station, student newspaper/editing room, and a TV studio. These spaces support the growing Communication Arts major as well as Neumann Media, a campus club with over 100 students from different majors involved each semester. A large multipurpose room for student use is also part of the new addition. This project fulfills an initiative of the 2015-2019 University Strategic Plan within the theme of “Transforming Spaces”.

Sources for this section include: Annual Reports to the Neumann University Board of Trustees, 2000-2015 Castor, M.B. (1930). A diamond crown for Christ the King. Philadelphia: The Walther Printing House.

Castro, M. (Producer). (2000). Neumann College: Oral history. [Film]. (Available from Archives, Neumann University, One Neumann Drive, Aston, PA 19014). Gorman, A.F. (1971). History of Neumann College: 1962-1971. Unpublished manuscript.

Gorman, A.F. (1978). History of Neumann College: 1978 Update. Unpublished manuscript.

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Neumann University’s Mission, Vision and Values

IDENTITY Neumann University, founded and sponsored by the Sisters of Saint Francis of Philadelphia, is a Catholic institution of higher education in the Franciscan tradition.

MISSION Neumann University educates a diverse community of learners based upon the belief that knowledge is a gift to be shared in the service of others and that learning is a lifelong process.

VISION Neumann University strives to be a teaching university of distinction, providing innovative, transformational education in the Catholic Franciscan tradition. Neumann University RISES on the values of Reverence, Integrity, Service, Excellence, and Stewardship and lives the actions these values inspire. Neumann University’s curriculum promotes thoughtful and ethical leadership in service and response to a global and technologically complex world.

CORE VALUES (RISES) REVERENCE We honor as sacred the worth and dignity of each person. We celebrate our relationship as sisters and brothers with one another and all creation. We create a compassionate, welcoming, and reconciling community.

INTEGRITY We speak the Truth in Love. We act fairly, honestly, and ethically at all times. We accept responsibility for the consequences of our actions.

SERVICE We serve with humility, compassion, and love. We challenge unjust structures and work for social transformation. We embrace service as a life-long commitment.

EXCELLENCE We perform to the best of our ability the responsibilities entrusted to us. We practice cooperation, rather than competition, in the quest for excellence. We foster academic achievement through a strong teaching-learning community.

STEWARDSHIP We receive gratefully, use carefully, and share generously the resources available to us. We care for creation as a sacred Gift from God. We promote Catholic Social Teaching by working for peace with justice for all.

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INSTITUTIONAL GOALS Always and everywhere, Neumann University strives to: • Demonstrate a firm commitment to the Catholic Franciscan tradition. • Nurture a campus community which lives the values of Reverence, Integrity, Service, Excellence and Stewardship (RISES). • Challenge its students to achieve personal, academic, and professional excellence.

BRAND PROMISES Uniquely Personal Career Oriented Catholic and Franciscan Academically Excellent Inspiring

Neumann University The NU Experience: Self-Study MSCHE 2016

The Basis of the 2016 Neumann University Self-Study for MSCHE Re-Accreditation

A vast array of official documents are the basis of the Neumann University Self-Study. These documents provide the University’s Inspiration, Aspiration, Implementation and Actualization. These documents are noted below:

Neumann University finds its INSPIRATION of Mission from the following documents:

Mission Vision Core Values: RISES

Neumann University finds it ASPIRATION of Mission from the following documents:

Brand Promises Institutional Goals

Neumann University finds its IMPLEMENTATION of Mission from the following documents:

2015-2019 University Strategic Plan IDEA Learning Objectives and Related Teaching Strategies

Neumann University finds its ACTUALIZATION of Mission from the following documents:

Institutional Dashboard Enrollment, Retention, Graduation Rates Student Engagement Fiscal Stability

Undergraduate Core Learning Outcomes (5 C's: Comprehension, Compassion, Conscience, Contemplation, Communication) Major Program Learning Outcomes Minor Program Learning Outcomes Co-Curricular Learning Outcomes

Graduate Programs Learning Outcomes (5 C's: Comprehension, Compassion, Conscience, Contemplation, Communication) Degree Program Learning Outcomes Certificate Program Learning Outcomes

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The Self-Study Process

Neumann University completed its Self-Study in December 2015 using current data to July 1, 2015, in anticipation of its re-affirmation of accreditation team visit in spring 2016. This review was comprehensive, based upon the essential elements of the 14 Standards as outlined in the Characteristics of Excellence in Higher Education published by the Middle States Commission on Higher Education (MSCHE) in 2006, 12th Edition.

The Self-Study process was directed by a Steering Committee whose membership consisted of representatives of all constituents of the University, including the Board of Trustees, administration, faculty, staff, and students. The Steering Committee was appointed in late spring 2013 and worked collegially to develop a Design Document, obtain needed artifacts for the Document Roadmap, and then conduct the appropriate research and analysis to review, examine and establish evidence to support that the University is meeting the Standards of Excellence. The Standards were grouped into eight chapters, and committees were assigned to each chapter.

The history of the work of the Steering Committee was documented on an internal file-sharing site utilizing Microsoft SharePoint. The Steering Committee and other constituents involved with the self-study process were given access to all materials and self-study drafts. In April 2015, a draft of the Self-Study addressing the 14 standards within eight chapters was available to the entire Neumann community, via SharePoint. Feedback was invited through open forums, discussions, and online surveys. The self-study document was edited as input was received and made available on SharePoint.

Throughout the Self-Study, Neumann provided evidence of meeting the essential elements of each Standard along with how the requirements were met in a unique way. This process and its results formed the basis and opportunity to examine self-defined aspects related to the Standards. As this work continued over a two-year time frame, Neumann responded to findings that suggested needed improvement or continued development by acting within its well- established commitment and process of continuous evaluation and improvement.

During the time of the Self-Study process, Neumann was developing its 2015-2019 University Strategic Plan as well as defining its Institutional Goals and assessment of such. Neumann was also in the early implementation stage of its revised undergraduate Core: The Neumann Experience. These significant initiatives, coupled with a strong and pervasive sense of Neumann’s Mission and Vision to provide Catholic higher education in the Franciscan tradition to a diverse community of learners and to be a teaching university of excellence, provided energy and impetus to the entire university community, and are interwoven throughout the document.

The result of this comprehensive review/research during the self-study process, enables Neumann University to demonstrate through extensive documentation and data, compliance with xxii

Neumann University The NU Experience: Self-Study MSCHE 2016 the Middle States Standards of Excellence. Summaries and conclusions following analysis of numerous documents and data are organized by Chapter and related Standards.

The Executive Summary, Self-Recommendations, and Action Plans related to the self- recommendations follow. This material is current as of December 15, 2015.

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Chapter I: Standard 1 – Mission and Goals

Standard 1: Mission and Goals The institution’s mission clearly defines its purpose within the context of higher education and indicates who the institution serves and what it intends to accomplish. The institution’s stated goals, consistent with the aspirations and expectations of higher education, clearly specify how the institution will fulfill its mission. The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and are used to develop and shape its programs and practices and to evaluate its effectiveness.

Statement of Compliance Neumann University is in compliance with Standard 1: Mission and Goals.

The required documentation for Standard 1 is available as Document Set 1: Statements of Mission, Vision, Values and Institutional Goals. Access to this data set will be provided to the MSCHE visiting team and other stakeholders upon request. Documents referenced within the Self-Study will also be available upon request. Referenced appendices are included with the Self-Study at the end of the documents, and are hyper-linked within the Self-Study document.

Overview for Standard 1 – Mission and Goals

The University is in compliance with Standard 1 as follows: • Neumann University has a clearly defined mission that guides all aspects of its activities and expected outcomes that is based on its values of Reverence, Integrity, Service, Excellence, and Stewardship (RISES). • The goals of the University, established using a collaborative process, are derived from its Mission and are evaluated to determine their relevance and level of achievement. • These goals are further delineated by the expected outcomes, focusing on student achievement and institutional improvement. • Achievement of those goals are verified by measures of actual outcomes. • The 2015-2019 University Strategic Plan is based on the University’s Mission, Vision Statement, Core Values, and Brand Promises.

In addition to confirming compliance with the essential elements of Standard 1, Neumann University conducted research for its Self-Study which is detailed in the narrative that follows.

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Narrative: Standard 1: Mission and Goals

Pervasive integration of the Catholic Franciscan tradition and values.

Neumann University cultivates a pervasive consciousness of its Catholic Franciscan tradition and Core Values across the campus community. The articulation of the University’s Goals, completed in a collegial fashion during 2012-2014, re-emphasized the importance and integration of Mission, Vision, and Core Values to all constituents. The development of the University’s Goals and its Assessment Plan are found within the Narrative Section of Standard 7, and are articulated below.

Always and everywhere, Neumann University strives to: • Demonstrate a firm commitment to the Catholic Franciscan tradition. • Nurture a campus community which lives the values of Reverence, Integrity, Service, Excellence and Stewardship (RISES). • Challenge its students to achieve personal, academic, and professional excellence.

The campus itself gives physical testimony to the values of Reverence and Stewardship, while evidence of its Catholic Franciscan traditions can be found in the various areas of contemplation defined by the San Damiano Crucifixes and shrines with statues of the Blessed Mother and Franciscan saints. The Neumann Circle enshrines Neumann’s namesake, St. John Neumann, and the Sisters of St. Francis, the sponsoring Congregation. The Core Values are displayed on flags around the campus, Franciscan quotes are on display throughout the campus and there are many heritage-named rooms. From the primacy of the cross at the entrance to Bachmann Hall to the vista that includes the Motherhouse of the Sisters of St. Francis, from the sounds of church bells to calling the campus “the holy hill”, each member of the Neumann community “RISES” on the community’s foundation of tradition and values.

The mission of higher education in the Catholic Franciscan tradition and the University’s Core Values is developed for students through the design of the Neumann University Core Experience (General Education) and the subsequent definition of Graduate Learning Outcomes that also integrate the University’s Mission and Core Values.

The Catholic Franciscan tradition and the Core Values of Neumann University (RISES: Reverence, Integrity, Service, Excellence, Stewardship) are integrated into the philosophy and the learning outcomes of the undergraduate Core Experience program.

The Neumann University Core Experience flows directly from the University’s Mission as a liberal arts institution in the Catholic, Franciscan tradition and lies at the heart of the University itself. The campus community unites to impart the knowledge, skills, competencies and values that create opportunities for students to integrate faith and

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reason, grow in social responsibility, and prepare for personal and professional leadership roles in the local and global community. (NU Core Experience Philosophy)

Neumann’s Undergraduate Core Experience identifies five learning outcomes known as the 5 C’s: Comprehension, Contemplation, Conscience, Compassion, and Communication, which are defined below. The outcomes are assessed on a cycle that spans three years. Neumann University’s Core learning outcomes challenge students to think critically, act ethically, and respect all of Creation by living lives in the service of others.

• Contemplation: Engage in meaningful reflection Apply the principles and values of the Catholic Franciscan tradition to personal, professional, and societal questions and issues and engage in self-reflection. • Conscience: Act ethically and responsibly Exercise ethical decision-making, informed by the Catholic Franciscan tradition, in a variety of settings. • Compassion: Respect all of creation Honor the worth and dignity of each person; interact respectfully in the local and global community; engage in service to promote the common good; and demonstrate environmental awareness and stewardship. • Comprehension: Think critically, creatively, and analytically Analyze and solve complex problems; demonstrate quantitative reasoning and scientific literacy; and explore the relationship of contemporary and historical events and issues. • Communication: Communicate effectively Express ideas clearly and effectively in spoken and written form; use technology competently; and access, evaluate, cite, and credit information using accepted conventions.

The Graduate Council has identified similar Core learning outcomes based on the 5 C’s and is developing an assessment and evaluation plan. (http://catalog.neumann.edu/content.php?catoid=10&navoid=291#Graduate_Program_Philo so phy). The comparison of the undergraduate and graduate learning outcomes are found in Appendix 14.2.

Mission effectiveness is evaluated and assessed utilizing several systemic processes. The Office of Institutional Research has a defined cycle for institutional effectiveness evaluation. The Neumann Institute for Franciscan Studies underwent this process in the academic year 2013-2014. The full report is found as Appendix 1.1 – Unit Evaluation of NIFS. In addition, the Office of Mission and Ministry was evaluated in AY 2013 and Pastoral Services was evaluated in AY 2014.

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At the close of each semester Academic Affairs conducts ongoing course assessment and asks faculty to reflect on one course from the past semester that they will teach again. Among the questions asked are two related to Mission integration. Faculty are asked to identify one Core Value (RISES) that they integrate into coursework and provide evidence how it was accomplished. The data from faculty responses can be found in Appendix 1.2. NU End of Course (EOC) Reflection: Core Values.

The following are selected examples from the spring 2015 faculty responses on how they integrated Neumann’s Mission and Core Values:

Reverence We began class the same way every time. One minute of mindful breathing followed by three minutes of rewriting. I gave them a quote each day and we have a two- minute discussion about the quote. They shared that this process got them ready for class. There were times we didn't want to do it but we did it anyway in reverence to the process and symbolism of the routine. We integrated this with Excellence as well. We discussed the act of doing things right because it's the right thing to do. If we do things just for the grades, we often don't achieve mastery.

Integrity Some exercises allowed collaborative work on reports; other exercises were done individually. A number of situations arose that involved clarifying what constitutes academic honesty in a lab setting. Most of these situations were treated as genuine "teachable moments." One incidence needed to be reported to the Vice President for Academic Affairs.

Service For four weeks my students taught Spanish at the Child Development Center (CDC) and worked closely with the children to engage them with the Spanish language.

Excellence I graded lab reports and quizzes against a standard of logical thinking and correct use of terminology. I repeatedly explained that my answers to students' questions about what to write in their lab manuals are intended to get their thinking started, not to be a write-this down-and-get-a-perfect-grade type of response.

Stewardship For the first time I combined the Seniors Sendoff Breakfast (that I initiated several years ago: this includes senior presentations) with the Pi Sigma Alpha National Political Science Honor Society induction ceremony. The net result was a unified Political Science Program event that also demonstrated good stewardship by ordering refreshments once and making better use of people's valuable time.

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Caring community within the University.

Neumann University’s Catholic Franciscan Mission, Core Values, and Goals are publicized and embraced by the University Community. They continue to guide the creation of programming and the allocation of resources that foster the formation of a caring community for students at Neumann University. The address given by the 2014-2015 Student Government President at the annual Leadership Awards ceremony bears witness to this:

August 2011 was the beginning of my short journey here atop this Holy Hill. (I was) A timid young freshman who was ready to take the world by storm. With that being said I hit the ground running, not physically running since I always seem to misplace my inhaler and that would not be pretty if I needed it since I am asthmatic. I came from a high school where I was a big fish in a little pond, and that all changed in college. However, this didn’t mean I went backwards in my leadership style and learning; it just made me ready for the next step in my life--Neumann University and everything it had to offer me.

Neumann prides itself on its Franciscan Values, its ability to “live the truth in love”, and instilling its Core Values into students from day one, which we have all heard over and over again but to us it has become second nature. RISES is not just an acronym for Reverence, Integrity, Service, Excellence, and Stewardship; it has become a life style we all live with.

We wake up every morning and whether or not we are on campus or doing something for the school, we strive to live like St Francis of Assisi--Teaching us every day that we must “Preach the Gospel always and when necessary use words” as St. Francis said and I believe for all of us in this room that we demonstrate through our skills as leaders. Whether you are a Resident Assistant, Student Ministry Team member, or even an Orientation Leader, we have a special gift that God has given us and we must share it with as many people as we can.

Neumann University’s Mission is to “educate a diverse community of learners based upon the belief that knowledge is a gift to be shared in the service of others and that learning is a lifelong process.” The University Vision Statement states that “Neumann University's curriculum promotes thoughtful and ethical leadership in service and response to a global and technologically complex world.” Throughout each academic year several opportunities are provided that motivate students, faculty, staff, and administration to share their gifts in the service of others. Examples of service-learning integrated into the curriculum during the 2013-2014 academic year can be found in Appendix 1.3 (Service Learning Examples). During the academic year 2014-2015, Neumann University appointed a full-time Director of Service- Learning and Community Engagement to support the efforts previously assigned to staff. During the 2014-2015 academic year, over 550 students completed more than 4000 hours of service and community engagement (See http://www.neumann.edu/SLCE/ ).

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The Institute for Sport, Spirituality, and Character Development (ISSCD) promotes value- based athletics. A key program of this Institute is the presence of team chaplains with each varsity athletic team and club team. For the past seventeen years, members of Neumann University’s faculty, staff, and administration have served in this volunteer role. The presence of such an adult member of the University community provides role modeling of values and support to student-athletes. Annually, approximately 26 members of the University community serve as team chaplains (http://isscd.org/resource_types/team-chaplain-center/ and http://isscd.org/resources/team-chaplain-guide/).

Specific clubs and organizations across the University community strengthen the students’ experience of being part of a caring community (http://www.neumann.edu/life/student_affairs/clubs.asp). A student-run health club (Wellness Educators) aims to remove the stigma of mental and emotional illness and encourages students to seek help as soon as it is needed. Cultivators of Care, which was formed by student leaders, assists resident students in their transition to university life. The “Healthy Relationships” program, the Promoting Awareness of the College Transition (PACT) Program, and on-going spiritual programming in residence halls all contribute to the development of a caring community among Neumann University residential students.

Campus Ministry staff offer an extensive array of pastoral and ministerial services to Neumann University students:

• The goals of Campus Ministry are to deepen an understanding among students of the Catholic Franciscan Intellectual Tradition and to strengthen the spirit and culture of reverence, integrity, service, excellence and stewardship across the University (http://www.neumann.edu/mission/campus_ministry/default.asp). • Student Ministry team members (leaders within Campus Ministry) are trained in areas of positive conflict resolution, peer-to-peer dialogue, liturgical preparation, leadership from a Franciscan perspective, Franciscan Social Justice Themes, and retreat/prayer reflection. • Several Student Ministry team members lead service and reflection endeavors (http://www.neumann.edu/mission/campus_ministry/leaders.asp). Consistent leadership training and mentoring are offered to the team regarding character development, public speaking, preparation of reflection, and proper usage of campus ministry equipment/resources (See Appendix 1.4 Student Ministers Data). • Students participate in service projects and retreats sponsored by Campus Ministry (http://www.neumann.edu/mission/campus_ministry/service.asp). • In 2014, Fair Trade USA designated Neumann University as a Fair Trade campus. Campus Ministers, Student Ministry team members, and the Student Government Association collaborated on the Fair Trade Endeavor (http://www.neumann.edu/about/news/news13-14/FairTrade.asp).

Neumann University The NU Experience: Self-Study MSCHE 2016

Through programs offered by the ISSCD, Campus Ministry, Cultivators of Care, Residence Life programming, and various student-led clubs and organizations, Neumann University’s Mission of a caring, uniquely personal educational environment is made tangible to students.

Mission-related opportunities for growth toward personal and professional excellence. The Office of Mission and Ministry, in collaboration with the Office of Human Resources, developed protocols for Hiring for Mission during the 2006-2007 academic year (See Appendices 1.5.1 – Mission, Vision and Goals – Resource Guide: Hiring for Mission and 1.5.2 - Hiring Checklist). Each search committee receives the Hiring for Mission documents for use in the vetting and interview process with candidates during the search. All full-time faculty and administrative finalist candidates are interviewed by the Vice President for Mission and Ministry with the President prior to the final decision to hire. In addition, each full-time hire to the University receives an orientation to the Catholic Franciscan Mission and Values of the University close to his/her start date using the Neumann University Mission Booklet, Catholic Education in the Franciscan Tradition, available in the documents for this Standard. Also, the Mission and Ministry webpage contains resources related to Neumann’s Identity, Heritage, and Legacy (http://www.neumann.edu/mission/identity/franciscantradition.asp).

The Neumann Institute for Franciscan Studies (NIFS) provides multiple strategies that promote understanding, appreciation, and integration of the Catholic Franciscan tradition for faculty, staff, and administration (http://www.neumann.edu/mission/nifs.asp. Strategies include lectures, presentations by Franciscan scholars, discussions, themed workshops, prayer services, financial sponsorship for participation in national and regional conferences, distribution of print and media resources, extensive web-based materials, and professional development programs related to the Catholic Franciscan Mission and Values. In academic year 2008-2009, the NIFS initiated reflection programs in full-day, half-day, and mini-session format. Tables with attendance data for Programs and Retreats can be found in Appendix 1.6.

These voluntary mission-related experiences have attracted 130 to 200 employees annually. Although adjunct faculty members are welcome to attend all mission-related programs, their schedules seldom allow such participation. In response to this, the University is seeking creative strategies to engage such faculty members through face-to-face and on-line programs. Sharing the following video as an introduction to Neumann’s Mission of Catholic education in the Franciscan tradition is one such strategy (see http://cvp.telvue.com/player?id=T02792&video=203685&noplaylistskin=1&width=400&heig ht =300).

Faculty, staff, and administrators have demonstrated a commitment to the Catholic Franciscan tradition and Neumann’s Mission by choosing to participate in the bi-annual Association of Franciscan Colleges and Universities (AFCU) Symposia (120 participants in 2014 when the symposium was hosted by Neumann), by presenting papers at these symposia (45 Neumann 7

Neumann University The NU Experience: Self-Study MSCHE 2016 presentations), and by publishing articles and poems in the AFCU Journal (22 faculty and staff members). See http://franciscancollegesuniversities.org/ and Appendix 1.7 – AFCU Symposium Attendance.

The Vice President for Mission and Ministry, together with the University Chaplain, provide an annual orientation to the University’s Catholic Identity and Mission for new members of the Board of Trustees. A pilgrimage to Rome and Assisi for faculty and staff was instituted through the generosity of an anonymous donor in the 2011-2012 academic year. To date, 20 Neumann University personnel have participated in the pilgrimage. In a similar manner, students participate in a Pilgrimage to Assisi annually. Since its inception in 2003, 30 students have joined with other college students in this Pilgrimage, and were supported (in part) by the Sisters of St. Francis of Philadelphia.

Members of the faculty frequently invite the Director of the Neumann Institute for Franciscan Studies and the Vice President for Mission and Ministry to speak in classes (approximately fifty (50) classes per semester) on the specific theme for the year and/or a mission-related topic. During the 2014-2015 academic year, 890 students had the opportunity to engage in these presentations. (Appendices 1.8 NIFS Class Visits and Presentations in 2014-2015)

The Office of Mission and Ministry collaboratively with the Office of Academic Affairs supports scholarly and creative activity among faculty and students that is aligned with Neumann University’s Catholic Franciscan Mission and Values. A formal Mentoring for Mission Program to include newly-hired full-time faculty members was initiated during the 2007-2008 academic year. Faculty members participate in several sessions throughout the year focused on topics such as: the history and mission of Catholic higher education; the unique characteristics of Franciscan higher education; the meaning of sponsorship and the history and mission of the Sisters of St. Francis of Philadelphia; and the Franciscan theological, philosophical and spiritual tradition. Since its inception, 58 full-time faculty members have participated in the program (See Appendix 1.9 – Mentoring for Mission Participation). These new faculty members have consistently affirmed the value of the Mentoring for Mission program.

The Neumann University Institute for Sport, Spirituality and Character Development (ISSCD), founded in 1999, serves as a source of research, education, counsel, and support for coaches and student-athletes (http://isscd.org/). The Institute is rooted in the Catholic Franciscan Spiritual Tradition and proclaims that sport possesses an inescapable spiritual and ethical dimension that merits academic exploration and practical application. The video, The Intersection of Sports and Spirituality, provides an overview of the ISSCD (https://www.youtube.com/watch?v=uiiVxJp5zgE&feature=youtu.be).

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Internally, the ISSCD offers ongoing programs for approximately 300 student-athletes, coaches, and team chaplains that strengthen the awareness and relationship with self, others, and God through athletics (Appendix 1.10.1– ISSCD Program Attendance). Internal programming was assessed via annual student-athlete surveys from 2010-2013 (Appendix 1.10.2 – ISSCD Student Survey). Assessment feedback was incorporated into programming to ensure the ISSCD was meeting the needs of student-athletes and coaches served. Careful analysis of assessment data resulted in significant to internal programming. Enhancing leadership development workshops for student-athletes and the creation of a new assessment tool were developed and implemented for the 2014-2015 academic year.

Each year, one of the Core Values is chosen as the yearly theme. In co-curricular activities, this specific value from RISES (Core Values) is highlighted, discussed, and integrated into all student experiences on campus. This is evidenced in the orientation, training, and development for all student experiences on campus: Student Government, Resident Assistants, Neumann University Navigators, Presidential Ambassadors, Athletic Teams, and Campus Ministry Student Ministry Team Members.

Transformation and preparation of Neumann University graduates. Throughout the 50 years of its existence, Neumann University graduates, influenced by the Catholic Franciscan values, continue to share their gifts in the service of others in a unique manner in their chosen careers. From raising money for installation of water hand pumps in Liberia to advocating for undocumented persons in the United States, Neumann University’s Mission and Values continue to shape individuals who are making a significant, positive difference in our world (Appendix 1.11 – Using Gifts in Service to Others).

The newly revised Neumann University Core Experience invites students to “engage in service to promote the common good” and encourages both volunteer service and service learning connected to the curriculum. Neumann University has been the recipient of the Pennsylvania Campus Compact (PACC) President’s Higher Education Community Service Honor Roll in 2012, 2013, and 2014. The award recognizes higher education institutions whose community service efforts achieve meaningful outcomes in their communities. This distinction is the highest federal recognition that colleges and universities can receive for community service, service-learning, and civic engagement (http://www.nationalservice.gov/special-initiatives/presidents-higher-educationcommunity- service-honor-roll/2014-presidents-higher).

The Office of Institutional Advancement, in an effort to evaluate the influence of the University’s Mission and Values on alumni, modified their “One-Year-Out” survey of recent graduates to include the following questions:

• Question 19. Has the Catholic Franciscan Mission of Neumann University influenced your personal values?

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• Question 20. Has the Catholic Franciscan Mission of Neumann University influenced your professional values and/or your career choice?

Question responses and feedback comments have been collected thus far from the classes of 2009, 2010, and 2011. Results indicate that Neumann University’s Mission and Values influence the personal and professional choices of our graduates. The data collected inform the development of programs that specifically address the integration of Mission and Values in curriculum and the programs offered for the ongoing formation of faculty in the Catholic Franciscan tradition of the University (Appendix 1.12 – NU Alumni Mission Service Questions).

Mission and goals guide planning and resource allocation. Neumann University’s Mission, Vision, Values, and Goals inform and guide the financial planning of the institution. Especially key is the value of stewardship, in response to the University’s tuition-dependent budget.

Neumann University’s Board of Trustees and the Finance Committee of the Board take its fiduciary responsibilities very seriously. The Board takes a similar approach to its responsibility for the Catholic Franciscan Mission and Values of Neumann University. To that end, Neumann University’s Mission documents are periodically evaluated and formally approved by the Board of Trustees. The Mission Policy NU 1.02 was last reviewed in September 2014. Significant attention is also paid to fundraising and allocation of funds toward strengthening the Mission and Values in a pervasive manner across the Neumann University community. Fundraising and endowment reports are reviewed quarterly by the Development Committee of the Board of Trustees.

Throughout the fiscal year, the Executive Team, comprised of the President and Vice Presidents, meets monthly and within semester planning days for work on institutional effectiveness, strategic planning, budget review and allocation. All of these meetings consistently reflect conversation on the link between the University’s Mission and Values and resource allocation. Members of the Board of Trustees keep informed about relevant budget allocations through the Board Committee reporting structure. The Finance Committee of the Board of Trustees assumes major responsibility for the review, allocation of funds and approval of the budget.

Neumann University’s Mission and Values, in addition to the University Strategic Plan guide resource allocation as evidenced by the following areas:

• Expansion of facilities on campus, including the Leadership in Energy and Environmental Design (LEED) certified building of the Mirenda Center for Sport, Spirituality and Character Development architecturally reflect the Franciscan values of beauty and care for the environment and the link between sports and spirituality. 10

Neumann University The NU Experience: Self-Study MSCHE 2016

• Construction of expanded spaces for athletic competition on campus to meet the growing need of students for co-curricular activity was motivated by Neumann University’s Mission and Brand attribute of “uniquely personal.” • All new programs and program changes must demonstrate Mission congruence. • Program and curricular development to include new programs in Social Work, the addition of a doctoral level program in Pastoral Care and Counseling, and online programs for Public Safety Administration and Organizational Leadership were developed to strengthen and extend the Catholic Franciscan Tradition and values in those fields to meet contemporary needs in society. • The following sample activities which directly relate to Neumann University’s Mission and Values evidence support for scholarship: o The 41st Conference on Value Inquiry: Sport and Values sponsored by the Institute for Sport, Spirituality and Character Development and the Neumann University Philosophy Department (http://isscd.org/news/sport- and-valuesconference/); o Support of faculty and staff to present on research topics related to Mission at various international, national, and regional conferences; and financial support to participate in Mission-related conferences; o Association of Franciscan Colleges and Universities national conference hosted on campus in June 2014; o Financial support of faculty and staff to participate in the annual pilgrimage to Assisi, Italy. • Over 2% of the total University budget is allocated specifically in support of the Mission and Ministry Unit. This includes all programs offered through the Office of Mission and Ministry.

Neumann University’s allocation of resources ensure that student access to a quality Catholic education is available.

Conclusion Neumann University is in compliance with the essential elements for Standard 1 as demonstrated by narrative responses, supporting documents appearing as Appendices and in the Document Road Map, and through the researched responses to the guiding questions unique to the University. The core tenets of a Catholic Franciscan education guided the university in defining its values as expectations for the entire campus community. Neumann University’s Vision, Values, and Institutional Goals are all derived from the Mission Statement. The Mission clearly states that Neumann University educates a diverse community of learners whose gifts are to be used in the service of others. The clearly defined statements of Neumann University’s Mission and Goals are consistently used to guide faculty, administration, staff, and Board of Trustees in making decisions that guide the work of the university.

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Chapter II: Standards 2 & 3 – Planning and Resource Allocation

Standard 2: Planning, Resource Allocation, and Institutional Renewal An institution conducts ongoing planning and resource allocation based on its mission and goals, develops objectives to achieve them, and utilizes the results of its assessment activities for institutional renewal. Implementation and subsequent evaluation of the strategic plan and resource allocation support the development and change necessary to improve and to maintain institutional quality.

Standard 3: Institutional Resources The human, financial, technical, facilities, and other resources necessary to achieve an institution’s mission and goals are available and accessible. In the context of the institution’s mission, the effective and efficient uses of the institution’s resources are analyzed as part of ongoing assessment.

Statement of Compliance Neumann University is in compliance with Standard 2: Planning and Resource Allocation and with Standard 3: Institutional Resources.

The required documentation for Standards 2 & 3 is available as Document Set 2A: University Strategic Plan 2015 – 2019 Operational Plan, Document Set 2B: The 2010 – 2014University Strategic Plan , Document Set 3A: Financial Statements, Document Set 3B: Financial Plans, Document Set 3C: Analytical Narrative (Continuing Disclosure Reports, Economic Impact Reports) and Document Set 3D: Physical Facilities. Access to this data set will be provided to the MSCHE visiting team and other stakeholders upon request. Documents referenced within the Self-Study will also be available upon request. Referenced appendices are included with the Self-Study at the end of the documents, and are hyper-linked within the Self-Study document.

Overview for Standard 2: Planning, Resource Allocation, and Institutional Renewal

The University is in compliance with Standard 2 as follows:  Neumann’s statements of its Core Values are well-described and are clearly linked to Neumann’s Mission and Vision statements. Through a comprehensive, inclusive, and iterative process, the University approved Institutional Goals that reflect its mission. The University’s Mission and related measurable Goals inform planning and resource allocation and are included in the 2015-2019 University Strategic Plan as well as the Assessment Plan for the Neumann University Goals approved by the Board of Trustees in June 2015.  University strategic operational planning leading to institutional development occurs through comprehensive and inclusive participation of various institutional constituents and are directly related to Neumann’s Mission, Core Values, Vision, and Goals.

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 Neumann demonstrates improvements through actions taken related to its strategic plan and through institutional effectiveness reports.

 Since the previous Decennial Self-Study in 2006, Neumann University has initiated and completed the 2010-2014 University Strategic Plan, and developed and operationalized the 2015-2019 University Strategic Plan. The University Strategic Operational Plan for the current University Strategic Plan is the outline of initiatives, responsibilities and duties, along with projected costs. The University Strategic Operational Plan for the University Strategic Plan is updated yearly, and reviewed monthly by the President’s Cabinet and quarterly by the Strategic Institutional Planning Committee of the Board of Trustees for progress or challenge. The Office of Institutional Research (OIR) collects the data to inform the Neumann University Institutional Dashboard. This document is updated quarterly by the Executive Team and shared with the Strategic Institutional Planning Committee of the Board of Trustees. (See Figure 2.2). In addition, the OIR office tracks the progress on the current University Strategic Plan and the Assessment Plan for the University Goals, and reports on such to the President’s Cabinet and Board of Trustees. The Strategic Institutional Planning Committee of the Board of Trustees provides oversight on the University’s University Strategic Plan and reports on such to the Board of Trustees. A Dashboard to provide progress and status of the University Strategic Operational Plan has been designed for the Strategic Institutional Planning Committee to utilize in its monitoring responsibility.

Overview for Standard 3: Institutional Resources

The University is in compliance with the essential elements related to Standard 3 as follows: • Neumann has a process of budget review of resource needs and allocation at the levels of programs, departments, and units as part of the budget approval process.

• The financial planning and budgeting processes are consistent with and driven by the University’s Mission, Goals, and related planning.

• The budgeting process has been established and used without significant change. The budget is more "habit" and "standard practice" as departmental operating resources, for the most part, vary little year to year. Personnel expenses (salary and benefits) may increase for new courses/curriculum and are developed according to plan. Personnel expenses are computed alongside of the operating budget processes. As enrollments fluctuate, additional analytics are utilized to build a budget that is realistic and based upon tuition revenue and anticipated other revenues. This process is continually reviewed to ensure its integration of enrollment projections, tuition and ancillary revenue, and net revenue needs for operations.

• New curricula are approved by Executive committee (new majors) or Board (new programs). New programs require submittal of a business plan, use of external research for program need and viability, assessment plan, and approvals by Division, Faculty Senate, President’s Cabinet and Executive Committee.

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• The Finance and Administration Office is subject to the 5-year cycle of unit assessment.

• A new Campus Master Plan is included in the 2015-2019 University Strategic Plan. Recent capital expenditures were based on the needs of the academic programs and student activities.

• The data from student surveys has identified significant areas addressed in the current University Operating Strategic Plan.

• The University utilizes independent audits confirming financial status and proper management. Processes are in place to ensure adequate institutional controls for the allocation of resources.

• The 2010-2014 University Strategic Plan concluded with 92% of its goals either completed or made part of an ongoing process, 4% moved into the next strategic plan, and 5% were not accomplished for good reason.

• 21st century students expect around-the-clock support and anywhere-anytime access for a wide array of devices. Trying to keep up with these rapidly evolving demands is causing unique challenges for institutions everywhere. Neumann is no exception to these challenges. The current operation does not currently provide 24/7 support, and this is especially evident during classes scheduled for adult and graduate students. Neumann contracts with Drexel University for its Learning Management System (LMS) and related support personnel. As Neumann expands its online programming and alternate course delivery options, the area of Information Technology Resources (ITR) and Academic Computing will need to be monitored and continuously improved to meet demand and expectation of all users.

In addition to confirming compliance with the essential elements of Standards 2 and 3, Neumann University conducted research for its Self-Study which is detailed in the Narrative that follows.

Narrative: Standard 2 -- Planning and Resource Allocation

Strategic planning process. The process applied to developing the 2015-2019 University Strategic Plan engaged identification, consideration, analysis, and response to challenges emerging from anticipated dynamics of the next decade. Strategic objectives emanate from this strategic planning process. The current resulting plan celebrates Neumann’s fiftieth year and represents the culmination of dialogue, study and input from all University constituents. It is to be noted that this process was distinct from the identification of the Neumann

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University’s Institutional Goals, which were identified by its constituents in a collaborative process during a parallel time frame (January 2013- May 2014). The University’s Institutional Goals are based on its Mission, Core Values, and Vision and provide a more enduring set of aspirations than does the current University Strategic Plan, whose life span is usually five years.

Neumann University’s Institutional Goals, approved by the Board of Trustees in May 2014, are as follows:

Always and everywhere, Neumann University strives to:  Demonstrate a firm commitment to the Catholic Franciscan tradition.  Nurture a campus community which lives the values of Reverence, Integrity, Service, Excellence and Stewardship.  Challenge its students to achieve personal, academic, and professional excellence.

The Assessment Plan for the University Goals was approved by the Board of Trustees in June 2015. Its implementation is monitored by the Office of Institutional Research; this plan will use data from institutional reports already in place. The Assessment Plan can be found in Appendix 7.1 – Assessment of Neumann University Goals.

Led by the Board of Trustees through its Strategic Institutional Planning Committee, and delegated to the President, the planning process for the 2015-2019 University Strategic Plan was initiated in August 2013 at a university forum that engaged faculty, administrators, and staff in open discussion and round table activities that focused on identification of recommended goals and initiatives for Neumann’s future. With the assistance of Credo, Inc. consultants, the information gleaned was summarized and categorized by the themes that emerged.

A second step involved smaller groups of constituents including faculty and staff, students and Board Committee members. With each group process, the goals and initiatives were further refined. In March 2014, the draft document was reviewed by a team of individuals from across the institution referred to as the Planning/Stewardship Committee. This Committee reviewed and organized the initiatives, focused on FY15, within the five themes that had emerged early in the process. Each theme and related initiatives were given to “theme teams” to review, discuss, nuance and refine. The result of the work completed by the theme teams was brought to the President’s Cabinet who reviewed, edited and forwarded the work to the Executive Team.

The President presented the draft at the May 2014 meeting of the Board’s Strategic Institutional Planning Committee. The draft was reviewed and edited and recommended for

Neumann University The NU Experience: Self-Study MSCHE 2016 approval by the Board of Trustees at its June 2014 meeting. Each theme with its set of initiatives is assigned to a Vice President, managed by a member of the President’s Cabinet and reviewed quarterly by the Cabinet for progress. The Executive Team, as a whole, has the responsibility and opportunity to review progress monthly and the theme Vice President assigned is responsible to monitor the progress daily, weekly and monthly. The initiatives intended to achieve the goals/themes are measurable indicators of progress.

Neumann’s Identity, Mission, Vision, Core Values, and University Goals became the guiding documents for the strategic plan. The plan is undergirded by Neumann’s Core Values and by its Brand Promises: Uniquely Personal, Career Oriented, Catholic and Franciscan, Academically Excellent, Inspiring.

In an effort to achieve its Mission and Vision of being a teaching university of distinction, Neumann University strives to accomplish five themes defined below and graphically depicted on the Strategy Map for the University Strategic Plan (See figure 2.1.).

As a result of the 2015-2019 University Strategic Plan, Neumann University will: 1. Expand Visibility 2. Grow Strategically 3. Engage Students 4. Provide Programming Innovation 5. Transform Spaces

These themes are developed within each of the following focus areas: 1. Student Stakeholders 2. Financial Resources 3. Internal Processes 4. Organizational Capacity (See Figure 2.1 for the schematic of the 2015-2019 University Strategic Plan.)

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Figure 2.1 NU University Strategic Plan Schema 2015

While a number of these themes require well-defined ongoing efforts, others present exciting opportunities for Neumann University to garner new energy and resources, and a spirit of innovation not unlike that which led the Sisters of St. Francis of Philadelphia to found Our Lady of Angels College now Neumann University in 1965.

A methodology designed by the Office of Institutional Research will be used to determine progress of the University Strategic Operational Plan. This methodology will parallel the current Dashboard Indicator already in use to identify key strategic data points for the University, as well as an expanded list of themes, initiatives, time-lines, strategic objectives, responsible persons or departments, resource allocations, and periodic updates. The strategic objectives of the current University Strategic Plan will change as initiatives in the strategic plan are achieved. The Dashboard Indicator monitors key data that has been identified by the Executive Team to ensure a vibrant University. This document is updated quarterly by the Executive Team and shared with the Strategic Institutional Planning Committee of the Board of Trustees. The expanded outline of the above operational strategic themes and initiatives is available in Document Set 2. The institutional Dashboard Indicator for FY 2014 is Figure 2.2 below, and the most current dashboard is included in Standard 7, as Figure 7.3.

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Figure 2.2 Institutional Dashboard FY 2014 June 30

Use of data. While the 2015-2019 University Strategic Plan was under development, the 2010-2014 University Strategic Plan was in operation and coming to conclusion (See Document Set 2). The 2010-2014 University Strategic Plan was created with five strategic goals: I. Integrate pervasively our Catholic Franciscan identity;

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II. Become a teaching University of distinction; III. Strengthen a spirit and culture of reverence, integrity, service, excellence, and stewardship; IV. Cultivate a meaningful and effective mission-directed, market-responsive learning climate; V. Steward our resources to ensure ongoing financial vibrancy in support of academic excellence, access, and affordability.

Each goal was further broken down into Objectives, Actions, Responsible Party, Time Frame, Assessment, Estimated Cost, and Status Codes. A summary of the accomplishments of the 2010-2014 Strategic Plan is given Document Set 2. Of the objectives developed for this plan, at its conclusion, 92% were either completed or made part of an ongoing process, 4% moved into the next strategic plan, and 5% were not accomplished for good reason. Two major achievements of this plan included the completion of its University Status Implementation Plan and the renovation of the Library wing of Bachmann Hall into additional classrooms, student support areas, and meeting spaces, and transformation of the Library into a Learning Commons. Moved to the 2015-2019 University Strategic Plan were the following action plans:

• Organize the academic units of the institution to better reflect the culture of a university • Determine optimal size of student population relative to the Campus Master Plan, housing, technology and program offering • Explore student housing initiatives in conjunction with projected student enrollment and demand.

Along with a desire to bring forward these initiatives into a new Plan came the endeavor to craft the new 2015-2019 Strategic Plan with embedded assessment metrics, identifiable accountability, better alignment with resource allocation, and more transparency in all of the above. This initiative coincided with the development of the Institutional Dashboard (see Figure 2.2). An additional, specific dashboard to reflect progress/status of the initiatives within the current University Strategic Operational Plan was developed and will be available in early 2016.

Assessments that measure student satisfaction, beginning college student engagement, faculty survey of student engagement, general student engagement, alumni perceptions and giving, and comparative retention data were considered in the development of the University Strategic Operational Plan, division and department programs, and resource allocation. The following table tracks Neumann’s use of the Noel Levitz Student Satisfaction Inventory (SSI) results from 2012, 2013, and 2014.

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Table 2.1: Noel Levitz Student Satisfaction Inventory (SSI) 2012)

Results 2012 Results 2013 Results 2014 Strengths: Campus Climate Strengths: Campus Climate Strengths: Campus Climate The campus is safe and secure The campus is safe and secure for all students for all students On the whole, the campus is On the whole, the campus is On the whole, the campus is well-maintained well-maintained well-maintained The campus staff are caring The campus staff are caring The campus staff are caring and helpful and helpful and helpful Students are made to feel Students are made to feel Students are made to feel welcome on this campus welcome on this campus welcome on this campus This institution has a good This institution has a good This institution has a good reputation within the reputation within the reputation within the community community community Faculty care about me as an Faculty care about me as an Faculty care about me as an individual individual individual

Results 2012 Results 2013 Results 2014 Primary Strength: Overall Primary Strength: Overall Primary Strength: Overall My academic advisor is My academic advisor is My academic advisor is approachable knowledgeable about knowledgeable about requirements in my major requirements in my major

Challenges: Campus Challenges: Campus Challenges: Campus Climate Climate Climate It is an enjoyable experience It is an enjoyable experience It is an enjoyable experience to be a student on this campus to be a student on this campus to be a student on this campus Tuition paid is a worthwhile Tuition paid is a worthwhile Tuition paid is a worthwhile investment investment investment Security staff respond quickly Security staff respond quickly in emergencies in emergencies Primary Challenge: Overall Primary Challenge: Overall Primary Challenge: Overall The content of the courses I am able to register for I am able to register for within my major is valuable classes I need with few classes I need with few conflicts conflicts

The results of the Noel Levitz SSI are shared with the campus community on an annual basis. Individual reports for each academic major, department, or division are also generated and are shared with the respective departments by the Office of Institutional Research (OIR) of the University. The expressed challenges have been addressed in the 2015-2019 University Strategic Plan, especially with the intended redesign of the Bruder Life Center to offer

Neumann University The NU Experience: Self-Study MSCHE 2016 additional student-centered space on campus. The Academic Divisions have been reviewing the offerings of the Major Programs and many have redesigned or altered the Major’s program plan or emphasis. The University revised its Undergraduate Core Program and introduced the Neumann University Core Experience in Fall 2012.

Overall satisfaction of Neumann students is shown in the table below from the results of the Noel Levitz SSI since 2010. Despite the challenges identified in the Title III Strengthening Institutions Grant and the TRiO/SSS Grant, students’ experiences have met or exceeded their expectations at Neumann University.

Table 2.2: Overall Satisfaction Noel Levitz SSI 2010-2014

Spring 2010 and Spring 2012 through Spring Spring Spring Spring Spring 2014 (Percentage Agreeing) 2010 2012 2013 2014 So far, how has your experience met 80% 73% 74% 78% your expectations? (Percentage rating met/exceeded) Rate your overall satisfaction with your 69% 59% 66% 65% experience here thus far. (Percentage

rating satisfied) All in all, if you had it to do over again, 58% 52% 58% 53% would you enroll here? (Percentage rating yes) *If they had it to do over again, 53% of the Neumann students (down from 58% in 2013) said they would enroll at Neumann, while 29% were not likely to choose Neumann again. Over 55% of the female students said they would choose to enroll at Neumann, compared to 53% of the male students. Among students attending peer institutions, about 65% of the students said they would choose their institution again and 22% would not.

The results of the Noel Levitz surveys were also directly aligned with 2010-2014 University Strategic Plan Objectives. For example, the 2010-2104 University Strategic Plan included Strategic Goal I. Integrate pervasively our Catholic Franciscan identity. Within this Goal, one objective was defined as I.1 Deepen our community-wide understanding of the Catholic Franciscan Intellectual Tradition (CFIT) to ensure that all aspects of the University's life will "reverberate within the ecclesial life of faith". This objective was then linked to the relevant survey questions and the data were gathered over the lifetime of the plan in order to measure the University’s perceived performance in attainment. The measurement of the 2010-2014 University Strategic Plan Goals and Objectives as they relate to the Noel Levitz SSI survey can be viewed in Appendix 2.1.

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Evidence of resource allocation and planning. For the 2010-2014 University Strategic Plan, a recording of estimated costs was included in the updates on this plan’s progress. However, an actual accounting of all of the related costs was not included within the plan. What was computed was the cost of capital expenses related to the 2010-2014 University Strategic Plan as outlined below.

Table 2.3: NU Capital Projects and Expenditures 2009-2014

Time Frame Major Facilities Expenditures Construction and Upgrades Summer 2009 Academic Advising Center Title III funding (Bachmann Building) 2008-2009 Mirenda Center for Sport, Complete Project: Spirituality, and Character $28,325,700 Development (MCSSCD) Summer 2009 Science Labs Renovations: Complete Project: Bachmann Building $1,985,200 Summer 2009 Turf Field $ 2,200,600 2010-2011 Buoni Building for Student Leased to University; Built by Housing (Apartments) owner ; no capital costs Summer 2010 Athletic Training, Physical Complete Project: Therapy, and Nursing Labs $1,602,600 Renovation including technology and simulation capacity: Bachmann Building 2011-2012 Phase I of Library Wing Title III funding for ARC Renovation and Academic Computer Lab renovation; Resource Center (ARC) ARC Renovation: $ 746,000 Renovation (Bachmann Phase I of Library: Complete Building) Project $2,572,500

2012-2013 Baseball and Softball Fields Complete Project: and Complex $2,901,300 2012-13 Sacred Heart Chapel Complete Project: $886,000 Renovation including HVAC and technology infrastructure

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Time Frame Major Facilities Expenditures Construction and Upgrades 2013-2014 Phase II of Library Wing Funding from Capital Renovation (Bachmann Allocation, RACP Grant, Building) Connelly Foundation, and Alden Trust. Complete Project: $3,641,700 Summer 2014 Renovation of 3rd Floor Complete Project: $1,065,500 Bachmann Building: Arts and Sciences Faculty Offices

Each of the objectives of the 2015-2019 University Strategic Plan included costs beyond what had been included in the operation budget. These costs were then linked to the budget- planning process by the responsible vice president or department assigned to the initiative and objectives and also identified by the Vice President for Finance and Administration in the overall budget building process. The reporting of actual associated costs will be balanced against the projected costs.

Accountability for strategic tasks. The Institutional Dashboard is issued quarterly to Executive Team, the Cabinet and the Strategic Institutional Plan Committee of the Board of Trustees and reports on student body enrollment, admissions, faculty, finance, advancement, and financial aid. This snapshot of critical areas of the University brings to focus strategic plans and initiatives with assessment of these key indicators on a timely basis. As a tuition dependent University, these areas are critical to track, and retention of current students is a priority.

From 2014 data, the University increased efforts to diversify its undergraduate enrollment through specialized adult programs administered by the CAPS Division. In partnership with Cap ED, the University established a protocol for the retention committee to consider the available data from the CIRP Freshmen Survey and the Noel-Levitz RMS Plus to initiate targeted services to students somewhat likely to transfer from the University, and to review all practices related to admissions, funding, enrollment, and retention of students. The latter process was guided during the summer and fall of 2014 by the consulting services of Miller Cook Associates, Inc. During this time the University was completing the plan to increase personnel within the areas of Student Affairs, Admissions, and Financial Assistance.

Each of the themes and initiatives for the current University Strategic Plan is assigned to a Vice President or Department. The University Strategic Plan is operationalized with an operating Plan. The operating plan is reviewed quarterly and updated annually. The Vice-

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Presidents, as part of the Executive Team monthly meetings, give regular updates on the progress of these initiatives which they had helped to develop with objectives. This information informs the current outline of themes, initiatives, and objectives assigned for the current year of the plan. Each unit of the university is also required to submit actions taken on assigned areas of the University Strategic Plan as part of the Annual Report from the unit. These unit reports are included within the overall Annual Report of the Vice-Presidents and ultimately within the President’s Annual Report to the Board of Trustees. To enhance awareness of all constituents within the university on the 2015-2019 University Strategic Plan and its themes and areas of emphasis, the schematic associated with this Plan was distributed as a mouse pad to all offices, and the plan is available on the university’s website (See http://www.neumann.edu/about/president/StrategicPlan20152019.pdf ).

It is expected that the respective Vice-Presidents inform their departments on the progress of the plan and the status of future initiatives. The publishing of the President’s Annual Report (http://www.neumann.edu/about/president/AnnualReport/default.asp ) facilitates the dissemination of information.

Reports on actions related to the 2010-2014 University Strategic Plan was also included in the Annual Report from all units of the university. This information was then used for the annual update to the plan.

Narrative: Standard 3: Institutional Resources

The financial stability of the institution. There are four primary evidentiary articles used to document that the proper resources are available to meet the University goals and objectives: the annual operating budget, the current University Strategic Plan, the annual audit performed by the University’s auditor Baker Tilley (formerly Parente Beard), and the Continuing Disclosure Report, which is included in the annual report; this is required by the custodian of the university’s tax exempt bonds. The annual operating budget is a culmination of information such as financial data and requests for improvements from Department Heads, Deans, and Vice Presidents. Special needs as determined by department reports, unit assessments/institutional effectiveness, or other assessments are factored into the information gathered by these individuals. The Board of Trustees requires that Neumann operate on a balanced budget. The process for budget development and approval is provided below.

A University Campus Master Plan is a priority of the 2015-2019 Strategic Plan. Over the past six years the University has accomplished initiatives to upgrade and expand campus facilities and infrastructure. Table 3.3 outlined the major accomplishments during this time period. The total in major capital improvements since 2009 is $45,927,100.

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The 2014 Audit shows Neumann University’s current assets at $ 134,434,947, up from $131,081,442 in 2013. Its total current liabilities $7,143,111 up from $6,333,849 in 2013. Total current net assets are $89,092,515 up from $ 84,766,780 in 2013. The annual audit is presented to, and approved by, the Board of Trustees each year and its purpose is to ascertain the opinion from an independent auditor as to how institutional finances have been represented through institutional reporting procedures and that any changes in reporting net assets and cash flows are in accordance with general accounting principles accepted in the United States of America. The Audit Reports are included in Document Set 3-A. The 2015 audit will be available onsite.

The Continuing Disclosure Report is organized and prepared by OIR and is based on information gathered from various sources within the University to detail particulars regarding: employees, enrollment and admissions, applications and acceptance, applications for evening programs, applications for accelerated undergraduate completion programs, academic quality, retention rates, tuition and fees, undergraduate full-time tuition and required fees versus peer private and public institutions, undergraduate tuition per credit versus peer private and public institutions, graduate tuition per credit versus peer private and public institutions, student financial aid, government student loans, insurance coverage, outstanding debt, and investments. The Continuing Disclosure Report from 2014 and 2015 is included in Document Set 3-C.

The University also plans comprehensive Capital Campaigns and/or initiatives to grow its endowment, to accomplish strategic goals/initiatives and to lessen budget dependence on tuition revenue. Over the past decade, Neumann’s endowment value has nearly doubled in growth to $27 million. University funds are detailed in the third-party auditor’s report (see Document Set 3-A).

The sufficiency of its diversification of revenue streams The University has maximized opportunities to diversify revenue streams given its capacity, position in the higher education marketplace, and the nature of its Mission and its University Strategic Plan. With a Core Value of Stewardship, careful management of resources is key at Neumann. Neumann targeted the areas of its Comprehensive Campaign, its past reception of a Title III Strengthening Institutions Grant, its agreement with Capital Education, Inc. (Cap Ed) to recruit adult students, its participation as a member of SEPCHE, and the TRiO/SSS grant process as alternative, effective revenue streams that best reflect its Mission and Values. A Comprehensive Campaign entitled In Giving We Receive was launched in November 2014 with three targeted areas for growth: Endowment Funds (Restricted Gifts), The Neumann Fund (Unrestricted and Restricted Gifts), and Capital Projects such as the Library Renovation (Phase II) and the Thomas A. Bruder, Jr. Life Center Expansion (See http://www.neumann.edu/50thAnniversaryCampaign/ ). This Campaign has a goal of $10

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million and was launched during Neumann’s 50th Anniversary Year. Both of the capital initiatives of the campaign have also received matching grant authorization from the

Redevelopment Assistance Capital Program (RACP) and the Commonwealth of Pennsylvania. The Library renovation was aided through the grants from the Alden Trust and Connelly Foundation. The expansion of student spaces (Bruder Life Center expansion) is a strategic endeavor of the University in the 2015-2019 University Strategic Plan (Transforming Spaces) to address serving the needs of current students, enhancing a growing Communication and Media Arts (CMA) major and assisting further recruitment and retention. As of October 2015, $8.9 million has been received in gifts and pledges toward the Campaign goal of $10 million.

In 2008, Neumann University received a Title III Strengthening Institutions Grant of $1.9 million dollars from the U.S. Department of Education, distributed over five years. The grant focused on enhancing student experience and improving academic success through the creation of a walk-in Academic Advising Center, the centralization of Transitional Education and the enrichment of Neumann’s INT 101, Freshman Experience course. Taken together these initiatives were designed to strengthen retention and persistence to graduation. Neumann University not only met, but exceeded the goals of this grant, and today the Academic Advising Center and the Program for Developmental Education (now named Transitional Education) continues to support students and helps them achieve their goal of timely graduation. At the completion of the grant, in 2013, Neumann’s four-year graduation rate increased from 23% in 2008 to 35% in 2013. Retention rates of students who need to take one or more developmental classes mirrors that of the overall retention rates for their cohort. Moreover, all of the initiatives from the 2008 grant are now part of Neumann’s regular operations and are funded from its operating budget.

At the conclusion of the grant in 2013, Neumann University submitted a final report with the following results:

Unexpected Outcomes. Neumann University's four-year graduation rate fell to an all- time low of 23% in 2008. The overall goal of the University's Title III, SIP grant was to increase four-year graduation rates by one percentage point each year for a total of five points over five years (n = 28%). With the help of its Title III, SIP grant the University has far surpassed its five-year goal, effectuating a 35% four-year graduation rate in 2013 -- the fifth and final year of the grant.

Continuing Challenges. The freshmen to sophomore retention rates for the 2012 cohort fell from levels of 72% to 74% to 66% in fall of 2013, for reasons the University now knows to be attributable to factors beyond the scope of academics. The 2012 cohort retention rate was compared with its predictors from the Noel-Levitz CSI. Because of Hurricane Sandy, the Orientation Program was cancelled for this cohort. In addition, the 2012 cohort had more students placed into academic skills development classes, and the cohort itself was larger than previous years. However, comparative 26

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data for retention prediction showed less than predicted retention from students living on campus and students engaged in athletics were higher than the actual results for these groups of students. Plans were put into place to actively address and mitigate future losses through increased engagement with students using the Noel-Levitz predictors of retention through the CSI Inventory. The updated Strategic Enrollment Plan includes ongoing initiatives to address retention. Neumann University supports a walk-in Advising Center and a comprehensive program for students who need to take one or more developmental courses in the skill areas of Language Arts or Mathematics. Staffing for these areas continues without additional grant funding and these services are offered to students as part of the overall academic operating budgets. The table below shows the comparison of retention rates for students in developmental courses as compared to the overall retention rates of first-year students attending Neumann University as first-time full-time students. Note that the previous level of success with retention of students was continued in 2014.

Table 3.1: NU Retention Rates: Developmental and FYFT Freshman

2010 2011 2012 2013 2014

% of students placing in one or more developmental courses 58% 56% 64% 63% 58%

Developmental Student Retention Rate 71% 71% 69% 61% 72%

University Retention Rate 73% 73% 74% 66% 73%

In addition to the Title III Strengthening Institutions Grant, Neumann has also received Federal Funding through TRiO/SSS Title IV and Act 101. As part of its mission, Neumann seeks to provide a diverse population the opportunity for higher education. Even though many more students are eligible, NU directs the TRiO/SSS services for 140 participants, all US citizens or resident aliens, an eligibility requirement of the project. Academic need, the universal eligibility requirement, is defined by each institution as stated in 34 CFR 646.3(c). Encompassing many performance deficits, the list below defines this term for the project, linking measureable academic performance indicators to academic need:

1. Scored 460 or below in math or verbal SATs or 17 or below in ACTs 2. Earned a high school or presently earning a college GPA at or below 2.6 3. Performed at or below a C+ in a required course for a major or in a STEM course 4. Earned mid-term grade at or below C+ or GPA lower than required for major 5. Placed on academic probation or referred by faculty, dean, administrator or advisor

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Through the TRiO/SSS grant, Neumann University receives monies to cover 20% of the cost of providing targeted academic tutoring, advising, and coaching services for these students. The TRiO/SSS Program’s 2013 freshmen cohort’s mean cumulative GPA was 3.179 and the average number of credits accumulated was 31.47, keeping the cohort on track to graduate in four and, at the most, five years. The cumulative GPA for all AY 2013-14 participants showed that 66% had a GPA at or above 3.0 and 88% had a GPA at or above 2.5. These results contribute to the evidence of the Core Values of the University, especially Stewardship and Excellence. In July 2015, Neumann University was awarded a TriO/SSS grant of $1.1 million dollars over the next five years.

The purpose of Neumann’s partnership with Cap Ed is to expand its adult undergraduate and graduate population beyond the immediate tri-state region through online courses and programs. Capital Education was contracted to assist the University, and specifically the Division of Continuing Adult and Professional Studies (CAPS), with the development, marketing, recruitment, and delivery of online adult degree-completion and graduate programs. Three programs were offered in the fall of 2014 through Cap Ed: M.S. in Organizational and Strategic Leadership, a new B.S. program in Public Safety Administration and continuing support for its BS/Professional Studies and Liberal Studies Programs. The online courses in these programs are Neumann-designed and taught, using Neumann’s online learning platform of BlackBoard Learn (NU Learn). The results of Cap Ed’s online recruitment effort to date are viewed as successful in providing additional online students for the academic year 2014-15.

Cap Ed provides staff support generate leads to new students from a wider geographic radius than has been the norm. In addition to lead generation, their staff provides initial personal contacts with prospective students, collection of demographic data, and refers pre-qualified prospects to Neumann admissions personnel for application and decision. The courses are then open to enrolled students at the appropriate time. Enrollment in programs for AY 2014- 2015 is given in Table 3.5; revenue and enrollment exceeded projections.

Table 3.2: Enrollment in CAPS programs through Cap Ed AY 2014-15

Enrollment in CAPS Programs through Cap Ed - AY 2014-2015 CAPS Program: Cap Ed Fall 2014 Spring 2015 Total Enrollments BS Public Safety 40 Students; 210 53 students: 318 93 students: 518 Administration credit hours credit hours credit hours MS Organizational and 10 Students; 57 23 students: 120 33 students: 177 Strategic Leadership credit hours credit hours credit hours

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Enrollment in CAPS Programs through Cap Ed - AY 2014-2015 CAPS Program: Cap Ed Fall 2014 Spring 2015 Total Enrollments BA Liberal Studies/ BS 12 Students; 63 N/A 12 students: 63 Professional Studies credit hours credit hours

Neumann membership in SEPCHE (South Eastern Pennsylvania Consortium for Higher Education) enables it to offer programs for students, faculty, and alumni as shared cost. SEPCHE consists of eight higher education institutions enrolling more than 20,000 students that work together to provide additional courses, resources, and possibilities for students. Students are offered the opportunity to take classes at member schools, which expands the curricular offerings and undergraduate research opportunities for students especially in the area of Science. The Library is a founding member of SEPCHE http://www.sepche.org/libraries.htm and TCLC (Tristate College Library Consortium) http://tclclibs.org/ . Neumann shares borrowing privileges with the members of both consortia and member catalogs are accessible via the Internet. Current and alumni students benefit from the use of Career Central Software for guidance in career search, internship opportunities, and resume development, since Neumann participates in a common license for this software among the SEPCHE participating schools.

In December 2012, the Teagle Foundation awarded SEPCHE $150,000 over two years for its collaborative initiative “Building Faculty Capacity for 21st Century Teaching” expanding faculty usage of twenty-first century approaches to teaching and faculty work. This consortium of eight independent colleges and universities in the Philadelphia region has engaged for almost two decades in collaborative problem solving -- improving teaching and learning among students, faculty and staff, increasing operating efficiencies and enabling college access. This collective effort, enabled through the generosity of the Teagle Foundation, advanced ongoing work, leveraging the science of learning in both teaching practices and faculty work to ensure that students are learning at the highest possible levels. Several members of Neumann’s faculty have been involved with the opportunity of this grant, and SEPCHE has offered annual faculty development workshops related to the findings of this research (See http://sepche.org/ under Faculty). For 2015, SEPCHE received a follow-up grant from the Teagle Foundation to continue this scholarship of teaching and is drafting a proposal to integrate the Liberal Arts more purposefully into the professional programs of its member schools.

Evidence that fiscal decisions align with institutional goals. Institutional controls to deal with financial, administrative and auxiliary operations have been in place and are constantly monitored with assistance of reports such as the Dashboard and annual audits. The Board of Trustees requires a balanced budget, and budget expenditures require authorization. The Executive Team and Strategic Institutional Planning and Stewardship Committees of the Board of Trustees are two groups historically charged with analysis of metrics related to finance and planning. The 2015-2019 University Strategic Plan

Neumann University The NU Experience: Self-Study MSCHE 2016 process demonstrates an increased involvement with the Neumann community at large in the planning process, and allows for more actions and endeavors to be assessed at different levels across campus. An annual independent Audit is performed and presented as part of the University Annual Report to the Board of Trustees and the Economic Impact Report produced by the Institutional Research (OIR) Department helps provide an overview of how effectively and efficiently resources have been stewarded. The Audited Financial Statements for Neumann University are included in Document Set 3-A. The Economic Impact Document for 2013 is included in Document Set 3-C. The budgeting process of the university follows a schedule to align with the Board approval process, enrollment projections, and the academic calendar. The planning process begins with the unit Vice Presidents gathering data from each of their division and department heads: Deans and Directors project their needs based upon data from the previous year and planned initiatives for the upcoming year as based on direction from the current University Strategic Plan. Resources needed to achieve planning initiatives are identified, reviewed and balanced against operating needs during the budget approval process. The Vice Presidents present their budgets to the President, who reviews and recommends necessary adjustments, ultimately bringing it to the Board of Trustees, through the Finance Committee, for approval. This process begins in late fall and is brought to the Board by the Finance Committee at their March meeting. At that time, the Board of Trustees may affirm the budget based on the projected enrollment figures; the Board reviews the budget once again at their annual meeting in June, as enrollment figures become more final than those projected in March. This process ensures time for adjustments that may be necessary and any other issues that could potentially impact the balance of the projected budget. Decisions to adjust strategic initiatives may also be considered if needed. The budget receives final and formal approval by the Board of Trustees at the June meeting. The information that is gathered by administration to help with both the formulation of the current University Strategic Plan and the new Budget comes from the varied constituents across campus to ensure a more unified picture of the institution’s status and thriving nature.

Neumann’s infrastructure is adequate to support its mission. One of the richest resources of any university is its faculty, staff, and students. Neumann University reverences its human resources as a vital element for the actualization of its mission. As of fall 2014, the University’s faculty consisted of 102 full-time, 1 part-time member and 225 adjunct members. Seventy-eight percent (78%) of the full-time faculty hold terminal degrees. The full-time equivalent enrollment (FTE) to full-time equivalent faculty (FTE) ratio is 14:1 at the University.

In total, the University employs 551 persons, 287 on a full-time basis and 264 on a part-time basis (including adjunct faculty). In addition, there are 140 contracted personnel on campus. The following table presents the University's employment statistics as of the beginning of the fall semester of 2014:

Neumann University The NU Experience: Self-Study MSCHE 2016

Table 3.3: Neumann University Employees: Fall 13 - Fall 14

Full Time Part-Time Adjunct Total Fall 13 Fall 14 Fall 13 Fall 14 Fall 13 Fall 14 Fall 13 Fall 14 Faculty 105 102* 2 1 204 225 311 328 Administration/ 135 138 6 5 0 0 141 143 Admin. Staff Full Time Part-Time Pool Total Secretarial/ 50 47 19 21 11 12 80 80 Clerical/ Reception TOTAL 290 287 27 27 215 237 532 551 *102 out of 109 Board-approved positions

Table 3.4: Neumann University Contracted Personnel Fall 13 - Fall 14

Full Time Part-Time Total Fall 13 Fall 14 Fall 13 Fall 14 Fall 13 Fall 14 Administration 7 6 0 0 7 6 Full Time Part-Time Total Fall 13 Fall 14 Fall 13 Fall 14 Fall 13 Fall 14 Instructional 1 1 0 0 1 1 Technology Housekeeping/ Food/ 61 47 7 25 68 72 Maintenance Campus Safety 42 41 24 20 66 61 Officers TOTAL 111 95 31 45 142 140 Source: Neumann University, Offices of Human Resources and Finance and Administration

The following table shows University enrollment for the current and past four academic years on both a full-time equivalent (using the IPEDS Definition) and headcount basis, as of the beginning of each of the following fall semesters.

Table 3.5: NU Student Enrollment AY 2010-2014

2010-11 2011-12 2012-13 2013-14 2014-15 UG Full Time (FTE) 2043 2144 2166 2080 1,992 UG Part-Time (FTE) 189 186 200 194 224 Graduate (FTE) 286 265 244 204 251 TOTAL FTE 2,518 2,595 2,610 2,478 2,509

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2010-11 2011-12 2012-13 2013-14 2014-15

UG Full-Time 2,043 2,144 2,166 2,080 1,992 UG Part-Time 481 473 508 493 570 Graduate 549 470 426 383 485 TOTAL 3,073 3,087 3,100 2,956 3,047

During the academic year 2014-2015, Neumann saw a decrease in the number of full-time first-time freshmen students. Because of this decrease, the number of freshmen course offerings was adjusted, as was the number of adjunct faculty hired to teach these sections. The use of adjunct or per course faculty allows Neumann to adjust teaching personnel to the needs of the current student enrollment, while replacing full-time open faculty positions allows for continuity in major programs.

Since the Board of Trustees requires balanced budget, the decrease in the 2014 freshman cohort required strategies to eradicate the revenue deficit and balance the budget. With the cooperation of all units, the University met its balanced budget goals (see Audit ’15).

Neumann University’s long history of financial vibrancy (increased endowment, added purchased property, achievement of two comprehensive campaign goals, reduction of debt, consecutive years of revenue over expense, lack of deferred maintenance, seven years of S&P Triple B rating, added/new academic programs, effective online programming) sets the stage for continued success.

Recognizing full well, however, Neumann’s tuition dependency for its operating and personnel needs, the University initiated an updated enrollment management planning process and plan that address recruitment, retention, and academic program reputation. The self-made recommendation is listed in Chapter 6, Standard 8 and in the executive summary.

The analysis prompted by this Self-Study has identified the need to continue to enhance transparency and communication between and among executive team members and their units. The use of the Institutional Dashboard and the current University Strategic Plan’s metrics will be key components to keep all stakeholders informed of current trends and directions for the University, as well as for measuring outcomes, determining adequate resources and accountability. As the 2015-2019 University Strategic Plan continues to be operationalized, new initiatives and objectives related to the plan’s themes will be determined by assessment results and clearly linked, resourced, and aligned to the Plan as well as to budget projections. A new University Campus Master Plan is part of the overall initiatives for the theme of Transforming Spaces.

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The fluidity of enrollment and the critical relationship between enrollment and a tuition-driven budget will require even more use of strategic data in determining budget parameters and program viability. Decisions based on reliable data in collaboration with all stakeholders will be critical as Neumann designs its offerings and programs to meet the needs of current and future students in an ever-changing environment of higher education, and in consonance with its defined mission.

Conclusion Neumann University is in compliance with Standard 2: Planning, Resource Allocation, and with Standard 3 Institutional Resources. For this Self-Study, Neumann University reviewed and addressed the essential elements of Standards 2 & 3 and researched several areas of particular interest within these Standards. Further documentation of the Essential Elements is found within the Document Roadmap for Standards 2 & 3. The areas internally researched for Standard 2 included the planning process used for the current University Strategic Plan, use of data for planning, evidence of resource allocation and planning, and accountability for strategic planning. The areas intentionally researched for Standard 3 include consideration of the financial stability of the institution and sufficiency of resources, fiscal decision making aligned with strategic goals, and infrastructure sufficiency to support mission. During this Self-Study Neumann identified that information sharing is critical to the achievement of Mission and Strategic Goals, that data be readily available in succinct form, as evidenced by the recently developed Institutional Dashboard, and used in planning, continual improvement, and budget development.

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Chapter III: Standard 4: Leadership and Governance

The institution’s system of governance clearly defines the roles of institutional constituencies in policy development and decision-making. The governance structure includes an active governing body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities of policy and resource development, consistent with the mission of the institution.

Statement of Compliance Neumann University is in compliance with Standard 4: Leadership and Governance. The required documentation for Standard 4 is available as Document Sets: Document Set 4A: University Charter, Document Set 4B1: Board of Trustees By-Laws, Document Set 4B2: Faculty Senate By-Laws, Document Set 4C: Governing Board Members. Access to this data set will be provided to the MSCHE visiting team and other stakeholders upon request. Documents referenced within the Self-Study will also be available upon request. Referenced appendices are included with the Self-Study at the end of the documents, and are hyper-linked within the Self-Study document.

Overview for Standard 4 The University is in compliance with Standard 4 as follows: • A system of collegial governance that includes a charter and articles of incorporation defined by the Board of Members delineates a Board of Trustees, a President appointed by the Board of Trustees, and a structure of governance which are described in a set of by-laws and in the Administration and Governance document. • Multiple structures exist for student governance and participation. • The governing body is qualified, reflects constituent and public interests, and subscribes to a conflict of interest policy. • There are numerous governing bodies not chaired by the President. • Neumann governance includes individuals who are responsible to ensure eligibility and compliance with all accreditation standards and requirements. • The governing boards of the University assist in generating resources for the University to meet its Mission and Goals. • A policy and procedures for orienting new members of the governing boards are in operation. • The assessment plan includes a process for evaluating the effectiveness of the components of institutional governance.

In addition to confirming compliance with the essential elements of Standard 4, Neumann University researched the following areas as a guide for its Self-Study. In addition to confirming compliance with the essential elements of Standard 4, Neumann University conducted research for its Self-Study which is detailed in the Narrative that follows.

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Narrative: Standard 4 Demonstration, utilizing relevant evidence, that the existing structures for shared governance are used effectively for decision making. Structurally, the University operates under a two-tiered Board. Above the Board of Trustees is the Board of Members (Members of the Corporation) of the University which consists of the Congregational Minister and the Leadership Council of the religious congregation of the Sisters of St. Francis of Philadelphia, and such other Sisters that may be designated in writing from time to time by the Congregational Minister and Council. The Board of Members is kept apprised of, but not involved in, all governance matters except for its reserved powers (Document Set 4-A). Subject to the purposes and provisions of the Articles of Incorporation, the Board of Trustees shall manage and shall adopt by-laws and amendments for the conduct of business with the Members of the Corporation having the aforesaid reserved powers as stated in the Charter and Articles of Incorporation. Board level stewardship of Neumann University is entrusted to the Board of Trustees who function within their stated By-Laws. (Document Set 4-B).

The President of the University is appointed by the Board of Members, but is responsible to the Board of Trustees for the leadership of the University. The President, with the approval of the Board of Trustees, shall also appoint officers to assist with the administration of the University (See Neumann University Organizational Chart - Appendix 4.1. Although the ultimate responsibility for governance rests with the Board of Members and the Board of Trustees, the leadership and administration of the University is entrusted to the President. The President appoints and is guided and assisted by councils, committees, tasks forces, and groups who meet regularly. These key groups are identified yearly in the Administration and Governance Document. This document is internally referred to as the Pink Packet as it was originally printed on pink paper (See Administration and Governance Packet - Appendix 4.2). The Board of Trustees has a number of committees, which meet on a regular basis to review the operations of the university, its progress, and future needs. These committees are Board led and include not only Board members, but also faculty, administrators, students, and leaders from business and other educational organizations.

These committees, as well as other Neumann University organizations, provide a forum for the exchange of information and ideas that benefit the University in the formation of plans and goals for its future. During the course of the academic year, the current University Strategic Plan is reviewed by the President’s Cabinet, the Executive Team, and the Strategic Institutional Planning Committee. Status of initiatives is updated (completed, in progress, not started) at the cabinet and at executive team level. The chair of the Strategic Institutional Planning committee reports to the Board of Trustees on the status, progress and/or lack thereof of the University Strategic Plan. An update on the plan's progress is included in the President's Annual Report.

The preparation of the 2015-2019 University Strategic Plan is a good example of how shared governance works at Neumann University. A forum was held for the entire university community on Welcome Back Day, August 21, 2013. Over 250 of the university’s personnel 35

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(faculty, administrators, students, and Board members) participated in the meeting. Those present were placed into groups, and ideas were solicited from all. Part of the data gathered from this meeting indicated that there was a need for more student-centered spaces on campus. As a result, the theme of Transforming Spaces is one of the five themes of the 2015- 2019 University Strategic Plan and initiatives from this theme include the redesign and expansion of the Bruder Life Center.

Other examples of the efficacy of Neumann’s governance include:

• New curricula or degrees are approved through a process involving the academic division, Faculty Senate, the Executive Council, the Academic Affairs Committee of the Board of Trustees, and the Board of Trustees.

• The recently revised undergraduate core curriculum (Neumann University Core Experience) was a collaborative process that involved students, faculty and administration. The generation of ideas, study of best practices, and development of Neumann’s Core Experience evolved over a three-year preparatory period, began its implementation with the 2012 cohort, and continues to develop today through a comprehensive faculty development and assessment process (See http://www.neumann.edu/CoreExperience/default.asp ).

• The identification of Neumann University Goals was a collaborative process that spanned a two-year time frame (2012-2014). (See Standard 2.) All of Neumann’s constituents, including students, faculty, administration, and staff, had the opportunity to discuss and articulate these goals as well as the ways in which they were evidenced on campus. The goals were affirmed by the Neumann Institute for Student Leadership Formation, Faculty Senate, President’s Cabinet, the Academic Affairs Committee of the Board of Trustees, and finally approved by the Board of Trustees in June 2014. The assessment plan for the University Goals was approved by the Board of Trustees in June, 2015. (See Assessment of Neumann University Goals - Appendix 7.1).

• The annual operating plans are developed and budgets prepared in alignment with the institution’s ongoing needs and the current University Strategic Plan themes. The annual budget process provides the opportunity to incorporate the related strategic plan objectives and initiatives at the division/department level: for example, funding for the development of a new curriculum. The respective Vice Presidents submit revenue and expense data for their areas of responsibility. The Vice President for Financial Affairs (VPFA), collaboratively with the Vice President for Human Resources & Risk Management (VPHRRM), reviews the data and prepares a draft of the budget to include total revenue and expenses, enrollment and capital expenditures. The VPHRRM coordinates personnel requests, salaries and benefits. The proposed budget is reviewed and finalized with the president and presented to the Finance Committee of the Board. Upon approval by this Committee, the budget is moved to the full Board for approval.

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The Core Values of Reverence and Stewardship underscore the importance of how Neumann moves forward in governance within an ever dynamic environment for higher education. Good and effective governance is essential to Neumann’s success, and its structures allow for such.

Demonstration that formal and informal processes exist to effectively allow for stakeholder input on major decisions. Understanding of the governance structures and how the individual voice is heard within the structures of the university is critical for shared governance. The University has an orientation program for new faculty and administrators as well as one for new Board of Trustees and Board Committees members. The most recent orientation program for new Board and committee members was held September 9, 2014. The orientation is led by the Board Chair and University President. First and foremost, the new members are introduced to the Catholic Identity, Mission and Values of the University as well as the history and meaning of the sponsorship by the Sisters of St. Francis of Philadelphia. The following items are also reviewed at the meeting:

• Neumann University’s Organizational Chart (Appendix 4.1) • The By-Laws of the Board of Trustees (Document Set 4-B) • A Summary of Expectations of Board Members • The 2015-2019 University Strategic Plan: http://www.neumann.edu/about/president/plan.asp • Fund Raising Goals: http://www.neumann.edu/Giving/

The effectiveness of this orientation program is assessed immediately after the program in order to solicit input on impact and ideas for future orientation sessions. Members are surveyed after orientation as part of an ongoing, comprehensive Board self-evaluation process, and these results influence subsequent programs.

Minutes of the Board of Trustees demonstrate that the Board plays a central and active role in Neumann’s governance. The March 2014 Minutes report that the Middle States (MSCHE) liaison for Neumann recognized a high level of Board engagement in governance. The October 15, 2013, December 12, 2013, and March 4, 2014, Minutes (available in President’s office) highlight the Board’s involvement with the University’s strategic planning through the Strategic Institutional Planning Committee. The involvement of the Board at each meeting during the past academic year underscores their understanding of their role to guide the University as outlined in the By-Laws, while discussions on new Board members (March 4, 2014, Board Minutes) and the contract of the President demonstrates compliance with Article X in the University’s Articles of Incorporation and Section 4 of the By-Laws of the University, respectively. Neumann’s certified public accountants have reported to the Board that both the 403b and annual audit of the financial statements were in compliance with

Neumann University The NU Experience: Self-Study MSCHE 2016 accounting standards and each received an unqualified opinion. (Minutes of the Board of Trustees meeting dated October 15, 2013, are available in President’s office.)

The orientation program for new faculty and administrators also includes a section on Governance. A presentation was given August 22, 2014, by the President Elect of the Faculty Senate to this new group as part of their initial orientation. This presentation reviewed the primary governing bodies at the University with a focus on the role of Faculty Senate. The presentation included a handout that summarized the duties and responsibilities of Faculty Senate. At the end of the orientation meeting the new faculty and administrators were given a survey that measured the perception of the participants on the effectiveness of the orientation program. The results showed that this orientation was helpful and continues to be included with the orientation scheduled for Fall 2015.

In addition to the orientation program, all faculty are invited to attend Faculty Senate meetings each month and all faculty have access to Faculty Senate information, including the By-Laws of Faculty Senate, which are posted on Neumann Learning Management System of BlackBoard (NU Learn). The role of faculty in terms of governance is limited to policies related to academic standards and policies that impact faculty in accordance with the Faculty Policy and Procedure Manual, FS 1.0 et seq., undergraduate curriculum proposals, and designing assessment plans. All employees also get a copy of the Administration and Governance Document (internally referenced as the Pink Packet) each year (Appendix 4.2) which lists all the committees of the University and defines the roles and function of each committee.

Past minutes of the Faculty Senate demonstrate that the faculty understands the role of the Senate in terms of governance. The minutes for the Faculty Senate 2013-2014 Academic year are included in the documents for Standard 4, and provide evidence that the faculty understands the role of the Senate in terms of curriculum proposals, policies that impact faculty, assessment programs, faculty grants, faculty development funding, faculty awards (teaching excellence and growth in scholarship) and faculty absence procedures. During the academic year 2013-2014, the Faculty Senate had extensive discussions and presentations on the use of the IDEA Student Ratings of Instruction for Neumann’s course evaluations. The IDEA system had been piloted initially in spring 2012, and results to date were shared with the Faculty Senate and other faculty. During the academic year 2012-2013, the Faculty Senate had amended its policy on promotion to include the results of this course evaluation tool. The vote which approved the implementation of the IDEA Student Ratings of Instruction for all course evaluations across the University was passed at the final meeting of the Faculty Senate in the spring of 2014.

An area that is still under development for shared governance is Graduate Council. The Graduate Council was formed from Faculty Senate to address academic issues directly related to adult learners and students in graduate programs. While the Graduate Council has been operating prior to 2006, its by-laws have not been developed and approved. 38

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The evaluation processes of board members, administrators, and faculty include compliance with processes and policies of the University. The Board of Trustees completes a self-evaluation process according to Policy BT 1.05, which provides for a systematic program of periodic Board assessment performance. The evaluation process actively follows the Association of Governing Boards of Universities and Colleges guidelines (AGB) and abides by the AGB procedures of self-assessment. The Board self-evaluation occurs every two years in order to enable the Board to strengthen its performance, to identify and reach consensus on Board goals and activities, to ensure that the Board has a clear sense of its responsibilities, to strengthen relationships among Board members and with the President, and to clarify expectations for one another and between the Board and the president. In 2014, the Board & Board Committee self-evaluation process was reviewed and updated to ensure the fulfillment of Board responsibilities and Mission of the University. The process has the Executive Committee of the Board of Trustees review the evaluations (both the Standing Committees and the Board members). If there are suggestions, themes or trends among the evaluations that merit review by the entire Board, then the Executive committee will discuss such items with the full Board. The full Board may choose to take appropriate action as needed. A summary of the 2014 self-evaluation survey with the draft analysis has been completed, and is available in the President’s Office. The Board surveys (Short and Long Self-Study Surveys) are included in the documents for Standard 4. There are four (4) specific questions related to Institutional Mission and Identity in the survey.

The personnel evaluation processes monitor whether Neumann’s employees are engaged in advancing the Mission of the University. The process for administration and staff is initiated yearly in April by the Vice President for Human Resources and Risk Management (VPHRRM) and must be completed by the end of June. The evaluation process follows the Human Resource Employee policy and procedures (See Employee Evaluation Process and Forms - Appendix 4.3).

The first two questions evaluate the understanding of Neumann’s Mission and Core Values RISES (Reverence, Integrity, Service, Excellence and Stewardship) as basic job requirements. Each employee is assessed on a scale from exceptional to needs improvement, allowing supervisors to address the Mission and Core Values as part of the formal evaluation process. According to Faculty Policy & Procedure Manual FE 1.04, all faculty are expected to be consonant with and be able to articulate the Mission and Goals of the University and strive for excellence in the areas of teaching, service to the University/community, and professional development. Faculty members are formally evaluated based upon their contract date (FE 1.04 section c Evaluation Process). A critical component of the review is to provide a self- evaluation, in the context of the Catholic Franciscan values, which is outlined in the Faculty Evaluation Instructions. In addition, the Faculty Evaluation Form includes a rating by the Dean of the Division on the faculty’s quality of teaching, service to the University and the community, as well as professional development and scholarly activity. All of the related faculty evaluation documents are found in Appendix 4.4.1 (Faculty Evaluation Process and Forms) and 4.4.2 (Faculty Evaluation Forms).

Neumann University The NU Experience: Self-Study MSCHE 2016

Board of Trustees understanding of the role they play in assuring University compliance with regulatory agencies. The standing committees of the Board oversee, review and affirm all matters related to compliance. Membership includes President of the University, Vice President in the specific area, one Board member and individuals selected from the general community based on their area of interest and expertise. Committees involved with these regulatory agencies include:

• The Academic Affairs Committee hears, reviews and approves necessary resolutions that relate to achievement of regulatory standards for the appropriate accreditation agencies • Audit Committee provides oversight of financial practice including the selection and evaluation of the auditors and audit, internal controls, financial management and standards of conduct. The Form 990 is reviewed and approved to ensure compliance. This form is then passed to the Board of Trustees for final approval with a sign-off. • The Finance Committee reviews financial statements, yearly audits, budget proposals, investments, and special current financial arrangements to make recommendations to the Board.

The Board of Trustees receives all documents critical to the University’s status at its quarterly Board Committee meetings and in the Annual Report, along with all other information related to the ongoing administration of the University. Examples include:

• Letters from Middle States http://msche.org/institutions_view.asp?idinstitution=323 • Accreditation and re-accreditation letters for academic programs (See Programs with Specialized Accreditations at Neumann University - Appendix 4.5) • Continuing Disclosure reports http://members.ucan-network.org/neumann • Quarterly reports on compliance with the Higher Education Opportunity Act http://www.neumann.edu/about/heoa/

The Board of Trustees is involved in the Middle States (MSCHE) accreditation process, with a Board representative serving on the Steering Committee, and members will meet with the Visiting Team on-campus. All members received a copy of MSCHE’s Characteristics of Excellence, hear quarterly reports on Neumann’s 2016 Self-Study at Board meetings, and will have final review of the 2016 Self-Study prior to submission to the Commission.

Effectiveness of Mission integration into all aspects of University life. Neumann’s Board of Trustees and the Board of Members have ultimate responsibility for ensuring that the University’s Mission endures. Neumann’s Mission is an integral part of the University’s Strategic Plan(s). These plans are initiated by the Board’s Strategic Institutional Planning Committee and approved by the Board of Trustees. The process is delegated to the President who empowers the President's Cabinet, comprised of Vice Presidents, Deans, and other appointed members, to implement and monitor the plan. Input for the plan is garnered from all sections of the University. The University Strategic Plan is presented to the Board’s

Neumann University The NU Experience: Self-Study MSCHE 2016

Strategic Institutional Planning committee, chaired by a member of the Board of Trustees. This committee consists of Board members, the President of the University, a vice president, academic dean, faculty members, staff and a member of the Student Government Association. The current University Strategic Plan identifies themes, initiatives and actions enabling the university to continue to advance its Mission even in the face of dynamic changes. (See Standard 2 for additional information on the 2015-2019 University Strategic Plan.)

Demonstration that Student Government and Faculty Senate effectively represent the needs of their constituents. The effectiveness of the Faculty Senate is evidenced through its role in academic policy formulation and other action items passed by the Senate throughout the 2013-2014 year. A partial list is given below: • Approved for use in course evaluation the IDEA Student Ratings of Instruction, which will assist the University in meeting its’ Strategic Goal of academic excellence. • Received and funded approximately 50 grant proposals for full-time faculty attending and/or presenting at off-campus international, national, regional and local conferences. This action assists the University in meeting its past Strategic Goal 2010-2014 to encourage academic and scholarly excellence. • Reviewed assessment reports and gave feedback on the same to Major Programs across the University. This was done by the Learning Outcomes and Assessment Committee (LOAC). The LOAC also approved Program Assessment Plans that were initiated or changed. • Received input (via survey) from over 200 faculty for the awards of Growth in Scholarship and Excellence in Teaching. This aligned with the Strategic Goal (2010- 2014) of creating a climate for learning, teaching and scholarship. • Approved a new On-line Teaching policy. • Reviewed and affirmed the 2015-2019 University Strategic Plan.

Student Government, the voice of Neumann students, serves students by creating and supporting activities that deepen a sense of community and foster Franciscan values of respect for the individual and environment, peacemaking and social responsibility. During the 2013- 2014 academic year, the Student Government Association (SGA) reviewed the proposed 2015-2019 University Strategic Plan, facilitated discussions related to retention and marketing, and offered student perspectives on the growth of academic programs and on the needs for student-centered spaces.

The Proposal committee of the SGA wrote legislation on areas relating to student space and the Supplemental Instruction (SI) Program. The Retention Committee surveyed commuter and residential students on the Neumann experience and met regularly with administrative departments to focus on increasing the retention rate. The Communication, Summit, Commissioning and Service Committees are student-based and center on the promotion of servant leadership formation and development.

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The Student Government Association’s goals are noted in their meeting minutes. To demonstrate the effectiveness of Student Government a review of their goals and outcomes from 2013-2014 is provided below:

• Goal: Promote a culture of caring and an outside of the classroom learning experience to mobilize student engagement and growth. o How achieved: . Involvement Fair - Over 300 freshmen attended, largest year of involvement . International Day of Peace – Peace Pole dedication and pledge . Student Forum with Dr. Mirenda – awareness for students regarding the strategic plan . Approval of Club Constitutions – five new clubs started by students

• Goal: Enhance communication to initiate collaboration among school facets. o How achieved: . 9/11 Prayer Service . Clubs Commissioning Dinner . Keep the Dream Alive Concert . Anti-Bullying Concert . Summit 2014

• Goal: Focus on the University goal of excellence in areas of academics and servant leadership. o How achieved: . Go 4 the Goal – fundraiser for pediatric cancer created by graduate student in honor of her son . Breast Cancer Walk . Supplemental Instruction – proposal to keep the SI program after Title III grant expires . Color Walk for Cancer . Academic Committee – met to organize retention rates by major, met with Dean of Arts and Sciences to discuss further steps

• Goal: Exhibit a positive attitude within the infrastructure of student leadership to strengthen the foundation of the University community. o How achieved: . Leadership as a Lifestyle, not a Position presentation . Conflict Resolution presentation . Maria Ward Retreat . RISES Flags situated around the outdoor spaces of the campus . The Way of Life – SGA promoted the phrase, “say something positive”

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The Graduate Council is currently in the process of approving its by-laws. As Neumann University continues to grow its graduate program, the actions of the Graduate Council will prove to be vital.

Conclusion Neumann University is in compliance with Standard 4: Leadership and Governance. Neumann University reviewed and addressed the Essential Elements of Standard 4 and researched several areas of particular interest within this Standard. Further documentation of the Essential Elements is found within the Document Roadmap for Standard 4. The areas internally researched for Standard 4 included Efficacy of Shared Governance, Effectiveness of Governance Orientation, Integration of Mission with the Evaluation Process, and Compliance with Regulatory Bodies, Strategic Institutional Planning Process, and the Effectiveness of Faculty Senate and Student Government. Neumann University will continue to address the issues related to formal approval of by-laws for the Graduate Council and continue its efforts to promote awareness of all opportunities for shared governance.

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Chapter IV: Standards 5 & 6: Administration and Integrity

Standard 5: Administration The institution’s administrative structure and services facilitate learning and research/scholarship, foster quality improvement, and support the institution’s organization and governance.

Standard 6: Integrity In the conduct of its programs and activities involving the public and the constituencies it serves, the institution demonstrates adherence to ethical standards and its own stated policies, providing support for academic and intellectual freedom.

Statement of Compliance Neumann University is in compliance with Standard 5: Administration and with Standard 6: Integrity.

The required documentation for Standards 5 & 6 are available as the following Document Sets: Document Set 5A: Chief Executive Office, Document Set 5B: Administrative Organization, Document Set 5C: Continuity of Leadership. Access to this data will be given to the MSCHE visiting team and other stakeholders upon request. Documents referenced within the Self-Study will also be available upon request. Referenced appendices are included with the Self-Study at the end of the documents, and are hyper-linked within the Self-Study document.

Overview of Standards 5 & 6

The University is in compliance with the essential elements related to Standard 5 as follows:

• The President is qualified to perform her primary responsibilities to lead the University toward achievement of its goals and to administer the institution. • The leaders of the various units, divisions, departments, and programs within the University are qualified for their roles as determined by their biographies, curriculum vitae, and resumes. • The staff members of the University are qualified and appropriate to perform their respective functions in the institution, given the institution’s goals and complexity. The University is considering how best to implement leadership training for support staff. • The organizational structure supports shared governance within an established hierarchy. There are defined lines of authority through the organization of the University’s administrative offices and personnel. • There is regular and detailed assessment of the effectiveness of structures and services.

Neumann University The NU Experience: Self-Study MSCHE 2016

The University is in compliance with the essential elements related to Standard 6 as follows:

• Neumann has published in widely available fashion clearly stated policies and procedures on filing and resolving student grievances. • The University has policies guiding sound ethical practices in all of its activities, including a policy on conflict of interest. • The University has comprehensive policies on the equitable treatment of all constituencies in all of its activities. • The University supports through comprehensive policies a climate of academic and intellectual freedom; an environment that fosters respect among all students and employees across all backgrounds, ideas and perspectives; and a commitment to protecting intellectual property rights. • The accreditation status and related documents of the institution and its various programs are truthfully described and available for viewing through numerous access points. • Information provided to the public, including regularly revised electronic catalogs, public relations announcements, advertisements, and recruiting and admissions information is truthful and honest. • Neumann is compliant with accreditation standards and reports substantive changes in a timely manner to MSCHE and other agencies as required. • Multiple course offerings and curriculum structures ensure that students graduate within the published length of programs. • Neumann provides information related to assessed institutional outcomes to the public, including prospective students. • The University assesses its integrity through periodic review of policies, procedures, and practices. In addition, Neumann periodically completes an external analysis of its branding; it is currently under contract with Hanover Research for a Brand Perception Survey, expected by December, 2015.

In addition to confirming compliance with the essential elements of Standard 4, Neumann University conducted research for its Self-Study which is detailed in the Narrative that follows.

Narrative: Standard 5 Administration

Demonstration that current protocols for evaluating administrators and administrative units are being used effectively to ensure continuous improvement. All administrators, like all non-faculty employees, according to policy ER 1.11, are required to complete at least one performance evaluation “on an annual basis.” Performance evaluations are designed to review position descriptions and job functions, to inform employees of what is expected of them, to make the employee aware of his/her strengths and weaknesses in his/her job functions, to familiarize the employee with ways to improve his/her performance, and to develop goals and objectives with and for the employee. (See Appendix–4.3 - Employee Evaluation

Neumann University The NU Experience: Self-Study MSCHE 2016

Process and Forms.) At any time, if an employee’s performance is not proficient, the supervisor may place the employee in a remedial period after first notifying and receiving the support of the unit vice president of the intended action. During the remedial period, the employee’s supervisor will determine whether the employee’s performance has improved to an acceptable level or if the employee will be discharged.

To ensure that administrative units are being evaluated to allow for continuous improvement, Neumann University developed an Institutional Effectiveness Assessment Schedule based on a five-year cycle (See Appendix 7.2.1- Assessment Schedule for Administrative Units). This schedule assigns each of the major administrative units a specific date/year to undergo an effectiveness assessment. An Institutional Effectiveness Checklist has also been designed as a guide for the assessment process. At the end of the academic year, for each unit assessed in that period, a one-page summary report is due to the Office of Institutional Research and reported to the Strategic Institutional Planning Committee quarterly. This summary must include the methodology used to complete the assessment, the analysis of results, and the implementation of strategies as a result of the analysis. These summaries are reviewed by the President and shared with the Board through the Strategic Institutional Planning Committee at regular intervals. (See Standard 7 for additional information.)

Effectiveness of academic re-organizations and implications for future structures. As the result of its periodic unit assessment, changes were made recently in the organizational structure of the Division of Arts and Sciences. Prior to Fall 2013, the organizational structure of the Division of Arts and Sciences placed all oversight responsibilities in the hands of the Dean, including reviews of all adjuncts, coordination of all scheduling processes, and approvals of all student requests. Although final approval of graduation audits was invested in the Dean, the auditing process was conducted mainly by a part-time Academic Advisor, with the Dean reviewing the work of the Advisor.

That organizational structure was challenged as the Division grew rapidly between AY 2007- 2008 and AY 2012-2013. In 2012-2013, the Division graduated 194 students, the highest number of graduates in the history of the Division; enrolled 825 majors and 158 minors in its programs; and offered 709 courses—excluding clinical, internship, and practicum offerings. Placing all of the responsibilities of the Division onto a single person was therefore no longer deemed sustainable. Consequently, in AY 2013-2014, the Division implemented a new, approved organizational structure involving Department Heads of Arts and Humanities, Mathematics and Science, and Social and Behavioral Sciences.

Although AY 2014-2015 is the first academic year in which the new organizational structure was fully implemented, the Office of the Dean has reported changes in workload. For example, in the past, during the first week of classes, when students are at liberty to add or drop classes, the Office of the Dean was inundated with students seeking approval from the

Neumann University The NU Experience: Self-Study MSCHE 2016

Dean. The situation only worsened as the deadline approached such that, on the Friday of the first week of classes in fall 2013 and spring 2014, the Office of the Dean remained open an extra hour to accommodate the ongoing flow of students. In fall 2014, the new organizational structure allowed students’ requests to add or drop courses to be processed much more efficiently in the earlier part of the week such that, by Friday afternoon of the first week of classes, no further requests were being fielded. In spring 2015, the division experienced a similar result, suggesting that the new structure promotes efficiency and improves student services and satisfaction.

The Dean of Arts and Sciences meets monthly with the three Department Heads to discuss issues of relevance to the Division and to provide continuing mentorship for the Department Heads. All three Department Heads have attended formal training offered by the Council of Colleges of Arts and Sciences (CCAS). Two Department Heads also attended formal training offered by the Council of Independent Colleges (CIC), and one attended a series of webinars offered through the Wiley Learning Institute. In November 2014, the Division formally adopted a revision to the position expectations for workgroup leaders in light of the new Department Head structure in place.

Effective January 1, 2015, all leaders of workgroups will henceforth retain only these responsibilities:

 recommending to the dean whether a student should be permitted into a course already at its course cap during add/drop week and during the period of and following registration in any given semester;  serving as the collection agent for the program faculty’s proposed course offerings for the next semester’s schedule for submission to the program’s department head;  identifying program faculty to assist in retention and recruitment efforts on behalf of the University throughout the academic year;  supplying the department head with sufficient data to enable her/him to construct monthly reports and the annual report for the department in May;  working with program faculty to draft the periodic program review for submission through the department head.

The 2015-2019 University Strategic Plan under the theme of Programming Innovation has two goals: increasing academic flexibility and diversifying academic programming. The objectives and action plans related to this theme will continue to allow Neumann to change structures to accommodate changing programs and addressing student needs. A carry-over from the 2010-2014 University Strategic Plan is the goal to consider operating under the structure of schools rather than academic divisions. This is embedded in the above theme of the current plan.

Neumann University The NU Experience: Self-Study MSCHE 2016

The exercise of fair and impartial practices in the hiring, evaluation, and dismissal of employees. To ensure consistency in all processes of hiring and evaluation, Neumann University uses several standardized processes. In hiring, all hiring managers are required to follow a Hiring Checklist (See Appendix 1.5.2). Each step guides the manager from reviewing the job description to hiring the individual for the vacant position. Qualified candidates are interviewed and assessed using an applicant tracking form and assessment tool, which detail the outcomes of the selection process. Additionally, the University has a resource guide for Mission-Centered Hiring that is distributed to assist interviewers and search committees in assessing potential candidates’ congruency and alignment with the Catholic, Franciscan Mission and Core Values of Neumann University (See Appendix 1.5.1).

New hires begin employment by attending a University Orientation Program, which includes information pertaining to payroll, benefits, Mission and Values, campus safety, and information technology resources. After 60 days, newly hired individuals are invited to complete a 60-Day Evaluation Questionnaire to evaluate their experience with the University, including categories related to mission, workplace, performance, guidance, and expectations; after 90 days, the individual and supervisor meet to review a 90-Day Performance Evaluation. Supervisors use the individual’s position description as a primary tool for the evaluation.

Thereafter, performance evaluations are completed for employees of the University on an annual basis. Again, the position description is used as the primary tool for assessing the individual’s strengths and weaknesses and for developing future goals and objectives for the position. Faculty members are annually assessed by the Deans of the respective Divisions in accordance with Policy FE 1.04 (See Appendix 5.1 – FE 1.04 Policy on Faculty Evaluation).

When concerns arise about an employee’s individual performance or work behavior, Neumann University utilizes a Corrective Disciplinary Action Policy (Policy ER 1.05) that outlines the proper procedure (Appendix 5.2 – ER 1.05 Corrective Disciplinary Action Policy). Corrective disciplinary action may consist of a formal (documented) verbal warning, written reprimand, suspension without pay, or discharge from employment. The degree of action depends upon the offense as well as the circumstances. All recommendations for terminations must be approved by the University President.

Through this process, the University has achieved success at hiring and retaining people in administrative, faculty, and staff roles who are qualified to perform the duties relevant to their respective job descriptions. The median length of service of the University’s faculty members is nine years. The median length of service of the University’s non-faculty employees is seven years. The following tables indicate years of service of University employees as of April 7, 2015.

Neumann University The NU Experience: Self-Study MSCHE 2016

Table 5.1: NU Faculty Years of Service as of 4/7/2015

Years of more first Service than 25 20-25 15-19 10-14 5-9 2-4 year Total

FT Faculty 6 7 13 24 18 27 6 101

Percent 6% 7% 13% 24% 18% 27% 6%

Table 5.2: NU Employees Years of Service as of 4/7/2015

Years of more first Service than 25 20-25 15-19 10-14 5-9 2-4 year Total

FT Employees 4 8 17 40 61 61 23 214

Percent 1.9% 3.7% 7.9% 18.7% 28.5% 28.5% 10.7%

Faculty workloads are both equitable relative to the discipline and consistent across the University. Each full-time faculty member teaches 12 to 13 credits per semester as part of his/her contractual agreement with the University, per Policy FE 1.07, section d. - Teaching (Appendix 5.3 – FE 1.07 Faculty Rights and Responsibilities). Faculty members may apply for a course reassignment to pursue journal editorships, research projects, or large academic projects (e.g., accreditation reviews, curricular revisions, etc.) by approval of the Dean of the Division and the Vice-President for Academic Affairs. Such requests are made by October 15 of the year prior to the one in which the course reassignment will be in effect. In cases in which the academic opportunity presents itself after the October 15 deadline, the Dean of the Division may petition the Vice President for Academic Affairs on behalf of the faculty member (See Appendix 5.1 -FE 1.04 for teaching loads of faculty during AY 2014-2015).

To ensure equity in faculty workloads across the University, the Vice President for Academic Affairs, the Associate Vice President for Academic Affairs, and the Academic Deans created an overload request form in AY 2013-2014. The form is to be completed by faculty members in advance, requesting permission to teach credits above the 12/13-credit semester threshold. One of the features of the form is that it requires the signature of the Dean of the Division in which the faculty member normally teaches as well as the signature of the Dean of the Division in which the faculty member is requesting to teach. Frequently one Dean simply signs on both lines. In the past, faculty members had been agreeing to teach courses in CAPS without informing the Dean of the home Division. Those faculty members then applied to

Neumann University The NU Experience: Self-Study MSCHE 2016 teach an overload course in the home Division. Instituting this overload form effectively ended that practice.

Although faculty members may teach outside the institution, they are to do so only after conversing with the Dean and the Vice President for Academic Affairs to ensure that the outside work does not diminish in any substantive way the contractual obligations they have to Neumann University, per Policy FE 1.07d. The enforcement of this policy is dependent upon timely disclosure by the faculty member.

Consequently, the University ensures that advising workloads remain equitable in the face of either rapid program growth or decline, impact of sabbatical leaves, and periods when faculty position vacancies are in process of being filled.

A similar effort is undertaken by the Deans of the various Divisions to track faculty advising workloads. All full-time faculty members in a major program offered by the University are expected to engage in advising activities as part of their contractual employment, per Policy FE 1.07, section f. Academic Advisement. In the Division of Nursing and Health Services, for example, all full-time faculty members are expected to advise students in all three departments (viz., Nursing, Athletic Training, and Physical Therapy). Athletic Training and Nursing do not assign first-year faculty to the advising role. Nursing maintains a no-fault approach to advising: if the faculty advisor-student relationship is not comfortable, students may request a different full-time faculty advisor within the program. This request is always honored.

The Division’s faculty members rotate in their assignment to INT 101 Neumann Experience, and then continue to advise those traditional students throughout their program of study. The Nursing Program Advisor is the primary advisor for transfer and evening students. Traditional transfer students, after initial advising and processing, are reassigned to full-time nursing faculty. Evening transfer students remain with the Nursing Program Advisor. The Dean of Nursing and Health Services advises all the RNs, an instructor advises the LPNs, and the Director of Graduate Nursing Programs advises all the graduate students. A full professor advises the Nurse Educator students. In Athletic Training, the program director teaches the INT 101 Neumann Experience courses and advises the first-semester students. Students are later reassigned to the full-time faculty. In Physical Therapy, the program director distributes incoming students among the faculty, who then follow the students throughout their programs of study. All full-time faculty have a cohort of first-, second-, and third-year students. Registrations are managed by the department secretary.

In the Division of Arts and Sciences, whenever a student applies for admission into a major program of study, the Dean assigns a faculty advisor based on a current tally of advisees for the full-time faculty members within that program. First-year faculty members are not assigned advisees until the second semester of their employment. In some cases, faculty members who teach in programs that only support a minor in a particular field have received

Neumann University The NU Experience: Self-Study MSCHE 2016 training to advise students in a major program. For example, because Psychology serves over 190 majors, faculty members who teach Foreign Language and History courses, which do not support stand-alone majors, were trained as faculty advisors in Psychology to assist the four full-time faculty advisors in the program. In the case of the liberal arts major, the Academic Advisor in the Dean’s Office is specifically designated as the sole advisor. The part-time status as a staff member and the role as the individual responsible for approving degree audits for graduation throughout the division affords the person in this role a unique position from which to advise students who are assembling individualized programs of study. That individual currently advises all liberal arts majors, all of the high school students who enroll in Neumann courses as non-matriculated students, and six Diocesan Scholars—academically talented high school students participating in a special program through the Archdiocese of Philadelphia that encourages them to take six credits of coursework at a college or university of their choice. Although the total number of advisees is 76, only approximately 60 of them are liberal arts majors, a load comparable to the part-time advisors in the Academic Advising Center (see below). Like the Division of Nursing, Arts and Sciences practices a no-fault approach to advising. That is, if the faculty advisor-student relationship is not comfortable, students may request a different full-time faculty advisor within the program. This request is always honored.

The Division of Education and Human Services includes the ECE 101 Teaching as a Profession course with the student’s placement into INT 101 Neumann Experience course. Both the INT 101 and the ECE 101 courses are taught by the Field Experience Coordinator. Students are assigned to a faculty advisor upon acceptance into the program.

Students in the Division of Continuing and Professional Studies work directly with the program coordinator or one of several full time employees who serve as student advisors. The faculty in these programs are generally adjunct faculty and do not carry advising duties.

In the Division of Business and Information Management, whenever a student applies for admission into a major program of study, the Dean follows the same practice as in Arts and Sciences, assigning a faculty advisor based on a current tally of advisees for the full-time faculty members in that program. No first-year faculty members are assigned advisees until the second semester of their employment. In some cases, faculty members who specialize in one program advise students enrolled in another of the Division’s programs to ensure balanced advising loads across all full-time faculty. The Division also has one dedicated part- time advisor for the daytime programs and one dedicated part-time advisor for the evening program. The full-time faculty rotate in their coverage of the INT 101 course, in which advisees are initially assigned to the faculty advisor teaching the course.

Still other practices are followed by the University’s Academic Advising Center, a staff supported center located on the ground floor of the Bachmann Main Building. The Center’s mission is to assist students who are undeclared, students in transition between degree

Neumann University The NU Experience: Self-Study MSCHE 2016 programs, and transfer students. The Center also provides walk-in advising services to all students in the University to accommodate those whose faculty advisors may be attending conferences, on sabbatical, or otherwise unavailable due to illness or other personal circumstances. First-year students are assigned to an advisor in the Center either through their INT 101 course if taught by one of the Advising Center staff or as an alternate advisor if the student’s INT 101 instructor is from the academic division. Each of the Center’s advisors teaches two sections of the course every fall, receiving approximately 38 to 40 advisees as a result. Each full-time professional advisor is also designated as a liaison to an academic division. This designation is the first criterion used in assigning students in transition, whether internal or external to the University. This assignment, combined with the INT 101 teaching load, provides each full-time advisor assigned to the Center with an advising load of between 100 and 150 active advisees. Part-time advisors in the Center advise between 50 and 60 advisees on a rolling basis.

Evidence that all units of the University are adequately or properly staffed, i.e. at right-sized levels. Opportunities identified by the University for cross-training. Each member of the University Management Team is responsible for assessing his/her particular area in meeting the expectations and services for which the area is responsible. Annual budget preparation, the current University Strategic Plan, and periodic assessments guide and direct managers in assuring sufficient staffing. When reviewing unit job descriptions, periodic assessments and discussions with members of the unit and the administration enable unit managers to adjust or change workplace strategies to ensure staffing needs are met. When a position becomes vacant, the position is reviewed according to the periodic assessments, unit level discussions that have occurred, environmental trends and the current University’s Strategic Plan. If necessary, adjustments are then made to the unit’s budget and workflow to ensure that the unit maintains proper staffing. Cross-training opportunities have been used in several areas to ensure proper staffing, especially in the student-support offices of the Registrar, Financial Aid, and Business Office. Additionally, the Office of Human Resources and Risk Management offers periodic professional development seminars to staff members to enhance service excellence and seminars for unit managers to share best practices for hiring and retention of employees.

In terms of Division-level faculty needs, the student-faculty ratio (14:1) is monitored carefully through the Academic Affairs Office and the Office of Institutional Research. (See NU Fact Sheet 2015-2016 at http://www.neumann.edu/about/FactSheet2015-2016.pdf ) Enrollment trends affecting a particular program, resources needed by the program, and program viability are important considerations in determining proper staffing. Accreditation and/or certification requirements for particular programs also factor prominently in considerations regarding adequate staffing.

Neumann University The NU Experience: Self-Study MSCHE 2016

Prioritization of support services that address the needs of underprepared and underfinanced students within the university’s limited resources. Beyond staffing and advising needs, the University also recognizes the importance of student support services for underprepared students and supports many of these efforts through various offices.

If a student is accepted with academic support, the student is identified in our Ellucian Colleague (Datatel) software system with the designation “AS.” This designation notifies the student’s advisor, who will remind and encourage the student to go to the Academic Resource Center (ARC) on a regular basis.

The ARC employs special advisors for underprepared students. All students who score 460 or below in the Verbal SAT, the Math SAT, or both, must take a placement test: Accuplacer. Students who place in two or three developmental courses are registered in a special INT 101 Neumann Experience class with an expert advisor, who is aware of their multi-faceted learning needs. This advisor keeps track of each student’s progress and directs him/her to tutoring and/or academic coaching as needed. Students enrolled in developmental courses are identified in the university’s Datatel system as PACE 1 (one developmental course), PACE 2 (two developmental courses), or PACE 3 (three developmental courses). To ensure that students who take developmental courses make progress toward degree completion, the University offers a summer academic momentum (SAM) program through the Division of Arts and Sciences. This program allows freshmen to register for developmental courses during the summer preceding their freshman year at a substantial discount. Alternatively, these students receive a voucher to permit them to take regular courses at the same substantially discounted price in the summer following their freshman year. During the summer of 2015, 22 incoming freshmen enrolled and completed ENG 094: Successful Writing, and 28 students enrolled in and completed MATH 092: Developmental Algebra.

The Academic Resource Center has also developed a special program, Program for Success (PFS), to help probationary students improve their grade point averages. Probationary students are invited to work with an academic coach who will meet them weekly to work on a variety of skills. Participating students receive personalized assistance in assessment of learning styles, active reading strategies, test preparation and test-taking strategies, writing support, personal goal setting, and time management. PFS staff tracks all records for probationary students, and all PFS data is compiled by the coordinator and kept in the ARC. For the 2014- 2015 academic school year, 166 students on academic probation were contacted and invited to participate in Program for Success (PFS). Of these students, 71 responded (43%) and became active in PFS, 68 students on the list did not return to Neumann (41%) and only 27 failed to participate (inactive) in PFS (16%). Among the active students the average fall GPA for active spring participants was 1.49, and their average spring GPA was 1.98. This represents a 0.47 point growth in their GPA. Withdrawal rate was 3%. Among inactive students, the average fall GPA for inactive spring students was 0.85, and their average spring GPA was 0.89. This represents a 0.05 point growth in their GPA. Withdrawal rate for inactive students was 29%.

Neumann University The NU Experience: Self-Study MSCHE 2016

Additional support is offered to underprepared and underfinanced students at Neumann University through the TRiO/SSS Program. Neumann received a renewal of this funding in summer 2015, with a $1.1 million grant over the next five years. This program is more fully described in Standard 3.

Narrative: Standard 6 Integrity

Evidence that cases of academic dishonesty are handled consistently and appropriately across all academic units of the University. Neumann’s Academic Honesty Policy is required to be placed in all syllabi and can be found in the University’s handbooks and online catalogs. The Office of the Vice-President for Academic Affairs receives all cases related to academic dishonesty. Each case must be accompanied by appropriate documentation. Cases of second infractions require that a certified letter be sent to students, informing them of dismissal if an additional case of academic dishonesty is reported. In the past five years, no student has been dismissed due to a third infraction. The table below indicates the number of incidents for the past five years.

Table 6.1: NU Academic Dishonesty Incidents 2010-2015 Office of VPAA

NU Academic Dishonesty Incidents 2010-Office of VPAA ACADEMIC YEAR NUMBER OF INCIDENTS NUMBER OF SECOND INFRACTIONS 2010-2011 12 0 2011-2012 26 0 2012-2013 19 0 2013-2014 28 0 2014-2015 22 1

The Writing group introduced the use of Turnitin software for student submittal of research writing. Students are required to submit major papers in ENG 101 and ENG 102 using this software through the NU Learn (LMS) platform. This provides a teaching opportunity to guide students in appropriate citation of referenced material. Subsequently the use of Turnitin is used in the departments for major assignments requiring research papers. The use of Turnitin has been part of the agenda for faculty training in the NU Learn platform since 2013. Information Literacy has been assessed within the NU Core Experience, leading to enhanced awareness of this learning outcome for all faculty and students. Faculty across the disciplines have taught appropriate referencing and citation for all student submittals, and with the assistance of Turnitin can help document cases of plagiarism.

Neumann University The NU Experience: Self-Study MSCHE 2016

Faculty reappointment and promotion policies are applied consistently within and across divisions. The following documents are available upon request.

Fair and impartial practices in the hiring, evaluation, and dismissal of employees Policy FE 1.04, which governs Evaluation Policy FE 1.05, which governs Promotion Policy FE 1.07, which governs Faculty Rights and Responsibilities

Policy FE 1.05a outlines the materials required for submittal for faculty promotion and reappointment. This includes FE 1.00g (Qualifications for Appointment in Rank), FE 1.04b (Criteria and Evidence), FE 1.05 (Promotion) and FE 1.07h (Professional Development and Faculty Scholarship). Promotion to rank represents these areas: quality of teaching, service to the University and community, and professional development and scholarship. Faculty submit a portfolio of this evidence to their respective deans who then recommend for promotion to the Vice President for Academic Affairs (VPAA). The VPAA designates an Appointment and Promotion Committee (3 Full Professors, 1 Associate Professor, and 1 Assistant Professor) to review the portfolios for those candidates deemed eligible for promotion. The Appointment and Promotion Committee makes recommendations to the VPAA. The VPAA takes these results to the President who then authorizes the promotion and informs the candidates. While there is no formal process to appeal the decision of denial of promotion, the faculty member is advised of areas to strengthen as evidenced by the portfolio review and encouraged to re-apply the following year.

Determination that a sufficient number of course sections are being scheduled each semester to ensure timely student progression. The schedules of courses will not only demonstrate the breadth of standard courses that Neumann offers, but the number of blended learning (“Hybrid”) and online sections that students can take to accommodate their different work schedules and life circumstances. Neumann also permits students to pursue directed studies with full-time faculty members in cases when transitioning from one major program to another has disrupted their normal progression to degree. Similarly, Neumann permits students to complete independent studies when students wish to pursue a particular line of research, guided by a member of the full- time faculty. By offering students the breadth of courses, in a variety of formats, Neumann creates as many pathways to due progress that are financially and educationally sound.

University benchmarking of wages, salaries, and benefits consistent with its commitment to good stewardship.

Neumann University uses the CUPA-HR annual salary survey for four-year private, non- tenure institutions. Each discipline is assessed according to specific ranges/medians. It also compares and contrasts with other national data, such as AAUP. Conversation in the fall 2015 at the Academic Divisions Council (ADC) meetings center on the current salary range for adjunct and full-time instructors. This topic will be further developed.

Neumann University The NU Experience: Self-Study MSCHE 2016

Assurance that conflicts of interest are avoided.

Sound ethical practices and respect for individuals are strengthened through the university’s teaching, scholarship/research, service, and administrative practice, including the avoidance of conflict of interest or the appearance of such conflict in all its activities and among all its constituents. Policy BT 1.02, which governs Conflict of Interest is applicable to all Board members and Officers of the University.

As a result of staff turnover in the office of Student Affairs, including the Vice President for Student Affairs (VPSA) and the Director of Admissions, between June 2014 and October 2014 a new VPSA and new staff in admissions and enrollment management were appointed in January 2015. Training of this new team in University information and in data collection processes was implemented to ensure that the messages conveyed by Admissions counselors comport with the highest standards of “honesty and truthfulness” recommended by the Middle States Commission on Higher Education, and with Neumann University’s Values and brand attributes.

Conclusion

Neumann University is in compliance with Standard 5: Administration. For this Self-Study Neumann University reviewed and addressed the Essential Elements of Standard 5 and researched several areas of particular interest within this Standard. Further documentation of the Essential Elements is found within the Document Roadmap for Standard 5. The areas internally researched for Standard 5 include demonstration that current protocols for evaluating administrators and administrative units are being used effectively to ensure continuous improvement; effectiveness of academic re-organizations and implications for future structures; the exercise of fair and impartial practices in the hiring, evaluation, and dismissal of employees; faculty workloads are both equitable relative to the discipline and consistent across the University; evidence that all units of the University are adequately or properly staffed; opportunities are identified by the University for cross-training; and support services address the needs of underprepared and underfinanced students within the university’s limited resources.

Neumann University is in compliance with Standard 6: Integrity. For this Self-Study Neumann University reviewed and addressed the Essential Elements of Standard 6 and researched several areas of particular interest within this Standard. Further documentation of the Essential Elements is found within the Document Roadmap for Standard 6. The areas internally researched for Standard 6 include evidence of equity in handling cases of academic dishonesty, faculty reappointment and promotion policies are fairly applied, sufficient number of courses are offered for timely graduation, the university uses appropriate benchmarks for salary, wages, and benefits, and assurance that conflicts of interest are avoided.

Neumann University The NU Experience: Self-Study MSCHE 2016

Chapter V: Standards 7 & 14: Institutional Assessment and Assessment of Student Learning

Standard 7: Institutional Assessment The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.

Standard 14: Assessment of Student Learning Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.

Statement of Compliance Neumann University is in compliance with Standard 7: Institutional Assessment and Standard 14: Assessment of Student Learning.

The required documentation for Standards 7 & 14 is available as Document Sets: Document Set 7: Institutional Assessment Documentation and Document Set 14: Assessment of Student Learning Documentation. See also http://www.neumann.edu/InstitutionalResearch/ and http://www.neumann.edu/assessment/. Access to these data will be given to the MSCHE visiting team and other stakeholders upon request. Documents referenced within the Self- Study will also be available upon request. Referenced appendices are included with the Self- Study at the end of the documents, and are hyper-linked within the Self-Study document.

Overview for Standard 7 The University is in compliance with the essential elements related to Standard 7 as follows: • Neumann uses multiple processes on a regular basis to systematically assess all aspects of the institution, including the assessment of programs, departments, student learning and satisfaction, services, and administrative units of the University. The University is considering how best to implement leadership training for support staff. • Institutional goals derived from its Mission and Vision are integrated within all institutional activities, and assessment of those activities is qualitatively and quantitatively performed to determine the extent to which these goals are being achieved. • Institutional assessment is achieved by the participation of faculty and administration and is supported with institutional resources. • There are numerous examples of how institutional assessment findings are shared, discussed, and used for institutional planning and subsequent changes to improve programs, services, and processes. Most notably, the Office of Institutional Research maintains an active webpage and uploads university data on its SharePoint site.

Neumann University The NU Experience: Self-Study MSCHE 2016

• Both the 2010-2014 University Strategic Plan and the 2015-2019 University Strategic Operational Plan utilized the results of the Noel-Levitz Student Satisfaction Inventory (SSI) and aligned this survey with the goals/themes and objectives of these plans.

Overview for Standard 14 The University is in compliance with the essential elements related to Standard 14 as follows: • Neumann has clearly stated, relevant, and appropriate expected learning outcomes for all levels. In addition, Neumann periodically completes an external analysis of its branding; it is currently under contract with Hanover Research for a Brand Perception Survey, expected by December, 2015, for all programs. • Neumann uses the Individualized Development and Educational Assessment (IDEA) Student Ratings of Instruction and a faculty End of Course (EOC) Reflection to evaluate its courses each semester. Student learning assessment data are disseminated and used to improve teaching and student learning. • Multiple methods of student learning outcomes assessment adopted by faculty and supported by administration are used to provide valid data of actual student learning related to expected institutional and program outcomes. • The tests and measures of student achievement are clear and appropriate and are administered using established guidelines and timelines. • At various levels within the institution, methods of assessment of student learning are evaluated for effectiveness.

In addition to confirming compliance with the essential elements of Standard 4, Neumann University conducted research for its Self-Study which is detailed in the Narrative that follows.

Narrative: Standard 7- Institutional Assessment

Benchmarks used by the University to demonstrate meeting goals. A complete explanation of the development of the current University Strategic Plan is found under Standard 2. For this section of the Self-Study, a description of the process to develop the University’s Institutional Goals is used to demonstrate how Neumann University used both the process of collegiality and available data in the formulation and assessment plan for its University Goals, and the data that will be used to benchmark its progress in meeting these goals.

At the conclusion of the Middle States Commission on Higher Education (MSCHE) visit on September 19-20, 2012, it was recommended that the University:

Neumann University The NU Experience: Self-Study MSCHE 2016

Determine relationship among (and then align) core values, mission, and strategic plan goals to clarify and then disseminate institution-wide learning outcomes that are adopted by the Faculty Senate and the Board of Trustees.

A committee was created by the Vice President for Academic Affairs and was directed to develop a process to identify institution-wide learning to clearly articulate key “institutional goals” and involve the entire campus community. A series of focus groups were established between May and August 2013 engaging faculty members, the President’s Executive Council, and the University Management Team to discuss the University’s Vision Statement and five relevant questions.

1. Does the NU Vision Statement express NU’s Institutional Goals? 2. How do the goals of the current University Strategic Plan (or future Strategic Plans) connect with the Vision Statement? 3. Are the Vision Statements measureable? 4. What examples can you identify that demonstrate how your department’s/program’s mission and outcomes statements flow from the NU Vision Statement? 5. What is needed to adapt/adopt the NU Vision statement as the NU Institutional Goals?

Based on the feedback received, a draft of Institutional Goals was created. The committee facilitated a second round of focus groups including members of the faculty (three focus groups and Faculty Senate), staff, University Management Team members, the President’s Cabinet, and Student Leadership Institute. After extensive discussion, participants were invited to complete and return a questionnaire indicating whether they affirmed the Institutional Goals. The questionnaire also invited constituents to offer suggestions for revision, specific examples of how they supported the goals, and recommendations for assessment of the goals. Further presentations on the goals were provided at the Strategic Institutional Planning Committee of the Board and Board of Trustees. After extensive discussion, the University Goals have evolved as the following:

Always and everywhere, Neumann University strives to: • Demonstrate a firm commitment to the Catholic Franciscan tradition. • Nurture a campus community which lives the values of Reverence, Integrity, Service, Excellence and Stewardship. • Challenge its students to achieve personal, academic, and professional excellence.

Upon final approval by the Board of Trustees the Assessment Plan for the University Goals will be implemented in fall 2015 under the direction of the OIR. The outline of the process used in the assessment plan follows as Figure 7.1. The Assessment Plan is included as Appendix 7.1.

Neumann University The NU Experience: Self-Study MSCHE 2016

Figure 7.1: Assessment Process for NU University Goals

Effectiveness of the results of institutional assessment activities. Neumann University requires each administrative unit to complete an evaluation of unit programs and services on a five-year cycle to guide resource allocations in alignment with studied need and the current University Strategic Plan. Prior to AY2012-13, an assessment schedule for administrative units was in existence, but was not systematically monitored or enforced. Many units were conducting assessments, but results remained in-house and the method in which the assessments were being conducted was left to the unit. Levels of sophistication and knowledge varied, as did the analysis and implementation. At the direction of the President, the Director of Institutional Research conducts yearly presentations at the University Management Team meeting as well as informal presentations, upon request, to explain the procedure and process for conducting unit, department, or program evaluation. The manner in which the assessment is completed is not mandated, but a unit assessment checklist and summary layout were created to keep the University-wide process uniform and transparent (see link to Checklist Template and Summary Template). A summary of the assessment and the Recommendations and Plan of Action are due to the Office of Institutional Research by June 30 of the year the assessment was completed. The schedule of administrative unit assessments is determined at the discretion of the President and Vice Presidents and timelines may be affected due to changes in leadership and/or office staff. If a staffing change occurs the assessment may be moved to the following fiscal year. The assessment schedule for administrative units can be found as Appendix 7.2.1 (Assessment Schedule for Administrative Units). Assessment of academic units is under direction of the AVPAA, and decisions from synthesizing academic and administrative units’ assessment data improve institutional effectiveness to sustain future educational and learning responsibilities of NU. See Appendix 7.2.2 (Academic Unit Evaluation Grid).

Two administrative units that have recently completed their unit assessments using this process and their respective outcomes are given in the following tables.

Neumann University The NU Experience: Self-Study MSCHE 2016

Table 7.1: Institute for Sport, Spirituality and Character Development AY 2012-13

Institute for Sport, Spirituality and Character Development (AY 2012-13) Methodology/Tools Used to Complete Assessment In the 2012 spring semester, the Institute began an internal program review process. A Self- study report was prepared by the staff of the Institute and submitted to the Institute’s Program Review Evaluation Team on February 1, 2012. The Program Review Evaluation Team reviewed the Self-Study and conducted informational interviews with University leadership, Institute staff, alumni, student athletes, coaches and chaplains on February 23, 2012. The Program Review Evaluation Team submitted their team report to the Vice President for Mission and Ministry (VPMM) on March 21, 2012. Analysis of Results Key strategic issues regarding Vision, structure, assessment, integration, visibility, and sustainability were originally reported by the Institute and affirmed by the Program Review Evaluation Team report. The Institute submitted an initial response to the Program Review Evaluation Team report to the VPMM on April 21, 2012. Based on recommendations from the Self-Study and Program Review Evaluation Team report and the Institute’s response, it was determined that a new organizational structure is necessary to carry out the Vision and ensure sustainability of the Institute. The Neumann University president, VPMM and Vice President for Human Resources (VPHR) revised and updated the job descriptions of each Institute staff position during the summer of 2012. Implementation Strategies The VPMM held individual meetings with each Institute staff member in late summer and early fall 2012 to finalize each position description. Each Institute staff member was then charged with integrating her/his new position description with the Program Review recommendations. Since the organizational structure of the Institute is in the midst of revision, the impact on personnel budget is expected to be determined by July 1, 2013. The Institute is preparing a three- to five-year Strategic Plan outlining how and when the rest of the recommendations will be implemented and the impact those recommendations will have on the Institute’s operational budget. Anticipated completion of the Strategic Plan is summer 2013.

Table 7.2: Academic Advising Center 2013-14

Academic Advising Center (AACe) (AY 2013-2014) Methodology/Tools Used to Complete Assessment The Self-Study began in January of 2014 and was completed in June of 2014. The staff of the Academic Advising Center served as the Self-Study team, while faculty and staff were engaged to consult on each Council for the Advancement of Standards (CAS) standard. Written surveys, electronic surveys, focus groups, and historic research were all used to provide evidence for the summary report. The CAS Self-Study Guide for Academic Advising was used as the template for the assessment. Major Findings

Neumann University The NU Experience: Self-Study MSCHE 2016

Academic Advising Center (AACe) (AY 2013-2014) 1. The AACe lacks a completed policy and procedure manual to guide training of professional staff and daily operations. This gap in documentation creates inconsistent knowledge and skill acquisition by staff. 2. In order to bring consistent application of the advising experience across campus, the University (through the Academic Deans Council) will need to create a University-wide academic advising mission and vision that includes learning outcomes for students and assessment tools for faculty and staff advising. 3. The changing enrollment realities of the University, along with an increase in the number of students in need of developmental coursework requires a change in the University’s advising structure. A “Total Intake” model requiring all newly-enrolled students be assigned to a professional academic advisor, would serve the University more effectively. Recommendations A. Complete an initial version of the AACe policy and procedure manual by December 15, 2014. (Major Finding 1) B. Work with Deans Council to establish unified vision and mission statements for academic advising to include: goals, objectives, learning outcomes, and advisor and advisee expectations. A completed advising syllabus will house all information in a format to be shared with faculty, staff, and students. (Major Finding 2) C. Develop an assessment tool for faculty advisors based on the completion of Recommendation B. (Major Finding 2) D. Develop a proposal to change the structure of the AACe to a total intake model, and house the INT 101 program in the AACe. (Major Finding 3) Implementation Strategies 1. The Director of the AACe will oversee the construction of the procedure and policy manual. Two staff members will be charged with working on the manual, while a third advisor will create the “new employee training guidelines” based on the manual. The manual for use in the Center will be completed by December 15, 2014; an electronic faculty version will be ready for use by June 15, 2015. Summer faculty advising workshops in 2015 will include familiarity with the resource. (Recommendation A) 2. The Director of the AACe will work with the VPAA and the ADC to create a common mission statement and vision for academic advising at Neumann University. These common principles will become the foundation for the development of: student learning outcomes, advising goals and objectives, assessment tools for measuring learning through advising, and assessment tools for measuring the effectiveness of faculty and staff advisors. (Recommendations B & C)

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Academic Advising Center (AACe) (AY 2013-2014) 3. A proposal was forwarded to the VPAA in June of 2014. Included in the proposal was an implementation timeline and milestones for the transformation. If approved, work would need to begin by December of 2014. (Recommendation D)

Effectiveness of the University’s assessment of student satisfaction and student success and how results are used to improve the overall student experience.

The University assesses student satisfaction and student success qualitatively and quantitatively. These data have been documented, organized, and sustained and the results of the data are used to improve the overall student experience. The data are accessible on the SharePoint system for those who have access to the Office of Institutional Research data (See https://sharepoint.neumann.edu/InstRes/default.aspx) and are shared with the University community through informational sessions during President’s Cabinet meetings, University Management Team meetings and at faculty development sessions. Some of the data are available for public access on the University website per the Institutional Research area (See http://www.neumann.edu/InstitutionalResearch/).

Qualitative sources of data collection include videos of students discussing issues such as student satisfaction and success. These videos are developed and shared by the Office of Institutional Advancement and University Relations. The videos are available for public access on the University website and also on YouTube. There are approximately 13 career preparation videos located here (See http://www.neumann.edu/careers/videos.asp).

A key example of quantitative data used by faculty, staff, and administrators is the Enrollment Reports produced by the OIR each fall and spring semester. For example, the fall 2014 Enrollment Report was analyzed by the entire University to review the percentage change of the student population on a yearly basis. As indicated in this example, the Freshman Retention Rate from fall 2013 to fall 2014 is 73%. This was a marked improvement from the Freshmen Retention Rate from fall 2012 to fall 2013 which was 66%. This data is a key driving force that undergirds the University’s decisions for revised and/or new strategies to continually improve these rates.

Based on the data from NSSE, Noel-Levitz, and HERI CIRP Freshmen Survey, and assisted by the Title III grant received by Neumann University in 2008, multiple initiatives have been put into place by the Office of Student Retention. See Standard 9 for additional information on Retention Alert. Other sources of data collection involve the administration of the Noel Levitz SSI (Student Satisfactory Inventory) as well as the National Survey of Student Engagement (NSSE). Data exists from the Noel Levitz SSI for the following years: 2010, 2012, 2013, and 2014; and for the National Survey of Student Engagement for 2010 and 2013. The Office of Institutional Research coordinates the national surveys administered to the students.

Neumann University The NU Experience: Self-Study MSCHE 2016

Beginning in 2013, the NSSE was administered to first year students and graduating seniors in February and March using an online format. These data measure the level of participation in effective educational practices, self-reported gains from undergraduate education, and the students’ overall satisfaction. The Noel Levitz SSI was administered to a representative sample of the overall population using a paper format. This inventory measures student satisfaction and priorities as well as issues that are important to students. The snapshot of the 2013 NSSE data for Neumann University shows a comparison with a peer group of Catholic Colleges and Universities; Neumann students rated themselves higher in the areas of collaborative learning, student-faculty interaction, and supportive environment. This comparison aligns with the University goals to be a campus community that lives the Values of Reverence, Integrity, Service, Excellence, and Stewardship as well as the University’s Brand promise of being uniquely personal (See Appendix 7.3).

An annual report on the Noel-Levitz data is shared with the University via SharePoint. Usage of the Noel-Levitz SSI has been vital to the development and assessment of the Academic Advising Center (AACe). With corroboration from other sources, the SSI data indicated a need for a change in Neumann’s academic advising. Since the creation of the AACe, the SSI has indicated academic advising to be one of the University’s strengths, and the AACe continues to use the SSI to identify areas in need of improvement. Analysis of these data resulted in workshops offered to the academic divisions and increasingly-coordinated efforts among Division Deans and the AACe.

In fall 2013, a task force with representatives from the Academic Advising Center, Financial Aid Office, Residence Life, Academic Resource Center, Developmental Education, Student Engagement, and Office of Student Retention was formed to address the previous year’s retention rate which had declined to 66% (Fall 2012 cohort). This group used the Noel Levitz Retention Management System Plus to identify freshmen by attrition risk scores and also used the College Student Inventory (CSI) survey data to address the students’ attrition risks. Students whose scores fell to a pre-determined risk range (0.40 - 0.49) were reviewed with academic, social, and/or financial needs data from other sources. This allowed the task force to personalize intervention efforts on the students’ behalf. The task force met weekly in academic year 2013-14 and reviewed ten students per week. Prior to the start of this task force 58% of those who fell within the targeted range were retained, and after the first year of the task force 74% of the fall 2013 cohort were retained for spring 2014. Of these students, 84% of those retained in spring 2014 were enrolled in fall 2014. Remarks from students involved in this intervention indicated that “it was nice to know someone noticed.”

A more defined internal structure to support retention data and analytics on campus became evident as this area of Neumann’s Self-Study progressed. In spring 2013, the OIR assumed these responsibilities with assistance from the Coordinator of Student Retention. Recent reorganization and hiring within the Student Affairs Unit (AY 2014-2015) allows for further exploration and evaluation of data needs and practices for effective collection, analysis, and reporting of retention indicators on campus. The Associate Dean for Enrollment Management

Neumann University The NU Experience: Self-Study MSCHE 2016 will be responsible for the management of retention and enrollment data and analytics moving forward.

The Noel Levitz- SSI is administered yearly to indicate how effectively the University meets the educational needs of all students. The following areas are evaluated within these surveys: Academic Advising, Campus Climate, Campus Life, Concern for the Individual, Instructional Effectiveness, Recruitment and Financial Aid, Registration Effectiveness, Responsiveness to Diverse Students, Safety and Security, Service Excellence, and Student Centeredness. These results highlighted the importance of safety on campus and the critical survey of student need for financial awareness and assistance; and the gap between importance and satisfaction in these areas was greater than one point. Actions related to this data include: Campus Safety developed an app for Emergency Preparedness for implementation at the start of the 2015- 2016 academic year (See School Dude Crisis Manager), and the Office of Financial Assistance has continued to develop programs for financial awareness among students and other stakeholders, most notably its Financial Aid Fast Facts sheets (http://www.neumann.edu/financialaid/UndergraduateFastFacts.asp).

While the university uses undergraduate student satisfaction data extensively, there is not a comparable parallel for graduate student satisfaction. Discussions with Deans and Graduate Council started in AY 2014-2015 to utilize already-developed survey instruments or create an in-house survey for these students.

In response to Neumann’s 50th anniversary (AY 2014-2015), the Office of Institutional Advancement and University Relations (IAUR) collected employment data from alumni as part of the Alumni Directory Project. This data collection enhancement will continue under the Office of Institutional Research (OIR). In Spring 2015 this office surveyed all enrolled adult and graduate students using the Noel-Levitz Adult Student Priorities Survey.

The above examples show how data, managed in the OIR, are readily available to faculty and University units to analyze results and work toward continuous improvement. A full listing of these data are available in the Document Roadmap for Standard 7.

The use of assessment results to inform strategic planning and resource allocation discussions and decision making at the University Neumann University compiles data from across the University in association with the Office of Institutional Research to demonstrate that goals are being met on a regular basis. Enrollment, retention, and graduation data are analyzed to ensure that Neumann is implementing key strategies to reach the Strategic Plan Goals. The 2015-19 University Strategic Plan identified the following areas to continue its mission: expanding visibility, growing strategically, engaging students, developing innovative programs, and transforming spaces. These Strategic Goals are aligned with the Mission, Vision, and Values of Neumann University. Progress on achievement of strategic and institutional goals are normally 65

Neumann University The NU Experience: Self-Study MSCHE 2016 incorporated within the units’ annual reports. The reports and the Institutional Dashboard will continue to be valuable resources to assist in evaluating goal achievement.

The assessment data used to inform the 2015-2019 University Strategic Operational Plan were presented in Standard 2. In addition, the development and use of the Institutional Dashboard are included in that section. In this chapter the Dashboard from FY 2015, March 31 is included in the Figure 7.2. which follows.

Periodic assessment of its own multidimensional institutional assessment plans, processes and sources of data. Neumann University’s institutional assessment is structured and guided by the NU Mission, the current University Strategic Plan, Goals and Student Learning Outcomes, and is directed by the Office of Institutional Research (OIR). Annual and cyclic assessments are conducted by academic units, administrative units, and the President’s Office. The OIR serves as a central repository of assessment data. The OIR disseminates institutional assessment data and results to academic and administrative units, and data are shared externally as appropriate on the IR webpage and internally via NU SharePoint for efficient alignment and implementation of action plans. See Appendix 7.2.

University-wide assessment structure aligns with the NU Mission, Values, Goals, and Student Learning Outcomes. Assessment plans and assessment data are synthesized and utilized in improving institutional effectiveness and Student Learning Outcomes.

Neumann University The NU Experience: Self-Study MSCHE 2016

Figure 7.2: NU Dashboard FY2016 as of 9/30/15

Neumann University The NU Experience: Self-Study MSCHE 2016

Narrative: Standard 14 - Assessment of Student Learning

Measures used to determine the Vision of Neumann University to become a teaching University of distinction. Neumann University’s Vision, based on its Mission, is to be a teaching university of distinction by providing innovative transformational education in the Catholic Franciscan tradition. This is based on Core Values (RISES) and achieved through Neumann’s curriculum that promotes thoughtful and ethical leadership in service and responds to the challenges of a technologically complex world. The Mission and Vision of Neumann University have been actualized in the past five years through the revision of the undergraduate Core curriculum (Core Experience), the articulation of University Goals, and the integration of the learning outcomes of the graduate program with those of the undergraduate Core. The 2013 NSSE data show that Neumann University’s Engagement Indicators are on a par with the top 50% of institutions included in the survey in all areas and on a par with the top 10% in most areas, showing a high level of student engagement in academic challenge, learning with peers, experiences with faculty, and campus environment. As an institution whose Brand promise is uniquely personal, and who strives to be a teaching University of distinction, these data lend credence to the University’s efforts to live its Mission and Vision. See Appendix 14.1 (NSSE 2013 Engagement Indicators).

Neumann University also ties its commitment to be a teaching University of distinction to its active engagement in assessment of learning. Two key indicators of a positive assessment culture and evidence of distinctive teaching and learning at Neumann University include the Sam Houston University (SHU) Study on the Culture of Assessment (Neumann faculty participation, spring 2014) and the University’s results of the IDEA (Individualized Development and Educational Assessment) Student Ratings of Instruction. The SHU study shows Neumann University’s results as positive in relation to the overall results of the study in most categories (Table 14.1), and the results of IDEA summative data, based on raw score averages, shows that Neumann University exceeds the norms of the IDEA database in all categories. According to IDEA, when the percentage of classes at or above the IDEA database average exceeds 60%, the inference is that the group’s overall instructional effectiveness is unusually high. For Spring 2015, the percent of classes at or above the IDEA average for overall instructional effectiveness was 56%. As Neumann University continues with full implementation of the IDEA Student Ratings of Instruction and guides its faculty into the effective use of this data within Faculty Action Plans, the target of 60% of classes to be above the IDEA benchmark is expected to be a reachable goal. Neumann University will continue to use the Sam Houston Survey of Assessment Culture on a bi-annual basis, and track future results.

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Table 14.1: SHU Survey of Assessment Culture

Sam Houston University Survey of Assessment Culture - Faculty Spring 2014 National N= 1155 Neumann N= 38 Agree Disagree Agree Disagree I am highly interested in my institution's assessment efforts. 89.80% 10.20% 94.70% 5.30% I am actively engaged in my institution's assessment efforts. 85.90% 14.10% 97.20% 2.80% In general a recommended change is more likely to be enacted by administrators if it is supported by assessment data. 68.50% 31.50% 86.40% 13.60% There are sufficient financial resources to make changes at my institution. 73.70% 26.30% 41.60% 58.40% Assessment is a good thing for me to do. 83.70% 16.30% 88.80% 11.20% Assessment is a good thing for my institution to do. 91.00% 9.00% 97.30% 2.70% Faculty leadership is necessary for my institution's assessment efforts. 81.40% 18.60% 97.20% 2.80%

Table 14.2: IDEA Ratings of Instruction – Average Score Comparison NU and IDEA

Converted Score 57 51 52 50 54 50 55 50 5-Point Scale 4.3 3.8 4.3 4.2 4.1 3.9 4.3 3.9 Spring 2014 N=357 Converted Score 56 51 52 50 54 50 55 50 5-Point Scale 4.3 3.8 4.3 4.2 4.1 3.9 4.3 3.9 Summer 2014 N=112

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IDEA Ratings of Instruction: Average Score comparison NU and IDEA IDEA Student Ratings of Instruction: Average Scores for Neumann University and IDEA Database * Full implementation in Fall 2014 (Raw Scores) IDEA N=44,45 5 Progress on Excellence of Excellence of Summary NU No. Relevant Teacher Course Evaluation Objectives of Classes Converted Score 59 51 56 50 58 50 58 50 5-Point Scale 4.4 3.8 4.6 4.2 4.4 3.9 4.5 3.9 Fall 2014 N=658* Converted Score 56 51 52 50 53 50 55 50 5-Point Scale 4.2 3.8 4.3 4.2 4.1 3.9 4.3 3.9 Spring 2015 N=554 Converted Score 57 51 53 50 54 50 56 50 5-Point Scale 4.3 3.8 4.3 4.2 4.2 3.9 4.3 3.9

Effectiveness of the assessment of Student Learning Outcomes as currently communicated, coordinated and reflected upon across the University. The Learning Outcomes Assessment Committee (LOAC) of the Faculty Senate, in conjunction with Academic Affairs, has developed a process of continuous improvement based on assessment of learning outcomes that occurs at the course, program, and institution level. This systematic process began in June 2012. The LOAC provides oversight for a systematic, sustained assessment program that uses a variety of qualitative and quantitative measures. All programs have written plans, and these plans are reviewed and approved by the LOAC. Program plans are posted on the Neumann University webpage (NU Assessment http://www.neumann.edu/assessment/ ) and program assessment reports are available to faculty on NU SharePoint. The LOAC reviews the program assessment reports annually. Their review is submitted to the AVPAA. The LOAC members meet with the program assessment liaisons to communicate their findings. (See LOAC webpage http://www.neumann.edu/assessment/LOACmission.asp under NU Assessment.) Academic Affairs compiles an executive report on Assessment of Student Learning and posts this on SharePoint. It is to be noted that many of the plans initiated in 2012 covered a 3-5 year cycle of assessment. It is timely for these plans to be reviewed and updated.

Alignment of Program Level Learning outcomes with Program Assessment Plans to produce clear evidence of student achievement. Through program assessment plans, all academic units have complete assessment plans with defined program-based student learning outcomes (SLO), included these learning outcomes in syllabi, developed rubrics to define expected learning of these outcomes, and designated student

Neumann University The NU Experience: Self-Study MSCHE 2016

artifacts that demonstrate this learning. An annual assessment audit monitors the processes of completing and revising assessment activities to create an ongoing and fluid assessment process to monitor the achievement of student outcomes. The process of assessment of learning engages all faculty in the assessment cycle, and each program reports on these activities annually. These reports are reviewed by the LOAC, the AVPAA, and the Division Deans. During AY 2013-14, the Graduate Council developed Graduate Core Learning Outcomes based on the “5C” model of the undergraduate Core learning outcomes. The Graduate Council will develop an accompanying assessment plan for these outcomes during AY 2014-15. Assessment of undergraduate and graduate Core learning outcomes along with assessment of major program outcomes provides compelling evidence of a culture of assessment at Neumann University. Annually, through the Faculty Convivium (http://www.neumann.edu/academics/convivium.asp), faculty are given the opportunity annually to showcase their faculty scholarship in the areas of teaching and learning, with research often based on assessment results and use of Boyer’s taxonomy of scholarship, the scholarship of teaching. With peer review of assessment, engagement of faculty in developing and implementing course, program, and Core assessments, quality assessment has become a personal goal for Neumann’s faculty, again as validated by the Sam Houston study cited above. The program assessment plans have been written to provide sufficient evidence to elevate the effectiveness of cognitive and non-cognitive learning. The program outcomes include content outcomes for each program and outcomes that meet the University Mission and Core Curriculum outcomes. Program assessment plans are differentiated among traditional undergraduate, adult undergraduate, and graduate degree programs. Although the same format is utilized for reporting, each program determines the program learning outcomes and evidence of achievement of the outcomes of its plan. Assessment plans must be approved by the LOAC. The LOAC reviews the results of these plans on an annual basis, gives feedback to the program directors, and submits a report to the Academic Affairs.

The LOAC and the Neumann University Assessment website provide resources to support faculty who provide continuous, quality assessment of their students’ learning. The LOAC members are available to work with programs and faculty to ensure that programs are meeting Neumann’s expectations for assessment, that the programs have clearly-articulated student outcomes and assessment procedures to foster student learning and development. The development and utilization of the assessment handbook (http://www.neumann.edu/assessment/resources/AssessmentHandbookNU2014.pdf ), assessment webpage (http://www.neumann.edu/assessment/), assessment newsletters (http://www.neumann.edu/assessment/newsletters/default.asp), and Faculty Convivium of best practices (http://www.neumann.edu/academics/convivium.asp) provide further evidence of the faculty commitment to assessment and student learning.

In addition to MSCHE accreditation, a number of programs at Neumann University have specialized accreditation. These programs are in compliance with the student learning outcomes and objectives outlined by their respective disciplines and have documented assessment of student learning according to these outcomes and objectives. These specialized accreditations are listed in the undergraduate and graduate online catalogs (http://www.neumann.edu/catalogs/ ). All programs are fully accredited. See Appendix 4.5.

Neumann University The NU Experience: Self-Study MSCHE 2016

Another form of course assessment is Neumann’s use of an End of Course (EOC) reflection survey. The assessment of the University’s Core Values and course learning outcomes is included within this survey conducted by Academic Affairs at the conclusion of the fall and spring semesters. Faculty reflect on one course, identify areas for improvement, cite one course learning outcome and give evidence of this outcome, and select one Core Value show how it was implemented within the chosen course. An executive summary of the EOC reflection data is posted for the Neumann University community on SharePoint. Mission- related data (Core Values) is shared with the Office of Mission and Ministry. For fall 2014, this survey had 152 responders, comprising full-time and adjunct faculty reflecting on graduate and undergraduate courses.

Finally, assessment results at Neumann are tied to resource allocation, human and financial, when possible. Some examples include the Division of Nursing and Health Sciences and the Division of Education and Human Services. Based on PRAXIS/PAPA testing results, as well as NCLEX and ATR BOC exam scores, these professional programs provide additional learning support to students by providing specialized tutors, summer programming, and online testing support in designated computer labs. Another example is the use of assessment results within the Transitional Education program, the Program for Academic Competence and Enrichment (PACE). Students are identified through initial testing (via Accuplacer results) for placement into developmental courses, and are tracked as such in Datatel. Students are identified as PACE 1, 2, or 3 depending on the number of required developmental courses. This stratified data set showed that PACE students could benefit from placement in courses that linked Reading (ENG 100) and the Disciplines (PSYCH 101, HIST 102/3, ENG 101, THEO 104), courses supported by Supplemental Instruction (SI) programs (MATH 102, MATH 103, CHEM 101, ECON 201, ACCT 201, etc.), compressed courses (ex. ENG 094 + ENG 101 taken in one semester), summer programs at a discount to earn additional credits critical to progression (ENG 102, MATH 102), and intensive and intrusive academic coaching. Such programming and courses were and are designated using PACE students’ success patterns in gateway courses for the majors and general education requirements.

Programs scheduled for internal review are required to include the annual results of program assessment. Programs are reviewed on a 5-year basis. As programs are evaluated for current effectiveness and viability, the assessment of student learning is a key indicator for these evaluations.

Evidence of enhanced critical thinking development through the use of reflective practice and opportunities for the development of higher order thinking within structured learning at Neumann University. Critical thinking skills, as measured by the Educational Testing Service (ETS) Proficiency Profile, show that Neumann students need further development in this area. However, critical thinking as a reflective practice is emphasized at Neumann University, as well as decision making based on values. This gives evidence of the integration of the Core Values of RISES as well as informed decision making. Reflective practice is not only developed within the student body beginning in THEO 104, but also among faculty as they assess classroom 72

Neumann University The NU Experience: Self-Study MSCHE 2016 practices and course learning outcomes through an End of Course (EOC) reflection conducted each term and by an annual action plan based on IDEA course evaluation data. In addition, students use reflective practice within many co-curricular areas including athletics, student leadership, and campus ministry. Several faculty are taking advantage of a current Southeastern Pennsylvania Consortium for Higher Education (SEPCHE) grant on the use of metacognition in the classroom. The 2010-2014 University Strategic Plan calls for an increase in courses that are deliberate in planning for metacognitive strategies based on research, and that address critical thinking from a higher order cognitive development perspective.

Academic Affairs, partnering with the Office of Institutional Research (OIR), conduct educational testing to measure student growth in general education. The ETS Proficiency Profile is administered to undergraduate students in their first, final, and midpoint years. This testing provides information on student skills in general education and college learning over a student’s college career, and helps the University track a cohort’s progress longitudinally. These data are shared with faculty both through in-service opportunity (January 2013) or reporting of results on NU SharePoint. The ETS Proficiency Profile data were also used for Title III reporting (2008-2013) and are included as a direct measure of student learning in the assessment of the Core Experience.

The weighted average critical thinking score of Neumann freshmen from 2009 through 2012 was 104.97, on a scale from 100 to 130. The weighted average critical thinking score of Neumann sophomores, juniors, and seniors from 2009 through 2012 was 107.32. The data suggest that a segment of the students entering Neumann do not meet national benchmarks, and continue to show non-proficient skills. After this information was shared with faculty during the January 2013 faculty development day, continued work in the area of critical thinking development became a priority for the undergraduate faculty. Several have taken advantage of training in metacognitive strategies and are doing research in this area under a grant from the Teagle Foundation, sponsored by SEPCHE. Neumann offered faculty development on Metacognition through an in-service day on February 7, 2013, and continues to develop faculty skill in this area. Knowing that the skill of inference is key to improved critical thinking, this skill is emphasized in the ENG 100 College Reading course. Resources in college reading were offered to all faculty through faculty development workshops and resources. (Assessment Newsletter: Spring 2013 http://www.neumann.edu/faculty- staff/newsletters/Spring2013.pdf )

In focusing on evidence and development of critical thinking in both students and staff, Neumann is addressing this issue not only by providing students with additional opportunities for growth, but also by considering evidence of other ways that students demonstrate critical thinking. Neumann students are provided with multiple opportunities to hone their critical thinking skills through reflective practice (Theology 104 and upper level Theology), quantitative reasoning projects (Core Math courses), workplace (Internships, Field Placement, and Clinical Experiences), and leadership development (Institute for Student Leadership Formation). These opportunities exist within both the Core curriculum and major programs. Evidence of improvement in critical thinking skills can be found in ETS test results as value- 73

Neumann University The NU Experience: Self-Study MSCHE 2016 added improvement, in the analysis of students’ learning artifacts of reflective practice as found in the Core assessment of Contemplation, as well as in on-site workplace evaluations and in employment after graduation.

Some examples of evidence of Neumann’s expanded view of critical thinking and direct development of critical thinking skills follow.

• Upon review of the ETS scores in mathematics and critical thinking, the math workgroup revised the content of some of its Core and developmental courses, and developed one quantitative reasoning project for Math 102 (Introductory Statistics) and another for Math 103/110 (College Algebra/ Pre-calculus). The undergraduate Core program requires all undergraduate students to take a Core math class. This quantitative reasoning project is woven throughout the course. The project requires students to analyze a situation and conduct research to collect appropriate data. Students must then synthesize the analytical methods they have learned throughout the semester to solve a problem and interpret their solution in a meaningful manner. Data from the quantitative reasoning project are collected and analyzed annually in the math workgroup, and are reported for the Core Experience’s assessment of Comprehension. Results show appropriate Quantitative Literacy in these applied problems and solutions presentations for students completing the Core math course requirement. These results, analyses, and action plans are included in the Document Roadmap for Standard 14. One such project was even featured in the student magazine, The Joust, Volume 11, Issue 3, pages 6-7, entitled Binomial Distributions and Zombies (http://www.neumannjoust.com/ ).

• Opportunities for extensive reflective practice are provided in the Core English 101 and 102 classes. Value-added growth has been demonstrated in the writing of reflective essays, within five criteria evaluated using the AAC&U VALUE rubric on Written Communication. Assessment scholarship conducted by Neumann writing faculty included analysis of samples of same student writing in both ENG 101 and ENG 102. While the student writing was within the predicted developmental stages and milestone two for these criteria, there was evidence of one year’s growth (one level in rubric) as the student advanced in the above courses. This research further validated the AAC&U VALUE rubric for written communication, used as the basis for this research. These results are included in the Document Roadmap for Standard 14.

• Similar growth in reflective writing was demonstrated by students in Theology 104 and upper level theology classes. Performance in reflection and self-assessment improved as the students progressed through these courses based on rubric-assessed assignments (See http://www.neumann.edu/CoreExperience/contemplation/default.asp.).

• Opportunities for the development of critical thinking skills are also provided within individual majors. The Business Division requires that all students in their majors complete case studies. Students utilize analytical and critical thinking skills in order to

Neumann University The NU Experience: Self-Study MSCHE 2016

complete these cases. The use of case studies in ECON 201 and 202, required Core business courses, provides the foundation for further development of case study analysis in subsequent courses. The Psychology Department introduced a senior level course, PSYCH 426: Critical Thinking and Psychology, as a special topics course in fall 2014 for those students intending to pursue master’s level studies. The department hopes to make this a permanent elective for its program. • Moreover, during the spring 2015 semester, the Institute for Student Leadership Formation included exercises in critical thinking development as part of its rotation of learning modules. Critical thinking, value-based decision-making skills, as well as reflective processes are demonstrated within students’ experiential learning in the professions, and the employer assessment of students includes this area.

Indirect evidence of student growth in critical and analytical thinking is found within the 2013 NSSE data. Seniors reported the area of critical and analytical thinking as one of high gain (90%) while at Neumann. The area of reflective practice, developing or clarifying a personal code of ethics, was the third highest gain at 86% of seniors rating this area as very much or quite a bit. These data show that Neumann students are benefiting from the faculty’s focus on the development of critical thinking and reflective practices.

Evidence from student learning that demonstrate that graduates bring value- added skills to the workplace. Many of Neumann’s students are enrolled in professional programs which require clinical experiences, practicums, and field experiences. In addition, students in the Business Division are required to do an internship (co-operative experience) and students in the Arts and Sciences Divisions are highly encouraged toward and offered internship opportunities. This allows students to gain practical application experience in their chosen profession or field of study and allows other professionals to evaluate Neumann students. Assessment of learning in this area shows that Neumann students are well prepared and that they bring value-added experiences to the workplace. Neumann faculty in the Business and Arts and Sciences Divisions began to develop an Internship Seminar to replace the current Co-op coursework to enhance the experiential learning experience. This change to Internship Seminars is scheduled for implementation in fall 2015 (See Standard 13).

Whether through internships, clinical experiences, field placements, or employment upon graduation, Neumann students bring value-added skills to the workplace. Neumann is aware of its lack of full data on its graduates, and the OIR and Alumni Office are collaborating to find an appropriate survey to gather this information. The following analysis on use of assessment data to evaluate workplace readiness was based on the data for undergraduate students in internship experiences that were available for this Self-Study.

Employers evaluate student performance in the internships (cooperative work experiences) required by majors in the Business Division and offered to majors in the Arts and Sciences. Students are evaluated on a five-point Likert scale in 27 areas ranging from punctuality to 75

Neumann University The NU Experience: Self-Study MSCHE 2016

professional behavior. This data has been collected for many years by the Office of Career and Personal Development: electronic data became available in spring 2012, allowing for analysis of individual data to be compiled by University and Division. The data shows that students earned consistently high scores in all 27 areas, with mean scores in the commendable to exceptional range (scores between four and five). Overall, from spring 2012 through spring 2014, average scores ranged from 4.35 for written communication and creative thinking to 4.85 for ethics and respect for co-workers. The especially high scores earned for ethics and respect reflect well on the infusion of Neumann’s Franciscan ethos throughout students’ experiences and education. Table 14.3 below gives the data for these areas for fall 2014.

Table 14.3: Selected Data from Employers Evaluation of Interns Fall 2014, N=57

Area of Evaluation NU Fall 2014 Average Rating out of 5 (Likert Scale) Respects the diversity of co-workers 4.82

Behaves in an ethical manner 4.82

Brings a sense of values and integrity 4.61 to job

Summative data from fall 2014 is given below.

Table 14.4. Employer Evaluation of Interns – Average of All Scores (out of 5) Fall 2014

Supervisor Evaluation of Intern Neumann University Fall 2014 Overall Average…

4.63

4.39 4.34

NU A & S B & IM

Neumann University The NU Experience: Self-Study MSCHE 2016

Table 14.5: Overall Ratings of Student Interns Fall 2014

Supervisor Evaluation of Intern Neumann University Fall 2014 Overall Rating NU = 57 A & S = 24 B & IM = 33 40 30 20 10 0 Exceptional Commendable Acceptable Unacceptable No answer A & S B & IM NU

Students also perform very well in their formal clinical experiences in the professional programs. Over the last five years, 100% of undergraduate education majors successfully completed their student teaching. This assessment is based on Pennsylvania Department of Education criteria. Similarly, 100% of nursing undergraduate students have passed their clinical evaluations over the last three years. Students majoring in Athletic Training are assessed on their senior internship using the ACI/CI instrument. Mean scores in all areas are generally at or above the mean of 2.00. In the area of ability to make timely and effective decisions, means have been at or above the target goal of 2.00 since 2012.

The 2013 NSSE data show that 79% of seniors gained much or very much in the area of career or job-related skills. This student response aligns with the results given above. Once graduated, students continued to bring the value of their Neumann education to the workplace. For the classes of 2009 through 2012, the percentages reporting either full-time or part-time employment within six months were 91%, 96%, 87%, and 86%, respectively. It must be noted that the response rate was quite low, ranging from 23-35% per year. The vast majority of the students who did respond reported full-time employment. Furthermore, among the classes of 2010 through 2012, the percentages of students reporting that Neumann’s career preparation was good, very good, or excellent were 89%, 80%, and 86%, respectively. Students in the Institute for Student Leadership Formation also rated their preparation to enter the workplace an average of 4.9 out of five points.

Taken as a whole, these data show the following: Neumann students perform very well in clinical and work experience situations as evaluated by employers or supervisors; Neumann students are relatively successful at finding employment upon graduation; Neumann

Neumann University The NU Experience: Self-Study MSCHE 2016 graduates believe that their education prepared them very well for their careers. Post- graduation career and employment data needs further expansion in order to be considered substantive.

Use of benchmarking of value-added growth for general education assessment.

Student-centered growth within a holistic framework is best evidenced by the assessment processes utilized with the revised Neumann Core Experience. The assessment of undergraduate Core Experience involves both curricular and co-curricular departments in providing evidence of student learning, analysis of results, and the formation of action plans based on this assessment.

Because the undergraduate Core Experience integrates learning in the major field of study along with the general education and signature course requirements of this program, all undergraduate programs promote the Neumann University Core Values (RISES) and the Core Experience learning outcomes of Comprehension, Contemplation, Conscience, Compassion, and Communication (See Appendix 14.2). The undergraduate Core is assessed according to the Core Assessment Plan, and uses the Neumann University Core Experience Rubrics which were developed from the AAC&U VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics. These rubrics, developed by faculty, have University-wide usage outside of the specific Core assessment protocols. These rubrics are available to faculty on the Core Experience webpage at http://www.neumann.edu/CoreExperience/default.asp , the NU Assessment webpage at http://www.neumann.edu/assessment/default.asp and the Teaching and Learning page of the Faculty webpage at http://www.neumann.edu/faculty- staff/support.asp

• The assessment of Neumann’s undergraduate learning is most effectively and pervasively done through the Core Experience assessment cycle. The assessment plan for Neumann‘s Core Experience covers a three-year cycle for assessing the five learning outcomes. This assessment process is overseen by the Core Director and the Core Task Force. Evidence is direct and indirect, and includes standardized testing results, self-reported items from national surveys, artifacts of student learning, and results of internal surveys. The Core Experience Assessment Plan and accompanying rubrics are found on the Core Experience webpage. Results are published internally on SharePoint, as are the action plans submitted by the Divisions upon review of the results. The LOAC provides a peer review of the submitted results. Faculty are engaged not only in the actual assessment of student artifacts, but in the dissemination of the data, development of action plans, and implementation of these action plans within departments and Divisions. They are supported in this process through a series of Lunch and Learn workshops. A small sample of action plans from the 2012-13 assessment of Communication follow. (See Standard 12 for additional information).

Neumann University The NU Experience: Self-Study MSCHE 2016

• Psychology, Oral Communication: In order to address oral communication skills, oral presentations will be required in Psych 201 and Psych 426B in spring 2014 and in Psych 460 in fall 2014. Along with this requirement, students will also receive support and guidance through the presentation of Eric Palmer’s PVLEGS. Students will gain a deeper understanding of the expectations for their oral presentation skills and the specific components that comprise a successful oral presentation.

• Nursing, Written Communication: Increase use of Writing Center either face-to- face or offer an online center for support. Be able to support students’ use of APA format in the Writing Center. Use the same grading rubric in all courses for APA format and writing. Provide clear, well-stated grading rubrics. Consider making an APA tutorial mandatory each semester. Determine if there is an objective in all syllabi related to written communication. Integrate the use of plagiarism software such as SafeAssign or Turnitin.

• Writing Workgroup. Information Literacy: In each major, introduce more frequent research writing assignments. Value note taking to promote critical reading. Continue the IL workshops in ENG 101 and ENG 102, and examine APPS for research writing in APA. Emphasize how to write sentences with paraphrases and quotes from sources with proper use of parenthetical citations.

Differentiation of assessment of student learning sufficiently among the traditional undergraduate, undergraduate adult, and graduate degree programs; sufficiency of evidence to evaluate the effectiveness of cognitive and non-cognitive learning for these differing levels. Both graduate and undergraduate programs have adopted the same definitions of over-arching learning outcomes (5 C’s): Comprehension, Contemplation, Conscience, Compassion and Communication, allowing continuity in the development of these outcomes. These learning outcomes are defined and evidenced differently in the Undergraduate Core Experience and the Neumann Graduate Program.

Appendix 14.2 (Core Learning Outcomes: Undergraduate and Graduate) shows the comparison of these outcomes from the graduate and undergraduate perspectives, by definition and evidence of learning. Both the undergraduate Core Experience learning outcomes and the Graduate Core Learning Outcomes are aligned with the twelve IDEA learning objectives. Results by semester of the percent of courses selecting the IDEA objectives as important or essential and the mean ratings of these objectives per this alignment gives an overview of program accomplishments in meeting these objectives/outcomes. When aligned for the fall 2014 semester, the 5C’s in both graduate and undergraduate programs were meeting expected results. See Appendix 14.3 (IDEA Results Related to Graduate and Undergraduate Core Learning Outcomes). With full implementation of the IDEA Student Ratings of Instruction, this alignment can be monitored further.

Neumann University The NU Experience: Self-Study MSCHE 2016

Conclusion Neumann uses assessment results in resource allocation and planning. The use of the University’s Dashboard and the reporting of metrics from the operational cycle of the current University Strategic Plan are key to continuing this practice. The development of clear and succinct metrics by the Office of Institutional Research to measure the outcomes of the current University Strategic Operational Plan will aid in this alignment.

Student satisfaction data is collected through the annual Noel Levitz survey. All results are available in the Office of Institutional Research. Student Affairs utilizes the data to continually improve its programs and services for all students. The Office of Advancement and University Relations collects data through alumni surveys and alumni projects every five years. The collection of graduate data is ongoing and maintained as part of alumni records on the Ellucian system.

Program assessment and periodic program evaluation that contains assessment of student learning are critical as Neumann considers expansion, maintenance, adaptation, and removal of current programs as outlined by the theme of growing strategically in the current University Strategic Plan. Current plans developed in 2012 need to be re-visited for a review of program course mapping and the identification of signature assignments both in and outside the capstone course so that these assignments can yield both formative and summative assessment data.

Neumann University is in compliance with the essential elements for Standards 7 and 14 as demonstrated by narrative responses, supporting documents appearing as appendices and in the Document Road Map within this chapter, and through the researched responses to the guiding questions unique to the University. The University is committed to continuous improvement with regard to institutional assessment and has taken steps to institutionalize a culture of data driven decision making. Unit assessment reports have demonstrated a clear link between assessment and the University’s Mission and other relevant elements of the current University Strategic Plan. Student learning is thoroughly assessed across all courses and programs. Assessment results are provided to the appropriate constituencies for continuous improvement in the areas of teaching and learning. While there is some deliberate use of assessment data for resource allocation, more can be done to formalize these processes. In addition, program assessment plans, once developed and approved, are revisited on a regular and defined schedule.

Neumann University The NU Experience: Self-Study MSCHE 2016

Chapter VI: Standards 8 & 9 – Student Admissions and Retention and Student Support Services

Standard 8: Student Admissions and Retention The institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

Standard 9: Student Support Services The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students.

Statement of Compliance Neumann University is in compliance with Standards 8 & 9: Student Admissions and Retention and Student Support Services. The required documentation for Standards 8 & 9 is available as Document Sets: 8A: Admissions Philosophy and Practices, 8B: Admissions Profile, 8C: Enrollment Profile, 8D: Enrollment Projections, 8E: Financial Aid Profile, 8F: Retention and Graduation Rates, and 9: Student Handbook. Access to this data set will be provided to the MSCHE visiting team and other stakeholders upon request. Documents referenced within the Self-Study will also be available upon request. Referenced appendices are included with the Self-Study at the end of the documents and are hyper-linked within the Self-Study document.

Overview Standard 8: Student Admissions and Retention The University is in compliance with the essential elements related to Standard 8: Student Admissions and Retention as follows: • Neumann has policies in place that are clearly consonant with its Mission. • Admission criteria and descriptions of educational programs are easily available to prospective students through information sessions, admissions counseling, catalogs, the institution’s web site and numerous marketing materials and media. Information provided to prospective students includes required diagnostic and placement testing where applicable. • Neumann has available and uses numerous programs and resources to provide academic and financial support for admitted students, including those who enter the institution underprepared or with marginal preparation. • Information related to expected student learning outcomes and institution-wide assessment results pertinent to the programs of interest are available to prospective and current students through learning outcomes assessment data sites accessible thorough the University web page and published catalogs. • Accurate and comprehensive information and advice regarding financial aid, loans, scholarships, refunds, and grants are provided through published print and on-line materials found on the institution’s web site and by advisors and counselors on site.

Neumann University The NU Experience: Self-Study MSCHE 2016

• Information and policies to prospective and current students related to transfer credit and credit for extra-institutional college level learning are available and well-described in numerous documents, including on-line catalogs found on the Neumann web site. • The University has an on-going comprehensive and robust process for tracking and accessing student success, including retention that is integrated with its admissions, counseling, and remediation programs and activities.

Overview Standard 9: Student Support Services The University is in compliance with the essential elements related to Standard 9: Student Support Services as follows: • Student support services provided by well-qualified personnel are comprehensive and numerous and are viewed as strengths across the institution as clear manifestations of Neumann’s Mission. • The University’s regular student advisement and support services and procedures are comprehensive to address a wide variety of student needs. • Athletic programs are regulated by the same academic, fiscal, and administrative principles, norms, and procedures that govern other institutional programs. • Neumann has clear policies and procedures that address student complaints and grievances as well as records of student complaints and grievances. • The University has published and disseminated policies and procedures related to the protection of student information, maintenance of student records, and the release of student information. • The Office of the Vice-President for Student Affairs in conjunction with the Office of Institutional Research oversees the on-going, regular assessment of student support services as part of the cycle of institutional unit assessment.

In addition to confirming compliance with the essential elements of Standard 4, Neumann University conducted research for its Self-Study which is detailed in the Narrative that follows.

Narrative Standard 8 - Student Admissions and Retention

Measures of effectiveness of its communication of Mission and identity in all recruiting and admissions materials. Neumann University’s admissions policies have been developed with the Catholic Franciscan identity in mind. The University is committed to serving all qualified students who choose to pursue an education as described in the Mission Statement. The Mission, to educate “a diverse community of learners,” is also reflected in the policy to evaluate applicants without regard for race, color, creed, sex, age, religion, national origin, sexual orientation, disability, pregnancy, or military status. Neumann University also provides equal opportunity to qualified disabled persons in accordance with the requirements of the Americans with Disabilities Act.

Neumann University The NU Experience: Self-Study MSCHE 2016

Clearly articulated and made present throughout the University is the Mission, which recognizes the dignity and value of each person and encourages students to use the knowledge and skills obtained to serve others. The Common Data Set for 2013-2014 reflects Neumann’s efforts to be true to its Mission as it reflects that the student body is comprised of diverse students, many of whom are challenged to meet collegiate requirements, both financially and academically. Neumann serves these students well as they obtain the resources to complete their education. See http://www.neumann.edu/InstitutionalResearch/CDS20132014.pdf

Excerpts of Neumann’s admissions policies are printed on undergraduate and graduate admissions applications (online and paper formats), and are accessible in full to the campus community via NU Learn and to visitors via the online Academic Catalog for undergraduate (http://catalog.neumann.edu/content.php?catoid=9&navoid=268) and graduate (http://catalog.neumann.edu/content.php?catoid=10&navoid=301) students.

Admissions policies for prospective undergraduate, graduate, and adult students are accessed through the University website and catalog in addition to marketing and recruitment materials. Admissions policies address the specific needs of each student type, and clear direction is provided regarding how and where to apply, program-specific admissions requirements, deadlines, and financial aid:

- Traditional (http://www.neumann.edu/admissions/FAQs.asp) - Transfer (http://www.neumann.edu/admissions/transfer.asp) - Adult (http://www.neumann.edu/academics/divisions/caps/faq_transition.asp) - Adult Online (http://www.neumann.edu/AdultOnline/default.asp) - Military Service Members (http://www.neumann.edu/military/default.asp) - Graduate (http://www.neumann.edu/admissions/graduate/faqs.asp)

In addition to online availability, an important means of communicating admissions policies consonant with the University’s Catholic Franciscan identity and “uniquely personal” Brand are undergraduate open house events and graduate and adult information sessions. Personal encounters with faculty and staff from Admissions, Financial Assistance, Academic Divisions, Student Services, Student Activities, Mission and Ministry, and Athletics at these events provide prospective students and their families with the opportunity to experience the policies, people, and Mission of Neumann University. Further, daily campus visits are held throughout the year, providing potential learners the opportunity to obtain information, see the campus and people in action, make an informed decision, and form relationships with current students and staff (http://www.neumann.edu/visit/default.asp).

Prospective students are advised and informed of the opportunities available at the University in a variety of ways. From application to enrollment, the Admissions staff has frequent, open communication with prospective students. A new applicant tracking database, Ellucian Recruiter, was implemented for use by the undergraduate and graduate admissions staff and

Neumann University The NU Experience: Self-Study MSCHE 2016 allows prospective students to create an individual profile, check their application status online, and receive updates as supplemental items are processed in real-time. Admissions Counselors are accessible to students by phone, email, and in-person for Admissions advising or general information inquiries and clarification. Direct contact information for each member of the Admissions team is also posted online for prospective students (http://www.neumann.edu/admissions/staff.asp).

Policies and procedures that assist students and their families in making informed financial and academic decisions, and utilizing relevant evidence to verify the effectiveness of these policies and procedures. Prospective students are invited to attend several informative events throughout the year (viz., open houses/information sessions) prior to enrollment. Events are collaborative and involve the participation of all academic Divisions and nearly all campus departments. At these events, students are introduced to the variety of resources and support services available to students at the University. The goal of these events is to provide students with comprehensive information regarding their intended academic program and overall student experience. In print, prospective students can view a full listing of undergraduate (http://catalog.neumann.edu/content.php?catoid=9&navoid=261) and graduate (http://catalog.neumann.edu/content.php?catoid=10&navoid=286) programs of study online via the academic catalog. In addition to the list of majors and minors, the catalog contains the expected learning outcomes for each program and the individual course descriptions of all courses that contribute to the completion of the major.

Financial Assistance is an integral component of the application process and is linked to Admissions in a seamless manner. Through this linkage current and prospective students have access to the Financial Assistance team whose expertise addresses the individual needs of each student. For instance, the welcome kit from Admissions includes a self-addressed postcard that can be mailed to Financial Assistance to request a meeting or phone call if needed. During the week of August 22-29, 2014, 121 such calls were made, lasting a total of 4 hours and 32 minutes. An award letter and financial aid fact sheet is mailed to each prospective student, once packaged, with the contact information for the Office of Financial Assistance for any questions. Internal records of these contacts are kept for each interaction with prospective students.

The Office of Financial Assistance provides information and counseling to students and their families through multiple channels and media: individual counseling, a step-by-step outline for undergraduate (http://www.neumann.edu/financialaid/UndergraduateFastFacts.asp) and graduate students (http://www.neumann.edu/financialaid/GraduateFastFacts.asp), Financial Aid Workshops, a “Financial Aid 101” PowerPoint (http://www.neumann.edu/financialaid/FinancialAid101-2014.ppt), a “Make Neumann Your choice” PowerPoint, a survey of Endowed & Restricted Scholarships (http://www.neumann.edu/financialaid/scholarships.asp), and “How to Complete the

Neumann University The NU Experience: Self-Study MSCHE 2016

FAFSA.” These resources are readily available through the Neumann University website at http://www.neumann.edu/financialaid/default.asp . The Net Price Calculator (https://neumann.studentaidcalculator.com/survey.aspx) is a prominent feature of the Financial Aid webpage, providing students with an individualized look at the cost of a Neumann education while taking into account a student’s academic record and financial situation.

Additionally, there are resources available via the Financial Assistance webpage for international students and for Spanish-speaking students to assist them and their families in understanding and learning more about student aid (http://www.neumann.edu/ise/iss/future_students.asp). A specific resource for Spanish- speaking students and their families is EducaciónSuperior.org, which addresses the importance of higher education and provides information about student aid.

NU’s evidence-based enrollment plan to address enrollment trends for the next 5-10 years. Neumann University’s enrollment management is both strategic and tactical. It is based upon regular examination and assessment of enrollment trends in its primary, secondary, and tertiary recruiting areas as well as local and regional areas that may be new to the University. This assessment uses data from The College Board’s Student Search Services (previously known as Enrollment Planning Services), PA Census Data and information provided by the University of Pennsylvania Data Center, US Census Data, and institutional data.

These data sources allow Neumann to understand changes not only in overall demographics, but also within the various constituent audiences the University serves. Since the identification of candidates for admission via student search is a core component of the enrollment management plan, related admission and financial aid strategies are directed by the needs of each of the University’s respective audiences identified via search. Strategies associated with other inquiry generation strategies are similarly informed (high school visits, college fair programs, athletic recruits, referrals from faculty, staff, alumni, and friends of the University).

Decreased numbers of college-bound high-school-aged students, along with public perceptions of value for college/university, keen competition, for-profit online education and changes in the number of Catholic high schools in the greater Philadelphia area are each concerns that are addressed in the current enrollment strategies. These areas are addressed via changes in the timing and content of materials, changes in the venues used to share audience- appropriate messages to students and families, changes in the reports used to inform Office of Admissions professionals, and changes in the use of institutional aid to provide access and to recognize success.

Neumann University The NU Experience: Self-Study MSCHE 2016

Prior to enrolling, first-time undergraduate and transfer students are sent a “Neumann Experience” booklet to their home address on file. The booklet serves as an introduction to the final steps of the enrollment process (Health Evaluation, Student Information Release, and Student Insurance forms) and addresses frequently asked questions in a variety of areas (Financial Assistance, Commuter Students, Residence Life, New Student Orientation). Assessment of the strategies used in Admissions is ongoing. Rather than relying upon a single year-end snapshot, Neumann University professionals are able to review the decision-making patterns of students in real time through the Ellucian Recruiter software. This encourages tactical intervention should a constituent group of students require more (or less) engagement. Regression analyses also allow Neumann to identify new cohort groups of students most likely to succeed at the University. At its core, the enrollment management plan at Neumann seeks to identify potential graduates of the University –not simply first-time enrollees.

Importantly, the enrollment management strategy at Neumann University is data-driven and allows admission professionals to be responsive to emerging and changing needs of prospective students and families. Student success data are provided by the Office of Institutional Research and analyzed by the enrollment management leadership team to determine what type of student is most likely to enroll and graduate from Neumann. These data points include type of high school (public, private, Catholic), grade point average and SAT scores, urban or suburban locations, and average household income to name a few. The following figures provide application and enrollment data from Spring 2012 trough Fall 2014:

Table 8.1: Admissions and Enrollment Data. Spring 2012-Fall 2014

Neumann University The NU Experience: Self-Study MSCHE 2016

Shifting demographic and economic variables resulted in a decline in the number of enrolled students in the Fall 2013 and Fall 2014 semesters, the Office of Admissions and Enrollment Management was re-organized under the newly appointed Vice President for Student Affairs in January of 2015. A Dean of Enrollment Management was hired to oversee the areas of Admissions, Financial Assistance, and Retention.. Restructuring of this area now allows Neumann to respond in a timely manner to changes in student demographics, information retrieval, management, and analysis. In addition, tactical initiatives are continually developed to showcase Neumann’s offerings to prospective students, and to support students who made Neumann their choice to meet personal goals for higher education opportunity. As a result of this re-organization, Neumann is in the process of updating its Enrollment Management Plan (See Appendix 8.1). In the interim, the current available data and past practices are guiding enrollment strategy, and analysis of the effectiveness of such is critical to the development of the updated plan.

Metrics to demonstrate that academic support services, including remedial programs, assure that underprepared students experience college success. Academic support for students at Neumann University starts with the application review process and continues through the first year and beyond. Accepted students are identified within the Ellucian Colleague system (Student Information System (SIS)) as follows:

Academic Support – If a student is accepted with a need for academic support, a special acceptance letter is sent, informing the student that s/he is expected to go to the Academic Resource Center (ARC) for academic support. These students are identified in Colleague (student information database) with the designation “AS.”

Program for Academic Competence and Enrichment (PACE) (http://catalog.neumann.edu/content.php?catoid=7&navoid=201&hl=transitional+educati on&returnto=search#Transitional_Education_Program) - All students who score 460 or below in the Verbal SAT, the Math SAT, or both, must take a placement test (Accuplacer) to determine placement in either regular college level courses in English or Mathematics or placement in developmental courses in College Reading (ENG 100), Successful Writing (ENG 094), or Developmental Algebra (MATH 092). PACE students are identified in Colleague as PACE 1, PACE 2 (one or two developmental courses) or PACE 3 (three developmental courses).

The Director of Transitional Education (formerly the Director of Developmental Education) designs and oversees the developmental courses and the faculty who teach these courses. The Director is aware of the learning outcomes required and works with the University faculty via workshops and individual meetings to assure understanding of the needs and learning styles of the developmental learner. Students who require two or three developmental courses are registered in a special INT 101: Freshman Experience section with a professional academic advisor also aware of the multi-faceted needs of these students. This advisor tracks each

Neumann University The NU Experience: Self-Study MSCHE 2016 student’s progress and directs him/her to tutoring and/or academic coaching as needed. The following table furnishes the statistics relative to the percentage of first-time, full-time students who are identified as PACE students and are enrolled in one or more developmental courses in the first semester and their subsequent retention. These data demonstrate that, with the proper support, the underprepared college student at Neumann can be successful in meeting academic goals. These data also show that the majority of incoming first year students at Neumann need such support.

Table 8.2: NU PACE student data Fall 2010-Fall2014

Data Element 2010 2011 2012 2013 2014

% of students placing in one or more 58% 56% 64% 63% 58% developmental courses Developmental Student 71% 71% 69% 61% 72% Retention Rate 3University Retention 73% 73% 74% 66% 73% Rate

The summer of 2013 was the inaugural year of the Student Academic Momentum (SAM) Bridge Program. This program replaced the program previously used to support conditionally accepted students through summer developmental coursework. The SAM Bridge program now permits any student who is required to enroll in pre-college or developmental level courses during her/his first year of studies to enroll in summer developmental courses at a drastically reduced tuition rate. Forty-eight students participated in two sections of Math 092 and two sections of English 094 in the summer of 2013. This program replaced the former Summer SAM (Student Academic Momentum) program, which required attendance at a summer program as a condition of enrollment.

Table 8.3: SAM Bridge Summer 2013

SAM Bridge Program Data Summer 2013 46 of 48 or 96% of SAM Bridge students completed the Spring 2014 semester 41 of 48 or 85% of SAM Bridge students were registered for Fall 2014 Of the SAM Bridge students registered for Fall 2014, the average number of completed credits is 32.46 with an average cumulative GPA of 2.825.

The Academic Resource Center (ARC) academically supports students who marginally meet or do not meet Neumann’s expected qualifications through Tutoring, Academic Coaching, Testing Services, Office of Disabilities Support, and Program for Success (PFS), and the

Neumann University The NU Experience: Self-Study MSCHE 2016

TRiO SSS Program. The Office of Transitional Education oversees the Developmental Education Program, which includes the developmental courses, Supplemental Instruction (SI), PACE program, faculty, advisors, and the SAM (Summer Academic Momentum) Bridge and Sophomore SAM programs. All of these support services work together to support the underprepared college student at Neumann and keep the retention rate of these students at a level comparable with the entire freshmen cohort.

Neumann University’s TRiO Student Support Services (SSS) Program helps students progress each semester and develop academically and personally to graduate and achieve success. (See http://www.neumann.edu/academics/TRIO/default.asp). This is a federal grant (Title IV) servicing 140 students who meet the grant criteria. Participants must be academically at-need, first generation, low-income or disabled, or have a combination of these three criteria. Enrollment quotas are as follows: two-thirds (66%) of participants must be both low-income and first-generation or disabled; one-third (33%) should be first-generation or low-income; and one-third (33%) of all disabled students must also be low-income. The TRiO program complies with the federal rules and regulations. The 2013 cohort of TRiO participants earned an average cumulative GPA of 3.121, as compared with the University average of 2.401 for first-time, fulltime freshmen. Neumann was the recipient of a renewed TRiO/SSS grant for 2015.

Determination that student retention strategies are adequate to meet the needs of an open-access student population. Predictors of student success that are being used for Neumann’s retention strategy The Office of Student Retention strives to provide Neumann students with the resources they need to graduate from Neumann. The Office of Student Retention and Success works with students to identify and remove barriers to college success for Neumann students. This office was created in Fall 2009 as part of the initiatives related to Neumann’s reception of the Title III Strengthening Institutions Federal Grant. Today the Director of Retention reports to the Dean of Enrollment Management.

With the start of the Title III grant, Neumann began to use the Noel Levitz RMS Plus system to predict the likelihood of attrition for individual students. Each student is assigned a score related to prediction of retention. These data are used by various support offices to target the needs of individual students. The second set of student data used for retention is the Noel- Levitz College Student Inventory. While the CSI is part of the RMS Plus system, it is also used as a stand-alone strategy to engage faculty and staff advisors in a personal conversation with the students early in the students’ first semester. In the CSI, students indicate a desire to engage in certain activities or to gain certain knowledge relative to student success and transition. These students are grouped and the data are sent to the particular University office to provide outreach and intervention. The third set of retention data is the ongoing use of Retention Alert as part of the Ellucian Colleague Student Information System. Demonstration of Neumann’s use of these systems follows.

Neumann University The NU Experience: Self-Study MSCHE 2016

The University reviewed current practices and adopted a procedure to address a retention issue that had impacted the University in AY 2012-2013. The University collaborated with Noel-Levitz to identify the factors that had contributed to the lower-than-expected retention rate. The RMS Plus report identified students at risk who withdrew from the University because of such factors as financial need, the income level of their parents, their academic profiles, and the length of time they spent as applicants. The report also identified predictor score ranges that the University needed to target to improve retention rates.

After a review of the 2012-13 data, an ad hoc committee was formed, consisting of representatives from the Academic Advising Center, Financial Aid Office, Residence Life, the John C. Ford Academic Resource Center, Student Engagement, and the Office of Student Retention. This committee met weekly throughout AY 2013-2014 to identify students whose retention predictor score from the RMS Plus data was in the .4 to .49 range. Ten student profiles were analyzed weekly by the group using all available data, and a determination was made as to whether the institution was currently making significant connections with the student in all required areas (viz., academic assistance, financial aid, and social integration). If it was determined that a student was not sufficiently connected, a member of the group invited the student to have a conversation regarding progression and transition and to create with the student a specific plan for support.

At the same time, the University made much more extensive use of the Ellucian Colleague Program Retention Alert (RA) (http://www.neumann.edu/faculty-staff/RetentionAlert.asp). RA offers faculty members, coaches, and advisors a robust retention alert system. If a faculty member, coach, or academic advisor discovered that a student was struggling, that person creates a Retention Alert case for the student through the online retention alert system. Within the system, there are six different case types: one for students with poor class attendance (Attendance), one for students who expressed difficulty affording required textbooks for class (Book Request), one for students identified as needing academic support services (Needs Academic Support), one for students exhibiting behavioral issues (Behavioral), one for students who indicated a desire to transfer to another institution (Potential Transfer), and one catch-all category for students experiencing other difficulties (Other). Each type of case was connected to a specific case manager who specialized in that area of concern. For example, Behavior was directly connected to the Dean of Students, whereas Needs Academic Support was directly connected to the Director of the John C. Ford Academic Resource Center.

When a case is created, an automated email is sent to the student, case manager, student’s academic advisor, Dean of the Division who oversees the student’s major, Athletic Director (if student is an athlete), and Residence Life Director (if student is a resident). The email alerts these parties that a case has been created based on a perceived need and provides recommendations for next steps to resolve the issue. It is protocol for the student’s advisor to be the first outreach for Attendance, Needs Academic Support, Other, and Potential Transfer cases. Case managers perform the initial outreach for Behavior and Book Request issues. Any outreach efforts are documented within the Retention Alert system. The following table illustrates the number of unique cases addressed through the Retention Alert system from the

Neumann University The NU Experience: Self-Study MSCHE 2016 time of its introduction in the Spring 2010 semester to the end of AY 2014-2015. The increasing number of cases reflects increased use by full-time and per-course faculty and the use of additional alert features such as Book Request.

Table 8.4: Retention Alert Cases 2009 - 2015

AY 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 # of Cases 43 226 268 315 334 407

The use of these components (viz., the ad hoc committee using the RMS Plus data and the RA system) had an impact on retention rates. In AY 2012-2013, the students whose retention predictor score was in the 0.4 to 0.49 range were retained at 58.3%. After the various strategic interventions in AY 2013-2014, the realized retention rate of students in the same predictor score range was 73%. Neumann’s Spokes Prevention and Intervention team support students who are at-risk due to personal issues. The Spokes team is comprised of 14 faculty and staff and meets bi-weekly to identify and plan interventions for these students. During the years 2011-2014, this intervention was offered to 802 students with a retention rate of 70%.

Demonstration that steps are taken to inform students and families about academic program requirements and/or the need for developmental education. Beginning in April each year, Neumann University holds multiple STAR (Student Testing and Registration) Days to facilitate incoming student registration for fall classes, accommodate placement testing, meet with various University personnel and offices, and acquainting the incoming student with academic advising and the Academic Advising Center. It is at this time that students are placed into any developmental courses and advised of the SAM Bridge program. The students are offered the opportunity to take the developmental courses in the summer prior to their first year. Courses are offered at a reduced price and books and materials are included. Courses run over 6 weeks, and finish by August 5. This opportunity allows the students timely progression into their major program. See the table below for the Summer 2015 program.

Table 8.5: Summer 2014 SAM Bridge Program

Course Number of Students Pass Rate

ENG 094 Successful Writing 22 95% MATH 092 Developmental Algebra 28 100%

Students are further supported in their introduction to college life with an Orientation Weekend held the weekend prior to the start of classes in the fall semester. Similar programs

Neumann University The NU Experience: Self-Study MSCHE 2016 are in place for transfer and January-admit students. Adult and graduate students are transitioned into Neumann by their academic or program advisors.

Narrative: Standard 9: Student Support Services

Evidence that the policies, handbook, programs and services sponsored by student services and student affairs departments support the student’s professional and personal development. Neumann offers a variety of student support services in the areas of academics, wellness, recreation, athletics, and career and personal development that is consistent with its Mission to educate the whole person within a framework of values. This is documented on the Neumann University website under Student Life and Current Student tabs.

See the following links: http://www.neumann.edu/life/default.asp http://www.neumann.edu/currentstudents/default.asp

Students receive support services at no added cost based on self-referral; recommendations from faculty, staff and parents; and direct intervention processes. Grievance procedures are in place in all areas of student support services. Students are made aware of support services through various venues, including, but not limited to, orientation, student handbook, University website, social media, and peers. The following websites and informative videos address these areas.

http://www.neumann.edu/life/handbook/NUStudentHandbook.pdf

http://www.bing.com/videos/search?q=neumann+university+on+youtube&qpvt= Neumann+UNIVERSITY++on+youtube&FORM=VDRE#view=detail&mid=552 FD3C1C45CE54E701E552FD3C1C45CE54E701E

Measures used to ensure the successful integration of curricular and co- curricular activities, including athletics. A message from Neumann’s Vice President for Student Affairs reads: It is the students of Neumann University who make our community an exciting and dynamic learning place. The passion and commitment each student brings to accomplishing personal goals is the foundation for academic and personal success during the college years and after. Student Affairs staff are anxious to support the transitions and life shaping experiences students face while they study at Neumann University. University clubs, organizations, service learning, faith building programs, athletics and activities all provide for learning outside of the classroom and often

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provide the vehicle for life's lasting lessons in character development and personal responsibility. University services that help you stay focused, healthy and able to accomplish your goals are here for you. (See http://www.neumann.edu/life/default.asp )

Neumann uses student surveys to measure satisfaction and engagement of students. Chief among these is the National Survey of Student Engagement (NSSE). This survey measures data from first-year and senior students. The data below show Neumann’s student engagement indicators as compared to peer groups as well as overall student satisfaction. The campus environment includes both academic and co-curricular engagement.

Table 9.1: NU 2013 NSSE Data Engagement Indicators: First Year Students

NSSE 2013 Engagement Indicators

Campus Environment Neumann University Campus Environment: First-year students Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment. Below are three views of your results alongside those of your comparison groups. Mean Comparisons Your first-year students compared with

Neumann Catholic C&U PA Not-For-Prof Priv NU Peers Engagement Indicator Effect Effect Effect Mean Mean size Mean size Mean size Quality of Interactions 44.7 43.2 .12 42.9 .15 43.2 .12 Supportive Environment 43.0 38.1 ** .35 37.4 *** .41 37.3 *** .40 Notes: Results weighted by gender and enrollment status (and institution size for comparison groups); *p<.05, **p<.01, ***p<.001 (2-tailed); Effect size: Mean difference divided by pooled standard deviation; Symbols on the summary page are based on effect size and p before rounding.

Table 9.2: 2013 NSSE data (Seniors): Neumann University Engagement Indicators

NSSE 2013 Engagement Indicators

Campus Environment Neumann University Campus Environment: Seniors Students benefit and are more satisfied in supportive settings that cultivate positive relationships among students, faculty, and staff. Two Engagement Indicators investigate this theme: Quality of Interactions and Supportive Environment. Below are three views of your results alongside those of your comparison groups. Your seniors compared with Mean Comparisons

Engagement Indicator Neumann Catholic C&U PA Not-For-Prof Priv NU Peers Effect Effect Effect Mean Mean size Mean size Mean size Quality of Interactions 45.7 45.0 .06 42.9 .25 43.9 .16 Supportive Environment 41.5 34.7 *** .46 32.9 *** .63 34.6 *** .48 Notes: Results weighted by gender and enrollment status (and institution size for comparison groups); *p<.05, **p<.01, ***p<.001 (2-tailed); Effect size: Mean difference divided by pooled standard deviation; Symbols on the summary page are based on effect size and p before rounding.

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Table 9.3: 2013 NSSE Data: Snapshot Neumann University First Year and Seniors

Satisfaction with Neumann Students rated their overall experience at your institution and whether they would attend your institution again.

Percentage Rating Their Overall Experience as "Excellent" or "Good" First-year Neumann 8 7 %

Catholic C&U 8 7 %

Senior Neumann 90 %

Catholic C&U 90 %

0 % 25 % 50 % 75 % 100 %

Percentage Who Would "Definitely" or "Probably" Attend This Institution Again First-year Neumann 77 %

Catholic C&U 83 %

Senior Neumann 87 %

Catholic C&U 83 %

0 % 25 % 50 % 75 % 100 %

Neumann University fields twenty-one teams with approximately 300 student-athletes competing in the National Collegiate Athletic Association (NCAA), Division III. Neumann is also a member of the Colonial States Athletic Conference (CSAC) and the Eastern College Athletic Conference (ECAC). Athletic programs are regulated by the same academic, fiscal, and administrative principles, norms, and procedures that govern other institutional programs. Neumann University is in compliance with NCAA regulations. Neumann has a Compliance Officer who oversees athletic eligibility according to NCAA regulations. Student athletes are directed by a handbook found on the University website. A coaching handbook directs the actions of the coaching staff. A student athlete handbook informs students of responsibilities and rights as an athlete at Neumann University. See the following webpages on the University website: http://www.neumannathletics.com/sports/2008/8/1/complianceinfo.aspx?tab=compliance http://www.neumannathletics.com/index.aspx?path=compliance&tab=complianceblog http://www.neumannathletics.com/sports/2008/9/30/GEN_0930085457.aspx?tab=coachescorner http://www.neumannathletics.com/documents/2014/10/9/Club_Sports_Handbook.pdf http://www.neumannathletics.com/sports/2008/9/30/GEN_0930085457.aspx?tab=coachescorner

Neumann University offers its students involvement in over 40 clubs and organizations. A full listing is found on the University’s website

Neumann University The NU Experience: Self-Study MSCHE 2016

(http://www.neumann.edu/life/student_affairs/clubs.asp ). Clubs and organizations are governed by the Student Government Association and Student Activities Board. The Student Government Association represents the student body and promotes relationships between the student body, faculty and administration. It supports the social, cultural, spiritual and educational activities of the University. The Student Activities Board (SAB) is a standing committee of the Student Government Association (SGA) that helps to foster a successful student life program on campus by providing social, educational, cultural, spiritual and recreational activities while enhancing academic and intellectual growth. The SAB is responsible for campus programming like concerts, comedians and trips.

Club sports and intramural activities augment the collegiate athletics program at Neumann University (http://www.neumannathletics.com/index.aspx?path=club&tab=clubsports).. Community Service is a component of all sports teams, as well as club sports, which is noted in the handbook: (http://www.neumannathletics.com/documents/2014/10/9/Club_Sports_Handbook.pdf). These students are fully competitive within their respective areas. Intramural sports are open to all Neumann University students, staff and faculty. These leagues, tournaments and recreational activities are held throughout the academic school year and are coordinated by the Coordinator of Intramurals & Club Sports. There are many opportunities for students to play as well as assist with the planning, officiating and score keeping. Neumann’s club sport of Roller Hockey captured the National Collegiate Roller Hockey Association (NCRHA) title in Spring 2015 (http://www.neumann.edu/about/news/news14-15/RollerHockeyNationalChamps.asp).

Evidence that the Institution for Student Leadership Formation and the Institution for Sports, Spirituality and Character Development contribute to student development and support a culture of caring at the University. Student services at Neumann emphasize the holistic development of its students as servant leaders who are grounded in the Core Values and Mission of the University. The pillars of student development as leaders at Neumann University include the Institute for Student Leadership Formation (ISLF); the Institute for Sport, Spirituality, and Character Development (ISSCD); and the Neumann Institute for Franciscan Studies (NIFS). (http://www.neumann.edu/life/SLF/default.asp , http://www.neumann.edu/mission/ISSCD/default.asp , and http://www.neumann.edu/mission/nifs.asp).

Active student engagement in experiences beyond the classroom is critical to the education in the liberal arts offered at Neumann. Student leadership, student engagement, and student development are key components of the student support services offered at Neumann University and all activities that supplement the classroom.

Neumann University The NU Experience: Self-Study MSCHE 2016

Prior to 2009, student leadership development was disparate and dependent upon the resources of various clubs, societies and departments of student life. An outside consultant previously provided research and a framework for a unified program in this area. A task force then studied the research and best practices and recommended the formation of an Institute for Student Leadership Formation to create opportunities and teach transferrable skills so that students may contribute courageously to an ever-changing world as ethical leaders (Vision Statement for ISLF). A current You Tube video captures the essence of the ISFL: https://www.youtube.com/watch?v=CtDdNVukTQU&feature=youtu.be . The Institute is based on the principles of Servant Leadership, and aligns itself with the Catholic Franciscan tradition of leadership in service to others (https://animoto.com/play/sP02MS2O5eiRITPa33sqvQ ).

The Institute serves on an average 125 of students per semester and has graduated three cohorts of students since 2013. The Institute involves all students in leadership positions at the University. ISLF has student leaders who are members of SGA (Student Government Association), RA (Resident Advisors), Ministry CORE team, Club Presidents, Neumann Navigators, Orientation Leaders, Wellness Leaders, and Student Activities Board Leaders. The Institute also serves emerging leaders, students in honor societies, members from the Radio Executive Board and other interested students who would like to pursue this training and formation. The Institute forms its leaders through conferences, educational modules, workbooks and service. It has approved learning outcomes, a curriculum and an assessment process. The original Task Force (Administration, Faculty and Staff) is now an Advisory Board, and student leaders, originally a planning committee, now form the Institute’s Executive Board. These students plan and implement conferences and semester work with advice from the Task Force. To prepare students entering the University as potential leaders, a special component of the ISLF is the Emerging Leaders program, comprised of a cohort of identified and accepted students who meet the required standards based on high school achievements and personal interviews. This cohort meets monthly for four semesters under the direction of the Assistant Director of Student Activities. These students work with various faculty and staff to develop the eight characteristics of Servant Leadership.

Likewise, to allow graduating students the opportunity to integrate leadership learning, quality of service, and their overall Neumann experience, seniors complete a Capstone project. This project includes time for guided personal reflections, a journal of these reflections, and the sharing of insights within a facilitated conversation at a Capstone dinner in the presence of administrators and community leaders from the students’ major areas of study. The dinner serves as a venue to dialogue with leaders from different fields, so students become more aware of the transference of the skills learned through the ISLF to their intended careers and personal lives. Assessment of the ISLF includes conference evaluation, student reflection on learning modules and workbooks, Capstone evaluation by students and community leaders, evaluation from Emerging Leader Program students and a senior students’ assessment of the program’s learning outcomes. A sample of the student assessment of the program’s learning outcomes follows (Spring 2014). 96

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The outcome with the highest rating was that of “Service to others”. Students reported making substantial or exceptional progress in this area at a rate of 88%, with an average Likert scale rating of 4.48 out of 5. A total of 25 students rated this outcome. The table below gives the total results and is followed by the narrative of a student from the open response question on this outcome.

Table 9.4 ISLF Senior Survey Spring 2014: Service to Others

ISLF Learning Outcome: Service to Others Slight Moderate Substantial Exceptional Average No progress Total progress progress Progress Progress rating 0.00% 0.00% 12.00% 28% 60% 4.48

0 0 3 7 15 25

Open-ended question: Discuss how you demonstrate the Franciscan tradition of service.

Sample student response: Service to me is something that is found with passion. I began the Cultivator of Care group to reach out to students in need of a peer to talk with. I also began the Color Walk for Cancer to serve those students that have lost a caregiver and would like an education. However, the greatest service to me is waking up each day and being a role model to my residents: teaching them how to write a resume, handle a break up, complete a math problem, get along with their mom or just have some fun.

The learning outcome that had the lowest rating was that of “Reflected to speakers the meaning of the conversation.” Students reported frequent or almost always at a rate of 60%, with an average Likert scale rating of 3.92 out of 5. A total of 25 students rated this outcome. The table below gives the total results and is followed by the action plan for improvement in this area. This question may not have been clearly understood by the students and will be revised for the next iteration of this assessment tool.

Table 9.5 ISLF Senior Survey: Spring 2014 Reflected meaning to speakers

ISLF Learning Outcome: Reflected to speakers the meaning of the conversations Almost Hardly Average Always Frequently Sometimes Occasionally Ever Rating/ Rating (5) (4) (3) (2) (1) Total Percent Response 40% 20% 32% 8% 0% 3.92 Number of responders 10 5 8 2 0 25 Planning for future conferences and semester work will include activities related to listening skills, including reflective listening.

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In addition to the student assessment of the ISLF related to program outcomes, students and community leaders complete a survey at the conclusion of the Capstone dinner. The table below provides the results from the Capstone dinner held in Spring 2014.

Table 9.6: ISLF Capstone Project Assessment Spring 2014

Student Assessment of Capstone Project Spring 5 (high) 4 3 2 1 (low) 2014 Are you better able to articulate what you have learned about leadership formation, service and 76% 24% Franciscan values? Are you better prepared to transition your 84% 16% leadership skills to your career area? Are you better prepared to enlarge your career 76% 20% 4% network? Community Leaders Assessment of Capstone 5 (high) 4 3 2 1 (low) Project Spring 2014 This program increased my understanding of 90% 10% Neumann’s focus on leadership formation. Neumann student leaders seem prepared to enter 91% 9% the world of work and careers. Neumann student leaders are able to articulate leadership qualities, service orientations and 82% 18% Franciscan values.

In 2011, the ISLF Task Force explored an appropriate honor society for the students in the Institute. The Task Force sought formal recognition for these students while stressing the academic nature of the Institute. Omega Delta Kappa (ODK) was chosen because it matched the intent and goals of the Institute. The University applied for membership, and the first students and faculty were inducted into the Neumann Circle of ODK in 2012. At present, Neumann has inducted 97 students and faculty into the Neumann Circle. In 2012, ODK awarded the ISLF the Maurice Clay Leadership Development Award for student leadership development.

Initially athletic captains and leaders were included in the Institute for Student Leadership Formation. However, academic and athletic demands presented conflicts with program requirements and schedules. In 1998, Neumann began an Institute for Sport, Spirituality, and Character Development (ISSCD). The ISSCD vision is to transform perspectives and inspire behavior through the medium of athletics. It highlights the inherent good that exists in sports, based on the living out of Gospel values and an emphasis on the spiritual and ethical dimension in sports. To meet the needs of athletes’ leadership formation, the ISSCD now

Neumann University The NU Experience: Self-Study MSCHE 2016 integrates student leadership development as part of its programs. Athletes who are current or potential leaders are formed within the ISSCD according to the common perspective of Servant Leadership and the ethos needed for the values of this Institute as displayed in the Mirenda Center for Sport, Spirituality, and Character Development. (See http://www.neumann.edu/about/news/news1415/LeadershipSummit.asp ) Likewise, athlete leaders who meet the criteria are eligible for ODK membership under the umbrella of the ISLF.

For August 2015, the ISLF and the ISSCD are collaborating to provide a leadership conference for student leaders, student athletes, and student leaders and athletes in Catholic high schools in the tri-state area. The theme is Emerging as a Respected Leader, and the keynote speakers are Julie Sterret from Lehigh University and Jassen Sport and Leadership Center. Student leaders will provide the afternoon breakout sessions on topics from the curriculum.

Neumann is committed to further its Vision by promoting thoughtful and ethical leadership. Student Leaders are the leaven on the campus that makes things happen. However, in addition to this essential peer influence from Student Leaders, members of the Task Force have worked with the Core Task Force to insure that leadership formation is included in many of the Core courses being offered to all students. At present, some faculty and staff of the Institute are discussing ways to further integrate leadership formation into course syllabi.

Neumann University’s focus on leadership formation has impacted the culture of caring and has had a strong, positive influence on campus life. Some concrete examples include:

• Student leaders created a Cultivators of Care initiative that consisted of 21 students trained by Wellness Counselors to be a listening presence in the Freshman Residence Halls. This later transformed into students becoming active participants in the Pact Program for freshman transition. • Student leaders created and implemented the Color Walk for Cancer. For the past four years, students have raised funds for scholarships for Neumann students who have lost a parent to cancer. • Student leaders have also become more involved in committee work with faculty and staff, particularly in creating healthy relationships on campus.

Demonstration that the Student Orientation programs are effective in meeting their goals. Neumann uses the INT 101: Neumann Experience course for freshmen student transition (http://www.neumann.edu/catalogs/undergraduate/courses/int.pdf ). It is a one-credit course that all incoming freshmen under the age of 25 are required to take in their first semester. This course is included among the Signature Courses of the Neumann University Core Experience. The instructor of the course serves as the faculty advisor for the students enrolled and continues as their advisor until their acceptance into the Major or program reassignment. The 99

Neumann University The NU Experience: Self-Study MSCHE 2016 evaluation of the INT 101: Neumann Experience course was scheduled for AY 2014-15. It has been delayed until AY 2015-16.

Self-Recommendation for Standard 8 Implement the updated Strategic Enrollment Plan (SEP) that addresses the university’s Mission and strengths, strategies to address current market challenges, and includes goals, strategic priorities and measurable outcomes in support of the University Strategic Plan and fiscal responsibility. [See Appendix 8.1: Action Plan for Self-Recommendation 1: Standard 8 - Student Admissions and Retention (2015 – 2019 Neumann University Strategic Enrollment Plan)].

Conclusion Neumann University is in compliance with the essential elements for Standards 8 and 9 as demonstrated by narrative responses, supporting documents appearing as appendices and in the Document Road Map and through the researched responses to the guiding questions unique to the University. Prospective students are informed of academic programs, their outcomes and testing requirements in a variety of ways. The Student Affairs Office reflects current student demographics and uses the analytics of coordinated data collection and retrieval. Once students are admitted, every effort is made to support them, including underprepared undergraduate students, through numerous services and offices and to enable them to reach their goal of graduation.

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Chapter VII: Standards 10 & 11 – Faculty and Educational Offerings

Standard 10: Faculty The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

Standard 11: Educational offerings. The institution’s educational offerings display academic content, rigor, and coherence that are appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

Statement of Compliance Neumann University is in compliance with Standard 10: Faculty and Standard 11: Educational Offerings.

The required documentation for Standards 10 and 11 are available as Document Set 10-A: Faculty Profile, Document Set 10-B: Faculty Data, Document Set 10-C: Faculty/Staff Handbook(s), and Document Set 11: Document Set 11-A: List of Educational Offerings, Document Set 11-B: Graduation Requirements of Each Program, Document Set 11-C: Additional Academic Programs, Document Set 11-D: Library and Other Information Resources, and Document Set 11-E: Academic Rigor.

Access to this data set will be provided to the MSCHE visiting team and other stakeholders upon request. Documents referenced within the Self-Study will also be available upon request. Referenced appendices are included with the Self-Study at the end of the documents and are hyper-linked within the Self-Study document.

Overview Standard 10: Faculty The University is in compliance with the essential elements related to Standard 10: Faculty as follows: • Faculty and other professionals are appropriately prepared and qualified for their positions, roles, and responsibilities as evidenced by their CVs and position appointment and promotion processes.

• Neumann currently has 109 full-time faculty positions, with current vacancies in 7 of them.

• The role of faculty includes design and development of individual course and program curricula. Faculty qualification for this role is confirmed through the hiring and promotion processes.

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• Faculty competence/excellence as teachers and evaluators of student performance is verified and demonstrated through the IDEA tool, peer evaluation and periodic evaluation at the Division level.

• The University fosters an environment of scholarship, service and teaching through regular and numerous faculty development programs to address all components of the role of faculty. The faculty evaluation process recognizes the value and expectations of the multifaceted role of faculty, including the mutually complimentary integration of all faculty activities.

• The University has well-described standards, policies and procedures for faculty appointment, promotion, grievance, discipline and dismissal based on institutional Core Values. The University does not have a system of faculty tenure. See Appendix 10.1 FE 1.00 Terms and Conditions of Faculty Employment and Appendix 10.2 FE 1.01 Faculty Contracts.

• The University has policies and procedures for the evaluation of adjunct and other non-regular teaching faculty that is consistent with the Core Values of the institution and teaching expectations of regular full-time faculty.

• Neumann has written policies promoting academic freedom consistent with its Values, Mission, and Goals.

Overview Standard 11: Educational Offerings The University is in compliance with the essential elements related to Standard 11 as follows: • Neumann offers educational programs across a wide range of disciplines and majors to traditional, adult, and non-traditional learners in undergraduate, graduate, professional, and certificate programs. The program and degree requirements are of sufficient length, breadth, and rigor for the programs of study.

• Educational program goals are described in terms of expected student learning outcomes.

• The institution’s Learning Outcomes Assessment Committee (LOAC) provides processes for programmatic curricular assessment and the use of assessment findings to improve student learning outcomes.

• Neumann has numerous resources to facilitate student learning, including a recently renovated library with adequate holdings and support staff.

• There are numerous examples of collaboration among library and technology personnel with faculty and administrators to facilitate the learning opportunities of students.

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• Numerous entities on campus facilitate the incorporation of information technology into educational programs.

• Neumann uses the IDEA Student Ratings of Instruction for all courses regardless of delivery mode. The University-wide data include student ratings of course characteristics.

• The University has published policies and procedures regarding transfer credit.

• All new degree programs created in the Division of Continuing Adult and Professional Studies go through a review panel comprised of various full-time faculty members from the traditional Divisions and the Director of Core. Specifically, in the six-credit courses, each accelerated undergraduate program utilizes a common project that is experientially based and scholarly researched. Courses are designed in seminar format in accordance with the best practices in adult learning research.

• The Division of Continuing Adult and Professional Studies is committed to the needs of adult learners and is uniquely skilled in assisting them. One example of the Division’s commitment to serving their needs is the recent pilot of a new admissions procedure for the B.S. in Public Safety Administration and the M.S. in Organizational and Strategic Leadership. With this new process, the Division itself is solely responsible for all admissions for these two programs, thereby eliminating many of the obstacles commonly experienced by these learners. Academic Policy CU1.01 requires that all syllabi contain course objectives and outcomes.

• The LOAC provides a mechanism for assessment of expected undergraduate student learning outcomes relative to actual learning and the use of assessment results to improve learning and program effectiveness.

In addition to confirming compliance with the essential elements of Standard 4, Neumann University conducted research for its Self-Study which is detailed in the Narrative that follows.

Narrative: Standard 10: Faculty Evidence that Neumann University faculty, full-time and per course, integrate the Franciscan Intellectual Tradition into their teaching, scholarship, and service.

One of Neumann’s institutional goals is to demonstrate a firm commitment to the Catholic Franciscan Tradition. Neumann University integrates and instills a mission-centered philosophy and teaching excellence from the onset of posting a faculty position through the hiring process to contract renewal and promotion (See Appendix 1.5.1 and Appendix 4.4.2). Faculty are asked to strategically and objectively plan for the implementation of the

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University’s Mission and Values for both specific courses as well as for their respective academic programs.

At the end of each semester, faculty submit a reflection about one course with intended improvements that are a demonstration of Core Values integration. The Core Values reflect the Franciscan charism. This End of Course (EOC) Reflection is submitted to the Associate Vice President of Academic Affairs and is reviewed by Mission and Ministry and the Academic Divisions Council. From the Fall 2014 survey, 99% of faculty responders readily chose one value and gave evidence of how they implemented this value. The response rate of 152 full and per course faculty indicates the commitment to the Core Values and a willingness to incorporate these values concretely in course instruction. The spread of values selected is provided in the graph below. Reverence, Integrity, and Excellence are the values most often cited by faculty as included in their courses.

Table 10.1: Fall 2014 EOC Reflection Values Selection

FACULTY END OF COURSE REFLECTION VALUES INTEGRATION FALL 2014 N = 152

Reverence Integrity Service Excellence Stewardship None Stewardship None 3 % 1 %

Reverence 25 % Excellence 33 %

Integrity 25 % Service 13 %

In addition, faculty scholarship is closely entwined with NU Mission and Values. Several faculty have scholarly publications, articles or poems in the Association of Franciscan Colleges and University (AFCU) Journal (See http://libguides.neumann.edu/content.php?pid=218203). Forty faculty members have presented at various AFCU symposia (some on multiple occasions). One criterion for acceptance is integration of the Franciscan Tradition into the scholarly work. Faculty are active presenters at the Association of Franciscan Colleges and University Symposiums. In June 2014, Neumann University hosted the AFCU bi-annual symposium (See

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Neumann University The NU Experience: Self-Study MSCHE 2016 http://franciscancollegesuniversities.org/symposium/program-of-schedule/). Lastly, faculty determine, contribute and present offerings from the Neumann Institute for Franciscan Studies. This Institute exists to strengthen the vision and charism of Francis and Clare of Assisi within a context of contemporary experiences in higher education. The Institute serves the scholarly and spiritual needs of the Neumann University community through seminars, lecture series and other educational activities (See http://www.neumann.edu/mission/nifs.asp). Neumann faculty are very conscious of the Core Value of Service to others. This is reflected in faculty offering their service in several different venues. The Care of Creation Committee, which is comprised of faculty, staff and administration, is one venue where active engagement of service is integrated: http://www.neumann.edu/mission/CCAC/events.asp. Faculty are involved in service learning activities in their respective classrooms. Classroom community service is supported by Neumann’s Community Partners (see http://www.neumann.edu/academics/servicelearning/partners.asp). Neumann faculty also contribute individually to the community through service on Boards, community committees, in educational venues, and in professional organizations.

Alignment of Core course goals/outcomes with Core course assessments. The review of NU’s core curriculum began in 2009 by an appointed Task Force that encompassed faculty, staff and administration. The Core now emphasizes an overall experience, rather than a set of courses. The revised Neumann University Core Experience has been deliberately integrated into the undergraduate curriculum beginning in Fall 2012. The Core Experience is not only for traditional undergraduate students, but it also applies to the degree completion programs for adults as well. The new core now encompasses five distinct learning outcomes, known as the 5 C’s: Conscience, Comprehension, Compassion, Communication, and Contemplation. Within each overarching learning outcome, there are specific descriptions of how these are actualized (http://www.neumann.edu/CoreExperience/philosophy.asp and http://www.neumann.edu/CoreExperience/RequiredCoreCourses.pdf).

The last phase in the implementation of the Core Experience is the identification and integration of capstone courses. Development began in 2013 and is slated to be completed by the end of AY 2014-15. The Capstone course is a culminating experience required of undergraduate students nearing the end of their academic career. Students produce a project that integrates and applies what they have learned in the major program. This may be a research paper, professional portfolio, evidence of competency in the major program (e.g., student teaching or performance in a clinical setting), or artistic artifact. In addition, the students complete a reflection on their personal and professional growth in light of Neumann’s Catholic Franciscan Mission and Values. All capstone experiences integrate reflection. Pilot capstone programs have included HUM 460, CJ 460 and CMA 460. In addition, capstone experiences have been planned and utilized for ISLF (Institute for Student Leadership Formation) and Athletics through the ISSCD (Institute for Sport, Spirituality, and Character Development). Lunch and Learn Sessions have been offered to assist faculty in understanding and implementing these Core Experience requirements into their respective programs.

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Currently, assessment of learning occurs on multiple levels: course, program, Division, and University. The assessment of the undergraduate Core Experience follows a three-year cycle, with the last of the learning outcomes to be assessed in AY 2014-15. Core assessment follows the mapping of the undergraduate curriculum into the Core Learning Outcomes, and learning artifacts used for this assessment are embedded into prescribed courses. Assessment of these artifacts is based upon the AAC&U VALUE rubrics as adapted for Neumann’s use (See http://www.neumann.edu/assessment/UGradPlans/NUCE-CoreAssessment.pdf ). The Graduate Council defined its learning outcomes for graduate programs during AY 2013-14. The 5 C’s of the undergraduate Core were chosen, but defined for graduate learning. Graduate Council is now working on the assessment and evaluation plan based on the above learning outcomes (http://catalog.neumann.edu/content.php?catoid=10&navoid=291#Graduate_Program_Philosoph y).

Faculty teaching effectiveness and IDEA Student Ratings of Instruction. The implementation of the IDEA Student Ratings of Instruction has demonstrated that Neumann Faculty are effective teachers based on the standards set forth by the IDEA tool. This form of assessment is new to the University. During the pilot of the IDEA (Spring 2012 - Spring 2014), the administration hosted numerous opportunities for faculty to learn about this instrument, as well as how faculty can choose relevant and essential objectives, and then to utilize data to improve overall teaching effectiveness with the ultimate goal of increasing student success (https://sharepoint.neumann.edu/AA/IDEA%20Resources/Forms/AllItems.aspx). Among the ways in which the University sought to promote learning about IDEA were the inclusion of the use of IDEA in the Assessment Handbook (http://www.neumann.edu/assessment), discussions at faculty meetings, as well as several individual and departmental meetings with the Associate Vice President of Academic Affairs. Finally, there are Lunch and Learn sessions ongoing in this area of faculty development. The IDEA Student Ratings of Instruction has been fully integrated for all Neumann University courses AY 2014-15 following Faculty Senate approval in Spring 2014.

The learning objectives faculty identify as essential to their courses can now be appropriately evaluated based on the learning outcomes of our Core Experience (See Appendix 14. 3). The Faculty Action Plan based on IDEA results has also been initiated. This will allow faculty to analyze the IDEA information, reflect on the findings, and make appropriate changes to their courses (https://www.surveymonkey.com/r/IDEAAction2). Additionally, the POD-IDEA Center offers to faculty the research and best practices related to the IDEA objectives and the related teaching methods and styles that best support objectives chosen as essential or important (http://ideaedu.org/research-and-papers/pod-idea-center-notes-learning and http://ideaedu.org/research-and-papers/pod-idea-notes-on-instruction/ ).

The use of the IDEA Student Ratings of Instruction for evaluation of all courses allows Neumann faculty to compare their ratings with the norms provided by IDEA for Neumann University, their discipline and the total IDEA database. Summative ratings show that

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Neumann’s faculty perform at or above the IDEA national benchmarks. See the table below for the results from AY 2014-2015.

Table 10.2: NU Summary Data IDEA Student Ratings of Instruction

Summative Data IDEA Student Ratings of Instruction Neumann University Progress on Excellence of Excellence of Summary Number of Relevant Teacher Course Evaluation Courses Objectives Summer 2014 NU = 112 Converted 59 51 56 50 58 50 58 50 Score 5-Point Scale 4.4 3.8 4.6 4.2 4.4 3.9 4.5 3.9 Fall 2014 NU= 658 Converted 56 51 52 50 53 50 55 50 (All courses) Score 5-Point Scale 4.2 3.8 4.3 4.2 4.1 3.9 4.3 3.9 Spring 2015 NU= 554 Converted 57 51 53 50 54 50 56 50 (All courses) Score 5-Point Scale 4.3 3.8 4.3 4.2 4.2 3.9 4.3 3.9

Collaborative development of caring community Neumann University faculty and administration are passionate about developing and fostering a caring community both within the University community and in outreach beyond the campus. This is evidenced in various ways. The integration of service learning to reflect the University’s values has been willingly embedded into many academic programs as a reflection of our goal to integrate Core Values in the Catholic Franciscan tradition. Faculty have been actively engaged in mission-centered teaching through community outreach. Several faculty have voluntarily weaved service-learning into the curriculum, and now service learning will be offered in at least one course in the major to meet the Core Experience requirements http://www.neumann.edu/academics/service-learning/default.asp.

Service to the underserved is a hallmark of Neumann. During AY 2013-2014, this integration took place in major courses such as Exploring Diversity (INT 202), Genetics (BIO 232), Fundamentals of Nursing (NUR 205), Nursing Research (NUR 360), Professional Preparation in Athletic Training (ATR 475), Media and Public Relations (SEM 245), and Organizational Behavior (MGT 342). These courses, among others, engaged 771 students in 4,435 hours of service. In addition, three courses hosted service-learning trips during AY 2013-14. Students and faculty from courses in education and nursing travelled to Ecuador and completed service

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Neumann University The NU Experience: Self-Study MSCHE 2016 during spring break. Students and faculty in another education course spent their 2014 Spring Break volunteering at the Benedictine School in Maryland. The Benedictine School is a residential facility for students who have severe disabilities including intellectual, autistic and language difficulties. (See http://www.neumann.edu/academics/service-learning/default.asp .).

The NU Campus Ministry Center also engages students and faculty in service through weekly and bi-weekly events. Service opportunities include: the AIDS Walk held in collaboration with the Ministry of Caring in Wilmington, DE; visits with the Sisters of St. Francis at the congregation’s Assisi House retirement facility; service at the Camden Center for Environmental Transformation and the Camden Housing Organization; serving lunch and running bingo at Anna’s Place in Chester, PA; supporting residents at the House of Joseph II in Wilmington, DE; serving dinner at St. Francis Inn in Philadelphia; and preparing sandwiches for persons served by Catholic Social Services of Chester, PA. Faculty, staff, and administrators serve lunch to the NU students at the annual follow-up picnic after the Mass of the Holy Spirit in August (http://www.neumann.edu/mission/campus_ministry/service.asp).

The Care of Creation Committee encompasses a diverse group of faculty, staff and students who focus on the “development of ecological understanding and positive environmental actions within the Franciscan Catholic World view”. This group is active in leading community events outside of class such as the Blessing of the Animals, Earth Day, and Francis Fest 2014 (http://www.neumann.edu/mission/CCAC/events.asp and http://www.neumann.edu/mission/nifs/newsletters/March2014.pdf). Other faculty members are active in serving as chaplains to the varsity athletic teams. These faculty focus on teaching and/or strengthening the awareness and relationship with self, others and God through athletics (http://isscd.org/resource_types/team-chaplain-center/). Faculty also serve students as advisors to student organizations associated with the University. Lastly, the National Survey of Student Engagement (NSSE) 2013 indicate that both Freshman and Senior Students have positive interactions with faculty, demonstrating that the average Neumann student “was as engaged as a typical student at a high performing institution”.

Table 10.3: NSSE 2013 Engagement Indicators

Engagement Indicator Neumann NSSE Top 10% Student-Faculty Interaction 26.3 (Freshman) 26.7 (Freshman)

33.4 (Senior) 34.6 (Senior) Effective Teaching Practices 43.5 (Freshman) 44.7 (Freshman)

44.2 (Senior) 45.3 (Senior)

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Faculty continuing professional development. The Neumann Institute for Franciscan Studies provides professional development programs related to the Catholic Franciscan mission and values for all faculty, staff and administration. These include scholarly lectures, full- and half-day retreats, opportunities for reflection, as well as financial support for faculty who participate in or want to attend Mission-related national and regional conferences (http://www.neumann.edu/mission/default.asp http://www.neumann.edu/mission/nifs/programs.asp http://www.neumann.edu/mission/nifs.asp). To further assist faculty, the Director of the Neumann Institute for Franciscan Studies has worked closely with individual faculty to integrate the Catholic Franciscan Mission and Values into courses or majors. The Director also prepared lectures on Franciscan values and how those values related to specific course content. During the academic years 2012-13 and 2013-14, 475 and 488 students, respectively, received these individualized lessons. A pilgrimage to Rome and Assisi was instituted through the generosity of an anonymous donor in AY 2011-2012. To date, sixteen (16) Neumann University personnel have participated in the pilgrimage. The administration further supports the faculty and staff in upholding the Mission by awarding the Francis Clare Award. This award is given through the Office of Mission and Ministry on “Personnel Day” each year. The criteria for this award are Mission-centered. Nominations for the award are open to faculty, staff, administration, and volunteers at the University.

Narrative: Standard 11 Educational Offerings

Integration of Mission, Vision and Goals Neumann University offers 29 undergraduate degree programs, six master’s level degree programs, three master’s certificate programs and three programs at the doctoral level (See http://www.neumann.edu/about/fast_facts.asp). The undergraduate general education is included in the Core Experience, a program with 41 required credits, including the Capstone course in the major, five Signature Courses, and embedded oral communication, service-learning, and diversity components. Neumann’s Core Experience has learning outcomes denoted by 5 C’s: Comprehension, Compassion, Conscience, Contemplation, and Communication. Neumann’s Core Experience was developed over three years (2009-2012), was based on Neumann’s Mission and Values along with current best practices for undergraduate education, and involved the entire Neumann community. It was implemented in Fall 2012 (http://www.neumann.edu/CoreExperience/CoreExperienceBrochure.pdf ).

Neumann’s graduate programs are guided by common learning outcomes, also expressed as the 5 C’s above, but with adjustments to the detail and documentation of learning appropriate to post baccalaureate studies. See http://catalog.neumann.edu/content.php?catoid=10&navoid=291 .

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Evidence that commuter students, online students, and students attending branch campuses feel as though they are a part of a caring community. Evidence demonstrating that these students receive the same amount of academic and personal support to be successful as do residential students. Neumann does not have any branch campuses. It does offer courses at approved additional sites. Commuter students have access to all campus services and have a voice in Student Government (See http://www.neumann.edu/CommuterStudents/). Students in online programs can access Neumann’s student support services such as the Wellness Center and the tutoring services of the ARC remotely, as well as full access to Neumann’s library services (http://www.neumann.edu/life/counseling.asp, http://www.neumann.edu/academics/arc.asp, and http://www.neumann.edu/academics/library.asp).

Neumann University initiated the use of Smarthinking Tutoring services in 2009 as part of a SEPCHE grant involving Neumann and two other colleges. Smarthinking, a Pearson product, offers students 24/7 access to online tutoring, writing support, and live tutoring sessions in a variety of subject areas (http://www.smarthinking.com/). Neumann continued the Smarthinking services with the Title III Strengthening Institutions Grant. Today Neumann supports its Smarthinking services through the ARC budget. During AY 2014-2015, Neumann students used this service at a rate of 150 hours (http://www.neumann.edu/academics/arc/smarthinking.asp).

Regardless of student demographics, student background, and/or course delivery mode, evidence exists that NU students believe that they are part of a caring community which embraces Franciscan values and provides sufficient support services to meet their needs. Using the Noel-Levitz Student Satisfaction Inventory data, where undergraduate students at Neumann state the importance of and their satisfaction with twelve areas, a comparative study of these results was instituted to identify differences in student support between commuter and residential students.

Table 11.1: Noel-Levitz SSI – 2014 – NU Residential Students

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Table 11.2 Noel-Levitz SSI 2014: NU Commuter Students

As depicted above, both commuter and resident students rated academic advising, safety and security, and instructional effectiveness as their top priorities. Figure 11.3illustrates the performance gap (the difference between the importance and the level of satisfaction) for both full-time day students and commuters.

Table 11.3: Noel-Levitz SSI NU 2014 Performance Gap

2014 Performance Gap- FT- Day vs Commuters 1.80 1.60 1.40 1.20 1.00 FT-Day 0.80 Commuters 0.60 0.40 0.20 0.00 -0.20

Although levels of satisfaction in each area are reasonably high for both groups, it appears that commuter students are happier with the quality of services that they receive than are full-time

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Neumann University The NU Experience: Self-Study MSCHE 2016 day students. This observation suggests that services between the two groups are comparable and that services for commuter students are on par with those provided to residential students. The performance gaps between importance and satisfaction in the areas of academic advising and instructional effectiveness are less than one point. Safety and security show the highest difference between importance and satisfaction.

Evidence that Neumann University provides a sufficiently diverse schedule of courses to enable all students to complete Core requirements, except the upper level Signature courses, by the end of junior year. A caring and supportive community is responsive to student needs that may not be explicitly stated by students or captured in objective measures, but can be inferred or supposed. For example, it is desirable but not necessarily articulated that undergraduate students want to be able to earn their degree within four years. With the development of the Core, this was a concern of the Core task force. In 2012, at the recommendation of administration and faculty in certain majors, the total number of Core credits was reduced from 47 to 41 to allow students who wished to develop a minor or students whose major had greater undergraduate requirements to complete all courses in an anticipated four-year course of study. Courses are scheduled and recommendations are published in the Undergraduate Catalog to allow for all students to complete the Core courses, with the exception of the upper-level Signature courses, by the end of their sophomore year (http://catalog.neumann.edu/preview_program.php?catoid=9&poid=575&returnto=261).

The following table depicts the percentage of scheduled completion rates by course for the 2012 cohort. It shows the completion rates of these students as they progress through required Core coursework. Most students have met the requirements of general education courses by the end of sophomore year. Some Core Signature courses are intended for students who have completed sophomore year. Students complete the World Languages requirement at the end of sophomore year, and the data below reflect this.

Table 11.4. Core Courses Completed as of spring 2015 for F2012 Cohort

Discipline Core Req. Target Year in Percent complete Percent of all Program Plan as scheduled FY based on n= 574, SY n=574** n=379 Theology 104 Signature Course End of First Year 89.55% 98% Theology 2xx Signature Course Junior/Senior 40% Year Philosophy 102 Signature Course End of Second 98% 85% Year Philosophy 2xx Signature Course Junior/Senior 40% Year

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Discipline Core Req. Target Year in Percent complete Percent of all Program Plan as scheduled FY based on n= 574, SY n=574** n=379 INT 101 Signature Course End of first 97% 98% semester Math Core - 1 course First year/ end of 178% 123% second year English 101 Core - 1 course First year 93% 99% English 102 Core - 1 course Second or third 115% 85% semester Literature Core - 1 course End of Second 88% 70% Year Science Core - 1 course End of Second 274% 188% Year Social Science Core - 1 course First year 111% 138% History Core - 1 course First year 84% 110% Fine Arts Core - 1 course First year/ end of 98% 89% second year World Language Core - 1 course at End of Second 83% 55% 102 level Year Note 1: End of second year percentages based on n= 379 Note 2: Based on courses attempted by student, some discipline areas have more than one course taken by a student because of a major’s allied requirements, e.g. Nursing requires four sciences in the first year. Note 3: Last column numbers will include repeats and multiple courses in discipline; as of SP15

Exceptions to a four-year plan of study result from students switching majors after taking multiple courses in the first major, intensive minor study, or pursuit of dual majors or minors. Students may also take longer than four years to complete degree requirements if they require developmental pre-college coursework in their freshman year or if they withdraw from or fail courses and must repeat them.

Neumann has instituted many initiatives related to developmental education so that students who need to take these courses can progress in a timely fashion. For instance, Neumann students now have the option of taking compressed courses, that is, the coupling of the noncredit developmental course with the sequential for-credit course in the same semester. Students can also use the pre-college SAM Bridge program and the Sophomore SAM programs to take either of the developmental course(s) prior to entering freshman year, or taking the for-credit course in the summer following freshman year. Both SAM (Student

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Academic Momentum) programs offer these courses at a significant price reduction (See http://www.neumann.edu/catalogs/20102011UGRAD/special_programs.pdf ).

Academic Affairs completed an analysis of the progression of the 2012 cohort as this group initiated the revised Core requirements, and also tracked student withdrawal rates, use of online courses for degree completion through the services of OCICU, and distribution of course grades in key gateway courses. The data show that there is a high number of course withdrawals per semester. While the traditional core courses contribute to the withdrawal selections, the pass rates for these same courses are relatively high for students who persist in the course. Students often withdraw from core courses to maintain the GPA requirements for progression in their degree program, or to remediate midterm failing grades, but some have passing grades in the withdrawn course. The impact of course withdrawal on student financial aid and progression is being addressed through faculty awareness in AY 2014-15. See the tables below.

Table 11.5. Course Withdrawals NU 2012 Spring – 2013 Fall

NU Course Withdrawals 12 SP – 13FA 12FA 12SP 12SU 13FA 13SP 13SU Total 514 339 41 532 457 58 1941

Table 11.6. Spring 2014 NU Undergraduate Withdrawal

SP14 NU Undergraduate Course Withdrawals Data Analysis Number Percent of Total Total Number of Undergraduate Withdrawals 462 Total Number of Withdrawals with Midterm Grade A,B,C 66 14.29% Total Number of Withdrawals with No Midterm Grade 142 30.74%

Table 11.7. Pass and Failure Rates of Initial Core Courses Fall 2013

Fall 2013 Developmental and First year courses in ENG and MATH: Failure rates

Course N F GRADE % FAILURES PASS RATE ENG 100 387 9 2.33% 97.67%

ENG 94 195 7 3.59% 96.41%

ENG 101 464 35 7.54% 92.46%

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Fall 2013 Developmental and First year courses in ENG and MATH: Failure rates

Course N F GRADE % FAILURES PASS RATE ENG 102 154 9 5.84% 94.16%

MATH 92 192 9 4.69% 95.31%

MATH 102 345 11 3.19% 96.81%

Fall 2013 Developmental and First year courses in ENG and MATH: Failure rates

Course N F GRADE % FAILURES PASS RATE MATH 103 142 14 9.86% 90.14%

MATH 108 25 0 0.00% 100.00%

MATH 110 31 2 6.45% 93.55%

MATH 205 26 0 0.00% 100.00%

A high usage of online courses from the Online Consortium of Independent Colleges & Universities (OCICU) in 2013 prompted discussions on the need to offer online courses internally, especially for core courses required by adult and evening students. Fall usage of the OCICU courses decreased from 161 in Fall 2013 to 112 in Fall 2014. Continued monitoring of the use of these courses and identification of the major of students and types of courses selected for online learning allows Neumann to determine the best selection of online courses to offer internally and as part of the consortium.

Finally, the Division Deans updated the schedule of course offerings within the Ellucian Datatel System and with the online catalog during the summer of 2015. The rotation of course offerings is now clearly outlined for the student and advisors so that the student can complete progression and degree completion plans through WebAdvisor with additional accuracy.

Neumann University continues to develop the use of the IDEA Student Ratings of Instruction for both faculty development and course evaluation. As Neumann cycles through its revised reporting on IDEA results, faculty will continue to engage in action research based on best practices for undergraduate education and supported by the professional development opportunities offered through the Faculty Development Committee of the Faculty Senate and the resources offered through the POD-IDEA Center. Academic Affairs is actively engaged in

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Neumann University The NU Experience: Self-Study MSCHE 2016 the further development of and use of the IDEA results for individual faculty development, as well as course and program assessment. The next phase for this development will be the use of the CL-IDEA (Campus Labs) format and delivery of surveys and results.

Students are being tracked through their assigned major for the purpose of determining satisfactory academic progress. Not only does the student’s progress affect financial aid, but persistence and graduation as well. Academic Affairs tracks the data related to course withdrawal, final course grades, and course repetition and shares this data with the Division Deans and as appropriate with faculty. Further analysis of student progression according to outlined program plans, especially for transfer students, will give further evidence of the validity of its suggested progression plans for students and will further assist the planning of the master schedule of course offerings.

Conclusion

Neumann University is in compliance with the essential elements for Standards 10 and 11 as demonstrated by narrative responses, supporting documents appearing as appendices and in the Document Road Map, and through the researched responses to the guiding questions unique to the University. There are sufficient faculty, with demonstrated effectiveness and with adequate support for their roles and activities, to meet the needs of the programs and curricula. Neumann University through its integration of Mission, Values, and Goals, offers a variety of educational programs that meet the needs of undergraduate and graduate students, traditional and nontraditional students, as well as on-campus and distance learners.

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Chapter VIII: Standards 12 & 13 – General Education and Related Educational Activities

Standard 12: General Education The institution’s curricula are designed so that students acquire and demonstrate college- level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency.

Standard 13: Related Educational Activities The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards.

Statement of Compliance Neumann University is in compliance with Standard 12: General Education, and is in compliance with Standard 13: Related Educational Activities.

Overview Standards 12 & 13 The required documentation for Standards 12 and 13 are available within the Document Roadmap. The Related Educational Activities offered by Neumann University are as follows:

 Pre-college basic skills or developmental courses  Certificate programs  Experiential learning obtained outside of a higher education institution  Non-credit offerings  Branch campuses, additional locations, and other instructional sites (see the  Commission’s policy on Substantive Change for definitions of these terms)  Courses and programs delivered through distance learning modalities, such as online offerings  Contractual relationships to provide certain aspects of the education experience

The University is in compliance with the essential elements related to Standard 12 as follows: • Neumann uses the Core Curriculum to satisfy general education requirements of this standard. Depending on the educational program, the number of credits in the Core Curriculum varies, but is a minimum of 30 credits. • The Core Curriculum was developed to provide skills and abilities that will be applied in the major or concentration. • The Core Curriculum clearly and comprehensively incorporates the Core Values and Mission of Neumann University. • The expected learning outcomes through the Core Curriculum assure that students at graduation are proficient in oral and written communication, scientific and quantitative

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reasoning and analysis, and technological competency relevant to the major or concentration. • There is a comprehensive on-going process for assessment of the Core Curriculum through both student assessment of learning and direct review of the Core Curriculum to determine the validity of all its components. Results from assessment inform changes for curricular improvement (See Appendix 12.1 – The Revised NU Core Experience).

The University is in compliance with the essential elements related to Standard 13 as follows: • Neumann has several processes for identifying and assisting students who require assistance for college-level work, including review of the student’s academic profile, review of placement testing results, tutoring, academic support programs, and noncredit remedial course work. • The University currently offers seven certificate areas, spanning four of five academic • Divisions, consistent with the institution’s Mission. • Student support services are available to all students regardless of course modality. • Certificate program course credits may be applied to a Neumann degree program upon evaluation. • Credit is awarded for experiential learning as defined, evaluated, and assigned credit by individual programs that include experiential learning in their curricula, typically consistent with the requirements of external accrediting agencies. • Neumann has non-credit course offerings that are consistent with its Mission such as noncredit developmental courses for undergraduate students needing additional academic support. The range of noncredit offerings includes courses that are fully developed and regularly evaluated that may be considered for transfer credit value as well as short-term professional continuing education courses that would not qualify for college credit transfer. • The University has no branch campuses. All courses offered at additional locations, study abroad sites, and other instructional sites have the same quality of instruction, rigor, instructional effectiveness, and course evaluation as on-campus institutional offerings. Support services are based on the home campus, but are available to off- campus students as needed. • Distance learning programs and courses offered by the University are consistent with Neumann’s Mission and Goals and meet the institution’s standards for quality of instruction, academic rigor, and educational effectiveness equivalent to on-site face-to- face programs and courses. Distance learning programs and courses are constructed and organized to assure program coherence, continuity of offerings to enable publicized degree completion, and stable arrangements with consortium partners. Neumann University is currently reviewing its infrastructure for online learning support as it plans for programming innovation in its 2015-2019 University Strategic Plan initiative. • Using the Quality Matters® rubric, Neumann assures that the quality of the distance education course material and instruction are appropriate, and technical partnerships with other institutions provide necessary program support.

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• The University conducts assessment of the impact of distance education programs on University resources and its ability to achieve its Mission and Goals. • The University has comprehensive and effective oversight over its numerous contractual relationships and affiliated providers and assures that activities of those providers are consistent with the Mission and Goals of the institution. The University regularly reviews and approves contractual work where it occurs.

In addition to confirming compliance with the essential elements of Standards 12 & 13, Neumann University conducted research for its Self-Study which is detailed in the Narrative that follows.

Narrative: Standard 12: General Education

Core curriculum meeting student learning needs. Neumann initiated its revised Core in 2012 after years of planning and research. The revised Core is named The Neumann University Core Experience (http://www.neumann.edu/CoreExperience/history.asp). . An overview of the revised Core can be found at (http://www.neumann.edu/CoreExperience/CoreExperienceBrochure.pdf). The full Assessment Plan for the 2012 Core can be found at http://www.neumann.edu/CoreExperience/RevisionAssessment.pdf.

The development of the Core Assessment Plan engaged both faculty and staff members of the Neumann University community. Faculty members teaching Core and major courses and staff members whose responsibilities support the achievement of the Core learning outcomes collaborated with the Core Curriculum Task Force to develop a Core Map, identifying the courses and activities that support each Core learning outcome. Based upon the Map, the Core Curriculum Task Force planned a three-year cycle of assessment. Using feedback gathered from faculty members and representatives of co-curricular areas, the Core Map is reviewed on an ongoing basis with the most recent version updated Spring 2015. See the Document Roadmap for the latest revision of the Core Map.

To ensure sustained collaboration among the entire campus community, a developmental process of assessment was established. The Office of Academic Affairs and the Learning Outcomes Assessment Task Force (LOA Task Force) reviewed and approved the Core Assessment Plan in June 2012. The Director of Core shared the Assessment Plan with Division Deans in August 2012 and with faculty and staff members at information sessions early in the Fall 2012 semester. Each spring semester, the Core Director and Task Force meet with faculty and staff members who will be involved in the assessment process during the following academic year. Faculty and staff members identify the best course and/or activity and the best assignments to use as artifacts for assessment. Typically, the assignment, project or activity chosen is already a regular part of the academic course or co-curricular activity. Faculty and staff members have adapted the Association of American Colleges and

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Universities (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics for use at Neumann. Core Curriculum Task Force members, other faculty, and related staff members participate in an annual “Assessment Week” during which the collected artifacts are evaluated. In some cases, the Core Curriculum Task Force collaborates with an existing assessment group to avoid duplication of assessment efforts. The Task Force shares assessment results with appropriate members of the Neumann community at the beginning of each academic year and invites faculty and staff members to identify strategies to increase student learning, creating a cycle of continuous improvement.

In implementing the Assessment Plan throughout the University, benchmarks were identified to indicate satisfactory levels of achievement for each learning outcome. To establish benchmarks, the Core Curriculum Task Force considered many factors. For example, the Task Force reviewed comparative data for each year (First Year to Senior Year) available on the ETS Proficiency Profile website (http://www.ets.org/proficiencyprofile/about/ ). Based on an analysis of growth from first to fourth year in the national sample and an analysis of growth from first to third year among Neumann cohort 2009, the first cohort tested with the ETS Proficiency Profile, the Task Force established targets for growth. The Task Force analyzed examples of how other institutions have used the AAC&U VALUE rubrics and consulted with the Senior Director of Assessment for AAC&U to identify realistic benchmarks.

This analysis and consultation led to the decision to use data collected the first time in each Core area to establish a baseline and set targets for growth over time:

Communication http://www.neumann.edu/CoreExperience/communication/default.asp , Contemplation http://www.neumann.edu/CoreExperience/contemplation/default.asp , Conscience http://www.neumann.edu/CoreExperience/conscience/default.asp , Comprehension http://www.neumann.edu/CoreExperience/comprehension/default.asp , and Compassion http://www.neumann.edu/CoreExperience/compassion/default.asp )

The Task Force consulted the Neumann University Office of Institutional Research to establish benchmarks for use with surveys (e.g. National Survey of Student Engagement - NSSE, Noel-Levitz Student Satisfaction Inventory - SSI, Alumni). During the first year of the assessment cycle for each of the five Core areas (Communication, Contemplation, Conscience, Comprehension, and Compassion), the Core Curriculum Task Force determined whether the benchmarks identified were realistic. If necessary, the benchmarks specified in the Core Assessment Plan will be revised. The schedule that has been established to review the benchmarks and assess student progress on the Learning Outcomes begins in the year noted and continues every three years:

Communication outcomes AY 2012-13 Contemplation and Conscience outcomes AY 2013-14 Comprehension and Compassion outcomes AY 2014-15

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Assessment protocols, findings and analysis. During the 2012-2013 academic year, Communication competencies were the focus of the Core Curriculum assessment. Specifically, there was an assessment of learning outcomes associated with oral and written communication and information literacy. The Core Task Force continues to research specific competencies associated with technology and how to measure these competencies.

Direct measures of assessment included: ETS Proficiency Profiles for Writing and Reading and Critical Thinking, written papers (63 freshmen; 59 seniors), oral classroom presentations (62 freshmen; 123 seniors), and Information Literacy Research Process packets and written papers (42 freshmen and 12 seniors with combined packet and paper, plus information literacy feature on all written papers). In addition, there was a review of Neumann University Co- op/Internship Employer Evaluations of 129 students from the Divisions of Arts and Science and Business and Information Management. The National Survey of Student Engagement (NSSE) was reviewed as an indirect measure of effectiveness in written, oral, and information literacy competencies.

The assessment of communication learning outcomes established the following: • Based on a comparison of Neumann University freshmen tested in Fall 2009 with Neumann University seniors tested in Fall 2012, the percent of students achieving proficiency on the ETS test at Writing Level 1 increased by 26%; the percent of students achieving proficiency at Writing Level 2 increased by 7%. Desired growth rates were identified as 30% for Level 1 and 20% for Level 2.

• Based on a comparison of Neumann University freshmen tested in Fall 2009 with Neumann University seniors tested in Fall 2012, the percent of students achieving proficiency on ETS at Reading Level 1 increased by 28%; the percent of students achieving proficiency at Reading Level 2 increased by 13%. Desired growth rates were identified as 30% for Level 1 and 20% for Level 2.

• Employer evaluations of 129 students who participated in internships rated written communication skills positively, with scores ranging from 4.23 to 4.63 on a 5-point scale. The same employers rated oral communication positively, with scores ranging from 4.32 to 4.63.

• Comparing the percentage of freshmen students in English 102 with the percentage of senior students reaching the Accomplished or Mastered levels in written communication demonstrated growth. In addition, 53.3% of freshmen students reached the desired benchmark of Developing or higher; 29.6% of senior students reached the desired benchmark of Accomplished or higher.

• Comparing the percentage of freshmen students in English 102 with the percentage of senior students reaching the Accomplished or Mastered levels in oral communication demonstrated growth. In addition, 95.1% of freshmen students reached the desired

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benchmark of Developing or higher; 39.0% of senior students reached the desired benchmark of Accomplished or higher.

• Comparing the percentage of freshmen students in English 102 with the percentage of senior students reaching the Accomplished or Mastered levels in information literacy demonstrated mixed results; there was marginal growth in three features, no growth in two features, and no growth overall. In addition, 61.9% of freshmen students reached the desired benchmark of Developing or higher; 18.8% of senior students reached the desired benchmark of Accomplished or higher.

• NSSE results revealed that NU freshmen and senior students compare favorably with comparison institutions with respect to written and oral communication and information literacy; however, surveys revealed that NU students do not engage in as much writing, reading, or collaborative research as students in peer institutions.

After reviewing results of the assessment of Communication learning outcomes, every academic Division developed action plans for improvement. Recommendations to improve written communication skills included: • adopt and explain common rubrics • encourage/require students to use Smarthinking and Academic Resource Center early in the semester • provide frequent descriptive feedback • increase emphasis on writing across the curriculum • consider the addition of a writing exam as a requirement for graduation

Recommendations to improve oral communication skills included: • adopt and explain common rubrics • emphasize Poise, Voice, Life, Eye Contact, Gestures, Speed – (PVLEGS) (recommendation from Erik Palmer presented at Professional Development program on Improving Oral Communication Skills, May 2013) • increase opportunities for student presentations • videotape and critique presentations • consider restoring Public Speaking course • identify specific places within each major where instruction in public speaking will occur • provide frequent descriptive feedback • use debates to strengthen communication skills • provide examples of exemplary presentations • limit class size in order to provide adequate time for oral presentations.

Recommendations to improve information literacy included: • adopt and explain common rubrics • identify opportunities in every program for students to gain information literacy skills

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• provide opportunities within class for students to read critically and interpret informational text • work closely with research librarians to ensure scaffolding of skills • consider requiring a Critical Thinking/Logic course • reinforce note-taking skills to promote critical reading • increase number of research assignments within major programs • emphasize how to paraphrase text and how to properly select and use direct quotes • develop APPS and videos to help students develop information literacy skills • require that students submit work to Turnitin

Faculty members also suggested modifications to the assessment process and identified professional development needs. On May 11, 2015, the Faculty Development Committee of the Faculty Senate invited Erik Palmer to participate in a professional development day to provide additional advice on establishing a culture of oral communication. The Core Learning Outcome of Comprehension will be assessed in AY 2015-2016. At that time, the University will judge the effectiveness of the above recommendations.

During the 2013-2014 academic year, Contemplation competencies were the focus of the Core Curriculum assessment. Direct measures used for assessment included: written artifacts demonstrating application of Catholic Franciscan tradition and self-reflection (94 first year and 48 junior or senior level), life-long learning (32 senior level), and creative expression (16 mixed year); surveys and capstone reflections from 28 graduating seniors from the Institute for Student Leadership Formation (ISLF); and a record of student and graduate engagement with the Career and Personal Development Office. Indirect measures included: National Survey of Student Engagement (NSSE) – First and senior years; NSSE Catholic Supplement; Noel-Levitz Student Satisfaction Inventory (all years); NU Mission Survey administered to graduating seniors; and NU Alumni Survey.

The assessment of Contemplation learning outcomes revealed the following: • Comparing the percentage of freshmen with the percentage of junior or senior students reaching the Accomplished or Mastered levels on written artifacts related to self- reflection and reflection in light of the Catholic Franciscan tradition demonstrated growth. At the lower level, 70.2% of students reached the Developing benchmark or higher which is the expectation. At the upper level, 33.4% of the students reached the Mastered or Accomplished level, indicating that the Theology 104 course provides a very strong foundation in reflective practices. Junior and senior students would benefit from additional opportunities to engage in structured oral and written reflection. • Surveys revealed that all students value reflection and desire additional opportunities to engage in meaningful reflection. • Surveys and capstone reflections from graduating seniors who have engaged in the Institute for Student Leadership Formation revealed the benefits of participation in this Institute and suggest that faculty and staff members should consider adapting some of the practices fostered through the ISLF.

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• Surveys highlighted the need to develop more helpful strategies to assist students in career and vocational exploration. • Data revealed the need to explore additional ways to measure creative recognition and expression.

After reviewing assessment results, faculty in every Division and staff members identified several ways to improve the outcomes associated with Contemplation, including:

• provide additional opportunities for reflective discussion and writing/journaling • integrate the Catholic Franciscan tradition, RISES, and Catholic Social Teaching more intentionally into curriculum • collaborate with the Career and Personal Development Office and Office of Alumni Relations to facilitate career exploration • connect on-campus cultural programs with curriculum.

Faculty members also suggested modifications to the assessment process and identified professional development needs. In response to development needs identified, the January 2015 Faculty Development Day featured a panel of faculty and staff members who shared creative strategies for promoting reflection. The day also included a forum for faculty members to explore ways to collaborate with the Institute for Sport, Spirituality and Character Development and the Institute for Student Leadership Formation.

During the 2013-2014 academic year, Conscience competencies were also the focus of the Core Curriculum assessment. Direct assessment measures included: written artifacts for application of the Catholic Franciscan tradition to ethical decision-making (98 papers from Sophomore level Philosophy 102 classes and 90 papers from junior and senior level courses embedding ethics related to the major); surveys from 138 students engaged in prolonged teamwork (three academic courses and a conference of the Institute for Student Leadership Formation); Neumann University Co-op/Internship Employer Evaluations of 133 students; and campus reports related to student conduct and academic integrity. Indirect assessment included: National Survey of Student Engagement (NSSE) – First and senior years; NSSE Catholic Supplement; Noel-Levitz Student Satisfaction Inventory (all years); NU Mission Survey administered to graduating seniors; and NU Alumni Survey.

Assessment results revealed the following:

• Reports related to student conduct demonstrated that most students take responsibility for the consequences of their actions and that incidents of student misconduct decrease as students mature. • Employers with whom students interact through internships rated students positively in areas related to ethical behavior, sense of responsibility, and teamwork. Employer ratings exceeded the desired benchmark of 4.0 for all categories.

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• Comparing the percentage of sophomore students with the percentage of junior or senior students reaching the Accomplished or Mastered levels on written artifacts related to ethical reasoning demonstrated growth. At the sophomore level, 74.5% of students reached the Developing benchmark or higher, which is the expectation. 51% of the upperclassmen reached the Mastered or Accomplished level, indicating that upperclassmen would benefit from additional opportunities to discuss and practice ethical decision-making informed by the Catholic Franciscan tradition. • Student self-evaluation of teamwork skills revealed that students wish to improve their skills in conflict management and reflective listening. • Surveys revealed that students believe that Neumann University helps them to develop a sense of values and ethics. At the same time, students desire additional opportunities to engage in reflection and discussion related to ethical decision-making. Survey responses also indicated that students would like greater demonstration of respect for differences.

After reviewing assessment results, faculty and staff members made the following suggestions for improvement: to reduce plagiarism, teach writing as a process which includes one-on-one conferencing, in-class discussions, and peer review; follow the University policy on plagiarism (document, discuss with student, have student sign document); maintain emphasis on the Catholic Franciscan Tradition, RISES, and Catholic Social Teaching; and develop and consistently follow policies which promote academic and personal integrity. Complete assessment reports for all Core learning outcomes are available on the Document Roadmap.

The Assessment Plan reflects the best efforts of the Core Curriculum Task Force to ensure the collection of data related to every Core learning outcome at specific points in the academic and co-curricular program that will best reflect the achievement of “all students.” Where there is only one required course (e.g. history or science) which relates to a particular outcome, all such required courses have been included in the Assessment Plan. In instances where an outcome is introduced in a required core course and then developed in subsequent courses (e.g. writing, ethics, reflection), samples of student work are drawn from the required core courses and also junior- and senior-level courses in each major. Assessment includes traditional undergraduate programs, as well as the adult degree completion program in Liberal Studies. In this way, the sample of artifacts assessed over the three-year cycle reflects the achievement of all students, although every student is not assessed every year in relation to every learning outcome. In AY 2014-2015, the University will complete the first cycle of assessment of the Core Learning Outcomes, with a focus on Comprehension and Compassion. Results of the first cycle of assessment provide a baseline for determining students’ levels of competency in oral and written communication, scientific and quantitative reasoning, technological capability, information literacy, and critical analysis and reasoning. The second three-year cycle of assessment will provide evidence of the impact of faculty and staff efforts to help students meet expected competency levels in every area of General Education.

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development. The NU Core Experience website (http://www.neumann.edu/CoreExperience/default.asp ), includes historical and current information related to the program, assessment plans and rubrics, and resource materials. The Director of the Core Program publishes a newsletter once or twice each year with information on assessment and professional development opportunities. Complete reports of annual assessment are available on the NU SharePoint Assessment website.

As indicated in Neumann University’s Identity, Mission, and Vision Statements, the community expresses a strong assent to the somewhat less tangible, but enduring purposes, found within holistic liberal arts education. The Mission Statement stresses that the outcome for each student at Neumann includes the recognition that “knowledge is a gift to be shared in the service of others” and the actualization “that learning is a lifelong process.” These outcomes relate directly to the University’s Core Values identified and iterated in the acronym RISES: Reverence, Integrity, Service, Excellence, and Stewardship. These values and the activities and engagement flowing from them are rooted in the tenets of the Catholic Franciscan Intellectual Tradition, Catholic Social Teaching, and the spirit of Francis and Clare of Assisi (See Identity, Mission, Vision and Core Values (http://www.neumann.edu/about/history_mission.asp).

To ensure that these values are inculcated into the lives of the students who pass through Neumann, a sequential assignment of required common learning experiences have been scaffolder throughout identified courses, in particular the signature courses listed in the Core Course Requirements for all Traditional Undergraduate Major Programs (found in Core Experience, Required Courses (http://www.neumann.edu/CoreExperience/RequiredCoreCourses.pdf) , as well as through integrated experiences of Service-Learning, the completion of Capstone courses, and diverse student life areas. Comparable courses and experiences are included in the accelerated degree programs.

The Catholic Franciscan Tradition and the University Values (RISES) are integrated into the philosophy and the learning outcomes of the undergraduate Core program (http://www.neumann.edu/CoreExperience/philosophy.asp). The learning outcomes most closely aligned with the Catholic Franciscan tradition and the RISES values include:

Contemplation: Engage in meaningful reflection. Apply the principles and values of the Catholic Franciscan tradition to personal, professional, and societal questions and issues and engage in self-reflection.

Conscience: act ethically and responsibly. Exercise ethical decision-making, informed by the Catholic Franciscan tradition, in a variety of settings.

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Compassion: respect all of creation. Honor the worth and dignity of each person; interact respectfully in the local and global community; engage in service to promote the common good; and demonstrate environmental awareness and stewardship.

Faculty and staff members, in collaboration with the Core Curriculum Task Force, have developed Mission-specific rubrics, based on the AAC&U VALUE rubrics, to assess each of these learning outcomes. The rubrics related to each learning outcome are available on the webpages for Contemplation (http://www.neumann.edu/CoreExperience/contemplation/default.asp ), Conscience (http://www.neumann.edu/CoreExperience/conscience/default.asp ), and Compassion (http://www.neumann.edu/CoreExperience/compassion/default.asp ). When the first cycle of assessment is complete, it will be possible to determine how effectively the scaffolding of required courses and the introduction of Service-Learning and Capstone courses have deepened student understanding of Catholic Social Teaching and Catholic Franciscan Tradition, fostered ethical reasoning, promoted student engagement in meaningful reflection, and strengthened a commitment to use knowledge “in the service of others.”

In addition to the three-year cycle of Core assessment, full-time faculty teaching the signature courses (i.e. theology, philosophy, and the INT 101 faculty) assess their courses annually. Such assessment has resulted in improvements within the signature courses. For example, in Fall 2011, a process of theological reflection was introduced into the foundational course in Theology, i.e. Theo 104: Theological Foundations, with every instructor educating students in the use of this process as part of their theological consideration and completion of their service related assignment. (For a review of Theology 104 from 2011 through 2013, see the Document Roadmap). With the focus in AY 2013-2014 on Contemplation throughout the Core, the theological reflection process was moved into the upper level Theology courses (See LO 2. Contemplation: Engage in meaningful reflection http://www.neumann.edu/CoreExperience/contemplation/ContemplationAssessmentPlan.pdf )

This reflective process has been extended to provide a template for the reflection within most Service-Learning courses (See Service Theological Reflection: Rubric and Directives http://www.neumann.edu/academics/servicelearning/reflection/samples/TheolReflectionrevexpla ined.pdf ). Over the course of several years, philosophy professors have strengthened the required Ethics course, Philosophy 102, to ensure a strong foundation in the Catholic Franciscan Tradition. After evaluating several texts, one of the philosophy professors published a book, Catholic and Franciscan Ethics: The Essentials (Mizzoni, 2014), which is used by all the students in every section of the course.

The most recent Vision Statement of Neumann University affirms that the purpose of Neumann curricula is to “promote thoughtful and ethical leadership in service and response to a global and technologically complex world” (http://www.neumann.edu/about/history_mission.asp). The

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final outcome of such promotion through instruction, skill training, and personal development is to foster “a well-rounded, hard-working individual who can enter the field of his or her choice equipped with the social and academic skills needed to excel” (http://www.neumann.edu/academics/undergrad/default.asp).

To these ends, many areas in the academic structure of the University and life of the students have come under review in recent years, leading to major changes across Divisions, departments and programs, with great emphasis and work devoted to the restructuring of the undergraduate Core Program. While still in a process of ongoing development, the structures for implementing, assessing, remediating, and revising/strengthening every part of this area of General Education are now in place and have evolved progressively to meet the needs of students and to promote personal and professional competency

Narrative: Standard 13: Related Educational Activities

Basic skills. Transitional Education (Developmental Education previous to Fall 2015) at Neumann University is a comprehensive, student-centered program that supports students who, by their academic profiles and University administered placement testing, are identified as being in need of at least one developmental course (http://catalog.neumann.edu/content.php?catoid=9&navoid=264&hl=transitional+education&r et urnto=search ). Procedures for identifying students who are not fully prepared for college- level study include, but are not limited to:

1. a comprehensive review of the student’s academic profile by the Admissions Committee, comprised of Admissions Director, Academic Support Director, Transitional Education Director, and full-time faculty member; 2. individual review of placement testing results and academic profile by academic support professional to provide referral to relevant courses and support services; 3. placement in Academic Support/ The Program for Academic Competence and Enrichment (PACE) (http://catalog.neumann.edu/content.php?catoid=9&navoid=264&hl=transitional+educati on&returnto=search ).

Students requiring remedial or pre-collegiate level courses that do not carry academic degree credit are informed at the time of registration that they may need more than eight semesters to graduate (http://catalog.neumann.edu/content.php?catoid=9&navoid=264&hl=transitional+education&r et urnto=search). Students in Transitional Education are highly encouraged to participate in summer academic momentum programs with deeply discounted tuition rates to improve academic progression and the likelihood of graduation within four years. Policy AA 1.01 describes the procedure for placement testing, and Policy AA 1.02 describes the rationale for and the objectives of Developmental (Transitional) Education. Transitional Education at

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Neumann University does not end with first-semester developmental courses. Underprepared learners are supported beyond the first semester through Supplemental Instruction (SI), developmental advising, and faculty development workshops sponsored by the Transitional Education Office.

Supplemental Instruction began at Neumann as a support for PACE students in gateway or critical courses beyond the first semester, and now supports and benefits learners across the ability spectrum by using peer-assisted study sessions to improve student success within targeted historically difficult courses. SI is a non-remedial approach that provides regular review sessions outside of class in which students work collaboratively by discussing readings, comparing notes, working together to predict test items and sharing ideas for improving class material. Millennial learners are particularly responsive to the SI model since it is based on collaborative and social learning models. Each participating faculty member receives data comparing the progress of SI participants with non-SI participants. The following data tables demonstrate the effectiveness of the Supplemental Instruction program across several courses at Neumann University.

Table 13.1. SI GPA Comparisons Spring 2014

Average GPA by type of Course: SI Participants / Non SI Participants (Spring 2014) 3 2.73 2.59 2.65 2.5 2.4 2.5 1.92 2 1.5 1

0.5 0

Mathematics Participants Science Participants N=40/Non Business Participants N=52/Non N=19/Non Participants N=45 Participants N=117 Participants N=83 SI 2.73 1.92 2.5 Non SI 2.59 2.65 2.4

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Table 13.2. Average Final GPA for SI Participation Spring 2014

AVG Final GPA based on number of SI sessions attended 2.52 2.5 2.5 2.48 2.46 2.46 2.44 2.42 2.42 2.4 2.38 1-3 Session s 4-7 Session s 8+ sessions AVG final GPA 2.42 2.46 2.5

AVG final GPA

Developmental Advising: Once students are considered developmental learners at the time of placement testing and registration, they are assigned to a specially trained professional academic advisor familiar with the unique needs of the developmental learner. Through frequent and ongoing contact with advisees, this advisor engages each developmental student in creating a plan to achieve his/her educational, career, and life goals while providing access to specially designed classes, including linked, compressed, and tutor-supported courses geared for the developmental learner. This individualized advising relationship continues throughout the first and second year of the student’s academic program. In addition, developmental learners are coded in the administrative computing system, enabling future advisors to be informed of students’ academic backgrounds while they pursue their intended major. An integrated and centralized developmental education program, including carefully constructed developmental courses linked and/or aligned with subsequent college-level courses, enhanced academic advising, ongoing faculty development, and opportunities for academic support beyond the classroom allow developmental learners to be retained at significantly higher rates than students of a similar profile at other institutions. See Standard 8 retention data.

Faculty Development: Faculty Development opportunities are provided on an ongoing basis through the Office of Transitional Education to help equip and inform faculty of best practices to engage and challenge Neumann University’s large population of learners in need of additional academic support. Outside speakers, national experts, and consultants have presented half-day and daylong workshops funded through the Title III Strengthening Institutions grant. The following table summarizes the workshops and attendance:

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Table 13.3 Faculty Development in Developmental Education 2010-2013

Date Presenter Topic Faculty Participation August 2010 Taylor Acee Strategic Learning Workshop 57 August 2011 David Caverly Developmental Reading and 63 Instructional Technology August 2012 Skip Downing Student Motivation and 78 Engagement May 2013 Rick Lavoie New Directions for Students with 84 Learning Disabilities

The Director of Transitional Education is actively involved in faculty development with frequent presentations at Division meetings, internal faculty development workshops, and Lunch and Learn series. Additional data on development for both full-time and adjunct faculty at Neumann University is available on the NU Learn Faculty Development Page (http://www.neumann.edu/faculty-staff/support.asp ).

Certificate programs. Certificate offerings at Neumann University do not function in a singular area of the University, but are widespread and cross multiple academic Divisions, disciplines, and entities, including third-party relationships. Current certificates and sponsoring Divisions include:

Table 13.4. NU Certificate Program Offerings

Certificate Program Division Sponsor(s) Continuing Professional Education (CPE/CLE) –for Accountants and Division of Business Attorneys and Information Management Business Administration Certificate Division of (http://www.neumann.edu/academics/undergrad/liberal/busadmi n.asp ) Continuing Adult and Professional Studies Online Course Facilitation and Design – primarily for internal Division of certification Continuing Adult and (http://www.neumann.edu/academics/contedu/coursefacilitation. Professional Studies asp ) Certificate of Advanced Study in Pastoral Counseling Division of Education (http://www.neumann.edu/academics/grad/pastoral/CERTpastoralcounsel and Human Services ing.asp )

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Certificate Program Division Sponsor(s) Certificate of Advanced Study in Spiritual Direction and Division of Education Formation Supervision and Human Services (http://www.neumann.edu/academics/grad/pastoral/CERTspiritualdirecti on.asp ) Certificate Program Division Sponsor(s) Certificate for the Pastoral Care Specialist Division of Education (http://www.neumann.edu/academics/grad/pastoral/CERTpastoralcarespe and Human Services cialist.asp ) Post-Master’s Certificate as an Adult/Gerontology Nurse Division of Nursing Practitioner and Health Sciences (http://catalog.neumann.edu/preview_program.php?catoid=8&po id=540&returnto=220 )

In general, the certificate programs are consistent with the institutional mission as evidenced by their descriptions and published learning outcomes. The overwhelming majority of certificate programs articulate program goals, objectives, and expectations of student learning publicly through the University website and/or the University Catalog. These certificate programs are institutionally designed and administered and students complete a Neumann- administered evaluation, either through the Individualized Development and Educational Assessment (IDEA) process, or via a paper survey from the Division of Continuing Adult and Professional Studies. Additionally, the programs provide access to available and effective student support services. In addition to the Neumann-designed and administered programs, the Division of Continuing Adult and Professional Studies advertises the following certificate programs. The providers of the programs are listed.

Table 13.5. CAPS Continuing Education Programs

Certificate Program Provider Healthcare Courses (Various) Condensed Curriculum (http://www.neumann.edu/academics/contedu/HealthCare.asp ) International Paralegal Certificate (Various) The Center for Legal Studies (http://www.neumann.edu/academics/contedu/paralegal.asp ) Social Media Strategist Certification Preparation National Institute for Social (http://www.neumann.edu/academics/contedu/SocialMedia.asp) Media

In collaboration with the Delaware County Bar Association of PA, attendees can earn CLE and CPE credits for certain programs offered by the Center for Community Leadership Development and Entrepreneurship (http://www.neumann.edu/cclde/).

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The decision to engage in, create or offer certificate programs ultimately resides with the Dean of the respective academic Division. The protocol used to guide the process of developing certificate programs may vary depending on the program, area of study, and other relevant factors. For example, in the Division of Continuing Adult and Professional Studies, certificate programs designed for credit go through a panel review system rather than Faculty Senate. The certificate for Pastoral Care Specialist followed regulations set by the American Association of Pastoral Counselors (AAPC), was approved by Faculty Senate and AAPC, and is listed on the AAPC website.

Certificate programs are typically only evaluated for college credit and are possibly transferable to the undergraduate degree completion programs housed in the Division of Continuing Adult and Professional Studies or used as elective or self-designed credit and, as such, are subject to the University-approved, documented prior learning evaluation process. After evaluation of effectiveness, low enrollment, and related costs, the certificate programs shown in Table 13.5 above were discontinued in AY 2015-2016.

Experiential learning. Experiential Learning at Neumann University includes service-learning, internships, clinical and field placements, practica, experiential learning portfolios, and experiential learning projects. Each major program identifies the requirements and the evaluation procedures for experiential learning; where applicable, requirements and evaluative processes conform to the requirements of accrediting agencies. Documentation of all experiential learning may be found in the Document Roadmap. For this self-study, the example below serves to demonstrate analysis of the effectiveness of the experiential learning required in Arts & Sciences and Business & Information Management.

Service-Learning is defined in Policy CU 1.12 and on the Service-Learning website (http://www.neumann.edu/academics/service-learning/default.asp ), as “a form of experiential education in which community-defined needs are addressed by students through structured learning opportunities. Critical reflection and reciprocity are key elements of the experience, serving to foster a broader appreciation of the course content and the community as a whole.” Policies and procedures for developing and implementing Service-Learning courses are specified in the policy and on the website. Before Service-Learning is implemented, the course syllabus must be reviewed and approved by the Director of Service-Learning and Community Engagement. Once the syllabus is approved, the faculty member conducting the course is responsible for evaluating the level, quality and quantity of the student learning. According to the Service-Learning Policy.

The revised undergraduate Core program, introduced in Fall 2012, requires that Service Learning be integrated into two courses. The Office of Service-Learning and Community Engagement and the Neumann Institute for Franciscan Studies currently provide assistance for faculty and students involved in Service-Learning course development, placement in community partnerships, and reflective processes. 133

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Rooted in Neumann’s Mission to educate a diverse community of learners from the standpoint that knowledge is a gift to be shared in the service of others, several majors require students to complete an internship experience. The Neumann University Undergraduate Catalog states that “internships allow undergraduate students to combine the world of academics with the world of work.” According to the NU catalog http://catalog.neumann.edu/content.php?catoid=9&navoid=256&hl=internships&returnto=sea rch students may take up to 12 credits of internships related to the content of the major program.

During AY 2014-2015, Neumann developed an Internship course to replace the previous Co- Operative Education courses. This development was a collaborative effort with the Office of Career and Personal Development and the Deans and faculty in Arts & Sciences and Business & Information Management. A pilot course was developed by the faculty in Criminal Justice and became the model for the revision. Previously students were mentored in their co-op experiences by faculty in a manner similar to a directed study, and the Office of Career and Personnel Development did the necessary preparation and paperwork with the student prior to beginning the experience. However, the students were adding the co-op courses throughout the semester, which was problematic for accurate reporting of student status and financial aid. The new system offers an internship course to replace the previous co-op experience. There are four benefits to this new system. (1) The course is now taught as part of a faculty member’s teaching load, eliminating the nominal stipends once received and thereby making compensation more equitable. (2) The students meet as a class one time every three weeks throughout the semester, which allows the students to have a common reflective experience and makes assessment of the academic portion of the experience much easier. (3) During the weeks when the class does not meet, the faculty member has the time to regularly contact the field supervisors of the various students in the course. (4) Students can no longer add internships whenever they wish; the internship course functions as any other course in the university.

Criminal Justice piloted this new approach in Spring 2014. Students particularly liked the opportunity to share their reflective experiences with classmates. The Communication and Media Arts major piloted the class model in Fall 2014. The Division of Arts and Sciences approved and recommended to Faculty Senate in Spring 2015 a proposal to create an Arts and Science internship course available to juniors and seniors, regardless of major. This course will replace internship courses in Arts Production and Performance, Biology, English, Political Science, Psychology, Liberal Arts, and any other major offered by the Division until such time as the individual majors can field at least ten students in an internship course under the major program. The Division will offer one section of each level of internship course each semester, to include the Summer 1 session. The Division of Business and Information Management established a similar internship course for business majors, which will be implemented in Fall 2015.

Currently surveys of Neumann graduates do not specifically address the impact of experiential learning on professional preparation. The One-Year-Out Alumni Survey asks graduates 134

Neumann University The NU Experience: Self-Study MSCHE 2016 whether specific resources helped them to find employment. In 2011, 14% of respondents cited experiential learning as helpful in finding employment; in 2012, 12% of respondents acknowledged experiential learning as a helpful resource; and in 2013, 10% of respondents ranked experiential learning as an aid in finding employment. During the spring and summer of 2014, Publishing Concepts, Inc., posed five questions to 1300 alumni from all graduation years.

In response to the question, How well did your experience at Neumann University prepare you for your current position?, 35% reported Exceptionally Well; 45% Very Well; 14% Competently; 3% Less than Competently; and 1% Poorly. Three percent of the respondents reported being unemployed. Qualitative evidence is available from graduates from a variety of majors who responded to an invitation to participate in videos explaining how experiential learning prepared them for their current position. Testimonies from graduates describing the impact of the Neumann experience, especially their experiential learning experience (clinical program in Nursing and Athletic Training, Field placements and Student teaching, and internships) are available below from the video links provided. These students have been featured on the Neumann website.

Non-credit offerings. The decision to engage in, create or offer non-credit programs ultimately resides with the Dean of the respective academic Division. The protocol used to guide the process of developing noncredit offerings varies depending on the program, area of study and other relevant factors. Some programs develop anecdotally, while others are introduced based on market research or in-house comparison research with competitor institutions. The committee that investigated this standard observed that the formal procedures which are in place for the addition of academic programs are not uniformly employed when noncredit courses or certificate programs are considered.

Non-credit programs are often evaluated for college credit and transferable to the undergraduate degree completion programs housed in the Division of Continuing Adult and Professional Studies. The credits earned are used as elective or self-designed credit and, as such, are subject to the University-approved documented prior learning evaluation process.

Branches, additional locations, and other instructional sites (including business/corporate locations and study abroad). Neumann University maintains no branch campuses, and it does not own or possess off campus facilities of any kind. At times, the University offers courses at “additional locations” and “other instructional sites.” These locations and sites are approved by the Middle States Commission on Higher Education. The majority of courses taught at “additional locations” and “other instructional sites” are taught by the same full-time and adjunct faculty members who teach the courses on the main campus. Faculty members submit syllabi to Deans and Program Directors in the respective academic Divisions; faculty participate in orientation and professional development through programs offered on campus and online. Students evaluate faculty at off- 135

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campus sites using the IDEA protocol. Deans and Program Directors provide oversight of the programs and the faculty teaching the courses. A full listing of the courses taught at additional sites are available in the documents for this Standard. Similar to the findings concerning noncredit offerings, the committee observed that the formal procedures which are followed for traditional on-campus academic offerings are not uniformly applied for similar off-campus academic offerings.

Neumann University also awards credits for students who desire such credits for professional development offered by the Chester County Intermediate Unit (CCIU). CCIU is approved by the Pennsylvania Department of Education (PDE) to offer graduate-level courses for Continuing Professional Education (CPE) credit but cannot offer graduate credit because it is not a university. Therefore, CCIU has established agreements with universities, including Neumann, to award graduate credits to students. Neumann University reviews courses before agreeing to award credits.

Distance education or distributed learning. As distance learning offerings increase within institutions of higher education, Neumann University continues to design, develop, instruct and assess online courses in a variety of academic disciplines. Informed by the Framework of the Quality Matters® Standards Rubric (https://www.qualitymatters.org/), a nationally recognized benchmark for online course design, the distance learning offerings adhere to institution-wide standards for quality instruction, articulated expectations of student learning, academic rigor, and educational effectiveness. Neumann University has been a member of Quality Matters® since 2011. It is noted by the committee that reviewed these standards that although Neumann University has made great strides in terms of course design, additional resources in this area will be needed as online offerings are expanded. In addition, information technology resources have not kept pace with the growth of these courses requiring an expansion of IT support in the area of 24/7 help desk assistance.

Faculty have the opportunity to participate in a number of professional development programs provided by the Director of Academic Technology and the AVPAA. In AY 2014-2015, 13 faculty completed the Quality Matters® training through online courses, 24 attended an onsite QM course Designing Your Blended Course, and 61 faculty attended various NU Learn Training and Update presentations on site, including four presentations by faculty members.

In addition to training faculty, Neumann University hires instructional designers on a contractual basis as needed to support the development of online programs. As these programs continue to be developed, the on-site support structures will need evaluation for efficiency and availability. Neumann has an E-Learning Committee led by the Director of Academic Technology and comprised of faculty and staff who provide policy and procedure guidance for online course offerings, as well as professional development opportunities for faculty teaching online. The Neumann University Distance Education Policy was developed by the E- Learning Committee in 2012. Although submitted to the Policy Committee, the only action 136

Neumann University The NU Experience: Self-Study MSCHE 2016 moving forward as policy was that of certification of faculty who teach online or hybrid courses.

Neumann defines its alternative instructional hour equivalencies in its catalogue. See http://catalog.neumann.edu/content.php?catoid=11&navoid=321#Academic_Credit_Schedule

Contractual relationships and affiliated providers Neumann University contracts with numerous providers, institutions and organizations to offer programs and services that support the academic mission. Adequate and appropriate review and approval of work performed by a contracted party is done in a formalized manner in a number of the University’s units/departments. In other areas of the University, personnel within the unit/department may make decisions about whether to continue with a particular provider or relationship based on observation; what they are told by students, faculty, and/or staff; or comments received via email. Some departments are in the process of adopting a more formalized evaluative process for determining the effectiveness of these contractual relationships and affiliated providers.

According to Policy TF 2.03, Corporate Agreements, the University maintains tuition agreements with corporations and institutions that are congruent with the University’s Mission. Such agreements require approval by the Vice President for Academic Affairs and the Vice President for Finance and Administration. In addition, Policy GP 3.00, Criteria for Collaborative Relationships, offers guidance to personnel “who are contemplating and recommending collaboration” to ensure that such collaboration is consistent with Neumann’s Catholic Franciscan identity.

Institutional Research uses surveys to gauge student engagement, academic goals and progress, and faculty effectiveness. The Beginning College Survey of Student Engagement (BCSSE) and NSSE are used together to gauge student engagement and shape first-year experiences to help students be more successful in that first critical year. Additionally, the Cooperative Institutional Research Program’s (CIRP) Freshman Survey and the follow-up Your First College Year (YFCY) survey provide data on first-year students’ established behaviors, academic preparedness, expectations, values, and goals, etc., at the start and end of the academic year. See the Institutional Research Survey schedule (http://www.neumann.edu/InstitutionalResearch/SurveySchedule.pdf ).

Course evaluations are provided online at the end of each learning term through IDEA, a nonprofit organization that provides feedback systems to improve teaching and learning in higher education. IDEA’s process allows instructors to designate the most important elements of their courses and to receive data on how students perceive the effectiveness of the course and the instructor in meeting those elements in particular.

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The Academic Advising Center (http://www.neumann.edu/academics/advising.asp) provides resources to support both the faculty and students to promote student success. The College Student Inventory is a survey that provides faculty with information unique to each student so that they connect the students with programs and services that may interest or support them. In addition to services provided by personnel in the Academic Resource Center, Pearson’s MyFoundationsLab provides online homework, diagnostic, tutorial, and assessment tools to support teaching and learning for students in reading, writing, and math. The library contracts with more than 30 vendors to support research. The library reviews User Statistics and the similar subscriptions and holdings of peer institutions to help determine the quality, relevance and cost effectiveness of the information resource services provided. The library also elicits faculty feedback and product/title recommendations to ensure that resources fully support learning and the curriculum. The library staff is developing a formalized evaluation process as part of a departmental assessment plan that will ensure that this systematic approach to resource management remains frequent and up-to-date. Vendors include, but are not limited to, databases ProQuest, EBSCOhost, Lexis Nexis, and JSTOR; research networks USA Trade Online and SBR Net; suppliers of print and electronic content and learning tools Britannica, Coutts Information Services, Credo Reference, Gale, Naxos, Project Muse, and Sage; and software and management providers SirsiDynix, Serials Solutions, Springshare, and Swets.

The University continues to expand its online offerings. Its partnership with the Online Consortium of Independent Colleges and Universities (OCICU) has helped to provide online courses, particularly for adult students. Additionally, the Division of Education and Human Services contracts with Thomas Stecher and Associates (TSA) to assist in programming and marketing for its Masters of Science in Social Emotional Learning at sites in Chester County. The agreement is evaluated each year by TSA, along with the Dean and the Vice President for Academic Affairs. Students in the Nursing program must pass a national test, NCLEX-RN, to become a registered nurse. Neumann University contracts with Health Education Services Inc. (HESI) for standardized exams to assess student progress in the program. This represented a change of vendor for the standardized testing of nursing majors after an evaluation of NCLEX-RN pass rates. The Division also contracts with Kaplan to provide a review course for the NCLEX-RN. The agency used for nursing clinical experiences must be approved by the Pennsylvania State Board of Nursing; if the agency is out of state, the Dean of Nursing must inform the State Board where the agency is housed. According to Policy GP 2:00, Clinical Agency Contracts, Division Deans and the Vice President for Academic Affairs are involved in the contract review process.

If necessary, the Vice President and General Counsel also reviews the contract. In addition, the Vice President for Finance and Administration conducts an insurance review. Additionally, at the end of each clinical experience, the clinical unit is evaluated by the students and the faculty for effectiveness in the context of the student learning objectives and the fit with the content and competencies of the course.

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The Division of Education and Human Services has established a Memorandum of Understanding with the Chester County Intermediate Unit (CCIU) to award graduate education credits for professional development courses offered by the CCIU. Authorized by the Pennsylvania Department of Education, the Intermediate Unit provides the courses, but it is unable to grant college credits. For those students who need college credits, Neumann University is one of the universities with which CCIU has contracted to award graduate credits. The University reviews the CCIU courses before awarding such credit.

In Education, field experiences and student teaching are overseen by the Directors of Field Experience and Student Teaching who make contact with all partner schools, conduct periodic visits to the schools, and provide formalized feedback opportunities for both the schools and the students. To date, one field placement site has required that Neumann University develop a formal affiliation agreement; a sample is available on the Document Roadmap. Neumann University has developed an Independent Contractor Agreement for cooperating teachers who supervise student teachers; a sample is provided on the Document Roadmap. In a few cases, schools and school districts require a district contract for the placement of student teachers in their schools..

Self-Recommendations for Standard 13 Formalize and implement policies and procedures for the expansion of programs at additional locations/sites, that is, by establishing criteria for adding programs, such as articulation agreements with secondary schools, the "rising star" program for early childhood educators and for new study/abroad programs (See Appendix 13.1: Action Plan for Self-Recommendation 2 for Standard 13 - Related Educational Activities).

Expand information technology resources to meet the identified needs of the 24/7 learner and to ensure continued growth in the University’s online programming (See Appendix 13.2: Action Plan for Self-Recommendation 3 for Standard 13 - Related Educational Activities).

Conclusion Neumann University is in compliance with the essential elements for Standards 12 and 13 as demonstrated by narrative responses, supporting documents appearing as appendices and in the Document Road Map, and through the researched responses to the guiding questions unique to the University. The Neumann University Core Experience program is well understood and integrated throughout the educational processes and expectations of undergraduate learners. Neumann University exercises diligence to ensure that all related educational activities are congruent with the Mission and Core Values and applicable academic, legal, and ethical standards.

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