Chapter 4
Cleveland State University: Building from
the Past, Ascending to the Future
1
Criterion One: Mission and Integrity
47
2
Introduction: Mission
and Vision Statements
47
University History
Achievements
3
48
– Teaching
3
– Diversity
5
Core Component 1a: The organization’s mission documents
are clear and articulate publicly the
organization’s commitments.
– Research and Professional Achievements
6
– CSU’s Mission: A Historical Perspective
48
– The Fresh Face of the Campus
8
– CSU’s Distinctive Mission
49
The Future
9
– The Response: Centers of Excellence
50
– Health
12
– Evidence Supports CSU Is Mission Driven
51
– Education
13
51
– Community Sustainability
13
– Academic Colleges Keep the Mission
Current and Relevant
– Culture
14
– Communication of the Mission
53
– The Campus Neighborhood
15
Core Component 1b:
In its mission documents, the organization
recognizes the diversity of its learners,
other constituencies, and the greater
society it serves.
55
– Working toward Full Diversity
55
– Recognition of Diversity in Each Academic College
58
–R
ecognition of Diversity at the Undergraduate Level
62
Chapter 2
The Cleveland State University Self Study 19
– Purposes of the Self Study 19
– The Self Study Process
20
Chapter 3
Responses to 2000 Report of the Consultant Evaluators
25
– General Education’s Commitment to Diversity
65
– Concern 1: Enrollment Challenge
25
– International Programs
65
– Concern 2: Financial Resources
28
– English as a Second Language
67
– Concern 3: Integrated University Culture
31
67
– Concern 4: Assessment
35
– President’s Commission on the Role and Status of Women
– Additional Review Comments from the 2000 Commission Report
39
– Affirmative Action
68
– Diversity in Planning Processes
69
T A B L E o f c o n te n t s — R e p o r t t o T h e H i g h e r L e a r n i n g C o m m i s s i o n o f T h e N o r t h C e n t r a l A s s o c i a t i o n o f C o ll e g e s a n d Sc h o o l s
Chapter 1
70
– Vision Unlimited: A Unique Planning Process 70
Chapter 5
Criterion Two: Preparing for the Future
95
Introduction: Traditions in Values
and Planning
95
Core Component 2a:
The organization realistically prepares for
a future shaped by multiple societal and
economic trends.
96
– Campus Wide Strategic Planning
96
– Alignment of University and State Higher Education Goals
98
– Faculty and Staff Support Mission
71
– Mission, Strategic Planning, Advancement,
and Budgeting
72
Core Component 1d:
The organization’s governance and
administrative structures promote effective
leadership and support collaborative
processes that enable the organization
to fulfill its mission.
73
– Representative Leadership
73
- NEOUCOM
– Board of Trustees 73
- Bachelor Degree Attainment
– Office of the President
75
– Office of the Provost
75
– Mission Differentiation and CSU Centers of Excellence
– Business Affairs and Finance
76
– Research and Graduate Studies
76
– Enrollment and Student Affairs
76
– University Systems and Information Technology
76
– Advancement
79
– Institutional Diversity
79
– University Wide Task Forces and Planning Initiatives
– Promotion of Administrative Leadership
79
- Admissions Requirements
– Shared Governance
80
- Honors Program
Core Component 1e: The organization upholds and protects
its integrity.
82
- eLearning
– State Oversight
82
– Academic Integrity 83
– Financial Management
83
– Internal Audits
83
– Treasurer and Controller
84
–C
ollaborative Initiatives with Other
Ohio Higher Education Institutions
– Purchasing
84
– CSU and Regional Economic Development 107
– The Cleveland State University Foundation
87
– Conflict, Dispute, and Harassment Resolution
87
– Compliance with State and Federal Policies/Campus Safety
88
Strengths, Challenges, and
Self Recommendations
90
- Health-focused Initiatives
99
- The Center for Gene Regulation in
Health and Disease
(http://www.csuohio.edu/sciences/grhd.html)
- The Center for 21st Century Health
Professions
- The Next Generation Economy Center
100
- Student Success
- General Education Task Force 2005-07
(http://www.csuohio.edu/organizations/facultysenate/
GeneralEducationTaskForce3-20-07-2.doc)
- The Task Force on
Excellence and Engagement
107
T A B L E o f c o n te n t s — R e p o r t t o T h e H i g h e r L e a r n i n g C o m m i s s i o n o f T h e N o r t h C e n t r a l A s s o c i a t i o n o f C o ll e g e s a n d Sc h o o l s
Core Component 1c:
Understanding of and support for the
mission pervade the organization.
138
– Collaborative Execution
of Vision Unlimited
138
Strengths, Challenges, and
Self Recommendations
138
108
– Background 108
– Managing Resources 111
– Recent Changes (2006-2009)
116
– Revised Formula – Effective FY 2010
116
– CSU’s Budgetary Concerns
117
– Efficiencies
117
– The Future
119
– Budget Models: A Historical Perspective
121
– Presidential Initiative Fund
122
– Physical Resources and Planning 122
– The Master Plan
122
– The Role of University Advancement
122
– Marketing Plan
125
Core Component 2c: The organization’s ongoing evaluation and
assessment processes provide reliable
evidence of institutional effectiveness that
clearly informs strategies for continuous
improvement.
126
– Monitoring Strategic Planning through
Key Performance Indicators
127
- Using Assessment Data to Inform
Programmatic Change
– Key Performance Indicators for Goals
127
– Program Review with External Evaluators
131
- Broad-based Participation in
Assessment Processes
– Institutional Research Systematic Studies
132
– Environmental Scanning Informs
Vision Unlimited
Chapter 6
Criterion Three: Student Learning and Effective Teaching
143
Introduction
143
Core Component 3a:
The organization’s goals for student
learning outcomes are clearly stated
for each educational program and
make effective assessment possible.
144
– General Education Program
145
– Undergraduate Programs
150
– Graduate Programs
151
- Campus-wide Assessment
Structures and Levels of Occurrence
- Balanced Use of Direct and Indirect
Measures of Student Learning
163
134
Core Component 3b: The organization values and supports
effective teaching.
– Student Learning Outcomes
135
– Faculty Ownership of Curriculum
164
– Outcomes in Non-academic Areas
135
165
– Performance Evaluations for Staff and Faculty
136
– Institutional Structures and Processes Supporting Faculty Development
– Recognition of Effective Teaching
169
– External Agencies that Accredit
CSU Programs
137
170
– Advisory Boards Provide Input and Assessment
137
Core Components 3c:
The organization creates effective
learning environments.
– Academic Advising
172
– Student Life
176
– Learning Resources
?
T A B L E o f c o n te n t s — R e p o r t t o T h e H i g h e r L e a r n i n g C o m m i s s i o n o f T h e N o r t h C e n t r a l A s s o c i a t i o n o f C o ll e g e s a n d Sc h o o l s
Core Component 2d: All levels of planning align with the
organization’s mission, thereby enhancing
its capacity to fulfill that mission.
Core Component 2b: The organization’s resource base supports
its educational programs and its plans for
maintaining and strengthening their quality
in the future.
179
Strengths, Challenges, and
Self Recommendations
181
Chapter 7
– Incorporation of Technological
Experiences and Skills into Curriculum
212
– Incorporation of Diversity into Curriculum
215
Core Component 4d:
The organization provides support to
ensure that faculty, students, and staff
acquire, discover, and apply knowledge
responsibly. 215
– Policies and Procedures for
Ethical Conduct
215
– Human Subject Research
216
– Investigator Policies
216
– Animal Subjects Research
217
– Oversight for Integrity of
Research and Practice
217
Criterion Four: Acquisition, Discovery
and Application of Knowledge
187
Core Component 4a:
The organization demonstrates, through
the actions of its board, administrators,
students, faculty, and staff, that it values
a life of learning.
187
– Value of Life of Learning Indicated by Strategic Planning
188
– Programs and Courses in Ethics
217
– Support for Undergraduate Student Life of Learning and Undergraduate Programs
190
Strengths, Challenges, and Self Recommendations
218
– Support for Graduate Student Life of Learning and Graduate Programs
192
– Graduate College Oversight of Graduate Programs and Graduate Faculty
193
– Support for and Evidence of Faculty Life of Learning
197
– Research Centers 200
– Other Support for Staff, Faculty and Administrators for Life of Learning
200
Core Component 4b: The organization demonstrates that
acquisition of a breadth of knowledge
and skills and the exercise of
intellectual inquiry are integral to its
educational programs.
201
– Breadth of Knowledge and Skills
201
– Intellectual Inquiry in CSU
Educational Programs
202
Core Component 4c: The organization assesses the usefulness
of its curricula to students who will live and
work in a global, diverse, and technological
society.
207
–C
urricular Assessment Structures
and Procedures
207
– Incorporation of Global Perspectives
into Curriculum
211
Chapter 8
Criterion Five: Engagement and Service 221
Introduction:
221
Core Component 5a: The organization learns from the
constituencies it serves and analyzes
its capacity to serve their needs
and expectations.
221
– Learning from Internal Constituencies
222
– Learning from External Constituencies
223
– Responding to Internal Constituency Needs 225
– Responding to External Constituency Needs 225
– Focusing on Constituency Diversity
227
Core Component 5b:
The organization has the capacity and the
commitment to engage with its identified
constituencies and communities.
227
– Making the Campus Community Accessible 227
– Academic Colleges Engage with
the Community
229
– Planning Processes for Engaging
the Community
237
T A B L E o f c o n te n t s — R e p o r t t o T h e H i g h e r L e a r n i n g C o m m i s s i o n o f T h e N o r t h C e n t r a l A s s o c i a t i o n o f C o ll e g e s a n d Sc h o o l s
Core Component 3d: The organization’s learning
resources support student learning
and effective teaching.
238
– Programs Serving Undergraduate
Students
238
– Partnerships with Two and Four-Year
Institutions
244
– International Relationships
245
Core Component 5d: Internal and external constituencies value
the services the organization provides.
246
Conclusions from the Self Study
– Service Programs Involving the Community 247
– Examples of Service Programs Involving the Community
Conclusions from the Self Study
248
- Alumni Affairs
- Advancement
- Program Review
– Economic and Workforce Development
249
– Services and Facilities
249
Strengths, Challenges, and
Self Recommendations
252
Chapter 9
Federal Compliance
257
I. Credits, Program Length and Tuition 257
II. Student Complaints 260
III. Transfer of Credit 262
IV. Verification of Student Identity 262
V. Title IV Programs and
Related Responsibilities
263
VI. Disclosures in Advertising
and Recruiting Materials
266
VII. R
elationships with Other Accrediting Agencies and State Regulatory Boards
266
VIII. Public Notification of Comprehensive
Evaluation Visit and
Third Party Comment
266
269
Appendices
Appendices
273
T A B L E o f c o n te n t s — R e p o r t t o T h e H i g h e r L e a r n i n g C o m m i s s i o n o f T h e N o r t h C e n t r a l A s s o c i a t i o n o f C o ll e g e s a n d Sc h o o l s
Core Component 5c:
The organization demonstrates its
responsiveness to those constituencies
that depend on it for service.