C h a p te r 8
As called for by its mission, the organization identifies its constituencies and
serves them in ways both value.
Introduction
“The goal of engaged learning is to build bridges
action. In fact, the words describe CSU so well that
when the theme of “engaged learning” was sug-
between the University and the city that will provide
gested in 2008, it immediately resonated with the
environments for students to apply and expand what
institution’s internal and external constituencies.
they are learning in classrooms and laboratories.”
-President Ronald M. Berkman
Engagement and service are featured in the institution’s mission and vision statements (http://www.
CSU has a long history of collaboration with Cleve-
csuohio.edu/offices/president/statements/) dis-
land and Northeast Ohio. In response to the Chan-
cussed in Chapter 4. These broad statements set
cellor’s call for Mission Differentiation (http://uso.
the tone for Cleveland State’s engagement with its
edu/strategicplan/), the University developed three
students and the external community. Throughout
Centers of Excellence (as described in Chapters 4
this chapter, numerous examples demonstrate both
and 5) that exemplify its commitment to partner-
the CSU’s capacity and commitment that bring to
ing with the community, and providing innovative
life the words engaged learning (http://www.cleve
engines that will improve the area’s economy and
landstate.edu/engagedlearning/).
the quality of life of its citizens.
Mission and vision statements translate into action
through plans and activities. The University’s Strategic Plan, Vision Unlimited (http://mycsu.csuohio.
edu/committees/uspc/VisionUnlimitedFINAL.pdf),
includes one goal explicitly relevant to Criterion
5: Valued Community Resource. Goal 5 of Vision
Unlimited states:
Evidence that Core Component 5a.
has been met.
The concepts of engagement and service are
fundamental to CSU, from their inclusion in its mission and vision statements to their translation into
CSU must become known as the region’s most
valued academic resource and friend. To this
end, we need to capitalize on our strategic location to increasingly engage businesses and other
Pag e 2 0 2
Core Component 5a: The organization learns from the constituencies
it serves and analyzes its capacity
to serve their needs and expectations.
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Engagement and Service:
A). CSU will strengthen its niche in the com-
faculty (http://www.csuohio.edu/committees/
munity by providing services to help meet the
selfstudy2010/documents/Final CSU Stakeholder
educational and economic development needs
Survey - Faculty2.pdf) surveys can be found at
of the region (Strategy B).
the Self Study website (click on student, staff, or
As with other public institutions, CSU has multiple
constituencies, beginning with our students and
faculty to access the survey desired).
– The Campus Master Plan (http://www.csuohio.
including our faculty and staff. External constituen-
edu/services/campussupport/) gathered input
cies include alumni, employers, governmental enti-
from faculty, staff, and students about the shape
ties, nonprofit social service and cultural organiza-
of Cleveland State University in the future. It was
tions, professional and civic associations, and the
this plan that led to the building of a new Recre-
general public. Ohio citizens are another important
ation Center in 2006. Research studies of student
external constituency, since their support is crucial
opinions were conducted in the early planning
to the funding of higher education. Each of these
stages of both the Recreation Center and the
constituencies is made up of sub-groups with their
Student Center.
own needs and desires.
Learning from Internal Constituencies:
Students, Faculty, and Staff
CSU’s most important constituency is its students.
Their needs range from academic—courses
and programs, scheduling, academic support
– Information Services & Technology (http://www.
csuohio.edu/offices/ist/) periodically surveys
students about their campus computing needs
and technology use and has a suggestion box for
ongoing input.
– The University Library (http://library.csuohio.edu/)
has conducted the LibQual survey regularly since
administrative services, such as student life, rec-
2000. This national survey allows Library staff to
reation facilities, child care, parking, financial aid,
compare our results with other institutions’ and
and campus housing. Through the use of surveys
benchmark best practices. Library staff have fol-
and other sources, the University has identified
lowed the survey up with focus groups to probe
students’ needs and reacted appropriately, as the
ideas and questions more deeply.
– President Berkman surveyed faculty, staff, and
students shortly after taking office. Items covered
included academics, diversity, campus life, the
Further examples of meeting students’ needs
can be found at the Self Study website (http://
mycsu.csuohio.edu/committees/selfstudy2010/
documents/5a Internal Constituents Outreach.pdf).
University’s reputation and its potential. Results of
Faculty and staff needs, opinions, and views are
the student (http://www.csuohio.edu/committees/
respected and valued. Because much of CSU’s
selfstudy2010/documents/Final CSU Stakeholder
workforce has union representation, some faculty
Survey - Student2.pdf), staff (http://www.csuo
and staff needs are addressed through contract
hio.edu/committees/selfstudy2010/documents/
negotiations. A non-union Staff Advisory Council
Pag e 2 0 3
services, library services—to co-curricular and
following examples illustrate:
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Final CSU Stakeholder Survey - Staff2.pdf), and
C h a p te r 8
institutions in cooperative relationships (Strategy
needs of managerial and administrative staff. The
csuohio.edu/ims/) works closely with University
voices of faculty and staff are heard through a
administrators to set the agenda for classroom
number of cross-campus committees and advisory
technology enhancements based upon submis-
groups. For example, Campus Support Services
sions from colleges for services. Informal feedback
(http://www.csuohio.edu/services/campussupport/)
from users is another source of input. Special Col-
advisory committees (e.g., Parking, Dining Servic-
lections (http://library.csuohio.edu/speccoll/index.
es) include faculty and staff in addition to students.
html) relies on feedback from students and faculty
IS&T has a Deans IT Council which is made up of
as well as statistics and brief notes on materials,
representatives of each college. A University Plan-
equipment, and room use. University Archives
ning and Budget Advisory Committee (PBAC) pro-
(http://library.csuohio.edu/archives/index.html), part
vides cross-university input into Cleveland State’s
of the Library, determines needs through direct
budget. The President’s Advisory Committee on
contact with University offices and departments.
the Role and Status of Women (http://www.csuohio.edu/committees/pacrsw/) is to give thoughtful
advice to the President regarding conditions that
enhance women’s participation in all aspects of
campus activities, and conditions that may affect
the quality of education and working environment
experienced by women at CSU.
As mentioned in Chapter 4 concerning Shared
Governance, the Faculty Senate interacts with the
President and his Cabinet on a continual basis. The
President meets monthly with the Faculty Senate
President and attends Faculty Senate Steering
Committee meetings. In addition, the President
addresses the Senate as well as provides for an
open question-and-answer session.
Units within Campus Support Services (http://www.
csuohio.edu/services/campussupport/) have used
advisory committees and service feedback to ascertain needs, and Human Resources and Development (http://www.csuohio.edu/offices/hrd/) has
used performance appraisals as one way of determining faculty and staff needs, as well as requests
for staff training and professional development.
Learning from External Constituencies
Academic departments and schools are at the
forefront of deciding what programs to offer and
how they should be shaped, based on needs
identified by employers, alumni, advisory groups,
and regulations (e.g., professional bodies, licensing boards), among others. As noted in Chapter
5, each academic College as well as the Division
The Michael Schwartz Library (http://library.csuo-
of Continuing Education and Athletics has a Visit-
hio.edu/) staff ascertain faculty and staff needs in
ing Committee (http://www.csuohio.edu/offices/
a variety of ways. They work with faculty to make
trustees/visiting/) whose members are appointed
collection decisions and to instruct students on the
by the Board of Trustees to serve as links between
use of library resources. Please see Chapter 6 for
the University and its many external constituencies.
detailed information on the University Library.
Many academic departments—especially those
with professional accreditations, such as Electrical
and Computer Engineering—have their own advi-
Pag e 2 0 4
attends all full Faculty Senate meetings where he
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Instructional Media Support Services (http://library.
C h a p te r 8
provides input to the University President on the
– Alumni Affairs (http://www.csuohio.edu/alumni/)
determines the needs of alumni through sur-
Others (e.g., Civil and Environmental Engineering;
veys, committee input, chapter gatherings, and
Counseling, Administration, Supervision, and Adult
e-mails. Participation in Alumni Association
Learning; Electrical and Computer Engineering;
events provides another indicator of whether or
English; Health Sciences; Industrial and Manufactur-
not programming is meeting the needs of the
ing Engineering; Nursing; Philosophy; Social Work;
alumni constituency.
and Teacher Education) survey graduates and/or
employers periodically to gather input about their
curricula and educational outcomes. For instance,
the College of Education and Human Services
surveyed alumni and employers regarding aspects
of graduates’ preparedness to teach. These results
were gathered from 2003 through 2007 with 2,050
surveys mailed to graduates (15% response rate)
and 468 mailed to employers (32% response rate).
Please see the Electronic Resource Room for results of these surveys.
External constituency input has also been sought
in University planning, such as during the strategic
planning process in 2005 which resulted in Vision
Unlimited (http://mycsu.csuohio.edu/committees/
uspc/VisionUnlimitedFINAL.pdf). The process
included gathering feedback from internal stakeholders (e.g., key committees) and beyond (e.g.,
Trustees, alumni, community, and Visiting Commitof Strategic Planning University Reviews (SPUR) as
described in Chapters 4 and 5.
Beyond seeking input about the University’s plans
and programs, Cleveland State engages with and
serves the external community in several ways,
based upon its understanding of external constituency needs. A sampling of the ways in which CSU
is apprised of these needs is as follows:
speccoll/index.html) in the Michael Schwartz
Library gathers feedback from community users
and also relies on their knowledge of the major
themes of local history that should be covered.
– The Career Services Center (https://www.csuo
hio.edu/offices/career/) conducts focus groups
of employers, alumni, and the general community. Another source of input is employer
requests for services.
– The Division of Continuing Education (http://
www.csuohio.edu/ce/) engages in environmental
scanning, solicits input from Visiting Committee
members, contacts local employers, and seeks
suggestions about future programming from
instructors and program participants.
– A task force appointed to recommend an eLearning (https://mycsu.csuohio.edu/elearning/)
strategy commissioned a market research study
designed to identify regional needs for, and interest in, online degree programs at the undergraduate and graduate levels.
In addition, needs are brought to CSU’s attention
through both ongoing and periodic interactions
among external organizations and academic departments or other units, such as Student Life (https://
mycsu.csuohio.edu/studentlife/). These may take the
form of very specific requests (e.g., special projects
on “Do Gooder Day”) or broader involvement.
Pag e 2 0 5
tees). This outreach has been ongoing in the form
– Special Collections (http://library.csuohio.edu/
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
spectives as employers or subject matter experts.
C h a p te r 8
sory groups to provide input based on their per-
or checking out. The Writing Center (http://www.
CSU’s commitment and capacity to respond to the
into the first floor of the Library for greater student
needs of its internal and external constituencies are
access.
csuohio.edu/academic/writingcenter/) also moved
– The Career Services Center (http://www.csu
veal ways in which academic and support units have
ohio.edu/offices/career/) began a program in
made changes since 2000 in response to identified
2007, “Exciting Careers in the 21st Century,” for
student needs (for a more comprehensive list and
CSU students, faculty, and staff as well as high
descriptions, see Chapter 1 and Chapter 8).
school students.
– Major physical changes have been made on
– Information Services & Technology (http://www.
campus in order to enhance the student experi-
csuohio.edu/offices/ist/) introduced a wireless
ence. The addition of an appealing outdoor plaza,
network, expanded the number of general pur-
new student housing, a state-of-the-art Recre-
pose labs, and started the Mobile Campus (http://
ation Center (http://www.csuohio.edu/services/
www.csuohio.edu/offices/ist/services/student/
recreationcenter/) and Student Center are chief
mobile_campus.html) and Campus Connection
among these changes. The new buildings have
Lounge. (http://www.csuohio.edu/offices/ist/ser-
the added benefit of connecting the campus to
vices/student/connlounge.html).
the community in an intentionally visible way (see
– Campus Support Services responded through
Campus Master Plan (http://www.csuohio.edu/
such actions as changing menu items (Dining
offices/architect/masterplan.pdf)).
Services (http://www.dineoncampus.com/csu/)),
– Campus 411 (http://www.csuohio.edu/enroll-
creating new facility reservation procedures
(Conference Services), selling parking permits
to minimize what had become known to some
online (Parking Services (http://www.csuohio.
students as the “CSU shuffle” and provide a one-
edu/services/parking/)), changing ID card tech-
stop student administrative service center. This
nology (Viking Card Office (http://www.csuohio.
was part of a reengineering and reorganizing of
edu/services/vcard/)), and creating different
Enrollment Services.
lease options (Residence Life (http://www.csuohio.edu/services/reslife/)).
brought an enhanced focus on meeting the aca-
Responding to External
Constituency Needs
demic advising and support needs of undergrad-
The University has a host of outreach initiatives that
uate students, as noted earlier in this Self Study.
respond to external needs and serve the Northeast
www.csuohio.edu/offices/undergraduatestudies/)
– The Michael Schwartz Library (http://library.
csuohio.edu/) partnered with Cleveland Public
Library (http://cpl.org/) to create a casual area
with popular literature available for reading onsite
Ohio region and beyond. CSU has made significant
commitments to taking education outside of downtown Cleveland since 2000. In 2003, the University
expanded access to a CSU education when the
West Center (http://www.csuohio.edu/westcenter/)
Pag e 2 0 6
mentservices/campus411/) was created in 2004
– The creation of Undergraduate Studies (http://
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
demonstrated by its actions. Several examples re-
C h a p te r 8
Responding to Internal
Constituency Needs
degree programs, credit courses, and professional
lish Language Program (http://www.csuohio.edu/
development opportunities. The following year saw
ce/ielp/index.html) for international students who
the opening of the East Center (http://www.csuohio.
have been conditionally admitted to the University
edu/eastcenter/) in Solon. The Lakeland Community
and other non-native speakers—local or from over-
College partnership program followed. Additionally,
seas—who want to improve their English skills.
off-campus MBA programs were started at Progressive Insurance Company, Brunswick Industrial
Park, and Cleveland Clinic. The growth of eLearning
(https://mycsu.csuohio.edu/elearning/) has been
dramatic since 2000. Between the 2007-2008 and
2008-2009 academic years, student credit hours
earned through online and blended courses grew
by 43%. As of June 2010, 10% of all student credit
hours are generated through online or blended
courses. (Approximately 60 courses each semester
are fully online.) The number of online and blended
degree and certificate programs and course sequences has increased significantly, and interactive
video distance learning options have grown.
The Maxine Goodman Levin College of Urban
Affairs has a host of centers (http://urban.csuohio.
edu/research/) providing outreach through research services and professional development.
The Center for Leadership Development (http://
urban.csuohio.edu/leadership/) offers several programs, including the Leadership Academy, which
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Continuing Education also offers an Intensive Eng-
C h a p te r 8
in Westlake opened, offering a complement of
brings together policy-makers, elected officials,
senior administrators, and community executives from the region in an executive development
program. The Levin College Forum (http://urban.
csuohio.edu/forum/) is a focal point and catalyst
for thoughtful public debate, innovative thinking,
new ideas and timely action addressing the critical
urban issues that impact Northeast Ohio, the State
marily for external constituencies. The Division of
and the nation. All Forum programs are free and
Continuing Education (http://www.csuohio.edu/
open to the community and CSU students, faculty,
ce) is a major outreach arm of the University, regis-
and staff. The Center for Economic Development
tering about 10,000 participants each year through
(http://urban.csuohio.edu/economicdevelopment/)
hundreds of professional development programs in
conducts research and offers technical assistance
business and management, health and human ser-
on urban and regional economic issues of inter-
vices, computers and information technology, and
est to local, state, and national policy-makers.
other topics. The Division also conducts custom
The Great Lakes Environmental Finance Center
training for employers. For example, a major project
(http://urban.csuohio.edu/glefc/) is a partnership
since 2004 has been administering the technical
between the U.S. EPA and the Maxine Goodman
training for the City of Cleveland’s Department of
Levin College of Urban Affairs. Its mission is to help
Public Utilities. The Division’s Center for Emergency
the communities and states of U.S. EPA Region 5
Preparedness (http://www.csuohio.edu/ce/catalog/
(Illinois, Indiana, Michigan, Minnesota, Ohio, and
cep/index.html) provides hazardous materials and
Wisconsin) build innovative, cost-effective, and
related training to first responders throughout Ohio,
high-quality strategies for environmental improve-
funded by grants, contracts, and program fees.
ment and sustainable economic development.
Pag e 2 07
A number of outreach programs are offered pri-
areas of the University conduct outreach to the
visit the Self Study website (http://mycsu.csuohio.
edu/committees/selfstudy2010/documents/5a Colleges Outreach.pdf).
Focusing on Constituency Diversity
CSU is a leader in the state in enrolling and graduating minority students and is a top producer of
African-American master’s graduates (described
in detail in Chapter 4). CSU has been recognized
nationally in the Diverse Issues in Higher Education
Top 100 and highly recommended by the Hispanic
Outlook. The University is recognized as a leader in
workforce diversity by the Cleveland Commission on
Economic Inclusion and has the largest percentage
of diverse faculty among Ohio public universities.
Native American Heritage Month began as a week
of celebration and was extended to one month.
Activities engage both the campus and Cleveland
communities (http://www.csuohio.edu/offices/
odama/bridge/09summer/story04.html).
The Office of Institutional Diversity (http://www.
csuohio.edu/offices/diversity/) advances a culturally and intellectually rich campus for diversity and
personal development of diverse students, and
promotes positive race and community relations—
its role is University-wide.
CSU’s level of community engagement has grown
greatly over the past ten years. For example,
Cleveland State has board seats and is active in the
Campus District, NorTech, Ohio Aerospace Institute, Greater Cleveland Partnership, Bio-Enterprise,
Playhouse Square Foundation Board, Ideastream
Board, and Fund for our Economic Future. Other
strong partnerships at a broad level are with Cleveland Clinic and NASA Glenn; the College of Urban
Affairs is closely involved with Team NEO.
Making the Campus Community
Accessible
CSU not only offers classes for the traditional fulltime day student starting as a freshman, but also
offers programs and facilitated processes for the
part-time working student and the transfer student.
For the working student, evening classes and
complete evening degree programs are offered.
The Self Study website (https://mycsu.csuohio.edu/
committees/selfstudy2010/documents/Evening
degree programs table.pdf) lists 30 undergraduate
degree programs that students can complete taking evening classes (4:00 pm and after). In addition,
many other programs that do not offer full degree
curricula in the evenings do offer some courses in
the evening for their students. Working students
can, therefore, partially fulfill degree requirements
in these programs. Some programs such as some
in the College of Education and Human Services
offer many evening courses, but are limited by
Pag e 2 0 8
inclusion, supports the educational success and
Evidence that Core Component 5b.
has been met.
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Cleveland and Northeast Ohio community, please
Core Component: 5b. The organization has the capacity and the commitment to engage with its identified
constituencies and communities.
C h a p te r 8
For other examples of how colleges and other
cannot offer a full degree, In addition to serving
cess, automatically transfers credits between Tri-C
undergraduate working/part-time students, most
and CSU, allows students to take courses simul-
graduate programs offer their courses in the eve-
taneously at both institutions, gives Tri-C and CSU
ning. Full Saturday programs are also available. On-
advisors access to student records, and permits
campus child care services (http://www.csuohio.
students to use facilities at both campuses and
edu/services/childcare/) that specialize in teaching
participate in activities at both institutions.
strategies and providing early learning experiences
for the child are also available for day and evening
students, another support for working students
or students with children. Evening and weekend
advising (http://www.csuohio.edu/academic/advising/determining.html) is also available for many
programs across the campus.
In addition to the general articulation agreement
between CSU and Tri-C, “2+2” articulation agreements with individual programs are in effect. For example, an agreement between the Health Sciences
Department at CSU and Tri-C allows students in
over 20 allied health science associate degree programs at Tri-C, through an agreement, to pursue
In addition to serving working students in their
Bachelor of Science degrees in health sciences.
degree programs, CSU serves transfer students, the
with courses taken at Tri-C credited to the CSU
majority coming from community colleges. These
Bachelor of Science degree requirements, so that
transfer students are offered seamless transition in
students can complete their degree in four years,
various ways through 87 partnership agreements
instead of longer if the agreement was not in place.
(See Appendix 8.1). The number of enrolled transfer
Another Tri-C/CSU collaboration is the Masters in
students is 52% of the total undergraduate enroll-
Physicians Assistant (http://www.csuohio.edu/sci-
ment (new enrolled students in fall semester for
ences/dept/healthsciences/graduate/MSHS/physi-
years 2003-2008, CSU Book of Trends 2009 (http://
cian_assistant.html) program in which students with
www.csuohio.edu/offices/iraa/bot/bookoftrends.
Baccalaureate degrees enroll in the Physician As-
html)). Thus this community of students is a signifi-
sistant program at Tri-C and the Masters program
cant portion of CSU’s student population served.
in Health Sciences at CSU (see Appendix 8.1 for a
list of partnerships).
edu/Pages/default.aspx) is the closest community
Partnership programs with two other community
college to the University’s downtown campus, with
colleges are also in place. The Lorain County Com-
“Tri-C’s” main branch located just one mile away.
munity College Partnership (http://www.csuohio.
In the recently implemented Cuyahoga Community
edu/campuses/lorain/) program partners CSU
College Partnership Program (http://www.csuohio.
with Lorain County Community College (http://
edu/enrollmentservices/partnerships/tri-c/), CSU
www.lorainccc.edu/), which is 26 miles from CSU’s
partners with Tri-C to provide students an oppor-
downtown campus. In this program, four bach-
tunity to smoothly continue their education from an
elor’s programs (BAs in Psychology, Public Safety
associate’s to a bachelor’s degree. This program
Management, Non-Profit Administration, and Urban
is a dual admission program to Tri-C and CSU that
Studies), two graduate degrees (Master of Educa-
Pag e 2 0 9
Cuyahoga Community College (http://www.tri-c.
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
provides students with a one-step admission pro-
C h a p te r 8
field placement requirements in the degree so they
Master of Computer and Technology Teaching
such useful skills as career planning, resume writ-
Endorsement, and a graduate certificate program
ing, and interviewing to prepare students for co-op
(Certificate in Adult Learning and Development)
placement.
are offered by CSU at Lorain County Community
College. The Lakeland Community College Partnership Program (http://www.csuohio.edu/campuses/
lakeland/) partners CSU with Lakeland Community
College (http://www.lakeland.cc.oh.us/), which is
22 miles from CSU’s downtown campus. In this
program, six bachelor’s programs (BBA in Business
Administration, BBA in Information Systems, BA in
Public Safety Management, BA in Organizational
Leadership, BS in Electronic Engineering Technology, and BS in Mechanical Engineering Technology),
a minor in business, and courses in education are
offered by CSU at Lakeland Community College.
Academic Colleges Engage
with the Community
CSU offers a multitude of ways for students to
engage with the Greater Cleveland and Northeast
Ohio area (see “50 Ways to Engage” (http://www.
csuohio.edu/engagedlearning/50ways.html)) including the Community Service Council (http://www.
csuohio.edu/studentlife/communityengagement/
council/index.html) in Student Life. In addition, academic programs connect students to the surrounding community as reflected in the following sections
describing co-curricular activities by College and
Division as they relate to the two Signature Themes
Multiple programs with high schools are also in
of Health and/or Sustainable Communities. Included
place to facilitate the transition from high school
are relevant passages from each College or Divi-
to college. Examples include the Fenn Academy
sion’s strategic plan.
(http://www.clevelandstate.edu/engineering/fennacademy/) in the Fenn College of Engineering.
Fenn Academy is structured to be a consortium
with the Fenn College of Engineering and a group
of 30 high schools and many local corporations.
The mission of the academy is to attract high
establishing high quality pre-engineering programs
at member high schools, and a variety of educational programs at the affiliate schools to support
those students with technical, and when possible,
Nance College of Business Administration
Signature Theme: Health
Outreach to the healthcare community includes
the Beachwood Business Development Center
(http://www.beachwood.org/CityofBeachwood.htm)
(BBDC) which has launched over 20 new businesses during its four years of operation. A number
of entrepreneurs at the BBDC business accelerator
are working on developing new healthcare-related
products and services.
financial means throughout their entire educational
Signature Theme: Sustainable Communities
experience, starting in high school, and progress-
Graduate students in the College work directly
ing through their college years. The LINK Program
with entrepreneurs, assisting with challenges relat-
(http://www.csuohio.edu/offices/career/link/) helps
ed to business planning, marketing, and product
transition minority senior students from high school,
development.
to college, focusing on career development through
a pre-college summer program, professional and
Pag e 2 10
school students to various engineering fields by
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
peer mentoring, and a course that emphasizes
C h a p te r 8
tion in Specialization in Educational Technology,
(http://www.clevelandstate.edu/cehs/edleader-
1. Continue to provide support for faculty to work
ship/index.html) serving all of Ohio.
as Applied Business Scholar and Global Trade
Scholar have been very successful;
– The Partnering for Success/Ohio MSP Project
(http://www.ode.state.oh.us/GD/Templates/
Pages/ODE/ODEDetail.aspx?page=3&TopicRela
2. Continue to emphasize the importance of partner-
tionID=1074&ContentID=23906&Content=61043)
ships with the business community, such as with
is designed to provide continued professional de-
the Beachwood Business Development Center;
velopment for science and mathematics teachers.
3. Encourage faculty to work with local professional
firms and corporations.
College of Education and Human Services
Signature Theme: Sustainable Communities
The College Annual Partnership Awards are given
– The College collaborates with University of Akron
and Kent State University in sponsoring the
Northeast Ohio Center of Excellence in Mathematics and Science Education.
– The Ohio Reading First Center (http://www.
to community partners who demonstrate long-
readingfirstohio.org/) (its $36 million dollar fund-
term, sustained, mutually beneficial relationships,
ing is a Cleveland State University record) aims
such as the First Ring Superintendents’ Collabora-
to strengthen and enhance teacher prepara-
tive (FRLC), Cleveland Clinic Nursing Institute (http://
tion in effective K-3 reading instruction, and the
my.clevelandclinic.org/nursing/default.aspx), Martha
Cleveland Book Fund (http://www.csuohio.edu/
Holden Jennings Foundation (http://mhjf.org/), and
cehs/docs/11-4-08 CSBF Oversight Commit-
Greater Cleveland Educational Development Center
tee Meetin1.pdf) provides books to all Cleveland
(http://www.clevelandstate.edu/cehs/gcedc/)
elementary school children.
(GCEDC). These relationships have stimulated
– The Confucius Institute (http://www.csuohio.edu/
award winning academic programs,
cehs/confucius.html), funded by the Chinese gov-
new centers, and growing funded research.
ernment, prepares and supports teachers of Chi-
Additionally, the College is home to the GCEDC
7,000 educators annually in 70 school systems
and agencies since 1970.
nese foreign language and promotes economic
development in Ohio through its agreements with
Chinese institutions and exchange programs.
Strategic Plan related to Signature Theme: Sustainable Communities
Below is a list of current programs and/or centers
Known as The Conceptual Framework, (http://
that partner with various constituencies:
www.csuohio.edu/cehs/about/conceptual-frame-
– In school principal and leadership education, the
College partners with the FRLC to recruit, prepare, and retain exemplary principals and leaders
for First Ring leadership vacancies in Cleveland.
The success of that effort has resulted in the
creation of the Center for Educational Leadership
work.html) this plan identifies several areas where
partnership-building is important and perhaps
crucial for sustainability.
Pa g e 2 11
which has provided quality in-service training to
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
with local companies/industries. Initiatives such
C h a p te r 8
Strategic Plan related to Sustainable Communities
Signature Theme: Sustainable Communities
The College contributes to health in two aspects:
As mentioned earlier, the College has a highly
human health and public health. The Transporta-
visible program with 30 high schools and several
tion Center’s research on highway work zone safety
local businesses—The Fenn Academy (http://www.
is for the sake of public health, while the College’s
csuohio.edu/engineering/fennacademy/). Another
Biomedical Engineering Program is for the sake of
example of the College’s contribution to Sustain-
human health. In particular, the latter has a close
able Communities is the University Transportation
working relationship with Cleveland Clinic.
Center (http://www.csuohio.edu/engineering/utc/)
which provides training, education, and research
focused on highway construction safety. This was
made possible through a $2 million grant from the
Department of Transportation on highway work
zone safety. The College has one of the oldest coop programs (http://www.csuohio.edu/engineering/
coop/) in existence. It was established in 1923,
highlighting its commitment to partnership and
Strategic Plan related to Signature Theme: Health
– Each semester, graduate students present their
ongoing research activities and ask for feedback
from faculty and peers. Also, outside experts in
different fields of engineering are invited to present
their research. The seminar announcements are
widely circulated and open to public.
–R
evitalize and expand the engineering co-op
sustainable communities, which extends from the
program to provide professionally enriching
engineering classroom into the field. This program
experiences to engineering students as well as
which recently became the first U.S. Co-op pro-
helping local industry to fulfill their need for highly
gram accredited by CAFCE (Canadian Association
qualified engineers. The recently established
for Co-operative Education) has served 88 compa-
Fenn Research & Development Institute (FRDI),
nies in recent years.
a one-stop engineering R&D support center,
In addition to direct engagement, faculty members
from the College often engage in other forms of
community involvement. Pairing with local institutions
aims to develop partnerships with industry in the
Northeast Ohio region and beyond to acquire and
maintain a competitive edge through the activities
at the FRDI and the Co-op program.
and improvements made possible by continued
Cleveland–Marshall College of Law
research and development on campus. Increased
Signature Theme: Health
environmental stewardship, energy independence,
Cleveland-Marshall College of Law has a Center
and cost-cutting strategies also arise from these
for Health Law & Policy that provides students the
pairings, making the regional environment safer and
opportunity for in-depth study of the intersection of
more sustainable. In the end, while local businesses
health care, law and policy. Students may receive
work on the services and products that improve the
academic credit by participating in two health-
community, Fenn College works on the knowledge
related externships: one with federal administrative
and direction that make these services and products
law judges who decide Medicare and Medicaid ap-
more profitable and advantageous.
peals and the other in the General Counsel’s Office
Pag e 2 12
ensures that the region benefits from the efficiency
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Signature Theme: Health
C h a p te r 8
Fenn College of Engineering
Health Advocacy Law Clinic, a partnership among
under a variety of federal, state, and local laws.
the Law school, the Legal Aid Society of Cleveland
This clinic, which operates out of the offices of a
and the MetroHealth Hospital System, students
public-interest law firm, provides practical litigation
address the unmet legal needs of poor patients
experience to students. The students also dem-
seeking medical attention at one of MetroHealth’s
onstrate their commitment to community engage-
neighborhood clinics.
ment by donating approximately 10,000 hours of
Signature Theme: Sustainable Communities
Many students, faculty, and staff members actively
participate in community activities. For instance, the
College offers its students the opportunity to learn
and serve the community in six law clinics: the Employment Law Clinic (http://www.law.csuohio.edu/
academics/curriculum/clinics/employment.html), the
Fair Housing Law Clinic (http://www.law.csuohio.
edu/academics/curriculum/clinics/fairhousing.html)
pro bono legal service each year. These volunteer
services include working with the Legal Aid Society
to assist clients at free legal advice clinics, traveling
to New Orleans to assist with post-Katrina relief,
and participating in a novel program created by the
bar association to teach civics classes to Cleveland
Metropolitan School District (http://www.cmsdnet.
net/) and East Cleveland City Schools (http://www.
east-cleveland.k12.oh.us/) students.
College of Liberal Arts and Social Sciences
(http://www.law.csuohio.edu/academics/curricu
Signature Theme: Health
lum/clinics/environmental.html), the Law and Public
The School of Social Work (http://www.csuohio.
Policy Clinic (http://www.law.csuohio.edu/academ
edu/class/socialwork/) requires students to regu-
ics/curriculum/clinics/lawandpublicpolicy.html), the
larly contribute service through approximately 250
Urban Development Law Clinic (http://www.law.
community agencies, including the Cleveland Clinic
csuohio.edu/academics/curriculum/clinics/urban.
(http://my.clevelandclinic.org/default.aspx) and Uni-
html), and the Community Health Advocacy Law
versity Hospitals (http://www.uhhospitals.org/). The
Clinic (http://www.law.csuohio.edu/academics/
Department of Music offers a bachelor’s degree in
curriculum/clinics/chalc.html). In these clinics, law
Music Therapy, and the College has recently hired
students, under the supervision of clinical law pro-
faculty with specializations in Health Communica-
fessors, represent actual clients – including people
tion, Health Economics, and Medical Sociology.
profit organizations that are improving the regional
community. For example, the UDLC provides legal
advice to neighborhood-based non-profit organizations. The UDLC has been recognized by community and political leaders as being an important part
of the comprehensive effort to revitalize the urban
core at the center of Northeast Ohio. Similarly, in
the FHLC, law students have the opportunity to
Signature Theme: Sustainable Communities
Music and theatre performances and artwork by
faculty and students are provided to the community. The College also provides performance and
display opportunities for Northeast Ohio artists and
performers. The Art Gallery (http://www.csuohio.
edu/artgallery/) displays nationally-recognized art
and is also a venue for Northeast Ohio artists to
display their own creations. The Music Department
Pag e 2 13
(FHLC), the Environmental Law and Policy Clinic
who cannot afford a private attorney and non-
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
assist homeowners and renters enforce their rights
C h a p te r 8
at MetroHealth Hospital System. In the Community
applied music faculty from the Cleveland Orchestra
can be found at the Self Study website. (http://
(http://www.clevelandorchestra.com/) and provides
mycsu.csuohio.edu/committees/selfstudy2010/
dozens of superb faculty and student concerts
documents/5b CLASS Co.pdf)
each year. Several times a year, the faculty concerts are made available to the region via broadcasts on WCLV. The Dramatic Arts program (http://
www.csuohio.edu/class/dramaticarts/) runs its
acclaimed summer program of repertory theater,
Summer Stages, as well as its regular, academic
year series of exciting and innovative productions,
including guest productions by local organizations,
such as those by Y-Haven.
Strategic Plan Related to Signature Theme:
Sustainable Communities
– Our dramatists and playwrights will continue to
collaborate with Cleveland Public Theater, for
example; musicians from the Cleveland Orchestra
will continue to hold faculty positions in the Department of Music; and the college will continue
to improve our creative partnerships with the
Cleveland Playhouse and Playhouse Square.
Moreover, the Center for Arts and Innovation (http://
– Moreover, through its programming, the Howard
www.csuohio.edu/class/cai/) provides administrative
A. Mims African American Cultural Center will
leadership for a large number of local arts organiza-
continue to grow as a partner of the local African
tions. Finally, the arts faculty members have partici-
American community. Specifically, the center pro-
pated in such large regional events as the annual
poses to create a new think tank, concentrating
Ingenuity Festival (http://ingenuitycleveland.com/).
on issues related to the African American com-
The Center for Slovenian Studies (http://www.
munity, as a resource for local political leaders.
csuohio.edu/class/Slovenian/index.html) is a joint
– The School of Social Work will continue to be
venture with Lakeland Community College and of-
an important player in regional social services.
fers many events for the community.
The School has multiple partnerships with vari-
In the humanities, the Center for Regional History and
Digital Humanities (http://csudigitalhumanities.org/)
laborated with regional schools, cultural institutions,
and community organizations, including building
the new website for the Cleveland Cultural Garden
(http://www.culturalgardens.org/). Students and
faculty worked with the community to develop the
concept and the historical stories and materials
for history kiosks to be located at Euclid Corridor
(http://www.euclidtransit.org/) RTA stops.
ous human services agencies, and all Social
Work students are engaged in some kind of
experiential learning with these agencies. Indeed, Social Work students donate more than
5,000 hours of community service with over
200 regional social service organizations annually. The Social Work faculty also serve on the
boards of several community agencies, conduct community workshops, and give professional community presentations.
Pa g e 2 14
has won more than $5 million in federal grants, col-
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
The College offers several other initiatives that
C h a p te r 8
(http://www.csuohio.edu/class/music/) includes
Signature Theme: Health
community-centered activities, such as science
The College houses numerous health professional
and health fairs, support of teacher professional
programs and provides prerequisite courses to
development in science and math, including CSU’s
prepare students for those professional programs.
leadership in STEMM projects. The Cleveland
Each of these programs requires that students
Clinic, in enhancing its rehabilitation services, is in
engage in a variety of hands-on experiences from
the process of creating a Rehabilitation Research
laboratories (e.g., human growth anatomy with
Institute. The Director of Physical Medicine and
cadaver dissection) to internships in a variety of
Rehabilitation approached CSU to create a Ph.D.
community agencies, to volunteer service through
program, similar to the joint programs in biology,
service learning and other activities. Students pro-
chemistry, and engineering, focused on rehabilita-
vide tutoring for students in inner city high schools
tion research. The program would educate future
and offer their services at such agencies as the
researchers and faculty in rehabilitation profes-
Free Clinic, Health Alliance, and Eliza Bryant Village.
sions, areas with severe shortages nationally.
They also participate in faculty research. Students,
Finally, through collaboration with area businesses
both undergraduate and graduate, are frequently
and service organizations, the College provides
in the public with their faculty mentors or present
outstanding workforce preparation.
at national conferences. A significant number have
won awards for these papers and presentations.
The College partners with more than 200 area hospitals, clinics, schools, and other social and health
service agencies to provide students with realworld experience while also serving the community.
The Speech and Hearing Clinic (http://www.
csuohio.edu/academic/majors/speechhearing.html)
is for students who wish to enter the profession
of speech-language pathology and/or audiology.
These professions are concerned with the identification and treatment of communication disorders
across the life span. Speech and hearing are inter-
The College blends world-class instruction with
related fields concerned with speech and language
real-world experiences through internships, ser-
acquisition, and require knowledge of biology,
vice learning, experiential learning, and research
psychology, sociology, and linguistics.
study and research opportunities in faculty labs
and through hundreds of research collaborations
with organizations and institutions throughout the
community. The College offers an on-campus clinic in speech and hearing (http://csunew.csuohio.
edu/sciences/dept/healthsciences/graduate/SPH/
index.html) that involves over 200 active agreements with community facilities.
Strategic Plan Related to Signature Theme:
Sustainable Communities
– Collaborations with local businesses such as
Cleveland Clinic (http://my.clevelandclinic.org/
default.aspx), NASA Glenn Research Center
(http://www.nasa.gov/centers/glenn/home/index.
html), Summa Health Systems (http://www.summahealth.org/), St. Vincent Hospital (http://www.
svch.net/index.htm), and MetroHealth (http://
www.metrohealth.org/).
Pag e 2 15
Signature Theme: Sustainable Communities
opportunities. There are multiple independent
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
College of Science faculty members participate in
C h a p te r 8
College of Science
The Urban Center’s Center for Economic Development (http://urban.csuohio.edu/economicdevel-
alized advising, and involvement in research
opment/), along with faculty experts in economic
and scholarship.
development, is a frequent partner with the State’s
– Work with community partners to provide instruc-
and region’s economic development organizations in
tion with real-life context and to understand
evaluating and measuring economic activity and in
community problems and find solutions for them.
providing data on the impact of economic develop-
– Forge internal and external partnerships that
promote the advancement of science and its
application.
– Promote a culture of service to the University,
ment programs, policies and investments. Faculty
and professional research staff from the College are
active with JumpStart (http://www.jumpstartinc.org/),
BioEnterprise (http://www.bioenterprise.com/), and
NorTech (http://www.nortech.org/).
urban, and professional communities.
– Serve appropriate University, urban, regional, national, international, and professional communities.
The College has a track record of working with the
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
learning through excellent instruction, individu-
C h a p te r 8
– Meet the needs of CSU students in engaged
State of Ohio’s Third Frontier Program (http://www.
thirdfrontier.com/) on policy development and its
Levin College of Urban Affairs
investment strategy. The College of Urban Affairs
Signature Theme: Health
has also been deeply involved with the Ohio De-
The Urban Center (http://urban.csuohio.edu/urban_
partment of Development (http://www.odod.state.
center/) is the College’s research, public service and
oh.us/) in forming the State’s current economic
outreach unit. The Urban Center and the Center for
development strategy and has been a contract
Community Solutions (http://www.communitysolu-
provider of analysis on the State’s health care
tions.com/), a Cleveland-based human services
development strategy in partnership with Deloitte
advocacy organization, have joined forces to
Consulting (http://www.deloitte.com/).
establish an Urban Family and Child Health Initiative. This initiative will be responsible for developing
both regional and state-wide public health policy
The College has committed funds that the Initiative will use to develop a unique database that will
link neighborhood conditions and health outcomes
based on transactions at health care facilities. The
database will be developed with the Urban Center’s
Northern Ohio Information Data Center (http://nodisnet1.urban.csuohio.edu/nodis/index.shtml) (NODIS),
and it will be used to identify areas of policy development and intervention in keeping with evidencebased public policy development.
The Maxine Goodman Levin College of Urban Affairs is one of CSU’s most visible public service and
engaged learning units. The College, its research
and public service unit, the Urban Center, and its
academic programs have earned a national reputation as a center for thought leadership in urban
public policy and public management. This reputation has come about in no small part due to the
College’s record of engaged research and reflective
public service.
Pag e 2 16
agendas for the Center for Community Solutions.
Signature Theme: Sustainable Communities
is recognized state-wide and nationally through its
leaders in various public agencies and govern-
network of research centers, affiliations, and client
ments throughout Ohio.
list. The College is also the home of Economic
– Through the Levin Forum, the College offers
Development Quarterly (EDQ). EDQ is an academic
symposia on regional issues that encourage
journal that bridges the gap between academic re-
community residents to learn from experts and
search and reflective practice and has become the
participate in discussions.
nation’s leading journal of U.S. economic development research, policy and practice.
Division of Continuing Education
Signature Theme: Health
The Division of Continuing Education has been
since its founding. The Urban Center is primarily
offering continuing education courses to meet the
staffed with full-time research professionals and is
professional development and license renewal
organized into several broad thematic areas: lead-
needs of nurses in the region for over thirty years.
ership and organizational development, public and
The Division offers over one-hundred professional
nonprofit management, economic development,
development CE courses (http://www.csuohio.edu/
and planning and sustainability. The Center regu-
ce/certificates/) each year for health professionals,
larly works on over $1 million in contract research
including nurses, social workers, counselors, psy-
from a wide variety of sources, and the quality of
chologists, nursing home administrators, dietitians,
its work is validated by the fact that it is a Univer-
marriage/family therapists, and occupational and
sity Center of the U.S. Economic Development
physical therapists. Among those with national
Administration (http://www.eda.gov/) (EDA) and an
and regional reputations are the Nursing Refresher
Environmental Finance Center (http://urban.csuo-
(http://www.csuohio.edu/ce/certificates/health/)
hio.edu/glefc/) supported by the U.S. Environmental
course and the Patient Advocacy Certificate
Protection Agency (http://www.epa.gov/region5/)
Program (http://www.csuohio.edu/ce/certificates/
(EPA). Both of these are competitive awards.
health/pacp/index.html).
Many other examples of the Urban College’s
Signature Theme: Sustainable Communities
community initiatives can be found at the Self
The Division of Continuing Education serves a total
Study website.
of over 10,000 adults annually with professional
Strategic Plan Related to Signature Theme:
Sustainable Communities
– Levin College faculty and staff are very involved in
volunteer community activities and the provision of
a full set of public service activities to governments
and organizations throughout Northeast Ohio.
– Faculty participate in the College Forum and a
set of Leadership Programs that offer education
development and workforce training programs that
generate over $2 million in program revenue. These
programs include seminars, workshops, short
courses, certificate programs, and conferences.
These programs and relationships with employers help to develop the region’s economic infrastructure. The Division recently added a group of
programs on sustainability and “going green.”
Pa g e 2 17
The Urban Center has been part of the College
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
and training courses to community leaders and
C h a p te r 8
The College’s excellence in economic development
Education (http://uso.edu/strategicplan/) provided in
to provide custom training programs that help in-
the following section.
Organizations that have partnered with Continuing
Education for custom training include public sector
agencies, such as the Cleveland Municipal Court
1. Objectives of Signature Theme in Health—goals
relevant to engagement:
a. Promote the development of new collabora-
(http://www.clevelandmunicipalcourt.org/home.
tions within CSU, as well as between CSU and
html), Cuyahoga Support Enforcement Agency
other state, national, and international aca-
(http://csea.cuyahogacounty.us/), the Greater Cleve-
demic and research Institutions;
land Regional Transit Authority, (http://www.riderta.
b. Facilitate the development of collaborations
com/) Cleveland Metropolitan School District (http://
with the health-related industry and motivate
www.cmsdnet.net/), and Defense Finance and
technology transfer and spin-off company
Accounting Services (DFAS) (http://www.dfas.mil/).
formation;
The Division has had a multi-year agreement with
the City of Cleveland’s Department of Public Utilities
(http://www.city.cleveland.oh.us/CityofCleveland/
Home/Government/CityAgencies/PublicUtilities) to
provide technical training. Private sector organizations include Amresco (http://www.amresco-inc.
com/), Alcan Primary Metals (http://www.alcan.
com/), PolyOne (http://www.polyone.com/), Nestle’s
(http://www.nestleusa.com/), and Olympic Steel
(http://www.olysteel.com/). For more outreach
activities sponsored by the Division of Continuing
Education, please see the Self Study website.
For further details on how the academic colleges
Study website (http://www.csuohio.edu/commit
tees/selfstudy2010/documents/5b Other Colleges
Engagement.pdf).
Planning Processes for Engaging
the Community
The Centers of Excellence are responsive to the
needs of CSU external constituents, especially the
economy of Northeast Ohio. This is apparent in
the outline of the University’s objectives and plans
for these endeavors demonstrating the University’s
commitment to the State’s Strategic Plan for Higher
c. Advance health-related teaching, research,
and service in the University and improve
the visibility of CSU as a prime educational,
research, and service institution in its local
community, its region, and its state;
d. B
ring the University closer to the local community and provide the residents of the region
and the State with access to knowledge about
state-of-the-art diagnostic and therapeutic
medical procedures;
2. Plans of Colleges/Units—
goals relevant to engagement:
a. Programs under development are using
coaching and offering expanded client services through the College Counseling Center
and expanded mental health programs for use
by teachers and school leaders. (College of
Education and Health Services)
b. A specialty in nursing education is being
developed in the Ph.D. in Urban Education.
(College of Education and Health Services)
c. A specialty in Urban Health Education is being developed as part of the Ph.D. in Urban
Education that will provide leaders in health
Pag e 2 18
engage with the community, please see the Self
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
crease organizational productivity and effectiveness.
C h a p te r 8
The Division is engaged with a number of employers
cation and Health Services)
Health Law and Policy that includes a clinic
munities (click on the Self Study website
(https://mycsu.csuohio.edu/committees/self
study2010/documents/Plans for Colleges and
focused on legal issues related to health and
Units for Sustainable Communities.pdf) for
underserved communities: Community Health
details on these plans).
Advocacy Law Clinic.
e. The Cleveland Clinic, in enhancing its rehabilitation services, is in the process of creating a
Rehabilitation Research Institute. The Direc-
Core Component: 5c. The organization demonstrates its responsiveness to those constituencies that
depend on it for service.
tor of Physical Medicine and Rehabilitation
similar to the joint programs in biology, chemis-
Evidence that Core Component 5c.
has been met.
try, and engineering, focused on rehabilitation
CSU offers a wide range of collaborative initiatives
research. The program would educate future
with K-12 schools and partnerships with two-and
researchers and faculty in rehabilitation profes-
four-year institutions (including international part-
sions, areas with severe shortages nationally.
ners) and medical organizations. The University’s
approached CSU to create a Ph.D. program
3. Objectives of Signature Theme of Sustainable
Communities—goals relevant to engagement:
a. Expand CSU’s role in the civic life of the region
and the State through scholarship in the arts,
humanities, social sciences, sciences, and
professions;
b. Increase the impact of CSU’s work at the front
edge of University’s civic engagement, with
engagement with students and the community;
c. Enhance students’ engaged learning (http://
www.csuohio.edu/engagedlearning/), provid-
enrollment is bolstered by transfer students, so it
has set up the following policies and programs supportive of the mobility of learners in Greater Cleveland and Northeast Ohio.
Programs Serving Undergraduate
Students
Undergraduate students at CSU vary widely, and
include full-time, traditional-age residential students, part-time adult students, students who need
remedial education, students who participate in the
highly competitive Honors Program, and a growing
group of veterans.
ing a deeper experience for students, faculty,
The retention rate of full-time freshmen at CSU
and the community;
has hovered around 60% for more than a decade.
d. Facilitate the development of internal and
external collaborations, as well as deepen and
enrich existing collaborations;
e. Bring the University closer to its local community.
Analyses in the State’s Strategic Plan for Higher
Education (http://uso.edu/strategicplan/) indicated
that this rate was “predicted,” taking into account
the diverse student population, such as first-generation college students. However, because CSU is
Pag e 2 19
special efforts to promote faculty research and
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
d. The Law School created the new Center for
4. Plans of Colleges/Units for Sustainable Com-
C h a p te r 8
maintenance and prevention. (College of Edu-
a number of programs have been implemented or
Even in the first semester of implementation, a
strengthened since 2000. Academic support—
larger percentage of students were successful in
especially for freshman students—has been
developmental and non-developmental mathe-
improved by the following:
matics and English SI classes than non-SI mathe-
Enhanced Freshman Seminar - ASC 101
matics and English classes. In other courses (e.g.,
(http://www.csuohio.edu/academic/gened/asc101)
BIO 200), the overall success rate did not improve,
The curriculum now includes a common reading
in part because the students who most needed
and activities associated with that reading, include
the help did not attend the voluntary sessions.
namely, strategies necessary for college success
Thus, the extent of SI/SLA’s impact on academic
(e.g. critical thinking and time management), faculty
performance varied across courses and sections.
expectations for the classroom, and awareness of
In fall semester 2009, however, the mean final
University policies and procedures. In the past two
course grade was higher for SI participants than
years, a concerted effort has increased the number
non participants in 39 of the 54 SI/SLA course
of full-time faculty teaching the course (10 in 2008;
sections, and attrition was lower for SI participants
31 in fall semester 2009).
than non-SI participants in 80% of SI/SLA course
Learning Communities
(http://www.csuohio.edu/academic/learningcommunities.html)
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
classes were supported in fall semester 2009.
C h a p te r 8
strongly committed to improving student success,
sections. In fall 2010, several developmental education courses will move to the SLA model which
CSU adopted learning communities quickly, with
integrates the extra help sessions into a student’s
nearly 200 students currently enrolled.
schedule and mandates attendance at sessions
for students who are not performing well. Con-
The Tutoring & Academic Success Center
(http://www.csuohio.edu/academic/advising/tutoring/)
The Tutoring & Academic Success Center provides
tutoring services for lower division students on an
tinual analyses of the data for SI/SLA are crucial,
and CSU is engaged in performing it.
– Tutoring was redesigned during fall semester
2008. Student tutors are now trained, file a sum-
ganized in 2008 as an evaluation of the previous
mary after each session, and are not retained
structure indicated very low usage and inadequate
if they do not perform well. Students have the
assessment data.
option of walk-in tutoring or making appoint-
– In fall semester 2008, Supplemental Instruction
(SI) and Structured Learning Assistance (SLA):
Instructional Support for challenging lower division classes was initiated. A student leader sits
in the regular class sections and then leads 2-3
additional weekly class sessions to help students
master the material. These sessions are free.
Faculty have embraced this model of support,
and more than 40 sections of low success rate
ments. Usage of tutoring services has increased
dramatically. During spring semester 2010, there
was an average of 100 appointments per day.
The tutoring centers have not had the ability to do
detailed analyses of their influence on students,
or note if their services are used equally by all students, including African American, low income,
or first generation students. In spring 2010, TASC
began using the software TutorTrac, so analyses
will begin during summer 2010.
Pag e 2 2 0
appointment or walk-in basis. This unit was reor-
In fall 2009, with the assistance of IS&T, the advisor
Man), and the Director of the First-Year Experience
alert program was introduced that allows faculty to
offers a series of programs for students and faculty
easily communicate their concerns about individual
pertaining to this book.
students with the appropriate advisor. The advisors
follow up with the students. In fall 2009, over 900
alerts were sent by faculty, and the most common
concerns were students missing classes, missing tests or quizzes, not turning in assignments,
or poor performance. In summer 2010 a thorough
analyses of the data will be completed.
Viking Academic Boot Camp
The Viking Academic Boot Camp was instituted
in the summer of 2009 where, upon completion,
students can take college-level mathematics and
English courses to avoid developmental courses.
The “camp” not only prepares student for the academic rigors of college, but also explores campus
Find-Your-Classroom Tours
life. Students receive one-on-one mentoring from
Orientation staff meet with students prior to the
University tutors during the six-week experience.
beginning of fall semester to help them find where
Twenty-seven students enrolled and the pass rates
their classes will be held.
were more than 20% higher than were typical in
New Student Convocation
A formal ceremony to welcome freshman was
initiated in 2005 and significantly enhanced in
2008. Part of the ceremony includes a personal
welcome from CSU senior staff. Each new student
is given a CSU pin.
developmental courses (70% passed math and
93% passed English). Viking Academic Boot Camp
will be offered again in summer 2010 with a target
enrollment of 40 students. The students from 2009
and 2010 will be tracked. According to research
from other campuses, summer bridge participants
persist at higher rates than non-summer bridge
“Weeks of Welcome”
participants (Walpole, Simmerman, Mack, Mills,
“Weeks of Welcome” was extended to three weeks
Scales, & Albano, 2008).
in 2008. A series of activities are held around
campus during the first three weeks of fall semester
other students and CSU staff, and introduce them
to a wide variety of campus resources. In 2008 and
2009, the events included a poster session of summer undergraduate research activities.
The Common Reading Program
The Common Reading Program allows all CSU
freshmen to read the same book through ASC 101
(Introduction to University Life). A committee representing a cross-section of the University selects
Other programs
In addition to these campus-wide initiatives, other
new undergraduate programs have been developed
since 2000, including the Honors Program and
SERV (Supportive Education for Returning Veterans):
– The Honors Program (http://www.csuohio.edu/
honors/), designed to attract large numbers of
gifted students to CSU, was established in 2003.
This program enrolling 40–50 new freshman
and 20–25 upper division students each year is
designed to meet the needs of highly talented
students. By the end of summer 2009, over 100
Pag e 2 21
to welcome students to campus, help them meet
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
the book for the coming year (for 2010: No Impact
C h a p te r 8
Electronic Early Alert System
dents have helped improve the image of CSU
SERV services, in part because SERV is designed
in the community in a variety of ways. They are
for newly returned veterans. The program antici-
encouraged to be involved in the Cleveland com-
pates that with the drawdown of troops from Iraq,
munity through the Universal Honors Experience
an increasing number of veterans will need the sup-
courses, in which they engage in such activities
port that a program such as SERV provides.
as volunteering to assist with the high school
Model United Nation program, traveling to work
with Habitat for Humanity and other charitable
organizations (Viking Expeditions), and tutoring
in city schools. The Admissions office “features”
the Honors Program in its efforts to recruit strong
students to CSU, and representatives of the Honors Program (the Director, advisors, alumni, and
current students) regularly visit area schools to
recruit students. The program has also conducted several shadowing experiences for area high
school students. Finally, many Honors students
choose or are required to participate in internships or co-ops with Cleveland-area employers,
which helps build links to those employers for
Undergraduate Student Success Committee
In March 2010, President Berkman announced
the creation of a committee to investigate how to
increase graduation rates among undergraduates.
The committee, made up of interested faculty and
administrators, began meeting in April 2010. The
Committee will primarily focus on undergraduate
degree attainment. The Committee will study degree
attainment for students in three main categories:
– Full-time, first-time freshmen at CSU
– Students who begin elsewhere and
transfer in to CSU
– Students who begin at CSU but transfer out
the program in particular and CSU as a whole.
The question it hopes to answer is “What happens
Several recent graduates have turned internships
to these students and at what rates?” The goal is
and co-ops into full-time employment after leav-
to have figures in each of these categories meet or
ing CSU. Other examples of the success of the
exceed those for comparable institutions.
program are described in Chapter 5.
Academic Year Programs
– The Post-Secondary Enrollment Options Program
demic/serv/) (Supportive Education for Returning
(http://www.csuohio.edu/admissions/precollege/
Veterans), formalized in spring semester 2008,
pseop/) (PSEOP) is a state-funded program which
with an office, specialized classes, the appoint-
offers qualified high school students the oppor-
ment of a director as well as support staff,
tunity to gain valuable college life experience and
received a $100,000 one-time grant from the Wal-
earn credit while supplementing their high school
Mart Foundation late fall semester 2008. Since
college preparatory curriculum. In 2009-2010, 33
then the program has grown to 351 students in fall
high schools representing 29 school districts sent
2009. The total enrollment of veterans at CSU has
students to CSU for this program. Enrollment for
significantly increased in the last three years
the past three years is summarized in Table 8.2.
Pag e 2 2 2
– The SERV Program (http://www.csuohio.edu/aca-
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
(see Table 8.1) even though the majority do not use
C h a p te r 8
honors students had graduated. Honors stu-
C h a p te r 8
8.1
Enrollment for SERV Program
AY 2006 - 2009
351
350
327
300
257 259
250
200
197
248
212
214
149
150
150
131
100
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
400
50
Fall
Spring Summer
AY 2006–2007
8.2
Fall
Spring Summer
AY 2007–2008
Fall
Spring Summer
AY 2008–2009
Fall
Spring
AY 2009–2010
Post-Secondary Program Enrollment
2006 – 2010
157
SPRING 2010
FALL 2009
141
141
SPRING 2009
FALL 2008
SPRING 2008
125
168*
FALL 2007
SPRING 2007
FALL 2006
* Includes a grant funded program in foreign language
168
144
154
Pag e 2 2 3
First Year Full-& Part-Time Students
failing CSU courses, so Faculty Senate voted to
CSU provides a variety of summer programs for
increase the standards. The new requirements are
local K-12 students and rising freshman.
3.4 high school Grade Point Average (GPA), 22
on each section of the PLAN/ACT or 520 on each
section of the PSAT/SAT. Since then, the average
GPA of PSEOP students has exceeded 3.22, and
the percentage of students whose cumulative CSU
– Viking Bridge is designed to provide qualified high
school students with the opportunity to gain valuable college life experience during the summer.
– Summer Scholars Program (http://www.csuohio.
GPA is below 2.0 is less than 5%. Student com-
edu/admissions/precollege/summerscholars.
ments in recent surveys indicated that PSEOP
html) is an innovative, competitive summer pro-
students believed the program improved their skills
gram which enhances the academic success of
and helped them make the transition to college.
outstanding high school juniors and seniors in
selected area school districts.
– CSU has established relationships with vocational
high schools such as the Cuyahoga County Career Center (http://www.cvccworks.com/homepage.aspx) and the Medina Career Center (http://
www.mcjvs.org/ui/), allowing students to begin
their college career through specialized study in
their high school curriculum.
– LINK Program (http://www.csuohio.edu/admis-
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Summer Programs
C h a p te r 8
Prior to 2006, a number of PSEOP students were
sions/precollege/link.html) is a collaborative
effort between the University and the corporate
community that fosters career exploration and
academic success among minority students.
– The Recreation Center (http://www.csuohio.edu/
services/recreationcenter/) runs week-long summer
programs for children 6-12 years old. The camps
are learning, entertainment, and exercise, a perfect
“It [PSEOP] really pushed me to study
way for children to spend part of the summer.
– Junior Vikings Kids Club provides the opportunity
love the environment and the course work
for local students to participate in a wide range of
more than at my high school. The PSEOP
sports including basketball and baseball.
program at CSU challenged me, and I’m
so thankful for that.”
“My PSEOP experience taught me to take
greater responsibility for my education.”
“Although my class was challenging,
– Health Careers Summer Institute introduces high
school students to a wide variety of high-wage
careers in health and medicine through hands-on
research and shadowing experiences with CSU
students & faculty.
– VABC: Viking Academic Boot Camp (http://
I found that through my difficult teach-
www.csuohio.edu/offices/undergraduatestudies/
ers I had to begin learning on my own
documents/VikingABC.pdf). Incoming or current
– it taught me to be independent.”
CSU students in 2009. Description: Develop
strategies for effective time management, note
taking, and study skills, prepare for college level
Pag e 2 24
more. It actually taught me how to study. I
resources, and receive one-on-one assistance
As noted previously in this chapter, CSU’s aca-
from University tutors.
demic colleges have formed articulation agree-
– The Supreme Court of Ohio Law and Leadership Summer Institute for youth from underserved
communities. This institute uses intensive legal and
educational programming as a tool to foster vision,
develop leadership skills, enforce confidence, and
facilitate the pursuit of higher education.
Task Force 9-16
CSU College of Education and Human Services
created the Task Force 9-16 in the spring of 2005
to: 1) focus on the transition from high school to
college, and 2) inform those within the University
about the reform efforts in area high schools.
Faculty and administrators from four colleges have
participated in the Task Force since its inception.
More information is found at the Self Study website (https://mycsu.csuohio.edu/committees/selfstudy2010/documents/Task Force 9.pdf). CSU has
developed a wide variety of programs and initiatives
that provide P-12 students with educational opportunities and connections to higher education.
High school counselors and parents are involved in
the process of promoting students’ participation in
college while they are still in high school.
CSU partners with more than 20 regional, national,
and international institutions (community colleges,
four-year colleges and universities, as well as other
organizations) to increase educational opportunities
for a diverse and complex student population. See
Appendix 8.1 for a comprehensive list of current
educational partnerships.
students with the most efficient route to their
bachelor’s degree. Since 2000, eight new agreements in areas such as Business Administration,
Nursing, Health Sciences, and Urban Studies have
been formed. Currently, ten programs, such as
Engineering Technology, Information Systems, and
Psychology, are delivered on-site at our Lakeland
and Lorain County Community College Partnership
locations. The programs are intended for students
who have completed an associate’s degree or the
first two years of a bachelor’s degree at Lakeland
or Lorain County Community College. The third and
fourth-year courses are offered by CSU faculty on
the community college campuses, and students
can generally meet all or nearly all program requirements in residence by taking CSU courses offered
at the community colleges, or through distance
learning, without taking classes at CSU’s main
campus. The intent of the programs is that the
students can meet all of their degree requirements
at the community colleges.
Cuyahoga Community College (Tri-C) is the most
recent addition to our partnership program agreements. Tri-C students account for 58% of our
transfer population, and this agreement permits
students to simultaneously enroll at both institutions
to attain their associate’s and bachelor’s degrees. It
provides a seamless transition for students as well
as an umbrella under which current and future curricular agreements can flourish.
Pag e 2 2 5
Partnerships with
Two- and Four-Year Institutions
ments with community colleges to provide transfer
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Two-year institution partnerships
C h a p te r 8
courses, explore campus life, utilize University
– An additional 18 Memoranda of Understanding
provide for facility usage and fellowship oppor-
– Baldwin Wallace College is our four-year in-
tunities with our medical partners, Cleveland
stitutional partner in providing undergraduate
Clinic Foundation (http://my.clevelandclinic.org/
degrees in the areas of Music Therapy (http://
default.aspx), Southwest General Health Center
www.csuohio.edu/class/music/degreeprograms/
(http://www.swgeneral.com/), MetroHealth Center
undergrad/musictherapy.html) (established in
(http://www.metrohealth.org/)) and accelerated
2003) and Mechanical and Electronic Engineer-
entry into the Ohio College of Podiatric Medicine
ing Technology (http://www.csuohio.edu/under
(http://www.ocpm.edu/).
gradcatalog/eng/programs/engtech.htm) (established in 2000). Joint programming enables
both institutions to offer these majors that would
otherwise not be available.
– CSU has joined The University of Akron, Kent
State University, Youngstown State University,
and Ohio University in offering graduate degrees
in fields such Creative Writing, Educational Administration, Social Work, Public Health, as well
as a doctoral degree in Urban Studies and Public
Affairs. A total of nine programs have been established, six of which were created within the last
six years. In 2007, CSU and Cuyahoga Community College developed a curriculum to address the
new graduate degree requirement for all future
Physician Assistants (http://www.csuohio.edu/
sciences/dept/healthsciences/graduate/MSHS/
allows baccalaureate degree holders to obtain
– Global relationships that have been formalized
include Nanyang Polytechnic (http://www.nyp.
edu.sg/) (Singapore) and Chung Yuan Christian
University (Taiwan) to facilitate transfer of undergraduate and graduate engineering students.
– The Confucius Institute (http://www.csuohio.edu/
cehs/confucius.html) at Cleveland State University,
opened in 2008, prepares up to 60 teachers
of Chinese per year for public and private schools,
colleges and other organizations as well as
assists them to be successful on the job. The
Institute also coordinates short and extended
exchanges of faculty, teachers, and students
from both China and Ohio to pursue degrees and
have enriching experiences through a network of
Chinese universities and school systems.
– Stemming from the Confucius Institute, CSU
their Physician Assistant Certificate and Master of
signed a partnership agreement with Capi-
Science in Health Sciences simultaneously.
tal University of Business and Engineering in
– As noted in Chapter 5, the Northeast Ohio Universities College of Medicine and Pharmacy initiative is clearly intended to enhance the University’s
status as a health care institution. This unique
Beijing, China. This collaboration is intended to
promote the use of the Chinese language and
the appreciation of Chinese culture as well as
economic development in Ohio.
collaboration will create a regional campus at
Such programs exist to engage and serve the
CSU for NEOUCOM focused on training primary
range of undergraduate students including first-year
care physicians and public health practitioners.
Pag e 2 2 6
physician_assistant.html). This new program
International Relationships
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
partnerships
C h a p te r 8
Four-year, graduate, and medical institution
and off-campus programs.
to Community Needs
When the University’s strategic plan was completed,
University administration and the Board of Trustees
endorsed Vision Unlimited (http://www.csuohio.edu/
offices/planning/documents/VisionUnlimited.pdf)
to offer Continuing Education programs in the
city of Perry, at the request of the Perry-Hocking
Educational Service Center (http://www.perry
hockingesc.org/). In this case, the University
responded to the request with an ambitious
schedule of courses that unfortunately met with
dismal success. The initiative was discontinued.
to the goal and strategy level. A number of tactics
– The University also considered additional off-cam-
is included in the report, but it was up to individual
pus centers—such as a South Center—but deter-
departments to identify the tactics they chose to
mined that it did not have the capacity to go forth.
pursue. Subsequently, academic units identified
the activities they planned to pursue for each goal.
This, in essence, could be considered one means
of analyzing the capacity to respond to community
needs. Units did not include a potential opportunity
in their plans if they did not have the capacity or
commitment to address it. An update on compiled
departmental tactics (http://mycsu.csuohio.edu/
committees/uspc/2008ConsolidatedReport.pdf) was
conducted and reported in 2009.
CSU is cognizant of the necessity for effective
evaluation of programs and activities to ensure that
it provides relevant and responsive services to its
constituencies. The following examples, however,
decided not to pursue potential opportunities due
to prioritization of resources:
– Several years ago, CSU was approached by the
csuohio.edu/) would like to do additional alumni
and community outreach but is unable to do so
due to budget limitations. The Special Collections
(http://library.csuohio.edu/speccoll/index.html)
area is limited in its ability to fulfill more internal and
external requests for access and reference for the
same reason.
– The Alumni Office (http://www.csuohio.edu/
alumni/) cannot offer as many programs (continuing education, regional gatherings, and national
programs) as desired due to budget limitations.
Core Component: 5d. Internal and
external constituencies value the
services the organization provides.
City of Lakewood (http://www.lkwdpl.org/city/)
Evidence that Core Component 5d.
has been met.
about establishing or participating in an educa-
As is evident by the many partnerships with orga-
tional center there. Because of Lakewood’s prox-
nizations described in the following section, the
imity to downtown and to the CSU West Center
University strives to be a member in good standing
(http://www.csuohio.edu/westcenter/), the deci-
in the Greater Cleveland and Northeast Ohio com-
sion was made not to offer credit courses there.
munities. The University’s presence and prestige
are increasing, thanks to its tremendous efforts in
outreach over the past decade.
Pag e 2 27
illustrate occasions when, upon analysis, CSU
– The Michael Schwartz Library (http://library.
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Analyzing CSU’s Capacity to Respond
– During late 2000 and early 2001, CSU was asked
C h a p te r 8
experiences, academic support, co-op, eLearning,
Since the new Dean of Students was appointed
The Department of Student Life (http://www.
has sought to extend the boundaries of learning
csuohio.edu/studentlife/) provides a variety of
beyond the classroom walls to support the aca-
services and programs to enhance the university
demic mission of the University. Two initiatives have
experience and complement CSU’s academic
been particularly successful: Faculty Friends and
mission. Programs and services include leadership
City Club lectures. Each semester faculty members
training, service opportunities, support of over 178
volunteer to be “friends.” They meet with a group
recognized University student organizations and 17
of students informally (e.g., over lunch or dinner),
fraternities and sororities, judicial affairs, campus
attend new student convocation, and find ways to
activities, advising support to the Campus Activities
interact with students outside their own classroom
Board, Student Government Association, Student
and majors. A grant in collaboration with the Col-
Bar Association, and the student media, including
lege of Liberal Arts and Social Sciences supports
the Cauldron newspaper, Vindicator multicultural
CSU students attending lectures at the nationally
magazine, Whiskey Island literary magazine, WCSB
known citadel of free speech – the Cleveland City
89.3 radio station and the Gavel law paper.
Club (http://www.cityclub.org/). Faculty members
in over 224 programs and events sponsored by
in February 2008, the Department of Student Life
attend these lectures with students and serve as
mentors and discussion facilitators.
The Center for Leadership and Service (http://
than 3,701 students have been involved in recog-
www.csuohio.edu/studentlife/leadserve) supports
nized student organizations in 2009–2010 and 691
students’ development of leadership, organizational
gained leadership experience in student organiza-
and career skills; broadens awareness of social is-
tion officer roles. Regular assessments of CSU
sues through local and out-of-state service, fosters
activities and programs indicate a high degree of
citizenship and promotes greater understanding and
satisfaction (overall average satisfaction score on a
respect for other perspectives. The Leadership Cer-
five point scale has exceeded 4.44 (on a five point
tification process immerses students in leadership
scale)). Results from the 2009–2010 Involvement
and diversity education, self-exploration and service
Survey which analyzes the Learning Outcomes are
experiences. Campus-wide leadership and service
listed below:
events, including iLEAD, Leadership Roundtables,
Learning Outcomes:
Make a Difference Day and Do-Gooder Day, are
– Interpersonal Skill Development
offered annually. In addition, the Center offers free
– Self-Management
– Teamwork
– Planning Skills
– Diversity Awareness
– Community Awareness
leadership self-assessments, helps match students
to community service opportunities, and works with
students one on one to help them develop personalized development plans (see Table 8.3).
Pag e 2 2 8
the Department of Student Life. In addition, more
– Conflict Management
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
In 2009–2010, over 35,906 students participated
C h a p te r 8
Campus Engagement Activities Involving
the CSU Community
C h a p te r 8
8.3
Number of students and number of
student hours engaged in community service.
# of Students
# of Service Hours
2009-10
1374
5423
2008-09
1444
2685
2007-08
1459
3131
2006-07
926
8013
2005-06
631
3090
2004-05
549
1051
Examples of Service Programs
Involving the Community
that would recognize graduates who demonstrated
Office of Alumni Affairs
their own personal achievements. They also envi-
The Office of Alumni Affairs (http://www.csuohio.
sioned an event that would grow stronger and rich-
edu/alumni/) and the CSU Alumni Association
er in tradition each year. On all counts, this annual
(http://www.csuohio.edu/alumni/csuaa/) engage
celebration has succeeded. Through the years,
more than 90,000 CSU graduates as resources for
143 oustanding alumni have been recognized. In
information to enhance degrees and to advance in
2010, at a dinner with 800 alumni in attendance,
professions. Alumni Affairs assists the Alumni Asso-
the Alumni Association added nine more names to
ciation Board of Directors (http://www.csuohio.edu/
an esteemed roster and celebrated these nine men
alumni/csuaa/) and its constituent organizations
and women who have continued the noble legacy
in the development and implementation of profes-
of their predecessors.
sional and continuing education programs, career
scholarships, recognition of outstanding alumni, as
well as social, athletic, and student-related activities. The most recent Alumni survey was completed
in 2006. Results of this telephone survey of 300
alumni showed that the majority of alumni value
Cleveland State. Another survey is being conducted
in 2010 to about 20,000 alumni via e-mail to compare the findings to the 2006 telephone survey.
When the Distinguished Alumni Awards (http://
www.csuohio.edu/alumni/daa/) were initiated in
1990, the Alumni Association envisioned an event
a commitment to humanity as well as excellence in
The Alumni Association provides access to a wide
range of benefits and affords the opportunity to
make connections within the regional business
community through varied, frequent events. The
Alumni also have the chance to join alumni chapters, develop or refine their skills through Cleveland
State’s Career Services Center, and mentor current
and prospective Cleveland State students.
Office of Advancement
University Advancement (http://www.csuohio.edu/
offices/advancement/) regularly surveys alumni,
and all development directors dedicate consider-
Pag e 2 2 9
networking opportunities, endowment of student
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
Year
school. Some key findings from the 2009-2010
constituents to gauge their interest in CSU, to
survey include:
needs (e.g., nursing shortages in healthcare) and
to explain to them how individuals and organizations can support CSU in meeting those regional
needs (“our philanthropic priorities reflect your
– Fifty percent reported that they were working in a
job related to their major, equaling the percentage
of the previous year.
– Forty-five percent reported an interest in attend-
needs”). Since 2007, in conjunction with the review
ing graduate school in the next 12 months. This is
of academic programs, in light of the region’s
consistent with the 2008-2009 survey where 44%
needs, the Office decided that fundraising ef-
said they planned to attend graduate school.
forts would focus on those University programs
– Seventy-four percent plan to use the Career
that address regional priorities or the priorities of
Services Center in the future, matching last year’s
employers who hire CSU graduates.
percentage.
Economic and Workforce Development
– Thirty-four percent reported having an internship
Reflecting the vision of the new State Strategic
or co-op position while attending CSU, approxi-
Plan, the Career Services Center (http://www.
mating the 36% in the 2008-2009 survey.
csuohio.edu/offices/career/) prepares students for
Services and Facilities
success by providing educational and career devel-
Conference Services: (http://www.csuohio.edu/ser-
opment opportunities in collaboration with Univer-
vices/conferenceservices/) CSU provides extensive
sity and community partners. Career Services are
facilities for both internal and external constituen-
available to CSU Alumni as well as current CSU
cies. These include more than 73,000 square feet
students. Career Services also provides intern-
of meeting facilities, ranging from basic classrooms
ships, co-ops and full-time employees to a number
to state-of-the-art seminar rooms, exhibitor space,
of businesses locally and nationally. There is a very
athletic facilities, and three performing auditoria.
active on-campus recruiting program where em-
During 2007-2008, classes and meetings involved
ployers are connected to students.
more than 200,000 CSU faculty, staff and students.
are Key Bank, Sherwin Williams, and MetroHealth.
For additional examples, please see the Self Study
website (http://www.csuohio.edu/committees/selfstudy2010/documents/5d Employers who hire our
graduates.pdf).
Career Services has surveyed recent CSU graduates regarding employment status and post-graduation plans. The survey asks about employers,
job titles, salaries, and plans to attend graduate
In addition, in the same year, facilities for more than
30,000 external constituents were provided. These
included community, business, education, and
nonprofit organizations hosting private meetings,
large conferences, research/technical presentations, and even athletic camps.
The Division of Continuing Education (http://www.
csuohio.edu/ce/), one of largest providers of continuing education in Northeast Ohio, offers most
of its courses at the Joseph E. Cole Center (http://
Pag e 2 3 0
Examples of employers who hire our graduates
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
understand how the University can help meet their
C h a p te r 8
able time to meeting with internal and external
has been highly rated in providing an environment
to CSU Athletics. Annually, there are more than 800
that is conducive to student learning. In addition,
individuals who have each contributed between
Cole Center also hosts a number of events spon-
$600 and $5,000+.
sored by other Cleveland State departments or
external organizations.
The Michael Schwartz Library: The mission of the
Michael Schwartz Library (http://library.csuohio.
CSU Athletics’ (http://www.csuvikings.com/) sport
edu/) is to bring people and information together.
teams compete in the National Collegiate Athletic
In 2007-2008, there were nearly 500,000 physical
Association (NCAA) Division I. The University spon-
visits coupled with 14 million visits to the Library’s
sors programs for 17 intercollegiate sports – nine for
web pages, and over 700,000 uses of online jour-
women and eight for men. The Vikings are members
nals and databases. Holdings include 2 million items
of both the Horizon League (http://www.horizon-
including print, music, audiovisual, and archival
league.org/) and the Eastern Wrestling League
material. 183,212 items were checked out.
(http://ewlwrestling.com/). More than 40 student
athletes have been selected as All-Americans in their
respective sports. In 2007-2008, CSU Athletics was
awarded the McCafferty Trophy, given to the top athletic program in the Horizon Athletic League.
One important community outreach project of the
CSU library is known as the Cleveland Memory
Project (http://www.clevelandmemory.org/). The
Cleveland Memory project is a vast photo archive,
virtual reading room, photographic reproduction
In the classroom, the cumulative GPA for the 250
service, and a showcase for the library’s collec-
athletes is consistently near 3.0. University teams
tions. Researchers and casual browsers can find
regularly rank among the nation’s academic best,
thousands of historical photographs, as well as a
with many having been named Academic All-
growing collection of ebooks documenting the his-
Americans. The Athletic Academic Advising Office
tory of greater Cleveland and the Western Reserve
coordinates an extensive support system, including
region of Northeast Ohio, its industries and its
study halls and tutoring.
people. Also, there is a large selection of vintage
ics. Viking student athletes, led by the University’s
Student-Athlete Advisory Council, participate in a
variety of volunteer activities ranging from tutoring
to adopt-a-school programs.
video and sound recordings. All of this is delivered
to users in a searchable, online database that is
constantly updated. Support for the library can also
be measured through donor support. The library
annually receives many donations in amounts between $250 and $25,000 from nearly 300 support-
Community support for athletics is significant. Ath-
ers. Further information on the Michael Schwartz
letics enjoys “Elite Fleet” sponsorship (the highest
Library can be found in Chapter 6.
level of sponsorship available) from the Cleveland
Clinic, Herald Printing, Sports Time Ohio, Medical
Mutual, Yellowbook and 52 other Elite Fleet sup-
Campus Recreation (http://www.csuohio.edu/
services/recreationcenter/) Services is housed in
the 110,000 square foot three-story Recreation
Pag e 2 31
Community service is a cornerstone of CSU athlet-
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
porters. The Viking Club includes individual donors
C h a p te r 8
www.csuohio.edu/ce/colecenter/). The Cole Center
civic functions, accessible to 4.5 million people in
Recreation Center amenities include an Olympic
a 100-mile radius.
racquetball and squash courts; a multipurpose
gymnasium; weight rooms and cardiovascular
areas; a circuit training area; an indoor track; ping
pong and pool tables; three multipurpose activity
studios; locker rooms; lounge areas; and Glenn’s
Energy Oasis juice bar.
The main arena accommodates over 14,000
guests but can handle smaller crowds as well. The
Wolstein Center is home to Cleveland State’s Men’s
and Women’s Basketball Teams, Division I members of the NCAA, and has a Conference Center
which hosts hundreds of banquets, corporate
meetings and trade shows annually. The Center’s
Services include group fitness classes, instructional
flexibility allows for dinners for 2,000 guests, to
classes such as dance, yoga, and Pilates, personal
10,000 visitors at trade shows. The Conference
training, fitness testing, learn to swim courses,
Center can be configured into smaller rooms for
intramural sports, sport clubs, summer day camps,
breakout sessions and working groups with an
equipment checkout, locker rentals, and informal
in-house culinary team. The Wolstein Center is a
recreation opportunities such as basketball, volley-
full-service, multipurpose facility, managed by SMG
ball, racquetball, squash, weightlifting, and running.
World (http://www.smgworld.com/home.aspx).
Since the Recreation Center was opened in 2006,
CSU Health and Wellness Services (http://www.
more than 1,000 individuals have visited the Rec-
csuohio.edu/offices/health/) provides high quality,
reation Center on a daily basis. In academic year
low cost health promotion and illness intervention
2008-2009, 12,121 individuals visited the Recre-
to the CSU community, including primary care, pre-
ation Center.
ventive health programs, women’s health services,
In fall semester 2009, over 36% of all eligible students (8 credit hours or more) visited the Recreation Center at least once. In 2008-2009, 1,627
referrals and administration of student health insurance, as well as consultations to various University
divisions and organizations.
During 2007-2008, professional staff completed
ral sports, and 411 students were active in 14 sport
6,053 patient visits and an additional 1,200 people
clubs. Campus Recreation hosts guests from off
who walked in for “band-aids,” TB skin readings,
campus for a variety of camps and special events.
weight monitoring, information, etc. Two hundred-
In 2009, summer camps were attended by 2,147
twenty individuals received help/guidance with
non-CSU students, and 1,360 individuals partici-
health insurance problems. Health promotions
pated in special events.
include a Wellness Fair, New Student Orienta-
steincenter/) hosts approximately 800,000 guests
annually for performances, competitions, and
conferences. Guests attend a variety of concerts,
family shows, sporting events and corporate or
tions, “NO FLU 4U” program for faculty and staff
flu shots, smoking cessation counseling, blood
pressure and cholesterol screening, HIV/AIDS
awareness, and emergency preparedness drills for
potential pandemic and violence outbreaks.
Pag e 2 3 2
students participated in at least one of 14 intramu-
The Wolstein Center (http://www.csuohio.edu/wol-
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
size pool, and two lap pools; basketball, volleyball,
C h a p te r 8
Center that adjoins the Physical Education Building.
charts, staff meetings, annual assessment exer-
toward continuous improvement are listed. These
cises and annual professional evaluations. “Give Us
strengths, challenges, and self recommendations
a Grade” questionnaires/surveys are completed by
are based on the evidence described in this chapter.
400 consecutive clients every spring semester;
outcome surveys indicate a high service-satisfaction rating of >95%.
Staff also participate and support the LifeShare
Blood Drives (http://www.lifeshare.org/home/index.
htm); The Wellness Council of Northeast Ohio (http://
www.healthyohio.org/wellnesscouncil/); American College Health Association (http://www.acha.
org/)–Administration Committee and Participation
as speakers/presenters at annual meetings (http://
www.acha.org/AnnualMeeting/); Ohio Chapter of
ACHA—Executive Committee; Free Medical Clinic of
Greater Cleveland (http://www.thefreeclinic.org/); St.
Vincent Charity Hospital—Occupational Medicine
(http://www.svch.net/centers-excellence/occhealth/
index.htm); Southwest General Hospital (http://www.
Strengths:
– The thoughtful response to Mission Differentiation
provides focus on and resources for community,
economic, and civic needs.
–C
SU is viewed as a pillar in the Cleveland Community.
– The University is responsive to the needs of internal and external constituents.
– CSU has a strong influence in the development of
the newly created Campus District.
– An increased sense of energy across the campus.
– Vast improvements made to the physical campus
over the past decade make CSU an inviting place
for students and the community.
swgeneral.com/)–Urgent Care Clinics; Cleveland
Challenges:
Clinic Educational Programs (http://www.cleve-
(Evidence that demonstrates Engagement and
landclinic.org/education/); Co-operative Programs
Service need institutional attention):
with City of Cleveland Department of Public Health
(http://www.clevelandhealth.org/) and Cuyahoga
County Board of Health (http://www.ccbh.net/ccbh/
ment of Health (http://www.odh.ohio.gov/) and CDC
Screening and Education Programs for HIV prevention/treatment (http://www.cdc.gov/hiv/).
Strengths, Challenges, and SelfRecommendations for Progress
toward Continuous Improvement
The following section identifies the strengths of the
University regarding Engagement and Service, and
areas that need institutional attention, or “chal-
– Ensuring University-wide coordination to promote
community engagement, especially with the
advent of the two Signature Themes, Health and
Sustainable Communities.
– Coordination of existing University-level community ties such as liaisons and boards.
– Globalizing curricula and mindsets to meet the
demands of present and future.
– Enhance cultivation of CSU alumni.
– More actively engage corporate and philanthropic
communities.
Pag e 2 3 3
opencms/CCBH/index.html); State of Ohio Depart-
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
lenges.” Finally, self-recommendations for progress
C h a p te r 8
Feedback is continuously obtained by review of
ated Campus District.
– Establish and maintain a comprehensive list of
external partnerships to avoid overlap.
– Collect a broad collection of data about community leaders’ perception of the value CSU brings
to Greater Cleveland and Northeast Ohio.
– Increase access to the Study Abroad program.
– Build communication paths across colleges and
the entire campus and reward interdisciplinary
structures in order to achieve a truly integrated
C R ITE R ION 5 : E n g a g e m e n t a n d s e rv i c e
– Continuing a strong presence in the newly cre-
C h a p te r 8
Self-Recommendations for Progress toward Continuous Improvement:
university culture.
– Create more co-op and internship opportunities
with corporate community.
– Develop and implement new strategies to engage
philanthropic organizations.
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