Request for Reaffirmation of Accreditation


Summary of How CSU Has Addressed HLC’s Concerns From 2003 Visit



Download 1.88 Mb.
Page4/25
Date20.10.2016
Size1.88 Mb.
#5928
TypeRequest
1   2   3   4   5   6   7   8   9   ...   25

Summary of How CSU Has Addressed HLC’s Concerns From 2003 Visit

As described above, CSU has successfully addressed all concerns raised by the 2003 HLC Team Report. Led by the Administration and Finance Office, a Revenue Subgroup, comprised of representatives from every division, annually reviews enrollment goals, tuition and fee rates, state funding projections, and strategic priorities. Based on the review, the Subgroup makes recommendations to the president and the Cabinet on revenue projections and changes to be made to the budget each fiscal year. Improvements have been made in Science Facilities and scientific equipment in all departments in the College of Science and Engineering. The College of Education hired a new dean with experience in coordinating NCATE activities.

A Teacher Education Advisement and Partnership Center (TEAP-C) was created to enhance improvements in advising, field placement and Praxis test passing rate among teacher candidates at CSU to increase the number of College of Education graduates. The University continues to invest in long-term efforts to sustain these efforts. Improvements were made in assessment of student learning at institutional, programs and course levels through strengthening of existing offices and committees, and creating new offices to enhance specific activities to support assessment of learning in the general education program and specific disciplines.

Challenges and Areas for Improvement

CSU’s acknowledges the challenge it has beforehand to improve the University’s College of Education’s Professional Education programs and the number of teacher candidates’ passage rate on the Praxis tests, and the fact that strategies that were developed have yet to yield high results. Major investments and changes in student advisements and monitoring systems have been implemented to strategically assist teacher candidates and meet the pre-and-post Praxis examination requirements for teacher licensure. Praxis test taking strategies, include technological resources, such as Plato, to help teacher candidates. We expect to see change within the next cohort of teacher candidates.



CRITERION ONE: MISSION

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Central State University’s (CSU) mission is clear, articulated publicly, and guides the institution’s operations. It is broadly understood within the institution, was adopted via a collaborative process, approved by the Board of Trustees, guides all of the institution’s academic programs, student support services, and enrollment profile, and drives the University’s planning and budgeting priorities.

  1. A. The institution's mission is broadly understood within the institution and guides its operations.

CSU’s Mission Statement  was adopted by the Board of Trustees in October 1996 and is as follows:

"CSU, as Ohio’s only public Historically Black University, academically prepares students with diverse backgrounds and educational needs for leadership and service in an increasingly complex and rapidly changing world. As an open access institution, the University fosters academic excellence through a strong liberal arts foundation and majors in selected professional fields,"

Consistent with its mission, CSU is dedicated to:


  • Providing a nurturing and culturally enriched learning environment;

  • Stimulating in students an intellectual curiosity and a continuous search for knowledge;

  • Teaching students to think creatively and communicate effectively;

  • Instilling in students an aspiration for excellence;

  • Preparing students to address the challenges of a technologically-oriented world;

  • Providing quality educational programs in scientific and technological fields;

  • Offering programs with multicultural and global perspectives;

  • Reaching out to underserved populations;

  • Collaborating with other educational institutions, businesses, and government agencies to enrich learning experiences and educational opportunities for students (2012-14 catalog, p.11).

The mission of Central State is broadly understood by members of the campus community as well as the public. Results of a survey conducted to evaluate the clarity of CSU’s mission are provided below in 1.B.1-1.B.3

University’s Operations Support its Mission

CSU has aligned its operations with its Mission to “academically prepare students for leadership and service in an increasingly complex and rapidly changing world.” Since the 2003 HLC visit, the University’s operations are guided by its Strategic Plan, which comprises of the following strategic initiatives:



  • University’s Campus-Wide Master Plan

  • Strategic Academic Enrollment Management (SAEM) Initiative

  • Two institutional strategic plans developed under the auspices of the Ohio Board of Regents—Speed to Scale and Honoring Ohio’s Historically Black Public University

  • CSU’s Plan to become Ohio’s only HBCU with 1890 Land Status

These are described only briefly in this section and in greater detail in Criterion Five.

  1. CSU’s Campus-wide Master Plan

As plans for academic and enrollment growth have evolved, the university’s physical facilities are gradually evolving as well. The 2000 Campus Master Plan described a transformed physical campus in which a combination of new and renovated buildings were logically arranged to fulfill academic, residential, and service functions. CSU’s Campus Wide Master Plan is described in greater detail in Criterion Five of the Self-Study report and has three phases. A fourth phase includes developments beyond 10 years to transform CSU to a 21st Century Campus. A summary of CSU’s Campus Wide Master Plan is as follows:

Phase 1 Implementation: 1-3 years (Master Plan, p. 9)

  • Library Improvements $34,000,000 - $37,500,000

  • Stadium Improvements $1,200,000 - $1,500,000

  • Hunter/ Williamson/ Mercer $4,000,000 - $6,500,000

  • Wesley Village (Residential) $11,000,000 - $12,000,000

  • Athletic Training Facility ($ Unspecified)

  • Brush Row Parking Expansion $600,000 - $650,000

  • 1g) Campus Entry $2,500,000 - $2,900,000

  • Facilities Complex $800,000 - $1,100,000

  • Residential (East Village) $10,000,000 - $12,000,000

Phase 2 Implementation: 4 to 7 years (Master Plan, p. 11)

  • New Academic Building $49,000,000 - $54,000,000

  • Residential (East Village) $38,000,000 - $46,000,000

  • Recreation Facility $7,000,000 - $8,500,000

  • Dining Facility $4,500,000 - $5,000,000

  • Brush Row Parking Expansion $190,000 - $250,000

  • Wesley Hall $900,000 - $2,000,000

Phase 3 Implementation: 8 to 10 years (Master Plan, p. 13)

  • Outdoor Recreation Facility $350,000 - $550,000

  • Residential (North Village) $17,500,000 - $21,000,000

  • East Campus Athletics ($ Unspecified)

  • US Route 42 Improvements ($ Unspecified)

  • Nature/ Interpretive Center ($ Unspecified)

  • Outdoor Recreation ($ Unspecified)

Future Development: Beyond 10 years (Master Plan, p. 13)

Additional facilities are needed as the campus population continues to grow beyond the 10-Year/ 5,000 student goal outlined by Speed-to-Scale. Future developments are needed as growth in student enrollment continues and a vision plan for the next 20 years should include determining optimal student enrollment numbers. The numbers previously suggested in the Speed-to-Scale initiative were modified by the OBR to an optimal student enrollment of 3,000 by 2017. Improvements in the Master plan, with unspecified investment amounts include the following:



  • Future Administration Building

  • Future Academic Building

  • North Village Quadrangle

  • Residential (North Village)

  • Museum Addition

  • Residential (Payne Village)

  • Galloway /Alumni Tower, Alumni/ President’s House which include mix-use development and buildings to reinforce Route 42, additional parking and off-campus research Buildings

Six years into the implementation of the master plan, its impact was apparent across the campus. Outdated residence halls were demolished, existing halls were renovated, and two new halls were constructed.



  1. Strategic Academic Enrollment Management Initiative

CSU’s Strategic Academic Enrollment Management (SAEM) initiative is a 10-year initiative launched as part of the Speed-to-Scale project in 2006 to be implemented through 2016. The two main goals of SAEM are to: (1) to increase enrollment to an optimal size (previous enrollment goal under Speed to Scale was an optimal size between 3,000-6,000 between 2010-2017). This goal was modified to 3,000 by the OBR in the later recommendations to CSU. (2) To strengthen the academic profile of the institution.

Through the SAEM initiative, CSU campus community began simultaneous implementation of academic and enrollment management as a way to strengthen academic quality. The major thrust of the initiative was to align the divisions of academic affairs and enrollment management to pursue common goals related to growth in size and quality. The Vice President of Enrollment Management and Student Services and the Provost and Vice President for Academic Affairs became joint advocates of SAEM. A proposed structure was developed to include the two leaders as co-chairs. The five functional groups of SAEM consisted of the following with specific responsibilities in the areas of:

  • Academic Program Development and Enhancement

  • Recruitment, Enrollment and Marketing

  • Retention

  • Assessment

  • Administrative Support

  1. Ohio Board of Regents’ Strategic Plan for Central State University

On January 26, 2012, OBR Chancellor Jim Petro released a plan called Honoring Ohio’s Historically Black Public University – A Plan for Advancing Progress at Central State University through Ohio’s bill mandated by Sec.371 of Ohio Amended Substitute H.B. 153. The plan outlined a number of strategies to be implemented in three phases. Many of the strategies were built on initiatives already in place at CSU. One of the key strategies was to examine funding alternatives, with the goal of replacing the supplement. The plan expressed support for CSU’s effort to secure 1890 land grant status as a revenue strategy. The plan also affirmed an enrollment goal of 3,000 as appropriate for Central State over the next three years to allow CSU focus more on retention and strategic enrollment strategies rather than on growing student enrollment.

Other strategies contained in the plan include the following:




  • Conduct a more selective recruitment process, focusing primarily on "rising achievers." Related to this is the establishment of an agreement with another state institution to develop a data-driven process for identifying this cohort of rising achievers.

  • Identify three degree partnerships in STEM with other institutions.

  • Explore opportunities to share administrative operations with Wright State University.

  • Assess the viability of developing a "Success Roadmap" to degree completion that include the awarding of a one-year certificate and a two-year degree.

  • Conduct a review of the STEM curriculum as part CSU’s HLC Self-Study process.

  • Engage more closely with cohorts of students at select community colleges through a "Preferred Pathways" pilot program to see if this increases enrollment and retention of transfer students.

  • Devise a comprehensive revenue plan that includes strategies for growing corporate and private donations as well as a business plan for growing revenue at CSU-Dayton.

  • Reexamine Central State’s marketing strategy to align branding with the goal of degree completion.

The University is currently engaged in the implementation of a plan drafted by the Ohio Board of Regents in collaboration with Central State University called Honoring Ohio's Historically Black Public University: A Plan for Advancing Progress at Central State University. This plan focuses on specific strategies to increase student enrollment, retention, and degree completion of Ohio residents. The University, through its “Central State Rising Achiever” Task Force is currently conducting research, utilizing institutional data, as well as data from other successful HBCUs, to identify the characteristics of students who have been successful. From what it learns, Central State will be able to implement  “… a more selective recruitment process as it  increases the number of Ohio graduates in selected majors, beginning in the STEM fields.”

  1. CSU’s Plan to become Ohio’s only HBCU with 1890 Land Status

CSU made significant progress towards securing 1890 Land Grant Status. In addition to the chancellor, Gov. Kasich has expressed support for CSU’s 1890 petition. CUS also received enthusiastic support from Ohio Senator Chris Widener, who has drafted legislation to designate Central State University as Ohio’s 1890 land grant university and requested that the U.S. Department of Agriculture recognize the designation and annually provides $19 million to CSU, to include all other benefits that accompanies Land Grant Status. Sen. Widener introduced the legislation in February 2012. Representatives from Ohio State University also affirmed their full support of CSU’s petition for this designation, which provides new revenue for CSU and enables the University to significantly strengthen its academic programs, particularly in the STEM areas, among other things.

  1. CSU’s Six Compelling Priorities

In the Fall of 2012, CSU launched several initiatives to strengthen the University’s academic programs and to increase the success of students admitted to the University. Completion of Phase I and Phase II of the “Rising Achiever” Initiative, together with the targeted student enrollment initiative, is one of CSU’s six compelling priorities. This will permit CSU the opportunity to begin a more selective admissions process by considering cognitive, as well as non-cognitive characteristics that contribute to student academic success.

The University’s current president, Dr. Cynthia Jackson-Hammond, arrived at CSU during implementation of the second phase of the Honoring Ohio’s Historically Black Public University plan. After reviewing the report from Phase I, the president launched the University’s Six Compelling Priorities to serve as a “guidepost” for the implementation of the second and third phases of the University’s strategic plan:.

  • Quality collegiate and academic experiences

  • Targeted student enrollment

  • Reduced time to degree

  • Improved retention rates

  • Development of graduates with knowledge, skills and dispositions (KSD) for professional placement in schools and professional careers

  • Efficient and effective institutional operations

These six compelling priorities, which today, serve as the foundation for the University’s future strategic plan, are being implemented collaboratively by all campus constituencies. Every Department on the campus is involved in developing a plan to achieve the specific parts of the six compelling priorities in order to fulfill the University’s mission, increase CSU student enrollment and retention, and graduation rates.

  1. A. 1. The institution's mission statement was developed through a process suited to the nature and culture of the institution and is adopted by the governing board.

CSU’s current mission statement was adopted by the CSU Board of Trustees in October 1996 after seeking input from the broader University community and from external stakeholders. Discussions regarding the mission of the University, reflect the values and the type of students who would be served by the University, involved faculty, staff, alumni, as well as students. Discussions also involved stakeholders in the governor’s office, leaders of the Ohio House and Senate, and the Ohio Board of Regents.

Discussions took place over a period of a year, in the middle of the 1996-1997 financial crises that nearly shattered the University. Although CSU was established as Ohio's only public Historically Black College and University (HBCU), today the University prides itself on having an inclusive culture. The University thus serves students from other states, and students from all socio-economic, racial/ethnic backgrounds who meet the admissions criteria.

The University reviewed its mission statement again during the 2000-2001 academic year under CSU's seventh's President, Mr. John Garland. Discussions, which included campus forums, led to the reaffirmation of the existing mission statement by the campus community. However, feedback received during the forums led the University to adopt a Vision statement which further elucidated CSU's goals:

Vision Statement

"CSU is a premier Historically Black University that nurtures students within a values-based environment focused on teaching, research, and public service."

In addition to the Vision statement, specific CSU values were identified. These values included: Honesty, Hard Work, Caring and Excellence. These values are promoted in all academic and non-academic functions that involved students, to include the Students' Leadership Series, and the University Catalog and Student Handbook. To the above values, President Cynthia Jackson-Hammond and the University community adopted three tenets—Service, Protocol and Civility—which are aligned with CSU's mission and help to distinguish the Central State Man and Central State Woman from students of other institutions. These CSU Tenets will further remind students of who they are, their past history, and the values that they will demonstrate as graduates of the University. These tenets also allows CSU students to forge new paths into the 21st century while remembering the essence of the University. These tenets are defined as follows:



"Service is our commitment to our institution and the greater community. Protocol is the adherence to and value of best practices for accomplishing goals and Civility is the active respect for one another; our past, present, and our future" (Jackson-Hammond, 2012).

These tenets are clearly stated and articulated on the University website and in other institutional documents such as the 2012 Student Handbook.

 1. A. 2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission.

 CSU’s academic programs, student support services, and enrollment profile reflect the University’s mission “to academically prepare students with diverse backgrounds and educational needs for leadership and service in an increasingly complex and rapidly changing world." In addition, "the University fosters academic excellence through a strong liberal arts foundation and majors in selected professional fields." 



Academic Programs

Central State meets students' "diverse educational needs" by offering 34 majors and one graduate program. It provides students with a "strong liberal arts foundation" by requiring students to complete the University's general education curriculum, with a strong foundation in liberal arts. CSU students complete the general education curriculum during their first two years in school before completing courses in their selected fields of study. The general education curriculum and major fields of study are explained in detail in the 2012-2014 Catalog, beginning on page 49, and in the Criterion Three Chapter of this Self-Study Report.



Baccalaureate Degree Programs

The College of Humanities, Arts, and Social Sciences offers academic programs through the following departments:

  • The Department of Fine and Performing Arts  offers Bachelor of Arts degrees in Studio Arts and in Graphic Design; the Bachelor of Science degree in Education and Art Education; Bachelor of Music degree in Jazz Studies, Music Education, and Music Performance.

  • The Department of Humanities offers Bachelor of Arts degrees in Communication Studies with concentrations in Broadcast Media and Print Journalism, English Literature, English (Pre-Law), and History.

  • The Department of Social and Behavioral Sciences offers Bachelor of Science degrees in Criminal Justice; and a Bachelor of Arts degree in Political Science with a concentration in Public Administration, Psychology, and in Sociology, and Social Work.

 The College of Business offers selected academic programs through the following academic departments:

  • The Department of Accounting, Finance, and Economics offers Bachelor of Science degrees in Accounting, Finance and Economics, and Business Administration with a concentration in Finance.

  • The Department of Business Administration offers Bachelor of Science degrees in Business Administration with concentrations in Entrepreneurship, Hospitality Management, International Business, Management, Management Information Systems, and Marketing.

 The College of Education offers selected academic programs through two departments:

  • The Department of Health, Physical Education and Recreation offers Bachelor of Science degrees in Recreation, Multi-Age Physical Education, and Multi-Age Health Education.

  • The Department of Professional Education offers Bachelor of Science degrees and a teacher’s licensure in Early Childhood Education (ages 3 - 8), Intervention Specialist (Grades K-12), Adult and Young Adult (AYA) with concentrations in Integrated Language Arts (Grades 7-12), Integrated Mathematics (Grades 7-12), Integrated Social Studies (Grades 7-12), Integrated Life Sciences (Grades 7-12), and Physical Science (Grades 7-12); and teacher licensure in Middle Childhood with concentrations in Language Arts (Grades 4-9), Social Studies (Grades 4-9), Mathematics (Grades 4-9), and Science (Grades 4-9).

The College of Science and Engineering offers students opportunities to earn undergraduate degrees through four departments:

  • The Department of Manufacturing Engineering offers Bachelor of Science degrees in Industrial Technology with concentrations in Computer Technology and Manufacturing, and in Manufacturing Engineering.

  • The Department of Mathematics and Computer Science offers Bachelor of Science degrees in Mathematics and Computer Science.

  • The Department of Natural Sciences offers Bachelor of Science degrees in Biology and Chemistry.

  • The Department of Water Resources Management offers Bachelor of Science degrees in Environmental Engineering, Geography, Geology, and Water Resources Management.

Graduate Degree Programs

The College of Education also hosts CSU's only Graduate Program, the Master of Education (M.Ed.) degree with concentrations in Higher Education Administration, School Leadership, Curriculum and Teacher Leadership and Instructional Technology. Table 1.A.1 below provides the various academic programs and student enrollment in each of the four Colleges, to include freshmen and sophomore students who had not declared their majors during the 14-day census period of fall semester of each year from 2007-2011. Data are not included for Fall 2012.



 Table 1.A.1: CSU Undergraduate Enrollment by Academic Programs from 2007-2011 

 College/Academic Program

Total Enrollment

 

2011

2010

2009

2008

2007

University College

Undecided students

321 (12%)

134 (6%)

386 (16%)

329 (15%)

259 (13%)

College of Business

Accounting

47 (2%)

49 (2%)

61 (3%)

49(2%)

58 (3%)

Business Administration

481 (19%)

448(20%)

443(18%)

420 (19%)

403 (20%)

Economics

5 (<1%)

4 (<1%)

5 (<1%)

5 (<1%)

3 (<1%)

College of Humanities, Arts and Social Sciences

Advertising Graphics

37 (1%)

41 (2%)

27 (1%)

29 (1%)

33 (2%)

Art Education

3 (<1%)

6 (<1%)

5 (<1%)

4 (<1%)

3 (<1%)

Broadcast Media

133 (5%)

145 (6%)

147 (6%)

159 (7%)

133 (7%)

Communication Journalism

27 (1%)

41 (2%)

47 (2%)

36 (2%)

40 (2%)

Criminal Justice

229 (9%)

182 (8%)

147 (6%)

82 (4%)

N/A

English

20 (1%)

20 (1%)

30 (1%)

35 (2%)

36 (2%)

Jazz Studies

4 (<1%)

6 (<1%)

6 (<1%)

6 (<1%)

5 (<1%)

History

15 (1%)

16 (1%)

8 (<1%)

4 (<1%)

7 (<1%)

Music Education

38 (2%)

31 (1%)

27 (1%)

28 (1%)

27 (1%)

Music Performance

31 (1%)

39 (2%)

35 (1%)

29 (1%)

33 (2%)

Political Science

27 (1%)

27 (1%)

35 (1%)

21 (1%)

33 (2%)

Psychology

170 (7%)

154 (7%)

145 (6%)

117 (5%)

130 (6%)

Sociology

30 (1%)

35 (2%)

46 (2%)

59 (3%)

100 (5%)

Social Work

63 (3%)

63 (3%)

52 (2%)

62 (3%)

54 (3%)

Studio Art

11 (<1%)

18(<1%)

12 (<1%)

12 (<1%)

16 (<1%)

College of Science & Engineering

Biology

135 (5%)

128 (6%)

91 (4%)

81(4%)

86 (4%)

Chemistry

28 (1%)

26 (1%)

24 (<1%)

20 (<1%)

15 (<1%)

Computer Science

53 (2%)

53 (2%)

65 (3%)

53 (2%)

44 (2%)

Earth Science

0 (0%)

6 (<1%)

3 (<1%)

1 (<1%)

N/A

Environmental Engineering

17 (1%)

17 (1%)

14 (1%)

3 (<1%)

N/A

Mathematics

11 (<1%)

9 (<1%)

7 (<1%)

6 (<1%)

10 (<1%)

Geology

2 (<1%)

1 (<1%)

2 (<1%)

0 (0%)

N/A

Geography

4 (<1%)

1 (<1%)

N/A

N/A

N/A

Industrial Technology

11 (<1%)

16 (1%)

18 (1%)

11 (1%)

16 (1%)

Manufacturing Engineering

63 (3%)

60 (3%)

47 (2%)

60 (3%)

57 (3%)

Water Resource Management

11 (<1%)

11 (<1%)

14 (1%)

20 (1%)

27 (1%)

College of Education

Adolescent to young Adult

44 (2%)

60 (3%)

65 (3%)

89 (4%)

62 (3%)

Early Childhood Education

150 6%)

135 (6%)

138 (6%)

108 (5%)

115 (6%)

Educational Studies

-

-

1 (<1%)

1 (<1%)

2 (<1%)

Intervention Specialist

58 (2%)

65 (3%)

42 (2%)

31 (1%)

26 (1%)

Licensure for Teaching

28 (1%)

34 (1%)

35 (1%)

25 (1%)

19 (1%)

Middle Childhood Education

23 (1%)

23 (1%)

27 (1%)

18 (1%)

18 (1%)

Multi-Age

98 (4%)

105 (5%)

113 (5%)

100 (5%)

95 (5%)

Recreation

31 (1%)

35 (2%)

30 (1%)

29 (1%)

31 (2%)

Graduate Education

44 (2%)

44 (2%)

36 (1%)

29 (1%)

25 (1%)

Total

2503

2288

2436

2171

2022




























Download 1.88 Mb.

Share with your friends:
1   2   3   4   5   6   7   8   9   ...   25




The database is protected by copyright ©ru.originaldll.com 2024
send message

    Main page