Self-Study Design - Howard University, Graduate School

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Standard 5: Administration • Chair: Ms. Jacqueline Smith, Social Work Scope of Work and Objectives. This scope of work describes the formal administrative structure of the University and the events, activities, and strategies implemented by administrative leaders used to achieve its goals and objectives. The description will provide a context for understanding processes and outcomes of institutional decision-making. In addition to the minimal criteria mentioned in the first, seven research questions, this section of the report will capture dynamic changes initiated by critical events, significant leaders, and any informal processes that are associated with institutional outcomes. Research Questions. 1. What leadership activities has the chief executive undertaken to help the University achieve its goals? 2. Does the chief executive’s academic background and professional training “fit” or “match” the assigned responsibilities and/or job description? 3. Do the administrative leaders have the appropriate or suitable skills, degrees, and training to carry out their responsibilities and functions? 4. Does the staff have the appropriate qualifications for the goals, type, size, and complexity of the University? 5. Are there adequate information and decision-making systems in place to support the work of administrative leaders? 6. Is there clear documentation of the lines of organization and authority? 7. What is the frequency and extent of the periodic assessment of the effectiveness of administrative structures and services? 8. What is the administrative structure of the University? 9. How does the administrative structure function? 10. What is the systemic effect of the administrative structure and its functioning on system participants? Standard 6: Integrity • Chair: Professor D. Kortright Davis, Divinity Scope of Work and Objectives. This scope of work assesses the programs, processes, and practices of Howard University to ensure that it is adhering to ethical standards that are consistent with its stated policies, mission, goals, and objectives. It will also assess the degree to which the University’s public and constituencies are informed clearly and fully through its various modes of communication. Specifically, the scope of work examines the extent to which Howard University demonstrates integrity “through the manner in which it specifies its goals, selects, and retains its faculty; admits students; establishes curricula; determines programs of research; pursues its fields of service; demonstrates sensitivity to equity and diversity issues; allocates its resources; serves the public interest; and provides for the success of its students.” This will inevitably involve such issues as transparency, consistency, impartiality, fairness, clarity, accountability, and modes of 19
effective communication. Key to all of this is a carefully established definitional approach to the meaning of “Integrity” itself as understood throughout the University. The work group will be guided by a search for adequate answers to a number of research questions. Research Questions. 1. Are there fair and impartial processes, widely published and readily available, to address student grievances? 2. Are student grievances addressed promptly, equitably, and appropriately? 3. Are there fair and impartial practices in the hiring, evaluation, and dismissal of employees? 4. Does Howard demonstrate sound ethical practices and respect for individuals through its teaching, scholarship/research, service, and administrative practice, including the avoidance of conflict of interest? 5. What are the University’s standards for academic integrity, academic freedom, intellectual freedom, and freedom of expression? Which documents convey that information to its stakeholders? 6. Is there an equitable and consistent treatment of constituencies, as demonstrated in such areas as the application of academic requirements and policies, student discipline, student evaluation, and grievance procedures? 7. To what the extent is the climate of academic inquiry and engagement supported by widely disseminated policies regarding academic freedom? 8. How is the word “Integrity” defined by the following Howard University sectors that represent the various University stakeholders: The Board of Trustees, the Faculty Senate, Howard University Support Staff Organization (HUSSO), Howard University Student Association (HUSA), Graduate Student Association (GSA), union and non-union employees, and Howard University Alumni Association? 9. How is integrity integral to the functional areas of Howard University: procurement, fiscal affairs, facilities management, academic affairs, student affairs, alumni affairs, human resource management, general counsel, research administration, security affairs, development affairs, and the community-related associations? 10. How does the University promote academic integrity on campus? Who is responsible for promoting integrity in the academic research community, as well as in the student population’s activities in scholarship and learning? 11. Is there peer review among all departments and divisions in the University? 12. What indications exist to offer information about plagiarism on campus, both in the research and academic societies on campus? 13. How does Howard University create a learning environment for 21 st century leaders that is in alignment with the “Mission of Howard University” for all schools and colleges? 14. How is integrity monitored and assessed among administrators, researchers, students, and staff at any University? 15. How does Howard University monitor, assess, and ensure that the persons trained in customer/client relations will demonstrate this training towards the student population? 16. How does Howard University distribute resources throughout the institution in such a way as to ensure equity for all schools and colleges? 17. Is the information in Howard University’s documents readily available, and consistent throughout all media: Web sites, catalogs, brochures, and recruitment material? 20
Page 1 and 2: Howard University: A Research Unive
Page 3 and 4: Standard 3: Institutional Resources
Page 5 and 6: ased on rank, gender, ethnicity, an
Page 7 and 8: Howard University Faculty (FT & PT)
Page 9 and 10: Howard University men and woman com
Page 11 and 12: Center for Excellence in Teaching,
Page 13 and 14: University aspires to advance to Ca
Page 15 and 16: Self-Study and Steering Committees
Page 17 and 18: of Institutional Research, the Cent
Page 19 and 20: Standard 2: Planning, Resource Allo
Page 21: Scope of Work and Objectives. This
Page 25 and 26: The first aspect of the scope gathe
Page 27 and 28: • The appointment, promotion and
Page 29 and 30: 5. If Howard needs to offer distanc
Page 31 and 32: • Review and assess extramural ac
Page 33 and 34: The final report will be organized
Page 35 and 36: Appendix A: Membership of Executive
Page 37 and 38: • Kurt Schmoke, Law • Jacquelin
Page 39 and 40: • Kimberly Moffitt, Graduate Scho
Page 41 and 42: • Edward Williams, Howard Univers
Page 43 and 44: Appendix B: Self-Study Timetable
Page 45 and 46: Appendix C: Preliminary Data Availa
Page 47 and 48: • HU Student Affairs: Leadership

Self-Study Design - Howard University, Graduate School

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