Self-Study Design - Howard University, Graduate School

The first aspect of the scope gathers data, compiling an inventory of Howard’s policies,
programs, and key statistics on enrollment management and student retention. The second aspect
of the scope analyzes the data, examines the extent to which all of the schools and colleges are
able to recruit and retain students who belong at Howard and who can succeed, identifies the
factors (including financial aid) that either promote or hinder the University’s success, in so
doing, and makes recommendations as appropriate. The third aspect of the scope helps the
University sustain an institution-wide culture of assessment. This work group will identify for
the new Office of Institutional Assessment and Evaluation those programs that can serve as
models for the rest of the University community, in that they consistently engage in practices of
setting strategy, defining goals, measuring outcomes, and using those outcomes to improve
programs.
Research Questions.
1. What kind of student(s) does the University want?
2. How effective is the University at recruiting and retaining that student?
3. What is the mission for each of the 12 schools/colleges for recruitment and retention?
4. What are the plans and most recent results for performing ongoing assessment of student
success including retention?
5. What are the rates for student retention and graduation, and how are they evaluated?
6. When the University admits students who only marginally meet the qualifications
expected of incoming students, what support is provided to help them thrive?
7. Does the University have statements of expected student learning outcomes by school,
college or program, and how is that information made available to prospective students,
current students and faculty?
8. What are the assessment plans and most recent results for determining the effectiveness
of admissions policies and criteria available to assist the prospective student in making
informed decisions?
Standard 9: Student Support Services
• Chair: Associate Vice President Celia Maxwell, Medicine
Scope of Work and Objectives.
This scope of work assesses the degree to which Howard provides student support services
necessary to enable each student to achieve the University’s goals for students. Within the scope
of the University, student support services can reinforce and extend the college’s influence
beyond the classroom. The quality of campus life contributes significantly to student learning;
therefore, institutions, and particularly those with residential populations, should be attentive to a
wide range of student life issues. The delivery of student support services should be flexible in
nature and vary according to the needs of the student body. In general, students’ needs may
include academic support, healthcare, including mental healthcare and social support.
Additionally, institutional mission and programs should be available to provide support to
diverse student populations such as older students, students with disabilities, international
students, distance learning students, and the off-campus student population. Moreover, the
objective is to assess which student support services are offered and, more importantly, to assess
the students’ knowledge of these services.
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