Self-Study Design - Howard University, Graduate School

• The appointment, promotion and tenure policy and procedure
• Faculty evaluation procedure for salary and merit adjustments
• The role and responsibility of full-time, part-time, adjunct faculty (for example, teaching
loads, committee work, service to the community, and research)
• Published policies and procedures (for example, faculty handbook, travel policy, and
sabbatical leave policy)
Standard 11: Educational Offerings
Chair: Professor Rodney Green, Economics
Scope of Work and Objectives.
This scope of work encompasses all of the academic and professional schools within the
University, as well as many of the support units. The research design will address the academic
content, rigor, and coherence, as well as student learning goals and objectives, within each of the
academic units. The overall success of the University in achieving appropriate levels of academic
content, rigor, and coherence, and student goals and objectives, will reflect this unit-by-unit
analysis.
Research Questions.
1. What are the educational offerings (degree and certification programs) and related
faculty, staff and student levels, qualifications, and characteristics?
2. What have been the processes and outcomes of self-studies, external reviews, and
responses to reviews across university units?
3. Are the educational offerings congruent with the Howard University mission?
4. Are expected learning outcomes properly articulated and documented in university units?
5. Are there appropriate assessment tools for determining if the expected outcomes are
being achieved?
6. Do expected learning outcomes align well with the associated curriculum/a?
7. Are learning resources appropriate for the educational offerings available, including
resources and instructional processes to assure information literacy among students?
8. What are the periodic assessments of the effectiveness of curricular, co-curricular, and
extra-curricular experiences and how are such assessments used to improve student
academic and personal development?
Standard 12: General Education
• Chair: Associate Dean Barbara Griffin, Arts and Sciences
Scope of Work and Objectives.
This scope of work examines whether or not Howard University’s general education curricula
are “designed so that students acquire and demonstrate college-level proficiency in general
education and essential skills, including at least oral and written communication, scientific and
quantitative reasoning, critical analysis and reasoning, and technological competency”
(Characteristics of Excellence in Higher Education, p.47). On a broader scale, the General
Education Work Group will seek to explore those questions that will position the University to
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