Self-Study Design - Howard University, Graduate School

provide a thorough response to the question of whether or not it is providing to all
undergraduates a highly competitive, relevant, first-rate educational experience reflective of the
University’s missions and goals.
Research Questions.
1. What is the value of a liberal arts education and core curriculum at peer institutions?
2. What are the core courses required of students in each school at Howard University?
3. Are objectives clearly stated for the general education requirements in each school?
4. How effectively are general education requirements and major academic program
requirements linked and interrelated?
5. Are core courses in each school integrated into Howard University “universal”
experiences? In other words, do these courses reflect the presence of a common set of
themes and competencies?
6. Are there first-year core requirements in each school?
7. Do first-year programs share a common core of information students must know about
Howard University?
8. Are some schools using alternative core experiences in lieu of courses?
9. Are there assessment components in place for general education programs in each
school? In other words, what evidence exists that graduates meet expected, acceptable
levels of competency in oral and written communication, scientific and quantitative
reasoning, technological capability, information literacy, and critical analysis and
reasoning? Are these levels appropriate given the institutional mission and the needs and
aspirations of students?
Standard 13: Related Educational Activities
• Chair: Professor, Teresa Redd, Center for Excellence in Teaching, Learning, and
Assessment
Scope of Work and Objectives.
This scope of work investigates whether the University’s related educational activities meet the
Middle States Commission’s accreditation standard. According to Middle States, “related
educational activities” include “programs or activities that are characterized by particular
content, focus, location, mode of delivery, or sponsorship.” Specifically, these activities include
basic skills courses, certificate programs, experiential learning opportunities, non-credit
offerings, branch campuses, distance-learning activities, and contractual relationships.
Research Questions.
1. How well does the University identify and place students who lack college-level math,
English, and study skills?
2. How consistently is the University bringing these under prepared students up to the
college level?
3. Should Howard re-examine its commitment to teaching basic skills to students with high
academic potential?
4. Do Howard’s distance-learning courses help the University fulfill its mission? For
example, do these courses enhance quality or increase accessibility? If not, what is
Howard’s rationale for offering these courses?
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