Self-Study Design - Howard University, Graduate School
Self-Study Design - Howard University, Graduate School Self-Study Design - Howard University, Graduate School
14. What kinds of formative and summative assessment strategies are faculty members engaging in at the University? 15. What evidence is collected to determine the extent to which students have acquired the desired knowledge, skills, and competencies at various levels? 16. To what degree is there an alignment between the University’s General Education Policy and student learning outcomes in the general education (core curriculum) classes? 17. What types of methods to assess student learning are being used at various levels within the University as well as university-wide (for example, national exams, portfolios, rigorously evaluated internships and practica, locally developed tests, departmental capstone projects or courses, surveys of graduates and employers, course-based proficiency exams, presentations, multiple measures of proficiency using performancebased standards, course-based assessment by individual faculty, and comprehensive examination)? 18. How are assessments of student learning outcomes communicated to students? Other internal stakeholders (for example, faculty, administrators, staff, and trustees)? Relevant external stakeholders (for example, employers, alumni, K–12 schools, and other relevant outside agencies)? 19. How are the assessment results used to evaluate and improve teaching and learning (for example, curriculum design, course modification such as replacing or revising courses, changing sequence of courses, adding a requirement or required course, enhancing the advising process, increasing support services, and improving teaching strategies)? 20. What evidence indicates that student assessment data are linked to and/or integrated with institutional assessment and the Howard University Strategic Framework for Action? 21. How are assessment results used to make decisions about student progress? 22. What evidence supports that student assessment data are being used to inform resource allocation, planning, and administrative renewal aimed at improving student-learning outcomes? 23. How is the assessment of student learning a part of the University’s overall institutional assessment? 24. To what extent do students perceive that student assessment data are used to improve instruction and enhance their learning outcomes? 25. How is assessment of student learning being institutionalized? Special Emphasis: Research • Chair: Professor Winston Anderson, Biology Scope of Work and Objectives. Because of Howard’s preeminence as a Research University serving a predominately African- American community, the executive and steering committees felt that an additional scope of work governing research was vital. This scope of work governs the review, evaluation, and assessment of institutional effectiveness of the research mission and culture in accord with the following criteria: • Review and assess publication activity of Howard University faculty in relation to peer universities 27
• Review and assess extramural activity (research and training grants) of Howard University faculty, administrators, staff, students, and postdocs in relation to peer universities • Review and assess the quality of institutional support for extramural research activity at the pre-award and post-award levels • Review and assess the operational functions and efficiency of the University in support of faculty research activity • Review and assess the physical facilities provided by the University to support research activity • Review and assess the status and support of research training and opportunities for undergraduate and graduate students in relationship to peer and aspirational research universities • Review and assess the level and effectiveness of start-up funds to launch research programs by new faculty, across the schools and colleges • Review and assess the level and effectiveness of indirect cost recovery to support research activity • Review and assess the effectiveness of intramural grant activity to stimulate research activity at the University • Review and assess the University’s effectiveness in institutionalizing successful research and academic programs and launching new competitive programs in the arts, sciences and humanities Research Questions. 1. To what extent has Howard University supported the research infrastructure to provide cutting edge research in the arts, humanities, and sciences (for example, state of the art research labs)? 2. To what extent has Howard University recruited faculty, staff, and students to satisfy the research or teaching mission of the University? 3. Has Howard University successfully institutionalized successful research and training programs? 4. To what extent are faculty encouraged to apply for extramural funding for the training of students for academic and/or research careers? 5. To what extent are undergraduate and graduate students supported to conduct competitive research and to produce publishable material? 6. How are indefinite tenure and 12-month appointments related to research activity and faculty workload? 7. Does the University have an effective research/training assessment plan? 8. Is the faculty, in general, competent to pursue competitive research comparable to peer Research I universities? 9. Are there creative ventures that might propel Howard in the competitive world of the 21st Century? The work groups will begin their work before the end of the 2006–2007 academic year, with data collection and other preliminary work to take place during Summer 2007. Work will continue throughout the 2007–2008 academic year, with a target date for completion of the Self-Study in 28
- 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 and 22: Scope of Work and Objectives. This
- Page 23 and 24: effective communication. Key to all
- Page 25 and 26: The first aspect of the scope gathe
- Page 27 and 28: • The appointment, promotion and
- Page 29: 5. If Howard needs to offer distanc
- 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
14. What kinds of formative and summative assessment strategies are faculty members<br />
engaging in at the <strong>University</strong>?<br />
15. What evidence is collected to determine the extent to which students have acquired the<br />
desired knowledge, skills, and competencies at various levels?<br />
16. To what degree is there an alignment between the <strong>University</strong>’s General Education Policy<br />
and student learning outcomes in the general education (core curriculum) classes?<br />
17. What types of methods to assess student learning are being used at various levels within<br />
the <strong>University</strong> as well as university-wide (for example, national exams, portfolios,<br />
rigorously evaluated internships and practica, locally developed tests, departmental<br />
capstone projects or courses, surveys of graduates and employers, course-based<br />
proficiency exams, presentations, multiple measures of proficiency using performancebased<br />
standards, course-based assessment by individual faculty, and comprehensive<br />
examination)?<br />
18. How are assessments of student learning outcomes communicated to students? Other<br />
internal stakeholders (for example, faculty, administrators, staff, and trustees)? Relevant<br />
external stakeholders (for example, employers, alumni, K–12 schools, and other relevant<br />
outside agencies)?<br />
19. How are the assessment results used to evaluate and improve teaching and learning (for<br />
example, curriculum design, course modification such as replacing or revising courses,<br />
changing sequence of courses, adding a requirement or required course, enhancing the<br />
advising process, increasing support services, and improving teaching strategies)?<br />
20. What evidence indicates that student assessment data are linked to and/or integrated with<br />
institutional assessment and the <strong>Howard</strong> <strong>University</strong> Strategic Framework for Action?<br />
21. How are assessment results used to make decisions about student progress?<br />
22. What evidence supports that student assessment data are being used to inform resource<br />
allocation, planning, and administrative renewal aimed at improving student-learning<br />
outcomes?<br />
23. How is the assessment of student learning a part of the <strong>University</strong>’s overall institutional<br />
assessment?<br />
24. To what extent do students perceive that student assessment data are used to improve<br />
instruction and enhance their learning outcomes?<br />
25. How is assessment of student learning being institutionalized?<br />
Special Emphasis: Research<br />
• Chair: Professor Winston Anderson, Biology<br />
Scope of Work and Objectives.<br />
Because of <strong>Howard</strong>’s preeminence as a Research <strong>University</strong> serving a predominately African-<br />
American community, the executive and steering committees felt that an additional scope of<br />
work governing research was vital. This scope of work governs the review, evaluation, and<br />
assessment of institutional effectiveness of the research mission and culture in accord with the<br />
following criteria:<br />
• Review and assess publication activity of <strong>Howard</strong> <strong>University</strong> faculty in relation to peer<br />
universities<br />
27
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