Self-Study Design - Howard University, Graduate School
Self-Study Design - Howard University, Graduate School
Self-Study Design - Howard University, Graduate School
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• Review and assess extramural activity (research and training grants) of <strong>Howard</strong><br />
<strong>University</strong> faculty, administrators, staff, students, and postdocs in relation to peer<br />
universities<br />
• Review and assess the quality of institutional support for extramural research activity at<br />
the pre-award and post-award levels<br />
• Review and assess the operational functions and efficiency of the <strong>University</strong> in support of<br />
faculty research activity<br />
• Review and assess the physical facilities provided by the <strong>University</strong> to support research<br />
activity<br />
• Review and assess the status and support of research training and opportunities for<br />
undergraduate and graduate students in relationship to peer and aspirational research<br />
universities<br />
• Review and assess the level and effectiveness of start-up funds to launch research<br />
programs by new faculty, across the schools and colleges<br />
• Review and assess the level and effectiveness of indirect cost recovery to support<br />
research activity<br />
• Review and assess the effectiveness of intramural grant activity to stimulate research<br />
activity at the <strong>University</strong><br />
• Review and assess the <strong>University</strong>’s effectiveness in institutionalizing successful research<br />
and academic programs and launching new competitive programs in the arts, sciences<br />
and humanities<br />
Research Questions.<br />
1. To what extent has <strong>Howard</strong> <strong>University</strong> supported the research infrastructure to provide<br />
cutting edge research in the arts, humanities, and sciences (for example, state of the art<br />
research labs)?<br />
2. To what extent has <strong>Howard</strong> <strong>University</strong> recruited faculty, staff, and students to satisfy the<br />
research or teaching mission of the <strong>University</strong>?<br />
3. Has <strong>Howard</strong> <strong>University</strong> successfully institutionalized successful research and training<br />
programs?<br />
4. To what extent are faculty encouraged to apply for extramural funding for the training of<br />
students for academic and/or research careers?<br />
5. To what extent are undergraduate and graduate students supported to conduct competitive<br />
research and to produce publishable material?<br />
6. How are indefinite tenure and 12-month appointments related to research activity and<br />
faculty workload?<br />
7. Does the <strong>University</strong> have an effective research/training assessment plan?<br />
8. Is the faculty, in general, competent to pursue competitive research comparable to peer<br />
Research I universities?<br />
9. Are there creative ventures that might propel <strong>Howard</strong> in the competitive world of the 21st<br />
Century?<br />
The work groups will begin their work before the end of the 2006–2007 academic year, with data<br />
collection and other preliminary work to take place during Summer 2007. Work will continue<br />
throughout the 2007–2008 academic year, with a target date for completion of the <strong>Self</strong>-<strong>Study</strong> in<br />
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