Self-Study Design - Howard University, Graduate School

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late spring 2008. The actual site visit will occur during the 2008–2009 academic year. In the months ahead, the work groups will present a set of detailed timelines towards these goals. Plans for the Collection, Analysis, and Infusion of Assessment Data into the Self-Study Exercise Assessment of all phases of university life will permeate all aspects of this inquiry. Accordingly, the Self-Study will work in close collaboration with several university units charged with assessment, data gathering and planning. These units shall be the recently created Office of Assessment and Evaluation (OAE), the Office of Institutional Research, CETLA, and data gathering units within the Office of the Provost. The OAE will coordinate data gathering efforts for the Self-Study in concert with the Office of the Provost, and it will work directly with relevant work groups to construct, administer, analyze and prepare reports on specific aspects of university life, policy, and practice deemed appropriate by the work groups. To prevent unnecessary redundancy, chairs of work groups with desires to collect original data of stakeholder assessments of the extent and quality of campus life, resources, and support systems will work with the OAE to construct generic instruments for faculty, student and staff constituencies. Additionally, two Self-Study work groups—the Work Group on Assessment of Student Learning and the Work Group on Institutional Assessment—will pay particular attention to the extent, quality, and use of assessment data to guide University policy and practice. The Work Group on Assessment of Student Learning will focus on the use of assessment data by the faculties in the various schools and colleges to enhance teaching and learning by their students. The Work Group on Institutional Assessment will focus more generically across all “Characteristics of Excellence” to determine the quality and extent to which assessment data are collected and used to inform institutional planning, processes, policies, and operations. Communications with Work Group and University Community The Office of the University-wide Self-Study has implemented several measures to communicate with the Howard community to ensure that the Self-Study process is interactive, transparent, and collaborative. These techniques include weekly updates on Self-Study activities and milestones through an electronic newsletter with the John H. Johnson School of Communications. A Web site has been designed specifically for the Self-Study and it is linked to the Howard University homepage. Additionally, steering committee members have access to draft documents through a password-protected Web site that provides them a forum to comment and share their work. The Self-Study design statement and the draft of the final report will be distributed to the Executive Committee, Steering Committee, Work Groups, and Board of Trustees. The final Self- Study report will be made available to the entire Howard University community. Organization of Final Self-Study Report A timetable has been prepared for completing the draft self-study, vetting it with the university community, and submitting it to Middle States in early 2009 in preparation for a site visit in spring 2009. A copy of the timetable is presented in Appendix B. 29
The final report will be organized in accordance with the following topical outline: I. Executive Summary A. Highlights Major Findings in the Self-Study B. Reference to Information Currently on File with Commission II. Introduction A. Institutional Overview 1. Description 2. Mission 3. Aspirations B. Meeting Middle States’ Criteria C. Strategic Planning D. Quality Initiative E. Global, National and Community Service III. Execution of Self-Study Process A. Nature, Scope and Objectives B. Organizational Structure and Membership C. Communication with Work Group and University Community IV. Analysis of Work Group Topics, Charges, and Results A. Standard 1: Mission and Goals B. Standard 2: Planning, Resource Allocation, and Institutional Renewal C. Standard 3: Institutional Resources D. Standard 4: Leadership and Governance E. Standard 5: Administration F. Standard 6: Integrity G. Standard 7: Institutional Assessment H. Standard 8: Student Admissions and Retention 30
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 and 30: 5. If Howard needs to offer distanc
Page 31: • Review and assess extramural ac
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

Self-Study Design - Howard University, Graduate School

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