University of Cincinnati

University of Cincinnati Self Study Plan Outline


Overview:

The University of Cincinnati is undergoing a two-year self study as it seeks re-accreditation from the Higher Learning Commission, a nongovernmental organization which grants peer-reviewed accreditation and membership in the Higher Learning Commission/North Central Association.

This self study shows UC’s accountability in demonstrating the national standards that assure a high-quality learning environment, world-renowned scholarship and innovation and service. UC’s accreditation dates back to 1913.

Using evidence-based data and data-driven results and continuous improvement outcomes from the UC|21 Academic Plan, the university will demonstrate how it is in compliance with the standards of excellence set by the Higher Learning Commission, in addition to reflecting on future priorities in defining the new urban research university in the 21st century.

Re-accreditation is an open, evidence-based process based upon a shared model of continuous improvement, self assessment and broad participation from across the university.

Goals:

This self study will result in a comprehensive report examining the role of the university in five key areas:

  • Mission and Integrity
  • Preparing for the Future
  • Student Learning and Effective Teaching
  • Acquisition, Discovery and Application of Knowledge
  • Engagement and Service

The five writing teams, guided by the steering committee members, will complete the self-study report in winter, 2009. After reviewing the report, a team of consultant-evaluators representing the Higher Learning Commission will visit the campus and further explore the findings of the self study. Based on its review of the self-study report and campus visit, the HLC team will prepare a report that will evaluate UC on each of the criteria and make recommendations for re-accreditation. The HLC will issue its final report in fall 2009.

Major Components of the Self Study

Appointment of steering committee co-chairs

University of Cincinnati Provost Anthony J. Perzigian appointed Lawrence J. Johnson, dean of the College of Education, Criminal Justice, and Human Services, along with Ralph Katerberg, associate professor, College of Business, to serve as co-chairs of the steering committee that’s leading the UC self study to seek re-accreditation from the HLC/NCA.

Appointment of steering committee, academic coordinating committee and writing teams

The steering committee represents colleges and offices across the university, as well as student representation with Student Body President James Radley. Steering committee members were appointed by Provost Perzigian. The steering committee will meet monthly to discuss the progress of the self study. The following UC representatives make up the membership of the Self-Study Steering Committee:

  • Lawrence J. Johnson, dean, College of Education, Criminal Justice, and Human Services (co-chair)
  • Ralph Katerberg, associate professor, College of Business (co-chair)
  • Cheryl Albrecht, associate dean, University Libraries
  • Peg Allensworth, senior associate vice president, Administration and Finance
  • John Bryan, associate professor, McMicken College of Arts & Sciences
  • Charles Collins, associate dean, College of Medicine
  • Gigi Escoe, vice provost, Assessment & Student Learning
  • Thomas Hadley, associate vice president, Student Affairs and Services
  • Laura Kretschmer, professor, College of Allied Health Sciences
  • Beth McGrew, associate vice president, Campus Planning and Design
  • Lee Mortimer, director, Institutional Research
  • Nelson Vincent, associate dean, College of Education, Criminal Justice, and Human Services
  • Tina Whalen, department head, Rehabilitation Sciences, College of Allied Health Sciences
  • James Radley, Student Body President, 2007-2008
  • Ryan Rosensweig, Student Body President, 2008-2009


Academic Coordinating Committee

The Academic Coordinating Committee oversees the review, coordination and approval of academic programs for the university. The committee is represented by Andrea Lindell, dean, College of Nursing (ex-officio); and Kristi Nelson, senior vice provost for Academic Planning (ex-officio).

Writing Teams

Members of the writing teams were appointed jointly by the steering committee and writing team co-chairs. The writing team members were selected based on their expertise, interdisciplinary focus and ability to represent widely UC’s academic programs.

Criterion One: Mission and Integrity
The university operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, the administration, faculty, staff and students.

Co-chairs: Cheryl Albrecht, associate dean, University Libraries and Charles Collins, associate dean, College of Medicine
Team Members: Marianne Kunnen-Jones, special assistant for University Communications, Office of the President/Governmental Relations and University Communications; Karen Monzel, associate dean, College of Design, Architecture, Art, and Planning (DAAP); Nancy Creaghead, head of the department of Communication Sciences & Disorders, College of Allied Health Sciences; Ann Welsh, professor of management, College of Business; Stacy Downing, director, Office of Student Activities and Leadership Development (SALD)

Criterion Two: Preparing for the Future
The university’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education and respond to future challenges and opportunities.

Co-chairs: Peg Allensworth, senior associate vice president, Administration and Finance; Tom Cruse, associate provost
Team Members: Mary Beth McGrew, associate vice president of Campus Planning and Design, Office of the University Architect; Carol Metzger, Office of the Controller, Administration and Finance; Mike Lieberman, dean, Instructional Research and Computing; Laura Fidler, associate senior vice president, Office of the Senior Vice President and Provost for Health Affairs; Xinhao Wang, professor of planning, College of Design, Architecture, Art, and Planning

Criterion Three: Student Learning and Effective Teaching
The university provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Co-chairs: John Bryan, associate professor, McMicken College of Arts & Sciences; Laura Kretschmer, professor, College of Allied Health Sciences
Team Members: Pamela Person, director of the Center for First Year Experience (FYE) and Learning Communities; Wayne Hall, vice provost, Faculty Development; Carol Tonge Mack, assistant academic director, Center for Exploratory Studies; Brenda LeMaster, professor, Professional Practice; Ricardo Moena, associate professor, mathematical sciences, McMicken College of Arts & Sciences; Amy Pettigrew, associate professor, College of Nursing; Missy Laine, associate professor of literacy and assistant department head for humanities, media and cultural studies, College of Applied Science; Lora Arduser, field service assistant professor, English and comparative literature, McMicken College of Arts & Sciences; Lisa Meloncon, assistant professor, English and comparative literature, McMicken College of Arts & Sciences

Criterion Four: Acquisition, Discovery and Application of Knowledge
The university promotes a life of learning for its faculty, administration, staff and students by fostering and supporting inquiry, creativity, practice and social responsibility in ways consistent with its mission.

Co-chairs: Gigi Escoe, vice provost, Assessment & Student Learning; Tina Whalen, department head, rehabilitation sciences, College of Allied Health Sciences
Team Members: Lou Ann Emerson, senior associate dean, College of Nursing; Mitch Leventhal, vice provost, UC International; Barbara Bardes, professor of political science, McMicken College of Arts & Sciences; Paul Bishop, professor of engineering, College of Engineering; Janice Denton, professor, chemical sciences, Raymond Walters College; Bob Zierolf, associate university dean, the Graduate School; Edward Al Hearn, director, Academic Community Partnerships

Criterion Five: Engagement and Service
As called for by its mission, the university identifies its constituencies and serves them in ways that both value.

Co-chairs: Thomas Hadley, associate vice president, Student Affairs and Services; Frank Russell, director, UC Community Design Center
Team Members: Mary Stagaman, associate vice president, Governmental Relations and University Communications and executive director, Center for the City; Dorothy Air, associate senior vice president, Entrepreneurial Affairs; George Vredeveld, director, UC Economics Center for Education & Research; Gerry Siegert, associate vice president, Community Development; Esther Erkins, senior research associate, College of Education, Criminal Justice, and Human Services; Kathy Dick, director, UC Center for Community Engagement (CCE)

Outline and Schedule

Summer – 2007

  • Self-study coordinators complete self-study plan and timeline
  • Coordinators prepare draft outline of self-study report
  • Members of writing teams recruited by writing team chairs
  • Self-study plan submitted to HLC/NCA staff liaison for feedback
  • Steering committee retreat as training for self-study process
  • Communication plan for self-study process developed
  • Coordinators and provost outline responses to issues noted in previous team report

Fall – 2007

  • Formal campus launch of HLC accreditation process with provost and president
  • Writing teams prepare work plans and submit to self-study coordinators
  • Self-study writing teams begin work in assigned areas of responsibility
  • Coordinators attend writing team meetings to provide support 
  • Steering team meets monthly to review progress, emerging issues, and data needs
  • Steering team determines desired HLC/NCA team composition

Winter – 2008

  • Coordinators send HLC/NCA desired team competencies and confirm dates of campus visit
  • Writing teams prepare initial drafts of assigned sections of self-study report for steering committee review and feedback
  • Steering team meets monthly to review progress, emerging issues and data needs

Spring – 2008

  • Steering team meets monthly to review progress, emerging issues and data needs
  • Steering team members participate in HLC/NCA self-study workshop during HLC annual meeting in Chicago
  • Writing teams complete drafts of self-study sections
  • Steering committee reviews drafts to determine areas for additional study

Summer – 2008

  • Coordinators and provost review draft materials and prepare feedback for use by writing teams in preparation for final revisions
  • Coordinators send HLC/NCA their comments and suggestions about proposed team composition
  • Provost approves institution’s response to issues noted in the previous team report

Fall – 2008

  • Coordinators receive final list of HLC/NCA team members; list is shared with campus community
  • Writing teams prepare final revisions of report sections by Oct. 1
  • Draft of complete self-study report prepared and reviewed by steering committee by Nov. 1
  • Draft of self-study report made available to campus community for comment and suggestions during November and December
  • Coordinators meet with stakeholder groups as needed to gather feedback
  • “Mock Visit”:  HLC consultant review of self-study report draft

Winter – 2009

  • Coordinators communicate with team chair regarding campus visit plans
  • Steering committee meets to plan campus visit
  • In January, steering committee reviews feedback on self-study report and offers ideas to address issues raised
  • In February, final draft prepared by coordinators, supported by appropriate experts
  • In March, self-study report prepared and printed
  • Resource room established and organized
  • Team work room and resources finalized

Spring – 2009

  • Coordinator sends copies of self-study report (electronic and print version) and all supporting documents to HLC/NCA and visiting team
  • Final schedule for campus visit set
  • Resource room and team work room ready
  • Campus visit in April
  • Steering committee celebrates favorable team recommendations

Summer – 2009

  • President receives draft of team report from HLC/NCA, shares with provost and steering committee and responds with any corrections of fact
  • President selects reader’s panel to review team report and recommendations
  • Coordinators send all self-study documents to assigned members of reader’s panel

Fall – 2009
* President receives final commission action and recommendation for continued accreditation
* Commission actions communicated to campus community and stakeholders

To achieve campus-wide understanding and appreciation of the certification process, communication will be integral to the two-year effort.

Communication Philosophy

The HLC/NCA self study demonstrates what is a core element of the overall institutional approach to strategic academic planning, continuous improvement and accountability. The self study invites a culture of participation, representation and shared dialogue about outcomes assessment, quality and continuous improvement. Therefore, the self-study communication plan complements the established UC governance and joint communication-consultant processes including faculty, staff, student and community stakeholders.

The HLC/NCA re-accreditation process will be based on two guiding principles:

  • Transparency
  • Participation

Transparency will be accomplished through regular reports to the University community, whether in person, in print or via the Web. All interested persons will have access to basic information about the process including leadership, meeting schedules, reports and data.

Participation will be accomplished by allowing interested parties, where feasible, to attend working sessions, offer suggestions and provide comment on the process.