Preface: Formal request and Organization of Self-Study REPORT
Formal Request for Reaffirmation of Accreditation
The Board of Trustees, president and administrative leadership team, faculty, staff and students of Central State University, through this Self-Study report, formally request reaffirmation of CSU’s accreditation status by the Higher Learning Commission (HLC). CSU’s Board of Trustees and all its constituencies affirm their support of the University’s Mission: “as Ohio’s only public Historically Black University, academically prepare students with diverse backgrounds for leadership and service in an increasingly complex and rapidly changing world. The University fosters academic excellence through a strong liberal arts foundation and majors in selected professional fields”. This core Mission has not changed since the University’s founding 125 years ago. It is publicly articulated and guides all functions and operations of the University. CSU’s Board, administrative leadership team, faculty, staff and students also request continued accreditation of all the academic programs offered on the CSU’s main campus in Wilberforce and continued approval of the CSU-Dayton, OH, as a course offering site, to allow the University to serve both residential students on the main campus located in Wilberforce, OH and commuter students in the areas surrounding the city of Dayton, OH.
Organization of the Self-Study Report
The following Self-Study report is organized based on the HLC begins with a preliminary section that contains Central State University’s formal request for reaffirmation of accreditation status with the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools. The request is followed by a description of the organization of the Self-Study report.This Self-Study report has six parts. The introductory section of the report begins with the Mission Statement, followed by a brief history of the University (including accreditation history of the University), CSU’s growth since the 2003 visit by the HLC, highlights of CSU’s institutional distinctiveness and points of pride, preparation for the 2013 comprehensive visit and the goals of the Self-Study process. This section also includes CSU’s responses to concerns raised by the HLC from 2003 visit and how they have been addressed and it ends with a summary and areas for improvement.
Part two of the Self-Study report describes HLC Criterion One:Mission - The institution's mission is clear and articulated publicly; it guides the institution's operations. Narratives and evidence for Criterion One core components 1A, 1B, 1C, and 1D and supporting subcomponents for each core componentare provided. Part two concludes with a summary of evidence which demonstrates that CSU has met requirements for HLC Criterion One, challenges and areas for improvement. Additional documentation of evidence for Criterion One is embedded within this section of the report and is provided in the evidence file for Criterion One in the Self-Study Resource Room.Part Three of the Self-Study report describes HLC Criterion Two: Integrity, Ethical and Responsible Conduct - The institution acts with integrity; its conduct is ethical and responsible. Narratives and evidence for Criterion Two core components 2A, 2B, 2C, 2D and 2E and supporting subcomponents for each core component are provided.This part of the report concludes with a summary of evidence to demonstrate that CSU has met requirements for HLC Criterion Three, challenges and areas for improvement.Additional documentation of evidence for Criterion Three is embedded within this section of the report and is available in the evidence file for Criterion Three in the Self-Study Resource Room.
Part Four of the Self-Study report describes HLC Criterion Three: Teaching and Learning: Quality, Resources, and Support - The institution provides quality education, wherever and however its offerings are delivered. Narratives and evidence for Criterion Three core components 3A, 3B, 3C, 3D and 3E and supporting subcomponents for each core component are provided.This section of the report concludes with a summary of evidence which demonstrate that CSU has met requirements for HLC Criterion Three, challenges and areas for improvement. Additional documentation of evidence for Criterion Three is embedded within this section of the report and is available in the evidence file for Criterion Four in the Self-Study Resource Room.
Part Five of the Self-Study report describes HLC Criterion Four:Teaching and Learning: Evaluation and Improvement - The Institution demonstrates the quality of its educational programs, learning environments, and support services, and evaluates their effectiveness for students learning through processes designed to promote continuous improvement. Narratives and evidence for Criterion Four core components 4A, 4B, and 4Cand supporting subcomponents for each core component are provided. This section of the report concludes with a summary of evidence to demonstrate that CSU has met requirements for HLC Criterion Four, challenges and areas for improvement. Additional documentation of evidence for Criterion Four is embedded within this section of the report and is available in the evidence file for Criterion Four in the Self-Study Resource Room.
Part Six of the Self-Study report describes HLC Criterion Five:Resources, Planning, and Institutional Effectiveness- Resources, Planning and Institutional Effectiveness. Narratives and evidence for Criterion Five core components 5A, 5B, 5C, and 5D and supporting subcomponents for each core component are provided. This part of the report concludes with a summary of evidence to demonstrate that CSU has met requirements for HLC Criterion Five, challenges and areas for improvement. Additional documentation of evidence for Criterion Five is embedded within this section of the report and is available in the evidence file for Criterion Five in the Self-Study Resource Room. The last but not least part of the Self-Study report concludes with the evidence that the University continues to meet and in many cases exceed the HLC’s accreditation requirements as the University community engages in the implementation of the University’s six compelling priorities to transform CSU into a 21st Century campus.
Table of Contents
1
MESSAGE FROM THE PRESIDENTii
Formal Request for Reaffirmation of Regional Accreditation of CSUiii
PREFACE: ORGANIZATION OF THE SELF-STUDY REPORTiii
Mission statement1
introduction1
History of CSU1
Accreditation History2
CSU’s Growth since the 2003 Visit3
Institutional Distinctiveness and Points of Pride4
Organizational Changes since the 2003 HLCVisit5
Preparation for the Comprehensive 2013 HLC Visit7
Goals of the Self Study Process9
CSU’s Responses to Concerns from 2003 HLC Visit9
Concern #1 - CSU's Library Services9
Concern #2: Budgeting and Planning Process10
Concern # 3: Science Facilities:11
Concern #4:Replacement of Faculty Approaching Retirement Age:15
Concern #5: Professional Education Program:16
Concern #6: Assessment of Student Learning Outcomes - Broadening the Assessment
of General Education and establishing consistency in assessment of major
using information from program review process23
Summary of How CSU Has Addressed HLC’s Concerns From 2003 Visit25
Challenges and Areas for Improvement25
Criterion One: Mission -The institution's mission is clear and articulated
publicly; it guides the institution's operations.26
Core Component 1.A:CSU's mission is broadly understood within the institution and guides
its operation 31
Core Component 1.B: CSU's mission is articulated publicly.40
Core Component 1.C: CSU understands the relationship between its mission and the
diversity of society44
Core Component 1.D: CSU demonstrates commitment to the public good.49
Summary of Criterion One Evidence60
Challenges and Areas for Improvement61
Criterion Two: Integrity, Ethical and Responsible Conduct - The institution acts with integrity; its conduct is ethical and responsible. 62
Core Component 2.A: CSU operates with integrity in financial, academic, personnel, and auxiliary functions; it establishes and follows fair and ethical policies and processes for its governing board, administration, faculty and staff. 62
Table of Contents
Core Component 2.B: CSU presents itself clearly and completely to its students and to the
public with regard to its programs, requirements, faculty, and staff, costs to students, control
and accreditation relationships69
Core Component 2.C: CSU's governing board is autonomous to make decision in the best interest of the institution and to assure its integrity. 74
Core Component 2D: CSU is committed to freedom of expression and the pursuit of truth in teaching and learning 79
Core Component 2.E: CSU ensures that faculty, students and staff acquire, discover, and
apply knowledge responsibly.81
Summary of Evidence Criterion Two87
Challenges and Areas for Improvement87
Criterion Three: Teaching and Learning: Quality, Resources,
and Support -The institution provides quality education, wherever and however
its offerings are delivered.88
Core Component 3.A: CSU's degree programs are appropriate to higher education.88
Core Component 3.B: CSU demonstrates that the exercise of intellectual inquiry and
the acquisition, application and integration of broad learning and skills are integral to its educational programs. 90
Core Component 3.C: CSU has faculty and staff needed for effective, high quality
programs and student services 100
Core Component 3.D: CSU provides support for student learning and effective teaching.111
Core Component 3.E: CSU fulfills the claims it makes for an enriched
educational environment135
Summary of Evidence for Criterion Three138
Challenges and Areas for Improvement138
Criterion Four: Teaching and Learning: Evaluation and Improvement -The Institution demonstrates the quality of its educational programs, learning environments, and support services, and evaluates their effectiveness for students learning through processes designed to promote continuous improvement 139
Core Component 4.A: CSU demonstrates responsibility for the quality of its educational programs. 139
Core Component 4.B: CSU demonstrates a commitment to educational achievement and improvement through ongoing assessment 147
Core Component 4.C: CSU demonstrates a commitment to educational improvement
through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. 157
Summary of Evidence for Criterion Four162
Challenges and Areas for Improvement162
Table of Contents
Criterion Five: Resources, Planning, and Institutional Effectiveness - Resources, Planning and Institutional Effectiveness. 163
Core Component 5.A: CSU's resource base supports its current educational programs and
its plans for maintaining and strengthening their quality in the future.163
Core Component 5.B: CSU's governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission 188
Core Component 5.C: CSU engages is systematic and integrated planning195
Core Component 5.D: CSU works systematically to improve its performance201
Summary of Evidence for Criterion Five207
Challenges and Areas for Improvement209
Conclusion211
1
Mission Statement
Central State University, Ohio’s only public Historically Black University, academically prepares students with diverse backgrounds for leadership and service in an increasingly complex and rapidly changing world. The University fosters academic excellence through a strong liberal arts foundation and majors in selected professional fields. (Adopted by Board of Trustees in October 1996)
Introduction
Central State University (CSU), located in Wilberforce (main campus) and CSU-Dayton (course offering site), OH, is a dynamic institution of approximately 2152students and 400dedicated faculty and staff. The only HBCU among Ohio’s thirteen public four-year institutions,CSU offers, through its four colleges and schools; 34 baccalaureate degree programs and a master’s degree program in Education. Under the pioneering leadership of its first female president,CSU is currently undergoing an institutional renaissance that promises to yield, over the next decade, exciting new levels of academic excellence and institutional prominence as it acquires the earned designation of a land grant institution. The designation will have a far-reaching impact and provide a robust plan for strategic growth developed in collaboration with the Ohio Board of Regents.
History of CSU
Central State Universityhad its auspicious beginnings in 1887 as part of its parent institution,Wilberforce University, one of the oldest historically black colleges and universities (HBCU) in the nation. Wilberforce opened its door in 1856 at Tawawa Springs, OH, in affiliation with the African Methodist Episcopal (A.M.E.) Church. In 1887, in an effort to ensure a financial base for Wilberforce similar to that at other state-supported institutions, the Ohio General Assembly (OGA) enacted legislation to create a Combined Normal and Industrial Department at Wilberforce University "open to all applicants of good and moral character," with the objectives to provide teacher training and inaugurate technical training programs for minority students.The Combined Normal and Industrial Departmentoperatedas part of Wilberforce but under a separate board of trustees appointed to govern its state-financed operations. In1941,the Ohio General Assembly changed the department's name to the College of Education and Industrial Arts (CEIA); six years later, in 1947,CEIAsplit from Wilberforce University. In 1951, the General Assemblychanged the name of CEIA toCentral State College with state-supported operations limited to teacher preparation, industrial arts and business education.In the same year, Central State College became accredited by the Higher Learning Commission (HLC) of the North Central Association (NCA) of Colleges and Schools.
In 1965, Central State was granted University status by the Ohio General Assembly and the HLC. The Universityorganized itself into five colleges and schools--the College of Education, the School of Music and Art, the College of Arts and Sciences, College of Business Administration, and School of Graduate Studies. The programs of the School of Music and Art were later incorporated intothe College of Arts and Sciences. In 2010, the University again reorganized itself, this time into four colleges--the College of Science and Engineering, College of Business, College of Humanities, Arts and Social Sciences, and College of Education.In 2011, the University created a University College to provide academic support services for new first-time students.Today, CSU’s fouracademic collegesoffer thirty fourundergraduate programs leading tobaccalaureate degrees and one graduate program in the College of Educationleading to a master’s degree in Education. The University’s five divisions--Academic Affairs, Student Affairs, Administration and Finance, Information Technology and Institutional Advancement—complete the organizational structure of the University and support its academic mission.
Accreditation History
Central State Universityearned its initial regional accreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools in 1949,two years after the split of the College of Education and Industrial Arts from Wilberforce University and soon after it was renamed Central State College. The University has undergone six subsequent accreditation reviews with uninterrupted accreditation by the HLCto the present. Like many other HLC-accredited institutions, CSU was placed on a decennial cycle for continued accreditation under the HLC’s Program to Evaluate and Advance Quality (PEAQ) process.
- March 1968: Comprehensive accreditation evaluation
Results: Favorable review with reaffirmation of accreditation
- January 1979: Comprehensive accreditation evaluation
Results: Favorable review with reaffirmation of accreditation
- May 1989: Comprehensive accreditation evaluation
Results: Favorable Review; Focused Visit recommended on student financial aid.
- December 1991:HLC Focused Evaluation
Result: Results: Reaffirmation of accreditation with no further follow-up action required.
- May 1998: Comprehensive accreditation evaluation after the scheduled 1997 visit was postponed for a year due to major transition in CSU leadership during the period between 1995-1997
Results: Favorable review and reaffirmation of accreditation; with the stipulation that the University submits two follow-up reports; one on Title IV compliance and a second report on fiscal audits.
- May 2003: Comprehensive accreditation evaluation
Results: Favorable review with reaffirmation of accreditation, with stipulation that the University submits two follow-up reports; one on the Praxis tests required for state licensure and a second follow-up on enrollment management.
Results: Both reports submitted in 2005 and approved; no further follow-ups were needed.
- July 22, 2012: Institutional Annual Report (IAR) data for 2012 submitted to the HLC was followed by a communication from the HLC regarding the University’s 3-year student loan default rate and the ratio of full-time enrollment (FTE) for undergraduate students to undergraduate degrees awarded.
Results:Institutional response submitted August 17, 2012 approved by the HLC. (A copy of this report is included in the Self-Study report evidence files).
- April 22-24: Next scheduled comprehensive evaluation
CSU’s Growth since the 2003 Visit
CSU has undergone tremendous growth in student enrollment, fiscal and physical infrastructure since the 2003 visit and is expected to continue to grow in the next decade as the University embarks on new projects including construction of a new student center which will serve as a student union. The campus maps below in Figure 2 demonstrate the growth of the CSU main campus and the CSU-Dayton location campus over the past few years.
Figure 1: CSU Main Campus
Similarly, the CSU-Dayton Location has grown within the past few years after its relocation to current address at 840 Germantown Street, Dayton, Ohio 45402. This relocation of the CSU- Dayton has allowed the University to expand its Dayton operations to serve the downtown community better. Figure 2 below provides an aerial view of the CSU-Dayton Location.