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 component are 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

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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 4C and 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.

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TABLE OF CONTENTS

MESSAGE FROM THE PRESIDENT iiFormal Request for Reaffirmation of Regional Accreditation of CSU iii

PREFACE: ORGANIZATION OF THE SELF-STUDY REPORT iiiMISSION STATEMENT 1

INTRODUCTION 1History of CSU 1Accreditation History 2

CSU’s Growth since the 2003 Visit 3Institutional Distinctiveness and Points of Pride 4Organizational Changes since the 2003 HLC Visit 5Preparation for the Comprehensive 2013 HLC Visit 7

Goals of the Self Study Process 9CSU’s Responses to Concerns from 2003 HLC Visit 9

Concern #1 - CSU's Library Services 9Concern #2: Budgeting and Planning Process 10

Concern # 3: Science Facilities: 11Concern #4:   Replacement of Faculty Approaching Retirement Age : 15

Concern #5: Professional Education Program: 16Concern #6: Assessment of Student Learning Outcomes - Broadening the Assessmentof General Education and establishing consistency in assessment of major

using information from program review process 23Summary of How CSU Has Addressed HLC’s Concerns From 2003 Visit 25

Challenges and Areas for Improvement 25CRITERION ONE: MISSION - The institution's mission is clear and articulated

publicly; it guides the institution's operations. 26Core Component 1.A: CSU's mission is broadly understood within the institution and guides

its operation 31Core Component 1.B: CSU's mission is articulated publicly. 40

Core Component 1.C: CSU understands the relationship between its mission and thediversity of society 44

Core Component 1.D: CSU demonstrates commitment to the public good. 49Summary of Criterion One Evidence 60

Challenges and Areas for Improvement 61CRITERION TWO: INTEGRITY, ETHICAL AND RESPONSIBLE CONDUCT - The institution acts with integrity; its conduct is ethical and responsible. 62Core 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

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Core Component 2.B: CSU presents itself clearly and completely to its students and to thepublic with regard to its programs, requirements, faculty, and staff, costs to students, control

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and accreditation relationships 69Core Component 2.C: CSU's governing board is autonomous to make decision in the best interest of the institution and to assure its integrity. 74Core Component 2D: CSU is committed to freedom of expression and the pursuit of truth in teaching and learning 79Core Component 2.E: CSU ensures that faculty, students and staff acquire, discover, and

apply knowledge responsibly. 81Summary of Evidence Criterion Two 87

Challenges and Areas for Improvement 87CRITERION THREE: TEACHING AND LEARNING: QUALITY, RESOURCES,AND SUPPORT - The institution provides quality education, wherever and however

its offerings are delivered. 88Core 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 andthe acquisition, application and integration of broad learning and skills are integral to its educational programs. 90Core Component 3.C: CSU has faculty and staff needed for effective, high quality

programs and student services 100Core 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 enrichededucational environment 135

Summary of Evidence for Criterion Three 138Challenges and Areas for Improvement 138

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 139Core Component 4.A: CSU demonstrates responsibility for the quality of its educational programs.

139Core Component 4.B: CSU demonstrates a commitment to educational achievement and improvement through ongoing assessment 147Core Component 4.C: CSU demonstrates a commitment to educational improvementthrough ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. 157

Summary of Evidence for Criterion Four 162Challenges and Areas for Improvement 162

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CRITERION FIVE: RESOURCES, PLANNING, AND INSTITUTIONAL EFFECTIVENESS - Resources, Planning and Institutional Effectiveness. 163Core Component 5.A: CSU's resource base supports its current educational programs and

its plans for maintaining and strengthening their quality in the future. 163Core 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

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Core Component 5.C: CSU engages is systematic and integrated planning 195Core Component 5.D: CSU works systematically to improve its performance 201

Summary of Evidence for Criterion Five 207Challenges and Areas for Improvement 209

CONCLUSION 211

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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 2152 students and 400 dedicated 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 University had 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 Department operated as part of Wilberforce but under a separate board of trustees appointed to govern its state-financed operations. In 1941, the Ohio General Assembly changed the department's name to the College of Education and Industrial Arts (CEIA); six years later, in 1947, CEIA split from Wilberforce University. In 1951, the General Assembly changed the name of CEIA to Central 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 University organized 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 into the 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 four academic colleges offer thirty four undergraduate programs leading to baccalaureate degrees and one graduate program in the College of Education leading 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 University earned 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 HLC to 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 evaluationResults: Favorable review with reaffirmation of accreditation

January 1979: Comprehensive accreditation evaluationResults: Favorable review with reaffirmation of accreditation

May 1989: Comprehensive accreditation evaluationResults: Favorable Review; Focused Visit recommended on student financial aid.

December 1991: HLC Focused EvaluationResult: 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 1995-1997Results: 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

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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.

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Figure 2: CSU-Dayton

Institutional Distinctiveness and Points of Pride

As the state of Ohio’s only public HBCU, Central State University has a proud and distinguished 125-year history, with major accomplishments that include the following:

In 2012, the Ohio legislature approved the designation of Central State University as a land grant University.

In October 2009, Central State University was named an Ohio Center of Excellence in Emerging Technologies, a designation that recognizes its prominence in graduating students in the fields of science, technology, engineering and mathematics.

In November 2011, Central State University was named an Ohio Center of Excellence in Societal and Cultural Transformation, affirming the University’s national reputation in the fine and performing arts.

Central State University’s Grammy nominated chorus has traveled and performed globally throughout Europe and Asia.

The Central State Marching Marauders appeared in the movie, “David Chapelle’s Block Party”. Central State University – Dayton is the administrative home of the internationally renowned

dance troupe, the Dayton Contemporary Dance Company (DCDC). DCDC is the oldest modern dance company in Ohio.

CSU’s main campus is adjacent to the National Afro-American Museum and Cultural Center, which provides a rich internship site for CSU students.

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CSU’s KeyBank Stock Trading Room is a state-of-the-art financial learning lab where Central State’s students gain firsthand experience and knowledge of global securities and commodity transacting.

CSU’s Water Resources Management Program is one of only two undergraduate programs in the nation; CSU is the only Historically Black University to offer the program.

CSU’s Manufacturing Engineering Program has a 100 percent job placement rate. CSU has received a $600K grant from the National Science Foundation to develop a sharable

Self-Optimizing and Cooperative Control Cyber Sensors Network platform. The grant undergirds the University’s commitment to increase its research capacity with the goal of developing a focused research center in two years.

CSU is home to the oldest Reserve Officers' Training Corps (ROTC) Battalion at a Historically Black University.

The Cosby Mass Communications Center at CSU is home to WCSU 88.9 FM, the first radio station at a Historically Black College; and a state-of the art recording studio.

CSU counts among its distinguished graduates world renown singers Nancy Wilson and Leontyne Price; jazz musician, Frank Foster; the Honorable Joyce Beatty, U.S. Congresswoman; John W. Shannon, U.S. Undersecretary of the Army; General Fred Sheffy, Jr. (U.S. Army, Ret.); NFL players Vince Buck, Hugh Douglas, Charles Hope, Vince Heflin; NBA player, Priest Lauderdale; Baseball player, Eddie Milner; Emmy award-winning broadcaster, John Roseboro; Hastings Kamuzu Banda, Former President of Malawi; Grammy award-winning T.V. and radio producer Ed Clay; and many others. CSU continues its distinguished history today.

Organizational Changes since the 2003 HLC Visit

Several new changes have occurred in the University’s organizational structure since the 2003 HLC accreditation visit:

The University’s new President, Dr. Cynthia Jackson-Hammond was welcomed on the campus on July 1, 2012. President Jackson-Hammond replaced President Emeritus John W. Garland, who served as President for 15 years. Based on the new energy that has been injected into the campus community following the arrival of CSU’s 8th president, it is apparent that CSU’s executive leadership team, discussed in more detail in the Criterion Five, is committed to leading the University successfully into a future of continued distinction.

In March 2011, the University reorganized its academic structure to better serve students and focus on its mission. In 2003, the University was comprised of the College of Business and Industry (COBI), the College of Education, and the College of Arts & Sciences. Under the new structure, the University created an additional college, the College of Science and Engineering (STEM), to increase the STEM student population by highlighting the opportunities and uniqueness of CSU STEM programs. This organizational change moved the physical and natural sciences from the former College of Arts & Sciences and the engineering disciplines from the College of Business and Industry to the newly created College of Science and Engineering. In addition to the new College of Science and Engineering, the College of Humanities, Arts & Social Sciences was developed, replacing the College of Arts & Sciences. Without the “Industry”

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disciplines, the College of Business now has the opportunity to focus on the business disciplines rather than managing both business and technology programs. The College of Education was reviewed as part of the above reorganization, but no structural changes were made.

In 2011-2012, the University College was established to focus on addressing the unique issues and needs of freshmen students, including helping them to transition to college life as well as adjust to college level academics; improve the overall campus success for freshmen students; and serve as a catalyst for increasing freshmen retention rates. Currently, the University College, under the leadership of an associate dean, is housed within the College of Humanities, Arts & Social Sciences. Through this reorganization, the University has changed some processes and will continue to review and make improvements as deemed appropriate. There may be some consideration in the future, for example, to establishing the University College as its own College with its own Dean. As University College continues to integrate into the institutional structure, the University will provide close oversight and make decisions regarding the College that are in the best interest of CSU students.

The former CSU-West has been transformed into CSU-Dayton. The Dayton location serves both non-traditional and traditional students and has grown tremendously since the 2003 HLC visit. The campus now has its own dean. The Dayton location strengthens CSU’s ties to the Dayton community, and allows the University to serve many non-traditional students in the local community, consistent with the University’s mission.

The organization of the University’s academic colleges led to academic administrator/dean positions. Both positions are currently filled by interim deans, after the former College of Arts & Sciences dean became the Associate Vice President for Academic Affairs. Currently posted positions are—Dean of the College of Science and Engineering and Dean of the College of Humanities, Arts, and Social Sciences. These positions are being advertised locally, as well as, nationally through HigherEdJobs, Chronicles of Higher Education jobs and HBCU Jobs.

The University is also currently conducting a search to fill the position of Provost and Vice President for Academic Affairs after CSU’s Provost of three years accepted the presidency of the University of Maryland, East Shores, and the position of Associate Dean of the University College. Both positions are currently filled by interim administrators, and both are expected to be filled by the end of the 2012-2013 academic year.

In addition to the above substantive changes, several new academic and non-academic departments have been established to enhance efficiency of operations. These new departments include the following:

The Office of University Public Relations has been established and has grown from a one person shop to a department with four staff members. The Director of Public Relations reports directly to the President.

An Academic Planning and Assessment Office has been established and an Associate Vice President hired to lead the department and serve as the HLC Accreditation Liaison Officer. The Associate Vice President also supports program accreditation efforts by working closely with Deans, Chairs and faculty in the four academic colleges. The Associate Vice President for Planning and Assessment reports directly to the Provost and Vice President for Academic Affairs.

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The Office of Online Learning has been established and a Director hired to lead Online Learning efforts on the campus. The Director of Online Learning reports directly to the Associate Vice President for Planning and Assessment.

Conferences and Event Services has been established with a Coordinator who reports directly to the Director of University Public Relations.

An Office of Recreation and Intramural Services was created with a Coordinator who reports directly to the Athletic Director.

An Office of Global Learning has been established and a Director hired to allow CSU to attract more international students and scholars.

An Office of Workforce Development has been established under a new Director and placed at CSU-Dayton to permit CSU to better meet the needs of the business community as well as individual students. The Director reports to the Dean of CSU-Dayton.

Other substantive changes include the following:

CSU’s Health Center has greatly improved and a full-time physician was hired as director. The director reports directly to the Vice President for Student Affairs. 

Bookstore operations were assumed by the University with a staff of five employees.   The acquisition of the Bookstore brought about consistency for the students as well as lower costs. 

The above changes allows CSU to meet the needs of its students more efficiently and effectively as the University continues to transform into a 21st learning environment providing higher education to Ohioans and students from other states and nations.

Preparation for the Comprehensive 2013 HLC Visit

Central State University began engaging the campus community in the Self-Study process in the Fall 2011 when a select group of administrators, faculty and staff was appointed by then President John Garland to serve on the Self-Study Leadership Team and Steering Committee. Members of the Leadership Team and Steering Committee attended the 2011 HLC Annual Conference in the early planning stages of the Self-Study process, and the 2012 HLC Annual Conference. The writing of the accreditation Self-Study report began in the spring of 2012 when the Office of Planning and Assessment was established under the Division of Academic Affairs to lead the process. The Self-Study process continued throughout the summer of 2012 and into the Fall 2012.

During the 2011 HLC Annual Conference, the CSU team learned of planned changes in the HLC Criteria for Accreditation which would affect institutions such with scheduled 2013 evaluation visits. During the CSU 2011 University Institute, members of the campus community accordingly engaged in an analysis of the University's strengths, weaknesses, opportunities and threats within the context of the new HLC Criteria for Accreditation. The formation of the following Self-Study committees began after the Institute, even though membership continued to evolve during the various stages of the Self-Study:

Leadership Team - Consisting of the president and his/her Cabinet, this group provided overarching leadership in the preparation of the Self-Study process. The team was charged

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with guiding the Steering Committee and with proposing appropriate linkages between the past, ongoing and future operations to improve the entire University.

Self-Study Editorial Committee – This committee was charged with reviewing the Self- Study report, checking the grammatical and syntactic errors, and editing the report to reflect a single institutional voice while making recommendations on any additional evidence needed from the Steering Committee.

Steering Committee - Consisting of administrators, faculty and staff from both academic and non-academic departments, this committee was responsible for writing the Self-Study report and guiding the Criteria Working Groups in the selection of evidence for the report as required for each of the Criteria for Accreditation.

Criteria Working Groups - Consisting of faculty and staff from academic and non-academic departments at the University, each working group was responsible for collecting evidence for each Criterion and Core component.

Federal Compliance Group - Consisting of staff in the Offices of Planning and Assessment, Research and Sponsored Programs, Title III and the Financial Aid Office. This Group was responsible for collecting evidence that the University is in compliance with all federal regulations, including Title IV (Financial Aid).

Institutional Snapshot Group - Consisting of staff in the Planning and Assessment and Assessment and Institutional Research, Financial Aid and Registrar's offices, this Group has been responsible for quantitative data used in the Self-Study.  

In Spring 2012, an Office of Academic Planning and Assessment was created and an Associate Vice President for Planning and Assessment was hired to lead the Self-Study and preparation for the HLC visit.  In March 2012, consultants from Compliance Assist and CampusLabs were invited to the CSU campus to demonstrate the capabilities and ways by which various Compliance Assist modules could be used as electronic platforms for the Self-Study process. Other electronic platform vendors such as Strategic Planning Online (SPOL) were also invited and provided online demonstrations of capabilities of the SPOL. The CSU Team attended demonstrations by the same vendors at the HLC Annual Conference. Based on the security of the platform, vendor's knowledge of HLC accreditation criteria, and the fact that Compliance/CampusLabs was highly recommended by the HLC, the University purchased Compliance Assist from CampusLabs as the platform for the University's Self-Study process.

During the April 2012 HLC Annual Conference, several members of the CSU Leadership Team and Steering Committee met with CSU-HLC Liaison, Dr. Robert Appleson, and attended the Self-Study pre-workshop and various concurrent sessions on preparation of the Self-Study. On April 19, 2012, Dr. Robert Appleson visited the CSU campus where he met with then President, Mr. John Garland, the Cabinet, and the Self-Study Steering Committee, and addressed the campus community in a Town Hall meeting to answer questions from students, faculty and staff regarding the 2013 HLC visit. Information received from Dr. Appleson was beneficial in the preparation of the Self-Study Report and the drafting of the institution’s response to the “concerns” presented by the HLC Peer Review Team during the 2003 visit.

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Goals of the Self Study Process

Recognizing the importance of the Self-Study process as a self-evaluative and reflective process, which allows the University community an opportunity to collectively and collaboratively examine and reflect on existing institutional operations and processes, identify and celebrate strengths as well as challenges and plan for improvements and future advancements, Central State University has established the following goals for the Self-Study process:

1. To affirm the University’s mission, to ensure that it continues the strong commitment to serve its students, support faculty and staff and the needs of the community the University serves

2. Inform, promote and advance the University’s mission and strategic plan through its compelling priorities

3. Demonstrate that the University meets and exceeds the HLC’s criteria for reaffirmation of accreditation

4. Identify challenges and areas for improvement, develop appropriate and timely measures and identify or reallocate resources to address them

5. Demonstrate that the University has responded appropriately to the findings and recommendations of the HLC Peer Evaluators during the 2003 visit

6. Reflect on the University’s achievements and service to its students and the community for 125 years, particularly its successes in last decade and celebrate all the people who have made this possible - the faculty, staff, students, alumni, community constituencies

As demonstrated in the Self-Study goals, the University’s intended audience of the Self-Study process is the entire campus community- the students we serve, the faculty, staff, and community constituencies, the public as well as the Higher Learning Commission.

 CSU’s Responses to Concerns from 2003 HLC Visit

Through collaborative efforts by the Board of Trustees, administrative leadership, faculty and staff, the University has responded intentionally and strategically to all concerns raised by the HLC Peer Reviewer during the 2003 visit as follows:

Concern #1 - CSU's Library Services:

“CSU students and faculty rely on library resources and downloads available through OhioLink. However, data is not available (and perhaps may not be retrievable) on the actual student usage of OhioLink resources or downloads because the system only captures information from the CSU library and not data accessed from residence hall rooms or from an off-campus site. As such, it is not clear how effectively these resources are used or how the institution assesses the return on its investment in these resources.”

Response:

As Table 1.0 and 1.1 below indicate, since 2009, the University has been able to track faculty, staff, and student use of library subscription databases, including OhioLink and other library subscription databases.

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Table 1.0: CSU Library Subscription DatabasesYear 2009-2010 2010-2011 2011-2012No. of Searches 2,189 3, 504 5,400No. of Downloads 1,925 1,711 3,696

 Source: CSU Library

Table 1.1 below captures the number of library searches and downloads over the last three years as CSU students, faculty and staff have used OhioLink and other library subscription databases.

Table 1.1: Total Library Searches and Downloads by YearYear 2009-2010 2010-2011 2011-2012

Searches 53,692 47,649 48,144Downloads 16,465 15,967 19,162

Source: CSU Library

The University now captures every database accessed from the library, residential halls, and other on-campus and off-campus sites. OhioLink recognizes all CSU IP addresses and produces composite summary data regardless of whether the system is accessed from a residence hall or the CSU library. Resources accessed from off-campus websites go through the OhioLink proxy server and are equally tracked by the system. Evidence shows that library resources and their usage have increased tremendously in the last three years and thus since the 2003 visit. The increase has partly resulted from funding support the University received through a Title III grant for the Strategic Academic Enrollment Management (SAEM) initiative, which had two major goals: (1) to increase enrollment (2) to increase the quality of academic programs offered to CSU students. Improvement of library resources was included as an activity in the second goal of SAEM.

Concern #2: Budgeting and Planning Process :

“Despite a comprehensive planning process and substantive, meaningful financial reporting and monitoring, the institution has not fully integrated its budget and planning processes. Nor has it described an effective mechanism through which to do this. Given the shortage of resources and the insatiability of needs and the growing maturity of institutional reporting, such a process will enable the institution to more effectively direct resources towards its priorities.”

Response:

Since the 2003 HLC visit, the Division of Administration and Finance has developed a budgeting process that ensures the alignment of resources with the campus mission, plans, and priorities. Toward this end, the University appointed a Revenue Subgroup, comprised of representatives from every division, to annually review enrollment goals, tuition and fee rates, state funding projections, and strategic priorities. Based on the review, the subgroup makes recommendations to the president and the Cabinet on revenue projections and changes to be made to the budget each fiscal year. As part of this process, every division

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on the campus must also use the previous year’s expenditures and budgets as a baseline for developing subsequent years' expenditures and budgets consistent with the University’s strategic priorities. This process has also allowed the University to keep access to education affordable to the students it serves.

Concern # 3: Science Facilities:

“The current science facilities are outdated. While a new natural and physical science facility, to be shared with the College of Education, is the next scheduled major CSU construction project, the institution must ensure that in the interim its students and faculty have the essential laboratory equipment necessary to support the academic program in the sciences.”.

Response:

The construction of the Center for Education and National Sciences (CENS) building was completed in 2008. The College of Science and Engineering was established in 2011 by separating the Engineering and Water Resource Management programs from the College of Business and the Natural Science Programs from the College of Arts and Sciences. This led to four distinct academic colleges on the CSU main campus; namely, the College of Science and Engineering, College of Business, College of Humanities, Arts and Social Sciences and College of Education.

The new facility has created a better teaching and learning environment for faculty and students respectively. There is more office space for faculty offices and for advising students, in addition to the advising students received through the University College, established in 2011 for new first time and first generation as well as transfer students with undeclared majors.

This restructuring has resulted in better advising of students during and following their freshmen year as each student now has an assigned faculty advisor, first in the University College and then in his/her selected field of study within the college housing the his/her major.

Faculty in the College of Science and Engineering have developed and begun to offer more research-oriented programs in the new facility.

CSU’s faculty and staff in the College of Science and Engineering have collaborative Science Technology, Engineering and Mathematics projects with colleagues at the University of Dayton and Wright State University.

The university attracted over $2 million in state, federal and private funding since the 2003 visit to purchase research-grade scientific equipment for teaching; undergraduate research and collaborative STEM research with governmental agencies in and outside the state of Ohio. Major projects and funding levels are highlighted below:

o Quality Enhancement of Science, Technology, Engineering and Mathematics Project (QUEST) funded by the National Science Foundation (NSF) acquired $194,000 in equipment for all STEM departments. The university provided a match of $41,000

o Curricular Enhancements in Environmental Engineering (CEENE) project funded by NSF enabled the Water Resources Management (WRM) department to acquire advanced equipment for $106,000.

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o STEM UP-OUT Project funded by the National Nuclear Security Administration provided over $613,000.

o Robotics Laboratory funded by the US Department of Labor, the Kettering Foundation and a private donation from Dr. James Elam for a total of $128,000

o Center for Allaying Health Disparities through Research and Education (CADRE) project funded by National Institute of Health has provided about $360,000. The funding reestablished the Animal Care Facility, and established the Cell Culture Laboratory in the Natural Sciences Department.

o LI-COR's 2005 Genomics Educations Matching Fund Grant Program provided $43,059 to acquire a LICOR DNA Sequencer.

o Integrated Molecular Biology Laboratory Improvement Plan funded by the US Department of Education’s Minority Science and Engineering Improvement Plan (MSEIP) provided $83, 000.

o Center of Excellence for STEM & STEM Education (STEM-X-ED), funded by Department of Defense has contributed $397,000.

o Apply Remote Sensing Technologies to Water Supply Problems in the Western United States funded by the U.S. Department of Interior, Bureau of Reclamation provided $115,000.

o Center for Human Performance and Sensor Applications funded by the State of Ohio through a regional consortium titled "The Institute for Development and Commercialization of Advanced Sensor Technology (IDCAST)" has received $250,000 for equipment and software for motion tracking studies.  

These funds have been utilized to purchase and utilize modern laboratory equipment to support teaching and learning in the College of Science and Engineering as shown in attached list (See list of equipment and labs attached).

Quality enhancement of Science, Technology, Engineering and Mathematics (QUEST) has been implemented in all departments in the College of Science and Engineering with the support of grant funding. The list below provides only a partial list of the various science equipment and science laboratory facilities’ upgrades since the 2003 HLC visit. The full list will be available in the Self-Study Resource Room. Funding support through QUEST for laboratories in by all departments

o GSI laboratory equipment o FERROMATIK o Lathe/mil machineo H-6515-X Anaerobic Digester with PH Metero Electronics o Science bookso Japax Model DP-45CNC Conventional E.D. Machineo Model 5569 Table Mounted Materials Testing systemo Kit to update and extend life of “Knee Mill”

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Curricular Enhancements in Environmental Engineering (CEENE) (Water Resources Management)o ICP-MS system

Funding from STEM UP-OUT (All STEM Departments)o High performance digital spectrometer magnet/shim system, 56 unit machineo Plottero Electric Industrial Oveno Thermotron Temperature/Humidity Chambero Water Resources Management computer labo Refurbished Instrumented Impact Testing Systemo Communications Upgradeo TGA standard temp furnace lab systemo DNA sequencer equipo Gas Chromatograph/masso Group asset: all new scales for lab renovationo Video conferencing system and installation

In the Robotics Laboratory (Manufacturing Engineering Department)o 6 robots and controllers

In the Center for Allaying Health Disparities Through Research and Education (CADRE) (All STEM Departments except MFE)o Cell Culture Laboratory: Aseptic culture lab with cell cryopreservation facility used for

Research and teaching.o Geospatial Data Base Center Laboratory: The GDBC implements the server for public health

data for internet access and host the analysis modules and models on the server so as to “Create a GIS application once and reuse it in many different ways.

o Animal Care Facility: This 900 square foot secured area in the DNS facility houses small animals (mice, rats, snakes) for classroom and research use. It has carefully controlled environmental conditions (light, humidity, temperature). It has shared usage with faculty and students on campus performing animal studies and provides a site not only for animal storage, but also for animal experimentation.

o Psychology Testing Laboratory: The lab enables us to infuse research directly into our curriculum and assist our students to better prepare for post-graduate education. The Psychology Testing Laboratory will facilitate: developing student professional skills, conducting psychological research and conducting counseling, testing, and observation research

o Human Exercise and Performance Laboratory (HEPL): The HEPL provides support for a number of our professional health education and physical education courses. The goal of HEPL is to build the research and educational capacity in the area of physical fitness, wellness, and disease prevention; especially as it relates to obesity, hypertension, and type II diabetes. The purpose of this training and research infrastructure is threefold: education,

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fitness testing, and investigation. The HEPL has BOD PO D Gold standard body with a computer cart, a Metabolic Cart, a Dual channel oxiplex TS, muscle measuring sensor with a portable personal computer and a Treadmill

o Centf sorvall XTR 120V 60Hzo Universal micropolt reader/software locator JR w/ level monitor 120V & thermo 20 transfer

vesselo NAPCO 800WJ C02 Inc. IR, mobile stand, NAPOCOWJ 8000 Inc., gas tank switch, NAPCO

8000 class II A24 115V packageo Intercom/video camera with software

o In the Department of Natural Sciences which houses Biology and Chemistry programs, the LI-COR's 2005 Genomics Educations Matching Fund Grant Program was allowed the University to upgrade Natural Science Labs with the following:

o LICOR DNA Sequencer (purchased in 2005) for instruction and research $43, 060.o Integrated Molecular Biology Laboratory o SpeedVac Concentrator

o ASC Econoclave Autoclave Model # EC1X2-150P450F-2S2P4T for $79,400o 7500 CX Inductively Coupled Plasma and mass spectrophotometer system and installation

services from Agilent Technologies Inc. for about $100,544

In the Center of Excellence for STEM and STEM Education (STEM-X-ED) which supports all STEM Departments in the College of Science and Engineering; o Interdisciplinary Molecular Laboratory equipmento Feeler VMP Machinery for MFE Departmento Gaussian 09 Softwareo Computational Chemistry Research Laboratoryo Advanced Mathematics Laboratory

Water Resources Management Enhancement o Through University funding support

Global Positioning System units (group) Ratio Energy Balance system Land sensor

o Through grant funding support, for applied remote sensing technologies in solving water supply problems in the Western United States DooLittle Trailer Yahama ATV Bowen Ratio Entergy Balance System 2 DLXTLCM Computers for Scaffold Mount

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Resources for all STEM departments (including Center for Human Performance and Sensor Applications, Mathematics, Computer Sciences, Environmental Engineering and Water Resources Managemento Modeling Softwareo Design Software

In addition to the general improvements described above, Central State University has supported specific improvements and purchased modern laboratory equipment to support teaching and learning in the STEM programs offered through the College of Science and Engineering, to faculty and students pursuing degrees in the Natural and Physical Sciences. Comprehensive lists of investments in science equipment from each department are provided in the Resource Room as follows:

College of Science and Engineering: Appendix A-1: Department of Manufacturing Engineering - investment in laboratory equipment for QUEST and STEM-UP OUT Projects.

College of Science and Engineering: Appendix A-2: Department of Mathematics and Computer Science - investments in laboratory equipment for QUEST and STEM-UP OUT Projects.

College of Science and Engineering: Appendix A-3: Department of Natural Sciences - investments in laboratory equipment for QUEST and STEM-UP OUT Projects.

College of Science and Engineering: Appendix A-4: Water Resource Management - investments in laboratory equipment for QUEST and STEM-UP OUT Projects.

This strategic restructuring of academic colleges has allowed CSU’s College of Science and Engineering to begin attracting state, federal as well as non-profit funding support to purchase research-grade scientific equipment for teaching, undergraduate research and collaborative STEM research with governmental agencies in and outside the state of Ohio.

Concern #4:   Replacement of Faculty Approaching Retirement Age :

“a significant number of faculty and staff aged 55 and over will soon become eligible for retirement. Incorporating this into CSU’s planning efforts will support a more orderly replacement of these positions”

Response:

CSU has responded to this concern by developing a process for timely replacement of positions vacated through retirement. Search Committees are formed early, at least 6-12 months prior to the retirement of the faculty who has provided advance notice. This process has allowed timely completion of searches to fill full-time and part-time faculty positions. In order to encourage aging staff to retire, in 2007, the University offered a retirement package to all CSU employees, both faculty and staff above 55 years of age as an incentive for staff planning to retire within the next five years. This retirement package was more effective in reducing the number of aging staff than faculty. Some retired faculty have continued to serve as adjunct faculty.

Concern #5: Professional Education Program:

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HLC Peer Reviewers in 2003 noted that Professional Education was historically viewed as the hallmark of the University. However, the College of Education experienced a significant decrease in student enrollment. Among the few education majors, the passing rate on the Praxis tests, a required exam for state-licensure has been very low. The HLC Visiting Team considered CSU’s Professional Education program to be “at risk” of not meeting state approval for its reaffirmation by the National Council for the Accreditation of Teacher Education (NCATE).  

Response:

Progress has been made addressing this concern. Some of the measures which have been put in place include the following: 

A new dean with experience in coordinating National Council on the Accreditation of Teacher Education (NCATE) accreditation was hired in 2011 to lead the College of Education.

A Number of full-time faculty were hired to teach in the College of Education to work directly with Professional Education students or teacher candidates who hold state-teacher licensure or have experience in K-12 education.

Curriculum for the Profession Education Program has been reviewed and strengthened. A Praxis I Taskforce was formed, with members from the Office of Academic Affairs, University

College, College of Education, College of Art, Humanities & Social Sciences and the College of Science & Engineering. The Taskforce reviewed and made recommendations to increase student enrollment in Professional Education program by having an early alert, advising students and providing tutoring for the pre-professional skills-test (PPST), in order to increase the number of students passing the PPST and entering the Professional Education program.

A Praxis II and Principles of Learning and Teaching (PLT) Taskforce was also formed by faculty and staff in the Colleges of Education, Humanities Arts and Social Sciences and Science Engineering to review existing processes and courses offered through these colleges for Education majors.  

Plato software was purchased to help students prepare for the PPST, as well as those who are preparing for Praxis II and the PLT, through collaborative funding support between the College of Science and College of Education.

Additional funding support through Title III was provided by the University to enhance these efforts to increase the number of CSU teacher candidates who are passing the Praxis to qualify for state-teacher licensure.

Professional development was developed for faculty in the College of Education and Professional Education program through Title III.

A Director of Teacher Education Advisement and Partnership (TEAP) has been hired to allow the College of Education to directly monitor and address teacher candidate advisement and increase candidates’ passing rate on the Praxis Examinations.

In addition to the above efforts, recently, with the active support of the president, Dr. Cynthia Jackson-Hammond, who has many years of experience as a professional educator, the Teacher Education Advisement Partnership was created as a unit within the College of Education. The center will provide support and advisement activities designed to specifically respond to the needs of pre-education majors

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who need targeted preparation and guidance for meeting the requirements for full admittance to the College of Education. Functioning on behalf of the College of Education (CoE) and as a unit within the CoE, the TEAP-C will work collaboratively with the Professional Education Council, the University College, the Registrar, and Enrollment Services to design and provide pre-education majors advisement and support based on, and informed by policies of College of Education and accreditation requirements.

As the COE prepares for NCATE reaccreditation in Spring 2014, all programs within the College of Education have been reviewed and approved by the Ohio Board of Regents. Faculty in the College of Education has attended various professional development conferences such as the Ohio Council for Teacher Education (OCTE), the national Accreditation Council for Teacher Education (AACTE) and the National Science Teachers' Association (NSTA) during the Fall 2012.

Furthermore, several recommendations were made by the HLC Peer Evaluators, in the Advancement section of the HLC report from 2003 visit, to assist CSU with ameliorating the issues related to the Professional Education programs. Most of these recommendations were been implemented in the last 10 years and include the following:

Align with the University's strategic plan; update the long-range plan for the College of Education. Use the long-range plan to identify priorities for the College of Education. Implementation of this strategy began in Fall 2007.

Develop annual short-range plans that come from the long-range plan and priorities, and support their accomplishments. Beginning Fall 11-12, every department and program within the College of Education develops an action plan that guides its work in pursuit of our priorities.

Develop a clear conceptual framework (guiding mission) for the College of Education. Most highly effective teacher preparation programs focus on excellence. With its commitment to excellence, for example, Truman State University's education program has the philosophy to prepare reflective teachers who examine the evidence of best practice and student learning.

The conceptual framework of the College of Education and Allied Profession at Western Carolina University is "A Community of Learners Based on Knowledge, Skills and Experience." At Western New Mexico University it is "To ignite and nurture a spirit of learning for both educator and student."

The conceptual framework for the College was developed in 2007. In Spring 2012, the conceptual framework was revised. The theme of the revised conceptual framework is “Teachers as Empathic Facilitators of Learning”. The revised conceptual framework has five elements that serve as programmatic pillars. These are: Content and Pedagogical Content Knowledge; Skills; Dispositions; Diversity and Critical Reflection.

Demonstrate how the conceptual framework is being addressed throughout courses and the program. The five elements of the conceptual framework are integrated into each program within the College of Education. The conceptual framework and each element are an integral part of the newly developed Candidate Monitoring and Assessment System (CMAS). CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes for clearly

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delineated transition points: Transition point 1, Admission to the Program; Transition point 2, Admission to Methods (practicum); Transition point 3, Admission to Student Teaching (Clinical); Transition point 4, Program Completion or exit period. At each transition point, program requirements are aligned with the elements of the College of Education conceptual framework, relevant State and National Standards. Also at each transition point, are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for requirements.

Ensure compliance with state and national accreditation standards by identifying courses and

activities in which the standards are met. Where they are not met, develop appropriate intervention strategies that support their accomplishment. Each program within the College of Education has a curriculum matrix aligning Ohio Standards for the Teaching Profession and appropriate national standards. Implementation of this strategy began in Fall 11-12.

Design education programs that are research-based and committed to rigorous and ongoing research and evaluation. Design strategies to develop a culture of research and inquiry for prospective educators. All programs are aligned with state and national standards. Each program has developed learning activities, including field and clinical experiences which are based upon research and informed by best practices.

Build on existing efforts to develop/maintain an intellectually challenging and coherent set of coursework for prospective teachers. Candidates are routinely held to high standards. Each program has developed a Candidate Monitoring and Assessment System helps to ensure that programs are of high quality and are intellectually challenging for teacher candidates. Implementation of this strategy began in the Spring of 2011.

Engage students in P-12 field experiences throughout their programs. Supervise student school field experiences from so teacher candidates can be thoroughly prepared to work with K-12 students.

The program requires three levels of field and clinical experience in the PreK-12 schools: Level One, Observation; Level Two, Methods (Practicum); Level Three, Student Teaching (Clinical). Field and clinical experience is highly valued in the programs to the extent that candidates cannot receive a passing grade in a course if they do not satisfactorily complete the field or clinical assignments required in the course.

At Level 1 or Foundation/Field Experience: Teacher Education candidates focus on observation of the teaching and learning process, and on understanding the various relevant factors that constitute the context of teaching and learning. At this level, field experiences are designed, implemented, and assessed as a component of each of the following courses: EDU 2262: Educational Foundations, EDU 2263 Classroom Management, EDU 2264 Multicultural Education, and EDU 2266: Individuals with Special Needs. For each course, the field experience component is conceived and structured to relate to the rest of the course, advance the objectives, and serve as an opportunity for candidates to observe or participate in real-life professional enactments for which the course is intended to help prepare. The field experience-based tasks candidates are required to complete, and the rubrics for assessing them are specified in the

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syllabi. Field experiences are highly valued to the extent that candidates cannot receive a passing grade in a course if they do not satisfactorily complete the requirements for field experience. At Level 1 Field Experience, candidates must complete 60 field experience hours. In addition to the 60 hours, Early Childhood Education majors are required to take additional foundation/field hours.

At Level 2 or Methods: Teacher Education candidates are initially prepared for the practicum experience for eight weeks before they go into the field. During this preparation, they receive intensive classroom instruction and guidance. During the last eight weeks of the semester, candidates are placed in the field. Under the guidance of mentor teachers and University faculty, Teacher Education candidates develop instructional plans, teach individual lessons and units to small and large groups, utilize pre/post assessments, collect data on student learning, and prepare written analysis of data and written reflection. During these experiences candidates are provided with opportunities to further develop content, professional, and pedagogical knowledge, skills, and dispositions. Under the guidelines and supervision of the mentor teacher and the faculty from the College of Education, candidates teach specific content area lessons in secondary classrooms. They demonstrate their ability to bridge theory and practice as they facilitate instruction in small and large groups of diverse learners. Candidates are required to successfully complete 64 hours of practicum experience at this level.

At Level 3 or Student Teaching: Student Teacher Candidates complete 15 consecutive weeks student teaching. Of these weeks, teacher candidates perform a minimum of four consecutive weeks of full time teaching responsibility. Student teaching is the culminating experience of the program. During student teaching, candidates are under the supervision of both the cooperating teacher and a university supervisor. Student teaching is at once a developmental activity as well as an assessment. Within the student teaching semester, teacher candidates in the Teacher Education program are provided opportunities to bridge theory and practice in authentic, real life, and professional settings. Student teaching requires candidates to take different levels of contextual factors, including student characteristics, into account in designing instruction and creating classroom environments that respond effectively to learning needs of diverse students. In addition, candidates analyze the relationship between their instruction and student teaching in order to improve teaching practice, demonstrate pedagogically sound decisions and making adjustments informed by the analyses of student learning data collected through formative and summative methods. Candidates also communicate information about student learning progress and achievement to students, other faculty, and student families. Candidates are required to complete a minimum of 550 - 600 hours of student teaching in addition to the following:

Utilize a required digital portfolio for students to support assessment of student performance. In Fall of 2011, faculty began discussion of a programmatic electronic portfolio. Spring of 2012, the College of Education entered into negotiation with Pearson Publishing to utilize their electronic portfolio in our Foundation courses. In Spring of 2013, the College of Education is piloting the Pearson electronic portfolio in foundation courses. The COE also plans to purchase a data system such as TK20, which would include the electronic portfolio.

Have opportunities to become reflective practitioners, utilizing students' work, introspective analysis of their own teaching style and practices, and discussion with other professionals in order to continuously improve classroom teaching.

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Reflection is emphasized in each program within the College of Education. In fact, critical reflection is one of the five elements of the conceptual framework of the College of Education. Reflection is regarded or seen as a key vehicle for learning. Reflection makes learning meaningful and enables its internalization. The need for reflection is emphasized in all learning activities, including field and clinical practice. Whether candidates observe teachers, teach students or engage in co-curricular activities, they are required to reflect on their experiences and document their reflections.

Involve students in videotaped micro-teaching lessons in their courses as well as their work with students in schools, service activities, and multiple internship experiences. Students videotape lessons presented during micro-teaching, as well as in their work with students in schools during methods courses. Students and faculty reviewed the video for the purpose of critiquing and monitoring candidate development. During student teaching, teacher candidates videotaped their instruction and used the tape as a basis for reflection for the Teacher Performance Assessment (TPA). These tapes are not allowed to be used in any form other than the direct submission to Pearson.

Assist faculty in modeling sound educational practice and the theory/practice connection by providing appropriate faculty development opportunities. Professional development for faculty in the College of Education and Professional Education program is supported through Title III funds. Throughout 2011-12 academic year, each Friday, the College of Education faculty instituted professional development and work session focused on program improvement and accreditation. In addition, faculty attended state and national conferences such as Ohio Confederation of Teacher Education Organization (OCTEO), American Association of Colleges of Teacher Education (AACTE) and NCATE.

Utilize the Banner records system in advising students, thus eliminating the use of maintaining paper records and entails. Support professional development activities for faculty advising students using the Banner records system. Central State University provides faculty with training and support in the use of the Banner system. Through Banner, faculty is able to go to a central electronic data base to utilize student records for advising students. The University provides ongoing training in the system for all faculty members who need assistance.

Benchmark other institution's facilities as plans progress for the new College of Education facilities to identify building features that will support cutting-edge learning opportunities; e.g., consider having a micro-teaching lab designed for teacher education students to facilitate practical hands-on learning experiences where students can try new strategies and methods prior to using them in actual classrooms.

At the beginning of Fall 2010, the new College of Education building was completed. Building features include an Early Childhood Education Center with observation room and complete wiring for internet and wireless connections, computer labs, smart podiums and a large state-of-the-art auditorium. With the new infrastructure, the COE is now able to provide teacher candidates with additional services it was unable to provide during the last HLC visit. In addition to these, the COE has:

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Continue to develop extensive partnerships with public school systems. Partnership efforts include having practicing public school teachers co-teach courses with CSU faculty to bring a “real-world” perspective to the classroom. Develop a school core in which students become involved in the federal No Child Left Behind legislation. The College of Education to established partnerships with school districts within region, such as Dayton Public Schools and Wilmington Public School. The College has also established partnerships with other Colleges of Education in the area; Miami University, Wright State University and Ohio University. In particular, the partnership with Miami University provides for offering joint Master of Arts (MATS) and faculty exchange. The charge for the recently established 2013 Teacher Education Advisement and Partnership Center (TEAP-C) includes partnership development with school districts and colleges.

Continue to explore new student teaching initiatives and negotiate a partnership with the Dayton Public School District to develop modalities for teacher candidates to be placed in a full year student teaching experience in the district.

Set goals for students to pass the Praxis, by considering a motivational and an achievable timeframe for students to move from a 30% passing rate to the desired 100% passing rate. Some of the measures that have been put in place to allow the COE to achieve this goal to include the following:

o During Spring 2012, each program coordinator developed the Praxis Content Practice Plan (PCPP) and the Praxis PLT Practice Plan (P4), which are specific plans tailored to support efforts to pass the Praxis Content and the Praxis Principal of Teaching and Learning (PLT) exams. Included in the plans are work sessions, outside classroom time, conducted by academic faculty to work on content specific information and test taking skills.

o A Teacher Education Advisement and Partnership (TEAP) Center, offers students support in the area of test taking skills and strategies to successfully complete standardized assessment.

o In the Fall 2012, the COE in partnership with the College of Science and Engineering purchased the PLATO learning system to assist students with preparation for the PRAXIS tests.

High expectations and standards have been set for students pursuing a career in education through CSU’s COE. Admission requirements to the teacher preparation program are being streamlined to consider admitting only and after could be higher than those for other academic majors. Enrolling high quality students into the program ensures better passing rates for the Praxis Examination. The College of Education appreciates the need to enroll high quality students who are academically prepared and have the appropriate dispositions to successfully complete their studies. In this regard, in Fall 2012, the College-specified requirements students must meet before they are admitted to any of the programs. The requirements include successful completion of 31 semester credit hours in the content, general education, and the following professional education courses: EDU 2262 – Foundations of Education; EDU 2264 – Multicultural Education; and EDU 2300 – Educational Psychology with a semester grade of no less than a “C,” maintain a minimum of 2.5 GPA, prepare a beginning program portfolio, and pass PRAXIS 1 (PPST) Examination. Candidates must also submit two letters of recommendation and three Disposition

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forms completed by their Central State University instructors. Candidates must successfully complete an interview for admission into the program.

Continue program assessment to ensure that the College of Education meets the needs of it students as future teachers, as well as meets national and state standards. Build strong feedback loops into the assessment processes to add more significant meaning to program improvements. The COE’s assessment system includes assessment of faculty, the unit, programs and student proficiencies. Faculty is assessed through course evaluations and annual faculty performance reviews. The unit is evaluated against the NCATE (CAEP) Standards 1-4. Programs are evaluated based upon student and PK-12 teachers who have mentored our students.

A Candidate Monitoring and Assessment System (CMAS) is also used to provide program-specific data from courses and field experiences. The students are evaluated through state-required (PRAXIS) and course assessment. Data collected from the Candidate Monitoring and Assessment system is analyzed and decisions are made based upon the results for program improvement. The College of Education clearly acknowledges the value of an assessment system that ensures student learning needs, state and national standards for teacher education are met. To this end, in Fall of 2011, the College formed an assessment committee. The committee led effort to revise the assessment system. The Candidate Monitoring and Assessment System (CMAS) were subsequently developed. The CMAS specifies learning experiences and performance expectations candidates must meet to progress through and complete the program. Each program has its own CMAS. Learning experiences within each program are aligned with state and national standards. Performance data generated through the implementation of the CMAS are analyzed by the program committee for each program. The result of the analysis informs program improvement initiatives.

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 process

The HLC Peer Review Team noted that: “A substantial amount of support is provided to support the Office of Assessment and Institutional Research which distributes a plethora of data to academic units, but also noted that it was not clear if the data was used to support learning. The Team suggested stepping back to review the data against stated goals. Secondly, the Team also noted a great deal of variety in the mechanisms academic departments use to assess student learning and suggested formalizing such efforts to reinforce the growing culture of assessment and capture the learning that occurred in the various disciplines”.

Since the 2003 HLC visit, great progress was made in improving the campus-wide assessment:

The Assessment and Institutional Research office was strengthened and a Director and additional staff were hired to enhance institutional assessments, including retention and graduation data. This office works closely with Planning and Assessment in the Division of Academic Affairs to submit IPEDS data to the Department of Education, HEI data to the State of Ohio and Institutional Annual Report to the Higher Learning Commission.

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Assessment and Institutional research office is also responsible for faculty evaluations as a form of performance assessment.

A Faculty Development Office was created after the 2003 visit. This office was upgraded to a Center for Teaching and Learning with a Director who develops and facilitates workshops, Faculty Learning Communities, shares pedagogical content knowledge and skills among faculty, and works with the Associate Vice President for Planning and Assessment to develop targeted workshops on assessment of student learning outcomes.

Funding support was provided for faculty and instructional staff to attend and participate in off-campus workshops, conferences, and webinars on assessment of student learning.

A Process College was established under the Office of Human Resources. Through the Process College, Faculty and Staff present and share information that facility improvement of policies and procedures, as well as share information about staff evaluations as a form of performance assessment.

A Pedagogy Roundtable is available on-campus, sponsored by the College of Humanity, Arts and Social Sciences for faculty to discuss and share classroom assessment methods and strategies to improve student learning outcomes.

An Office of Planning and Assessment was established and an Associate Vice President hired to lead assessment efforts, develop a systematic program review process, and promote faculty engagement and a culture of assessment.

A Senate Committee on Assessment of Teaching and Learning consists of faculty serving as members of the Committee. The functions of the Committee are as follows:

o Reviews the assessment process to see that all faculty understand and participate in assessment.

o Reviews assessment efforts to assist faculty members to expand their knowledge of assessment in the general education and respective disciplines.

o Makes recommendations for the revision and implementation of the CSU Assessment Plan.

o Develops and utilizes metrics for measuring the academic health of the University. o Works with the Committee on Academic Policies to ensure that recommendations for

changes in programs are based on assessment datao Works with the Associate Vice President for Planning and Assessment in the

Division of Academic Affairs, and Directors of Assessment and Institutional Research, Online Learning, and Center for Teaching and Learning to promote assessment activities.

Most recently, a Planning and Assessment Council was formed, with faculty and non-faculty serving as staff to review institutional data from the Assessment and Institutional Research office so that appropriate data can be used to improve student learning, the learning environment and learning resources in curricular and co-curricular programs.

Specific assessment tools are being explored to improve CSU’s general education program. The Associate Vice President of Planning and Assessment and the Planning Assessment Council work closely with the Senate Committee of Teaching and Learning to explore best practices in assessment and adoption of specific assessment tools and methods such as the ETS’s proficiency profile and the Association of American Colleges and Universities

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(AAC&U)’s Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics so that consistent assessment data can be generated.

A systematic program review process was developed, which uses “25 Essential Questions” for review of every CSU degree program within a five year- cycle. Results of the program review will available in the Self-Study Resource Room.

Summary of How CSU Has Addressed HLC’s Concerns From 2003 Visit

As described above, CSU has successfully addressed all concerns raised by the 2003 HLC Team Report. Led by the Administration and Finance Office, a Revenue Subgroup, comprised of representatives from every division, annually reviews enrollment goals, tuition and fee rates, state funding projections, and strategic priorities. Based on the review, the Subgroup makes recommendations to the president and the Cabinet on revenue projections and changes to be made to the budget each fiscal year. Improvements have been made in Science Facilities and scientific equipment in all departments in the College of Science and Engineering. The College of Education hired a new dean with experience in coordinating NCATE activities.

A Teacher Education Advisement and Partnership Center (TEAP-C) was created to enhance improvements in advising, field placement and Praxis test passing rate among teacher candidates at CSU to increase the number of College of Education graduates. The University continues to invest in long-term efforts to sustain these efforts. Improvements were made in assessment of student learning at institutional, programs and course levels through strengthening of existing offices and committees, and creating new offices to enhance specific activities to support assessment of learning in the general education program and specific disciplines.

Challenges and Areas for Improvement

CSU’s acknowledges the challenge it has beforehand to improve the University’s College of Education’s Professional Education programs and the number of teacher candidates’ passage rate on the Praxis tests, and the fact that strategies that were developed have yet to yield high results. Major investments and changes in student advisements and monitoring systems have been implemented to strategically assist teacher candidates and meet the pre-and-post Praxis examination requirements for teacher licensure. Praxis test taking strategies, include technological resources, such as Plato, to help teacher candidates. We expect to see change within the next cohort of teacher candidates.

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CRITERION ONE: MISSION

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Central State University’s (CSU) mission is clear, articulated publicly, and guides the institution’s operations. It is broadly understood within the institution, was adopted via a collaborative process, approved by the Board of Trustees, guides all of the institution’s academic programs, student support services, and enrollment profile, and drives the University’s planning and budgeting priorities.

1. A. The institution's mission is broadly understood within the institution and guides its operations.

CSU’s Mission Statement  was adopted by the Board of Trustees in October 1996 and is as follows:

"CSU, as Ohio’s only public Historically Black University, academically prepares students with diverse backgrounds and educational needs for leadership and service in an increasingly complex and rapidly changing world. As an open access institution, the University fosters academic excellence through a strong liberal arts foundation and majors in selected professional fields,"

Consistent with its mission, CSU is dedicated to:

Providing a nurturing and culturally enriched learning environment; Stimulating in students an intellectual curiosity and a continuous search for knowledge; Teaching students to think creatively and communicate effectively; Instilling in students an aspiration for excellence; Preparing students to address the challenges of a technologically-oriented world; Providing quality educational programs in scientific and technological fields; Offering programs with multicultural and global perspectives; Reaching out to underserved populations; Collaborating with other educational institutions, businesses, and government agencies to enrich

learning experiences and educational opportunities for students (2012-14 catalog, p.11).

The mission of Central State is broadly understood by members of the campus community as well as the public. Results of a survey conducted to evaluate the clarity of CSU’s mission are provided below in 1.B.1-1.B.3

University’s Operations Support its Mission

CSU has aligned its operations with its Mission to “academically prepare students for leadership and service in an increasingly complex and rapidly changing world.” Since the 2003 HLC visit, the

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University’s operations are guided by its Strategic Plan, which comprises of the following strategic initiatives:

University’s Campus-Wide Master Plan Strategic Academic Enrollment Management (SAEM) Initiative Two institutional strategic plans developed under the auspices of the Ohio Board of Regents—

Speed to Scale and Honoring Ohio’s Historically Black Public University CSU’s Plan to become Ohio’s only HBCU with 1890 Land Status

These are described only briefly in this section and in greater detail in Criterion Five.

a. CSU’s Campus-wide Master Plan

As plans for academic and enrollment growth have evolved, the university’s physical facilities are gradually evolving as well. The 2000 Campus Master Plan described a transformed physical campus in which a combination of new and renovated buildings were logically arranged to fulfill academic, residential, and service functions. CSU’s Campus Wide Master Plan is described in greater detail in Criterion Five of the Self-Study report and has three phases. A fourth phase includes developments beyond 10 years to transform CSU to a 21st Century Campus. A summary of CSU’s Campus Wide Master Plan is as follows:

Phase 1 Implementation: 1-3 years (Master Plan, p. 9)

Library Improvements $34,000,000 - $37,500,000 Stadium Improvements $1,200,000 - $1,500,000 Hunter/ Williamson/ Mercer $4,000,000 - $6,500,000 Wesley Village (Residential) $11,000,000 - $12,000,000 Athletic Training Facility ($ Unspecified) Brush Row Parking Expansion $600,000 - $650,000 1g) Campus Entry $2,500,000 - $2,900,000 Facilities Complex $800,000 - $1,100,000 Residential (East Village) $10,000,000 - $12,000,000

Phase 2 Implementation: 4 to 7 years (Master Plan, p. 11)

New Academic Building $49,000,000 - $54,000,000 Residential (East Village) $38,000,000 - $46,000,000 Recreation Facility $7,000,000 - $8,500,000 Dining Facility $4,500,000 - $5,000,000 Brush Row Parking Expansion $190,000 - $250,000 Wesley Hall $900,000 - $2,000,000

Phase 3 Implementation: 8 to 10 years (Master Plan, p. 13)

Outdoor Recreation Facility $350,000 - $550,000

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Residential (North Village) $17,500,000 - $21,000,000 East Campus Athletics ($ Unspecified) US Route 42 Improvements ($ Unspecified) Nature/ Interpretive Center ($ Unspecified) Outdoor Recreation ($ Unspecified)

Future Development: Beyond 10 years (Master Plan, p. 13)

Additional facilities are needed as the campus population continues to grow beyond the 10-Year/ 5,000 student goal outlined by Speed-to-Scale. Future developments are needed as growth in student enrollment continues and a vision plan for the next 20 years should include determining optimal student enrollment numbers. The numbers previously suggested in the Speed-to-Scale initiative were modified by the OBR to an optimal student enrollment of 3,000 by 2017. Improvements in the Master plan, with unspecified investment amounts include the following: Future Administration Building Future Academic Building North Village Quadrangle Residential (North Village) Museum Addition Residential (Payne Village) Galloway /Alumni Tower, Alumni/ President’s House which include mix-use

development and buildings to reinforce Route 42, additional parking and off-campus research Buildings

Six years into the implementation of the master plan, its impact was apparent across the campus. Outdated residence halls were demolished, existing halls were renovated, and two new halls were constructed.

b. Strategic Academic Enrollment Management Initiative

CSU’s Strategic Academic Enrollment Management (SAEM) initiative is a 10-year initiative launched as part of the Speed-to-Scale project in 2006 to be implemented through 2016. The two main goals of SAEM are to: (1) to increase enrollment to an optimal size (previous enrollment goal under Speed to Scale was an optimal size between 3,000-6,000 between 2010-2017). This goal was modified to 3,000 by the OBR in the later recommendations to CSU. (2) To strengthen the academic profile of the institution.

Through the SAEM initiative, CSU campus community began simultaneous implementation of academic and enrollment management as a way to strengthen academic quality. The major thrust of the initiative was to align the divisions of academic affairs and enrollment management to pursue common goals related to growth in size and quality. The Vice President of Enrollment Management and Student Services and the Provost and Vice President for Academic Affairs became joint advocates of SAEM. A proposed structure was developed to include the two leaders as co-chairs. The five functional groups of SAEM consisted of the following with specific responsibilities in the areas of:

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Academic Program Development and Enhancement Recruitment, Enrollment and Marketing Retention Assessment Administrative Support

c. Ohio Board of Regents’ Strategic Plan for Central State University

On January 26, 2012, OBR Chancellor Jim Petro released a plan called Honoring Ohio’s Historically Black Public University – A Plan for Advancing Progress at Central State University through Ohio’s bill mandated by Sec.371 of Ohio Amended Substitute H.B. 153. The plan outlined a number of strategies to be implemented in three phases. Many of the strategies were built on initiatives already in place at CSU. One of the key strategies was to examine funding alternatives, with the goal of replacing the supplement. The plan expressed support for CSU’s effort to secure 1890 land grant status as a revenue strategy. The plan also affirmed an enrollment goal of 3,000 as appropriate for Central State over the next three years to allow CSU focus more on retention and strategic enrollment strategies rather than on growing student enrollment.

Other strategies contained in the plan include the following:

Conduct a more selective recruitment process, focusing primarily on "rising achievers." Related to this is the establishment of an agreement with another state institution to develop a data-driven process for identifying this cohort of rising achievers.

Identify three degree partnerships in STEM with other institutions. Explore opportunities to share administrative operations with Wright State University. Assess the viability of developing a "Success Roadmap" to degree completion that

include the awarding of a one-year certificate and a two-year degree. Conduct a review of the STEM curriculum as part CSU’s H L C Self-Study process. Engage more closely wi th cohorts of students at select community colleges through a

"Preferred Pathways" pilot program to see if this increases enrollment and retention of transfer students.

Devise a comprehensive revenue plan that includes strategies for growing corporate and private donations as well as a business plan for growing revenue at CSU-Dayton.

Reexamine Central State’s marketing strategy to align branding with the goal of degree completion.

The University is currently engaged in the implementation of a plan drafted by the Ohio Board of Regents in collaboration with Central State University called Honoring Ohio's Historically Black Public University: A Plan for Advancing Progress at Central State University. This plan focuses on specific strategies to increase student enrollment, retention, and degree completion of Ohio residents. The University, through its “Central State Rising Achiever” Task Force is currently conducting research, utilizing institutional data, as well as data from other successful HBCUs, to identify the characteristics of students who have been successful. From what it learns, Central State will be able to implement  “… a more selective recruitment process as it  increases the number of Ohio graduates in selected majors, beginning in the STEM fields.”

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d. CSU’s Plan to become Ohio’s only HBCU with 1890 Land Status

CSU made significant progress towards securing 1890 Land Grant Status. In addition to the chancellor, Gov. Kasich has expressed support for CSU’s 1890 petition. CUS also received enthusiastic support from Ohio Senator Chris Widener, who has drafted legislation to designate Central State University as Ohio’s 1890 land grant university and requested that the U.S. Department of Agriculture recognize the designation and annually provides $19 million to CSU, to include all other benefits that accompanies Land Grant Status. Sen. Widener introduced the legislation in February 2012. Representatives from Ohio State University also affirmed their full support of CSU’s petition for this designation, which provides new revenue for CSU and enables the University to significantly strengthen its academic programs, particularly in the STEM areas, among other things.

e. CSU’s Six Compelling Priorities

In the Fall of 2012, CSU launched several initiatives to strengthen the University’s academic programs and to increase the success of students admitted to the University. Completion of Phase I and Phase II of the “Rising Achiever” Initiative, together with the targeted student enrollment initiative, is one of CSU’s six compelling priorities. This will permit CSU the opportunity to begin a more selective admissions process by considering cognitive, as well as non-cognitive characteristics that contribute to student academic success.

The University’s current president, Dr. Cynthia Jackson-Hammond, arrived at CSU during implementation of the second phase of the Honoring Ohio’s Historically Black Public University plan. After reviewing the report from Phase I, the president launched the University’s Six Compelling Priorities to serve as a “guidepost” for the implementation of the second and third phases of the University’s strategic plan:.

Quality collegiate and academic experiences Targeted student enrollment Reduced time to degree Improved retention rates Development of graduates with knowledge, skills and dispositions (KSD) for professional

placement in schools and professional careers Efficient and effective institutional operations

These six compelling priorities, which today, serve as the foundation for the University’s future strategic plan, are being implemented collaboratively by all campus constituencies. Every Department on the campus is involved in developing a plan to achieve the specific parts of the six compelling priorities in order to fulfill the University’s mission, increase CSU student enrollment and retention, and graduation rates.

1. A. 1. The institution's mission statement was developed through a process suited to the nature and culture of the institution and is adopted by the governing board.

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CSU’s current mission statement was adopted by the CSU Board of Trustees in October 1996 after seeking input from the broader University community and from external stakeholders. Discussions regarding the mission of the University, reflect the values and the type of students who would be served by the University, involved faculty, staff, alumni, as well as students. Discussions also involved stakeholders in the governor’s office, leaders of the Ohio House and Senate, and the Ohio Board of Regents.

Discussions took place over a period of a year, in the middle of the 1996-1997 financial crises that nearly shattered the University. Although CSU was established as Ohio's only public Historically Black College and University (HBCU), today the University prides itself on having an inclusive culture. The University thus serves students from other states, and students from all socio-economic, racial/ethnic backgrounds who meet the admissions criteria.

The University reviewed its mission statement again during the 2000-2001 academic year under CSU's seventh's President, Mr. John Garland. Discussions, which included campus forums, led to the reaffirmation of the existing mission statement by the campus community. However, feedback received during the forums led the University to adopt a Vision statement which further elucidated CSU's goals:

Vision Statement

"CSU is a premier Historically Black University that nurtures students within a values-based environment focused on teaching, research, and public service."

In addition to the Vision statement, specific CSU values were identified. These values included: Honesty, Hard Work, Caring and Excellence. These values are promoted in all academic and non-academic functions that involved students, to include the Students' Leadership Series, and the University Catalog and Student Handbook. To the above values, President Cynthia Jackson-Hammond and the University community adopted three tenets—Service, Protocol and Civility—which are aligned with CSU's mission and help to distinguish the Central State Man and Central State Woman from students of other institutions. These CSU Tenets will further remind students of who they are, their past history, and the values that they will demonstrate as graduates of the University. These tenets also allows CSU students to forge new paths into the 21st century while remembering the essence of the University. These tenets are defined as follows:

"Service is our commitment to our institution and the greater community. Protocol is the adherence to and value of best practices for accomplishing goals and Civility is the active respect for one another; our past, present, and our future" (Jackson-Hammond, 2012).

These tenets are clearly stated and articulated on the University website and in other institutional documents such as the 2012 Student Handbook.

 1. A. 2. The institution’s academic programs, student support services, and enrollment profile are consistent with its stated mission.

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 CSU’s academic programs, student support services, and enrollment profile reflect the University’s mission “to academically prepare students with diverse backgrounds and educational needs for leadership and service in an increasingly complex and rapidly changing world." In addition, "the University fosters academic excellence through a strong liberal arts foundation and majors in selected professional fields." 

Academic Programs

Central State meets students' "diverse educational needs" by offering 34 majors and one graduate program. It provides students with a "strong liberal arts foundation" by requiring students to complete the University's general education curriculum, with a strong foundation in liberal arts. CSU students complete the general education curriculum during their first two years in school before completing courses in their selected fields of study. The general education curriculum and major fields of study are explained in detail in the 2012-2014 Catalog, beginning on page 49, and in the Criterion Three Chapter of this Self-Study Report.

Baccalaureate Degree Programs

The College of Humanities, Arts, and Social Sciences offers academic programs through the following departments:

The Department of Fine and Performing Arts  offers Bachelor of Arts degrees in Studio Arts and in Graphic Design; the Bachelor of Science degree in Education and Art Education; Bachelor of Music degree in Jazz Studies, Music Education, and Music Performance.

The Department of Humanities offers Bachelor of Arts degrees in Communication Studies with concentrations in Broadcast Media and Print Journalism, English Literature, English (Pre-Law), and History.

The Department of Social and Behavioral Sciences offers Bachelor of Science degrees in Criminal Justice; and a Bachelor of Arts degree in Political Science with a concentration in Public Administration, Psychology, and in Sociology, and Social Work.

 The College of Business offers selected academic programs through the following academic departments:

The Department of Accounting, Finance, and Economics offers Bachelor of Science degrees in Accounting, Finance and Economics, and Business Administration with a concentration in Finance.

The Department of Business Administration offers Bachelor of Science degrees in Business Administration with concentrations in Entrepreneurship, Hospitality Management, International Business, Management, Management Information Systems, and Marketing.

 The College of Education offers selected academic programs through two departments:

The Department of Health, Physical Education and Recreation offers Bachelor of Science degrees in Recreation, Multi-Age Physical Education, and Multi-Age Health Education.

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The Department of Professional Education offers Bachelor of Science degrees and a teacher’s licensure in Early Childhood Education (ages 3 - 8), Intervention Specialist (Grades K-12), Adult and Young Adult (AYA) with concentrations in Integrated Language Arts (Grades 7-12), Integrated Mathematics (Grades 7-12), Integrated Social Studies (Grades 7-12), Integrated Life Sciences (Grades 7-12), and Physical Science (Grades 7-12); and teacher licensure in Middle Childhood with concentrations in Language Arts (Grades 4-9), Social Studies (Grades 4-9), Mathematics (Grades 4-9), and Science (Grades 4-9).

The College of Science and Engineering offers students opportunities to earn undergraduate degrees through four departments:

The Department of Manufacturing Engineering offers Bachelor of Science degrees in Industrial Technology with concentrations in Computer Technology and Manufacturing, and in Manufacturing Engineering.

The Department of Mathematics and Computer Science offers Bachelor of Science degrees in Mathematics and Computer Science.

The Department of Natural Sciences offers Bachelor of Science degrees in Biology and Chemistry.

The Department of Water Resources Management offers Bachelor of Science degrees in Environmental Engineering, Geography, Geology, and Water Resources Management.

Graduate Degree Programs

The College of Education also hosts CSU's only Graduate Program, the Master of Education (M.Ed.) degree with concentrations in Higher Education Administration, School Leadership, Curriculum and Teacher Leadership and Instructional Technology. Table 1.A.1 below provides the various academic programs and student enrollment in each of the four Colleges, to include freshmen and sophomore students who had not declared their majors during the 14-day census period of fall semester of each year from 2007-2011. Data are not included for Fall 2012.

 Table 1.A.1: CSU Undergraduate Enrollment by Academic Programs from 2007-2011 

 College/Academic Program Total Enrollment2011 2010 2009 2008 2007

University CollegeUndecided students 321 (12%) 134 (6%) 386 (16%) 329 (15%) 259 (13%)College of BusinessAccounting 47 (2%) 49 (2%) 61 (3%) 49(2%) 58 (3%)Business Administration 481 (19%) 448(20%) 443(18%) 420 (19%) 403 (20%)Economics 5 (<1%) 4 (<1%) 5 (<1%) 5 (<1%) 3 (<1%)College of Humanities, Arts and Social SciencesAdvertising Graphics 37 (1%) 41 (2%) 27 (1%) 29 (1%) 33 (2%)Art Education 3 (<1%) 6 (<1%) 5 (<1%) 4 (<1%) 3 (<1%)

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Broadcast Media 133 (5%) 145 (6%) 147 (6%) 159 (7%) 133 (7%)Communication Journalism 27 (1%) 41 (2%) 47 (2%) 36 (2%) 40 (2%)Criminal Justice 229 (9%) 182 (8%) 147 (6%) 82 (4%) N/AEnglish 20 (1%) 20 (1%) 30 (1%) 35 (2%) 36 (2%)Jazz Studies 4 (<1%) 6 (<1%) 6 (<1%) 6 (<1%) 5 (<1%)History 15 (1%) 16 (1%) 8 (<1%) 4 (<1%) 7 (<1%)Music Education 38 (2%) 31 (1%) 27 (1%) 28 (1%) 27 (1%)Music Performance 31 (1%) 39 (2%) 35 (1%) 29 (1%) 33 (2%)Political Science 27 (1%) 27 (1%) 35 (1%) 21 (1%) 33 (2%)Psychology 170 (7%) 154 (7%) 145 (6%) 117 (5%) 130 (6%)Sociology 30 (1%) 35 (2%) 46 (2%) 59 (3%) 100 (5%)Social Work 63 (3%) 63 (3%) 52 (2%) 62 (3%) 54 (3%)Studio Art 11 (<1%) 18(<1%) 12 (<1%) 12 (<1%) 16 (<1%)College of Science & EngineeringBiology 135 (5%) 128 (6%) 91 (4%) 81(4%) 86 (4%)Chemistry 28 (1%) 26 (1%) 24 (<1%) 20 (<1%) 15 (<1%)Computer Science 53 (2%) 53 (2%) 65 (3%) 53 (2%) 44 (2%)Earth Science 0 (0%) 6 (<1%) 3 (<1%) 1 (<1%) N/AEnvironmental Engineering 17 (1%) 17 (1%) 14 (1%) 3 (<1%) N/AMathematics 11 (<1%) 9 (<1%) 7 (<1%) 6 (<1%) 10 (<1%)Geology 2 (<1%) 1 (<1%) 2 (<1%) 0 (0%) N/AGeography 4 (<1%) 1 (<1%) N/A N/A N/AIndustrial Technology 11 (<1%) 16 (1%) 18 (1%) 11 (1%) 16 (1%)Manufacturing Engineering 63 (3%) 60 (3%) 47 (2%) 60 (3%) 57 (3%)Water Resource Management 11 (<1%) 11 (<1%) 14 (1%) 20 (1%) 27 (1%)College of EducationAdolescent to young Adult 44 (2%) 60 (3%) 65 (3%) 89 (4%) 62 (3%)Early Childhood Education 150 6%) 135 (6%) 138 (6%) 108 (5%) 115 (6%)Educational Studies - - 1 (<1%) 1 (<1%) 2 (<1%)Intervention Specialist 58 (2%) 65 (3%) 42 (2%) 31 (1%) 26 (1%)Licensure for Teaching 28 (1%) 34 (1%) 35 (1%) 25 (1%) 19 (1%)Middle Childhood Education 23 (1%) 23 (1%) 27 (1%) 18 (1%) 18 (1%)Multi-Age 98 (4%) 105 (5%) 113 (5%) 100 (5%) 95 (5%)Recreation 31 (1%) 35 (2%) 30 (1%) 29 (1%) 31 (2%)Graduate Education 44 (2%) 44 (2%) 36 (1%) 29 (1%) 25 (1%)Total 2503 2288 2436 2171 2022

With increasing diversity in the student body and the creation of the College of Science and Engineering in 2010, the number of academic programs offered at CSU has increased. The survey results during this Self-Study indicate that students, faculty, and staff wish to see even more academic programs offered at CSU. While all the Colleges are located on the CSU’s main campus in Wilberforce, Ohio, selected

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programs offered by the Colleges of Business, Education and Humanities, Arts and Social Sciences are offered at CSU-Dayton. The Dayton location also serves CSU’s urban and adult student populations, who prefer to complete courses in the evenings and on the weekends.

CSU’s Support Services

As is clear from the University’s mission statement, Central State serves students "with diverse backgrounds and educational needs," while making a special effort to reach out to "underserved populations." The University’s support services are consistent with this mission, offering robust academic, financial, wellness, and career support services as described in detail in 3.D.1.

CSU’s Enrollment Profile

The enrollment profile of the Central State student body is explored in the CSU Fact Book which provides evidence that Central State educates "students with diverse backgrounds and educational needs" while reaching out to "underserved populations." CSU’s student body is racially/ethnically and socio-economically diverse with most (94%) eligible for various levels and forms of financial aid. The student body is also balanced between males and females, and students come from various geographical regions of the country, with a growing number being military veterans. Ohio residents typically comprise about 50 percent of Central State's student body.  Table 1.A.2 below provides the geographical origins of CSU students for the years 2007 -2011.

Table 1: A. 2. Geographic origins of Central State Students

 Geographic Origins of CSU StudentsState of Origin

2011 2010 2009 2008 2007

Ohio 43% 51% 50% 49% 52%Illinois 22% 14% 18% 17% 15%Michigan 20% 22% 22% 20% 17%

Central State students typically come from families reporting less than $30,000 in annual income. Serving low income families to reach underserved populations has been part of the University's mission for 125 years. To serve these families, the University keeps its tuition as low as possible -- lower than any of the other 13 public universities in Ohio. 

A significant number of students, however, come from families earning more than $30,000.  The table below includes information from the Office of Financial Aid, but does not capture those students who did not apply for financial aid. Table 1.A.3 below provides the income level of 96% of the students who applied for financial aid between 2007 and 2011. Approximately four percent of the student body typically does not apply for any type of financial aid.

Table 1.A.3. Students Who Applied for Aid by Income Level 2007-2011 

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Number of CSU Students by Income LevelFamily Income 2011 2010 2009 2008 2007Zero Income 370 348 285 280 244Less than $30,000 1032 1041 911 835 727Between $30,000-60,000 464 600 505 450 384Greater than $60,000 297 358 353 299 265

Table 1.A.4 below demonstrates Central State’s in-state tuition rate and fees in comparison to other public Universities in the state of Ohio. Not only are Central State’s in-state tuition and fees the lowest compared to other public Universities, they are also lower than the state average State supplements which CSU receives based on the student enrollment and do not completely defray costs of attendance. Depending on the course load, a full-time or part-time student may need to borrow loans to defray costs.

Table 1.A.4. Central State and Ohio Public Universities’ Tuition and Fees

Ohio public University 2011-12 CostMiami University $13,081University of Cincinnati $10,419Bowling Green State University $10,028Ohio University $9,871Ohio State University $9,735University of Akron $9,545Kent State University $9,346Cleveland State University $8,952University of Toledo $8,788Wright State University $8,070Youngstown State University $7,451Shawnee State University $6,762CSU $5,672 Average Tuition at Ohio Public Universities $9,055

Sources: CSU Planning and Assessment’s office of Assessment and Institutional Research

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Fall to Fall Enrollment Comparison

Total Enrollment Headcount Increase/Decrease Percentage Fall 2006-2007 1766-2022 +256 +14.0 %

2022-2171 +149 +7.0 %2171-2436 +265 +12.0 %2436-2288 -148 -6.0 %2288-2503 +215 +9.0 %

Fall 2007-2008Fall 2008-2009Fall 2009-2010Fall 2010-2011Fall 2011-2012

Special Enrollments

Category Fall 2008 % Fall 2009 % Fall 2010 % Fall 2011 % Fall 2012 %Consortium 7 <1 % 9 <1 % 12 <1 % 19 <1% 10 <1%Cooperative 4 2 <1 % 2 <1 % 3 <1% 1 <1%CSU-Dayton location* 219 10% 249 10% 278 12 % 344 14% 313 15%Veterans 25 1 % 33 1 % 36 1 % 41 2% 40 1%Faculty/Staff 67 3 % 59 2 % 74 3 % 67 3% 72 3%International Students 8 1 % 4 <1 % 5 <1 % 4 <1% 2 <1%* Number of students enrolled for one or more classes at CSU-Dayton location

Ethnic Enrollment

Fall 2008 % Fall 2009 % Fall 2010 % Fall 2011 % Fall 2012 %African American 2026 93% 2321 95% 2178 95% 2384 95% 2053 95%

5 <1 % 3 <1 % 3 <1 % 5 <1% 4 <1%2 <1 % 3 <1 % 3 <1 % 3 <1% 2 <1%

48 2 % 42 2 % 43 2 % 41 2% 41 1%19 <1 % 18 <1 % 16 <1 % 18 <1% 15 <1%n/a n/a n/a 8 <1% 8 <1%

8 <1 % 4 <1 % 5 <1 % 4 <1% 2 <1%63 3 % 45 2 % 40 2 % 40 1% 27 <1%

American Indian or AlaskanAsian American or Pacific Caucasian AmericanHispanic AmericanMulti-Racial (New 2011)International StudentsNot ReportedTotal

Enrollment by Classification

Fall 2008 % Fall 2009 % Fall 2010 % Fall 2011 % Fall 2012 %Freshmen 1124 52% 1257 52% 1031 45% 1179 47% 928 43%

381 18% 415 17% 409 18% 433 18% 402 19%291 13% 312 13% 352 15% 334 13% 333 15%320 15% 380 16% 417 19% 484 19% 437 20%29 1% 36 1% 44 2% 45 2% 36 1%26 1% 36 1% 35 1% 28 1% 16 <1%

SophomoresJuniorsSeniorsGraduate StudentsPost-BaccalaureateTotal Enrollments

Student Body Report

Fall 2008 % Fall 2009 % Fall 2010 % Fall 2011 % Fall 2012 %Consortium 7 <1% 9 <1% 12 <1 % 19 <1% 10 <1%

1291 59% 1464 60% 1474 64 % 1482 59% 1404 65%29 1 % 36 1% 44 2 % 45 2% 36 2%

654 30% 713 29% 507 22 % 722 29% 516 24%

Continuing StudentsGraduate StudentsNew FreshmenPost-BaccalaureatePost-Secondary N/A 1 1 1 1 <1%Re-admits 33 2% 32 1% 21 <1 % 26 1% 29 <1%

9 <1% 2 <1% 12 <1 % 11 <1% 10 <1%120 6% 140 6% 179 8 % 169 7% 129 6%

2 <1% 4 <1% 4 1 2 <1%0 0 0 0 0

SpecialTransferTransientUndeclaredTotal Enrollments

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1.  A. 3. The institution’s planning and budgeting priorities align with and support the mission. (This sub-component may be addressed by reference to the response to Criterion 5.C.1.) 

The University's planning and budgeting priorities support its mission "to academically prepare students with diverse backgrounds and educational needs for leadership and service in an increasingly complex and rapidly changing world." About fifty five percent of the University's budget in fiscal year 2013 is dedicated to academic affairs. This allocation has remained consistent over the last five years and is in line with peer institutions (See 5.A.2 for more information on resource allocation.). In addition, as discussed in the Strategic Academic Enrollment Management Plan and the CSU Master Plan, the University has opened a new Center for Education and Natural Sciences, established a College of Science and Engineering, and worked to increase student retention. Budget allocation to the various divisions are as follows:

The Education and General Fund provides the greatest flexibility for aligning fund allocation with campus priorities. The allocation of more than 50% of the expense budget to Academic Affairs and indicates the University’s commitment, even in times of shrinking resources, to ensure that programs are funded at a rate that does not detract from the mission of the University.

Expense by Division FY 2009 FY 2010 FY 2011 FY 2012 FY 2013Academic Affairs 22,051,177 20,334,686 20,450,461 19,702,438 21,664,973Other Support 17,904,760 19,153,985 17,060,957 17,095,613 18,102,255Subtotal E&G 39,955,937 39,488,671 37,511,418 36,798,051 39,767,228Academic Affairs % of Total Budget

55% 51% 55% 54% 54%

Auxiliaries 6,875,257 7,470,757 7,391,191 7,078,631 8,798,804

Total Budget 46,831,194 46,959,428 44,902,609 43,876,682 48,566,032Source: CSU Budget Office

The University’s budget planning process supports the mission of the institution. Each Department within the University is given the opportunity to assess its priorities, goals, and objectives and to develop a budget in support of the University's mission and strategic priorities. For example, in Fall 2011, the Department of Academic Affairs invested in the creation of a University College to improve Central State's retention, course completion, and six year graduation rates.

The University's full mission statement includes an emphasis on “selected professional fields” and collaborations with “other educational institutions, business organizations, and government agencies.” The University's planning and budgeting process and priorities seek to maximize the University’s effectiveness by offering a focused academic program while enriching student learning with resources shared with the larger educational, government, and business community.  The planning and budgeting process is discussed in greater detail in Criterion 5.C.1.

Core Component 1. B. The mission is articulated publicly. 

Central State University clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities. CSU’s mission is articulated publicly in documents that are reviewed periodically for accuracy. These documents explain the University's emphasis on various aspect of its mission. They also detail the nature and scope of the University’s programs and services. CSU discloses information to students, prospective students and the public via its website. Information on the Student Right to Know is posted on the University website under the Office of Student Affairs.

The CSU Fact Book is published every year and posted on the University website, contains institutional enrollment and financial data as well as information on educational outcomes, including course completion, retention and graduation rates. Graduation/completion rated by gender, ethnicity and receipt of Pell grants are not currently disclosed, however, all other information is provided in the Fact Book and University Catalog, in which students are provided with information about withdrawal procedures and the associated implications for their financial aid and any refunds to which they may be entitled.

CSU recognizes the fact that students and families need to make careful and informed decisions about which institution is the best fit because of the rising costs of higher education and recently became a member of the Voluntary System of Accountability, which is manages by the Association of Public and Land Grant Universities and the American Association of State Colleges and Universities. CSU uses this system to disclose to the public its enrollment, retention and graduation rates. CSU information can be accessed at Central State University College Portrait. The VSA College Affordability Estimator meets the requirements of the Higher Education Opportunity Act and is designed for public 4-year universities. Information on the College Portrait further informs students and families seeking trustworthy data on campus safety, cost of attendance, academic programs, retention and graduation rates, admissions requirements, and other campus community details. Using this system, CSU is now able to help prospective students and their families to make informed decisions about attending CSU as the University of their choice.

1. B. 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities.

CSU articulates its mission to the public through the University's website, which serves as CSU's portal to the public; the University Course Catalog; the Fact Book;, College Handbooks that articulate the purpose, goal, curricula for the undergraduate and graduate programs offered in each College; and student, faculty, and staff handbooks.. The Catalog and Fact Books are posted on the University’s website and clearly state the University’s official Mission Statement. 

CSU’s website is available to members of the public who have access to the Internet. In addition to the copy which can be downloaded from the website, the Catalog is also available in print and electronic format as compact discs (CDs). Both forms are available through the Registrar's Office to students, faculty, staff, and any member of the public who requests a copy. To evaluate the extent to which CSU’s mission is articulated and understood by the University community, a survey of faculty, staff and administrators was conducted during the Self-Study process. The number of responders in the survey is shown in Table 1.4 below.

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Table 1.B.1.Category and Number of Responders in a Mission Survey.    

Category of Responders Number of Responses Percentage of Total ResponsesStudent 303 67.3%Staff 61 13.6 %Faculty 60 13.3%Administrator 26 5.8%Total number of Responses 450 100%Number of questions skipped 0 0%

Results of the survey of four hundred and fifty faculty, students, and staff , consisting of a representative sample of the campus community, demonstrate that about 86% (86.2%) of the faculty, students and students agree and about 3% (3.3%) disagree that CSU’s mission is clearly articulated in institutional documents such as the Catalog, Fact Book, Faculty and Student Handbooks, and on the University website. The remaining 10.4% were not sure.  About eighty-seven percent (87.2%) of the faculty, staff and students stated that the University’s mission is well publicized in one or more of the institutional documents. The high percentage of those unsure indicates a need for intentional and open discussions about the University’s Mission and development of institution-wide strategic initiatives that promote the mission. It also indicates need for clarity in the articulation of the mission. During the Self-study process, the University addressed this by discussing the mission of the University with students, staff, and faculty at Town Hall meetings, Senate meetings, departmental, Division, Cabinet and Board Meetings. CSU Board members also reaffirmed their commitment to CSU’s mission in writing as part of the Self-Study process. Figure 1.B.1 below provides results of the survey.

Figure 1.B.1: Results of the CSU Mission & Appropriateness of Programs Survey of CSU Students, Faculty and Staff

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A similar survey was administered to determine if the variety of educational programs offered is appropriate for an institution of CSU’s size. Figure 1.B.1. provides a chart with the percentage of students, faculty and staff members who agreed, disagreed, or were not sure. Approximately seventy percent (69.6%) of the faculty, staff and students agreed that the program offerings are appropriate for CSU. Sixteen percent (16%) of the students, faculty, staff, and administrators disagreed, indicating they believe that CSU could offer more programs; the remaining 14.4% were not sure. These results are consistent with results obtained from the graduating senior survey which indicates that students wish more academic programs were offered at the University.

1. B. 2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose.

CSU’s mission documents are current and appropriately explain the institution’s emphasis on the various aspects of its mission. CSU’s primary mission is instruction. For this reason, most of the information in the University’s Fact Book, Catalog and on the University website relate to university administration, accreditation relationships, mission, students served, programs offered, human resources (instructional and advising staff) available, technological and fiscal or funding support for the programs, and scholarships and services that support the educational programs. The University’s Catalog is updated every two years with input from the faculty, staff and administrators from all offices on the campus. The CSU website is reviewed on an ongoing basis for accuracy and currency of information. The formal review is conducted annually by the Office of University Public Relations. The University’s Fact Book is published annually by the Director of Assessment and Institutional Research under the Office of Planning and Assessment. The University Catalog also includes detailed information about admission requirements, number of credit hours required to earn a CSU degree, descriptions of each college, academic department, and courses required for each program, including check sheets outlining general education and major course of study requirements. Additionally, the Catalog includes information about faculty members' academic credentials; contains a list of accredited programs; information about special programs (for example)--the Honors Program -- and the University's Centers of Excellence. The Catalog also provides students information about "satisfactory academic progress," and explains CSU’s grading system and requirements for graduation. 

 Information regarding opportunities for public service through volunteerism, internships, and the University's Cooperative Education program is also provided in the Catalog, to include requirements for programs that require field experience and clinical placements, such as Professional Education and Social Work.

CSU’s Strategic Plan implemented through its strategic initiatives were discussed earlier at the beginning of Criterion One, in relation to the various ways the University supports its mission. Like the University-Wide Master Plan, SAEM and the Universities Six Compelling Priorities are documents which support the mission of the University. The faculty Handbook and AAUP Agreement describe expectations of the faculty in areas of teaching and research and support the Mission of the University. These documents are described in greater detail in Criterion Two. As a state-supported institution, CSU does not promote religion or religious-based doctrines. The University has a very active Interfaith Ministry, described in the University’s mission documents. The University sponsors economic development activities through its National Environmental Technology Incubator (NETI), which works with academic departments in the Colleges of Science and Engineering and Business to

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promote economic development activities between CSU and Business Industries. The National Environmental Technology Incubator connects the University with the business and research community through the College of Science and Engineering’s Center of Excellence for Emerging Technology (CEET) and the Center of Excellence in STEM Education (STEM-X-ED).  

The NETI allows collaboration between CSU and other universities and research companies and industries in Ohio and the nation, such as the Ohio Department of Transportation, National Aeronautics Space Administration, U.S. Department of Education, U. S. Department of Health and Human Services, Office of Minority Health, U.S. Air Force, and the Harris Foundation. Detailed descriptions of CSU’s Centers of Excellence are provided in Core Component 1.D. CSU also has articulation agreements with selected community colleges and universities with professional schools. As a member of the Southwestern Ohio Council for Higher Education (SOCHE), CSU faculty and students have opportunities to take courses offered at other campuses through cross-registration.

 A survey was conducted to evaluate if the campus community is fully informed about the various ways the University promotes leadership and service through the educational programs and/or co-curricular activities provided to students. Figure 1.B.1 above provides a chart with the percentage of students, faculty and staff members who agreed, disagreed or were not sure if CSU prepares students from diverse backgrounds for leadership and service. Approximately eighty two percent (81.8%) of the faculty, staff and students agreed that the University prepares students for leadership and service and about ten percent (10%) disagreed. The remaining 8.2% were not sure if CSU prepares students for leadership and service. These results suggest that the University needs to develop programs that intentionally promote service learning and leadership. Results also suggest that information about service learning and civic engagement programs needs to be disseminated campus-wide to all students, faculty and staff so that everyone can become aware and find ways to support students participating in such programs. The University will proceed accordingly.

1. B. 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.

Institutional documents that contain the mission of the University include the Catalog, Handbooks, University website, Fact Book, and the University’s strategic plan. These documents fully describe the nature, scope, and intended constituents of the University’s educational programs and services. Because the primary intended constituents of the University are its students, the CSU mission documents provide a brief history of the University and descriptions of the thirty four (34) undergraduate degrees and the graduate degree CSU offers; degree program requirements, including programs of study, credit hour requirements for the general education and  program curricula; the Ohio transfer module; online learning; the Honors Program; University College; library services; and detailed information about non-academic services such as the Health Center, Student Government, Residence Life, Greek Life, Athletics, Interfaith Ministry, Transportation, Career Services, and more. This information can also be found online on the University’s website at www.centralstate.edu . Information about the academic programs can be found under the Academic Affairs link on the University homepage. Information about non-academic programs and services can be found under the Student Affairs link on the homepage.

1. C. The institution understands the relationship between its mission and the diversity of society.42

CSU understands the relationship between its mission and the diversity of society and plays an important role in promoting diversity not only on campus, but in the local communities surrounding the campus as well as in larger communities in the state of Ohio and around the country.

1. C. 1. The institution addresses its role in a multicultural society.

CSU, as Ohio’s only public Historically Black College and University (HBCU), serves predominantly African American students, and students from other racial and ethnic backgrounds who meet admission requirements. It is thus a multicultural institution that fully understands and appreciates its role in today’s multicultural society. In appreciation and value for diverse populations, students who attend CSU are from different geographic regions, socio-economic, gender, racial and ethnic backgrounds. Table 1.C.1. below provides the trend in the percentage of male and female undergraduate students, between 2007 -20011.

 Table 1.C.1. Percent of Male and Female Undergraduate Students           

Percent of Males and Females in the Undergraduate Programs2011 2010 2009 2008 2007

Males 49% 51% 51% 50% 50%Females 51% 49% 49% 50% 50%

Source: CSU Fact Book 2011

Central State attracts an equal number of male and female students. This trend is uncommon with most institutions of higher education. Central State has relatively few (<1%) international students on campus. However, the University is exploring various ways to increase the international student population. A memorandum of agreement was signed in November 2010 with TEDA Polytechnic, a three-year Technical College near Tianjin, China, to enable students from TEDA to transfer to Central State to earn their baccalaureate degrees. Academic committees are working on the requirements students from TEDA will have to meet in order to transfer to and receive a CSU degree. These include demonstrating English proficiency and completing both general education and major requirements. At the start of the 2012-2013 school year, Central State hired a Director of Global Education to further internationalize the curriculum and enhance study abroad opportunities.

In recent years, CSU has attracted a growing number of veterans. As home to the oldest Reserve Officers' Training Corps (ROTC) Battalion at a Historically Black University, CSU has a strong military tradition. Table 1.C.2. below provides the number of undergraduate students who have served or returned from military service. 

Table 1.C.2. Number of Veterans Attending CSU from 2007 -2011

Number of Veterans Enrolled at CSU as Undergraduate Students2011 2010 2009 2008 2007

NUMBER 49 (2%) 36 (1%) 33 (1%) 25 (1%) 17 (<1%)Source: CSU Fact Book 2011

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CSU was selected by the national Tom Joyner Program in 2012 as one of two HBCU’s that will serve returning military personnel who wish to complete their undergraduate degrees. Tuskegee University is the other HBCU selected by the Joyner Program. With this arrangement, the number of students at CSU who have served in the military is likely to increase in the coming years.

Central State faculty are also diverse. About 54 % of faculty is African American; 28 % white; and 9 % Asian; 67 % are male, 39 % female. The faculty is also international, hailing from Europe, Africa, and Asia as well as the United States. Nearly one in four faculty members holds at least one degree from an institution outside the United States (CSU 2012-2014 Catalog, p. 261-265).

Table 1.C.3.  Composition of the CSU’s Faculty/Instructional Staff by Gender and Ethnicity

Gender/Racial or Ethnic Origin Total Men Total Women Total Total PercentNonresident Alien 5 4 9 8%Black or African American 35 24 59 54%American Indian / Alaskan Native 0 0 0 0%Asian 7 3 10 9%Hispanic / Latino 1 0 1 <1%White 19 11 30 28%Race/ Ethnicity unknown 0 0 0 0%Total 67 (61%) 42 (39%) 109 100%

Source: CSU’s IPEDS Data on Human Resources 2011-12 

Values of diversity are also reflected in the ethnic and gender composition of CSU’s non-instructional staff. Almost an equal number of non-instructional staff is male (51%) and female (49%). Seventy one percent (71%) are African-American, 19% are Caucasian, 4% are non-resident aliens from countries outside the U.S., 3% are Asian and 2% are of an unknown race. Table 1.C.4. below provides the gender and ethnic background of non-instructional staff.  

Table 1.C.4. – Composition of CSU’s Full-time Staff by Gender and Ethnicity

Full-time Men Full-time Women

Total Total Percent

Non-resident Alien 9 7 16 4%Black or African American 148 152 300 71%American Indian / Alaskan Native 0 0 0 0%Asian 8 6 14 3%Hispanic / Latino 1 2 3 1%Caucasian (White) 47 34 81 19%Race/ Ethnicity unknown 4 5 9 2%Total 217 (51%) 206 (49%) 423 100%

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Source: CSU’s IPEDS Data on Human Resources 2011-12

Central State University also addresses its role in a multicultural society via its General Education and Program Curricula which fosters multicultural and global perspectives and a respect for diversity. All entering freshman must complete an African American history course and a Global Civilization course, and nine credit hours of selected courses from a menu which includes the courses listed in Table 1.C.4. below.

 Table 1.C.4. List of Multicultural and Global Education Courses          

Course Number Course Descriptions Number of Credits Hours

ECO 2270 Economic Problems in the Black Community 3 Cr. Hr.ESC 1101 World Geography: Western Hemisphere 3 Cr. Hr.ESC 1103 World Geography - Eastern Hemisphere 3 Cr. Hr.ESC 2202 Economic Geography 3 Cr. Hr.PSC 2205 Introduction to Africa 3 Cr. Hr.SOC 1111 Cultural Anthropology 3 Cr. Hr.ART 1110 Ancient and Early European Art History 3 Cr. Hr.ART 1120 Later European Art History 3 Cr. Hr.ART 2130 Arts of Africa 3 Cr. Hr.ART 2140 African American Art History 3 Cr. Hr.ENG 2101 Literature and the Global Village 3 Cr. Hr.FLA 2290: Foreign Literature in Translation 3 Cr. Hr.HIS 2250 Survey History of Africa 3 Cr. Hr.HIS 2280 History of Asia 3 Cr. Hr.MUS 1140 Music Appreciation 3 Cr. Hr.PHI 2210 Survey of Global Philosophy 3 Cr. Hr.PHI 2230 Global Religion 3 Cr. Hr.

 Source: 2012-14 CSU Catalog

To reinforce multicultural and global competencies and skills students gain from completing selected courses from the above list, the University also encourages students to participate in study abroad programs. Over the past two summers alone, 13 CSU students have participated in study abroad programs and traveled to Ghana (8 students), China (2 students), Austria (2 students), and Italy (one student).  Additional information about CSU’s participation in study abroad programs and other events involving global travel are discussed in Criterion 3.B.

 1. C. 2. CSU's processes and activities reflect attention to human diversity as appropriate within its mission and for the constituencies it serves.

 CSU’s processes and activities reflect human diversity. As indicated above, the University has a diverse student body, faculty, and staff, and it adheres to a policy of non-discrimination in its admission and hiring processes.

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Students encounter diversity in and out of the classroom in the professors who teach them, support staff that advise or mentor them, fellow students with whom they interact on campus, the subjects they study, and the extracurricular activities in which they participate throughout the year. 

As promised in its mission statement, CSU is committed to “providing a nurturing and culturally enriched learning environment for its students.”   It does so via the diversity of its academic programs and through the thoughtful and caring services provided by faculty, academic advisors and mentors, and learning skills specialists from the various colleges in the Division of Academic Affairs, and through the Division of Student Support Services through the Offices of Admission, Financial Aid, Disability Services, and Career Services in the Division of Student Affairs and Enrollment Management.  Through Career Services, students have the opportunity to participate in internships and experiential learning opportunities and apply knowledge and skills in diverse workplace environments as they build relationships with future employers. These experiences promote personal and professional growth of CSU students and help to prepare them for a meaningful life and productive work in a global society. The University also provides health support through licensed professional mental health counselors and emotional support through an interfaith ministry.

The variety of curricular and co-curricular activities offered to students, faculty and staff (and their families) throughout the year reflects the University’s attention to diversity.  The University supplements its formal academic programs, for example, with a vibrant speakers series offered as part of its annual Urban Education Institute Conference, organized by the College of Education; the University Convocation Series; Charter Day; Honors Day; Commencement;, Alumni Visitation Day; the Black Executive Exchange Program; Communications Week; and the Black Atlantic Conference. The University Convocation Series alone, which is designed to broaden students’ perspectives and give them aspirational role models (Freshmen are required to attend these convocations; Upper division students are encouraged to attend.), has brought a number of distinguished guests from diverse experiences to the CSU campus. For example, over the last two years, the Convocation Series has featured the following:            

Table 1.C.5.  Convocation Speakers Fall 2009 –Fall 2011

Convocation Speaker  Designation Semester HeldMarshawn Evans Performance Strategist, Entrepreneur, Attorney Oct. 6, 2009Michaela Angela Davis Social Critic, Writer, Fashion Expert Spring 2010Michael Coleman Mayor of Columbus, OH Spring 2011Joshua I. Smith Entrepreneur, Former Chairman of Commission on

Minority Business DevelopmentSpring 2011

Dominique Dawes Retired Olympic Gymnast Spring 2011Eli Jacobs-Fantauzzi Filmmaker and Activist Fall 2011Count Basie Orchestra Big Band Musicians Fall 2011Dr. Marc Lamont Hill Social Critic & Hip-Hop Generation Writer Fall 2011John Kasich Governor of Ohio Spring 2012Gerald Horn Noted Historian Spring 2012

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Solomon Comissiong President, SCMB Educational Consulting, LLC. Spring 2012Yvette McGee Brown Ohio Supreme Court Fall 2012Mr. Stinnett CSU Alumnus Fall 2012

 Source: University College Convocation Programs

CSU has also hosted several resident and global scholars and presenters in recent years. Table 1.C.6. below provides the list of scholars to CSU from 2008-2012:

 Table 1.C.6. CSU Scholars 2008-2012                     

Scholar Scholar’s Profession/Discipline Time of Visit/PresentationMs. Heidi Cooper Puppeteer/Performing Arts Spring of 2008Barbara Reynolds Journalist/Honors Program Spring of 2009Dr. Vonetta Kelley Urban Scholar/ Institute of Urban Education Spring 2008- Fall 2009.Dr. Joyce Dunbar Historian/ Honors Program Spring 2010- Fall 2012

Fulbright Scholar/International Week Fall 2008 Dr. Sun Qi Professor at Tongji University, Chinas/Taught

Film and Drama CoursesFall 2008-Spring 2009

Dr. Musa Shteiwi University of Jordan,  Amman/Fulbright Lecturer Spring of 2010

The University’s Fine and Performing Arts programs also reflect the institution’s role in a multicultural society via its numerous and very popular art shows, theatrical performances, the famous CSU choir, Jazz Ensemble, marching band, Dancing Belles, and via the Department’s partnership with the Dayton Contemporary Dance Company, a world renown dance troupe headquartered at the CSU-Dayton location campus. The CSU chorus has traveled to China (2012), Germany (2009), and Italy (2007). Science faculty members have traveled with students to Brazil, Jamaica, Senegal, and Zambia for education and research. Faculty has also traveled to Haiti, China, Senegal, and Israel.

In addition to working with students in K-12 grade schools, CSU students pursuing the various disciplines also participate in a wide range of multicultural activities through student organizations that reflect the diverse interests of the CSU student body. Student organizations include the Campus Green Project, Business Management Club, Fashion Addicts, Muslim Student Association, the National Association for the Advancement of People of Color (NAACP), the National Society of Pershing Rifles, Revolution Society, Prelaw Society, Women Empowering Women, Today's Latino's and Caribbean’s and Toastmaster’s Club.

1. D. The institution’s mission demonstrates commitment to the public good.

As a public, state-supported institution, CSU contributes to the public good via the educational programs it offers and the students it graduates, and by its welcoming involvement of internal and external stakeholders in the life, work and activities of the institution, consistent with the CSU mission.

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1. D.1. Actions and decisions reflect an understanding that in its educational role the institution serves the public, not solely the institution, and thus entails a public obligation.

CSU’s primary public obligation is to prepare students to be productive citizens in both the economic and civic realms. The University prepares students with the academic, professional, and social skills to not only earn a living but also to be active and engaged citizens. As expressed in the University’s mission statement, CSU "academically prepares students with diverse backgrounds and educational needs for leadership and service,” and demonstrates its commitment to the public good by educating young people who contribute to society. Contributions to the public good include educational programs and services for the local communities, offered on the main campus in Wilberforce and in the Dayton community; economic contributions to the state; community health services; social, cultural and civic engagement and outreach activities. The University also provides opportunities for the community to use campus facilities and buildings on the main campus as well as at the Dayton location.

Educational Programs and Services for the Local Community

The University built a facility in 2003 to house an independently operated child care center to increase the availability of child care for students, faculty, and local residents. The Kids Learning Place consolidated its operations in Xenia in 2011. CSU’s  Institute of Urban Education hosted three Cultural Competency Professional Development Training (CCPDT) conferences in the 2008-2009 school year. CSU has hosted the Urban Education conferences since 2005. The conferences focus on multicultural education and culturally responsive teaching methods and strategies useful for diverse classrooms, particularly those useful for teaching and promoting retention of African American males.  For example, the 2010 conference, sponsored by the Ohio Governor's Office, focused on “Closing the Achievement Gap.” The 2011 conference, with the theme "Multicultural Education: Teaching and Believing," focused on "Teaching and Learning in a Multicultural Society."

CSU also initiated outreach programs to the Hispanic community in recent years and hired a Latina admissions officer, who is intimately involved in the Hispanic community and who works to increase the number of Hispanic students attending CSU. Other CSU programs for the community include the K4L Youth Empowerment Program, a hip-hop based violence prevention program for teenage males. Offered at the CSU-Dayton location facility, K4L teaches young men sound engineering and disc jockey skills inside a University recording studio. The goal of the program is to use music as a means of teaching young men better decision-making skills and violence prevention strategies. The program also offers tutoring and cultural enrichment activities.

CSU also hosts a variety of summer programs for K-12 grade students every year, particularly those in the middle and high school grades. These programs include the following:

The Exxon/Mobile Bernard Harris Science Camp  - a two-week residential camp for junior high school students interested in science, technology, engineering and mathematics.

The W.E.B.Dubois Culturally Talented Tenth STEM Academy - a two-week residential academic camp for 50 at-risk students entering the ninth grade.  The Academy offers enrichment activities in the STEM areas, as well as information about what it takes to get into college. 

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The Upward Bound Program (CSU-UB) – a national program that helps high school students develop the academic skills necessary to successfully complete high school and enroll in and graduate from college. The program has a four-week, on-campus summer component and an academic-year component. CSU-UB provides services to low-income, first generation students and students who are struggling in school. The program has served more than 200 participants since 2008. Ninety-five percent of the participants pass the Ohio Graduation Tests, and eighty percent go on to college.

The Summer Transportation Institute (STI) is a four-week program that introduces high school students to various facets of the transportation industry. STI participants are exposed to highway formation, traffic control, air transportation, space travel, water transportation and renewable energy in transportation. The four-week camp consists of classroom lectures, guest speakers, and field trips. The camp is designed to address the needs of the transportation industry.

The STEM Education Summer Science Camp  - a two-week program that promotes science, technology, engineering, and mathematics. The program introduces students to college life and stimulates their interest in science and engineering careers. Campers attend classes and participate in field excursions that emphasize problem solving, research, and communication skills. The two-week residential camp is meant for students entering 6th, 7th, or 8th grade. 

The Department of Defense’s Summer Bridge Program - a four week program for incoming Central State freshmen who have indicated an interest in the sciences. The program consists of lectures, laboratory work, computer instruction, and visits to advanced research laboratories. Students who complete the program are eligible for a $6,000 scholarship for each year of the four-year academic program at Central State (as long as they meet published academic standards). 

The West District Science Day – an outreach activity that  brings to campus 400-600 students and their teachers from K-12 schools throughout Southwest Ohio to present science projects. Students who become finalists compete in the State Science Fair and may compete in regional and international science competitions.

Project Succeed - an after-school educational enrichment program for at-risk fourth through twelfth grade students who attend Xenia Community Schools. Central State students work with the youth to build skills in reading, science, math, social studies, and foreign language. Area youth also get homework help, build new skills, and strengthen their sense of self-esteem and self-respect. The Project Succeed tutoring center is located in Wesley Hall.

Economic Impact on the State

CSU has 425 full time employees, making it one of the top ten public employers in Greene County, Ohio. Its annual payroll totaled about $25 million in the 2011 calendar year. The University spends $6.8 annually for goods and services and has spent $94 million over the last 15 years on capital projects.  Central State draws about 65 percent of its students from outside of Greene County. They and their families bring “new money” into the region. Visitors to the University also add dollars to the local economy, generating between $5 million to $6 million annually. The University's economic impact has been confirmed by outside researchers. The Economic Center for Education and Research at the University of Cincinnati, for example, estimated in 2007 that Central State had an $88.9 million impact on Greene and Montgomery counties the preceding year.

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The University fosters economic development activities through the Tawawa Community Development Corporation (TCDC), a non-profit, community development organization sponsored jointly with Wilberforce University. The TCDC serves Wilberforce, east Xenia, and part of west Dayton -- communities located near Central State's main campus in Wilberforce and its Dayton location. In December 2008, the TCDC spearheaded a successful effort to build a Speedway convenience store near campus, meeting a longstanding need in Wilberforce for a commercial center that provides students and residents with convenient access to basic amenities. The TCDC worked in partnership with the City of Dayton to secure two separate awards of federal stimulus dollars totaling $2.8 million through the Department of Housing and Urban Development Neighborhood Stabilization Program. The money is being used to acquire vacant properties in west Dayton, rehab homes, and assist new homeowners. CSU also sponsors the National Environmental Technology Incubator, (NETI), an independent non-profit corporation formed as an affiliate to Central State in 2001. NETI helps technology companies, research scientists, and engineers find ways to commercialize innovative technologies. NETI assists companies with technology transfer, intellectual property protection, equity funding, prototype development, and business services. Over the last 10 years, NETI has raised more than $6 million in revenue and assisted more than 30 start-up companies, resulting in more than 100 high technology jobs in the region.

Community Health Services Wilberforce Residents and Surrounding Communities

Central State promotes community health and welfare in a variety of ways:

In 2008, the University was awarded a $4.5 million dollar grant to establish the Center for Allaying Health Disparities through Research and Education (CADRE). As part of the CADRE program, the University has:

Developed a Human Exercise and Performance Laboratory equipped with state -of-the-art Body Pod technology for use in a study on obesity among minorities;

Developed a Geospatial Database Center for Minority Health Disparities; Developed a Psychology Testing Laboratory; and  Begun research projects on how health technology can be used to improve the doctor-

patient relationship and health literacy among older African Americans, and how snake venom toxins may be used to combat prostate cancer in African Americans.

In 2010, the Department of Water Resources Management began testing water wells in Xenia Township to insure that residents have access to safe drinking water. The department offers this annual service free of charge.

The University has excellent recreation facilities, including a full size gym, weight room, tennis courts, and swimming pool on the main campus, and a small cardio room at CSU-Dayton location. Members of the public use facilities on the main campus for a small fee. The cardio room at the Dayton location is free to the public. In addition, members of the community are welcome to participate in a variety of non-credit recreation activities, ranging from Zumba classes to yoga instruction and water aerobics. In the 2011-2012 school year, the University hosted a weekly water aerobics class for senior citizens, a 5K run, the Southwest Region Special Olympics, and a community "splash and dash" (swim and run) challenge.

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Cultural and Social Contributions to the Public Good

 The Ohio Board of Regents has designated Central State’s Fine and Performing Arts Department a Center of Excellence for Cultural and Social Transformation. The department sponsors a wide variety of public concerts, theatrical productions, choir performances, and art shows throughout the year. The Homecoming Gospel Concert, the spring Opera Workshop, the student art show, and the World Music Festival are especially popular. The choir regularly performs at schools and churches off campus and with major orchestras in Ohio, to include an annual Martin Luther King Day concert with the Cleveland Symphony Orchestra. In addition, fine and performing arts faculty and staff exhibit and perform in various venues throughout the state.

In Fall 2009, the Dayton Contemporary Dance Company, an internationally renowned dance troupe, moved its headquarters to Central State’s Dayton location. The company presents an annual performance for the community in the Paul Robeson Performing Arts Center on CSU's main campus. Troupe members have taught a modern dance class (HPR 2232: Beginning Modern Dance), presented workshops for students, and offered technical assistance to students performing in the Opera Workshop. 

Since 2007, the University has provided free music lessons to community members during the school year. "Music Mentors" provides one-on-one music lessons, ensemble lessons, and theory classes for anyone in the Miami Valley Community. Lessons, classes, and rehearsals are held in the Robeson Center every Saturday. Hundreds of community members have participated in the program. 

The National Afro-American Museum and Cultural Center is located just off the Wilberforce campus. Operated by the Ohio Historical Society, the museum is the site of many University functions. It also hosts many student interns. The director of the museum, Dr. Charles Wash, has taught as an adjunct professor in the Central State history department on many occasions. The University's archivist, Sheila Darrow, has worked on a number of projects with museum staff. 

The Central State Athletics Department hosts athletic competitions throughout the year and welcomes members of the community to campus for these events. Area high school marching bands participate each year in CSU's annual Homecoming celebration. The Central State Marching Marauders appeared in the movie, “David Chapelle’s Block Party.“ Dave Chapelle, the famous comedian, screenwriter, television/film producer, actor, and artist, is also a local Xenia resident who frequently collaborates with the Central State and local community—to the public’s good.

Professional Teacher Education and Teacher Training Program

The College of Education trains students to become certified public school teachers. The University also provides extensive support to teachers who have already become certified. The Institute for Urban Education, for example, provides training and services to educators who work in low performing, urban, and multicultural school settings. The Institute educates new teachers about educational theory, application and practice; disseminates research on effective teaching and learning in urban schools, and hosts a National Urban Education Conference at the University. The 2012 conference attracted five hundred participants from eleven universities. A short video explaining the 2010 conference is available on YouTube. 

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 Civic Engagement/Community Outreach Programs

CSU students, faculty, and staff volunteer in a variety of local community organizations. The University surveyed its employees in the summer of 2012 to gauge their level of civic engagement. Ninety employees responded to the survey. Of those, nearly half -- 43 employees -- reported that they participate in a local community group. 

Students also participate in a range of community activities. Students serve as tutors in the local schools, mentor students through the Big Brothers/Big Sisters program, help with Thanksgiving Day programs at a local senior citizens center, and have participated in voter registration drives. Students who belong to Greek organizations are required to perform community service by their national organizations, as well as by the University. Some of their activities include the following:

Student organizations have partnered with community-based agencies and Dayton's Neighborhood Schools to bring community residents together by sharing music, food, storytelling and other cultural traditions. One student organization assisted with teaching 5th and 6 graders how to step dance. After six weeks of training, these middle school students performed at the Soul Rhythm Program on April 21, 2012, at the Dayton Masonic Center.

CSU fraternities and sororities visit area schools to talk to students about the importance of finishing high school and taking the next step, which is college.

Student volunteers worked with Habitat for Humanity and repaired area homes. Students visit an area nursing home on Sundays throughout the school year to serve food, play

games, and socialize with residents.   

The University's print center, bookstore, and food service operations are also available to the community. The print center is owned by the University and managed by an external vendor, Xerox. The center offers convenient, low-cost print service to the public. From June 2010 - June 2012, the Print Center completed more than 1 500 jobs for 491 external customers generating $54,747 in revenue.

The University contracts with Sodexho Magic to operate its food services operation. Sodexho, in turn, provides catering services to members of the public. Sodexho typically caters one off-campus event per month during the school year, in addition to many more events held on campus for groups that are not affiliated with the University. These groups include students participating in the University's many summer camps. In 2011 alone, Sodexho catered 59 non-CSU events worth more than $298,000. University guests often eat in Mercer Cafeteria or the Faculty Dining Room. 

The Natural Sciences Department hosts a plant sale in the spring that draws plant lovers from throughout the region. The College of Business offers free tax preparation help to members of the community. Central State has commemorated Constitution Day since 2005 with a variety of public activities. Finally, the Wilberforce community has its own post office, a resource made possible by the presence of Central State and Wilberforce universities. 

Use of CSU’s Facilities by the Public

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 Local residents have access to many of Central State's facilities. It is University policy to offer non-profit community group’s free use of University meeting space when possible.

Campus Recreation Facilities

Residents of Wilberforce, Xenia, Dayton, Beavercreek and any areas surrounding the CSU campus may use recreation facilities on the main campus for a small fee. They may also rent space for wedding receptions, rehearsal dinners, retirement parties, and graduation parties for their children.

CSU Paul Robeson Cultural and Performing Center

The Paul Robeson Cultural and Performing Arts Center auditorium is available to area organizations for performances and other events. Historic Emery Hall, which has undergone extensive rehabilitation and renovation, will also be available as a conference center. The University' event coordinator reported that in 2011 alone several community groups rented space on campus. 

CSU Hallie Q. Brown Library

CSU’s Hallie Q. Brown Library is open to the public. Visitors are not required to show a Central State identification card – or any identification – to use the periodical room, copy machines, or computers. Any local adult may register for a library card and more than 100 non-Central State patrons have one. Parents may borrow books from the children's collection in the library basement. 

CSU Serves as a Voting Center

For many years, CSU campus has been used by the community as a voting center for Wilberforce residents living in election precincts 353, 354, and 355. These residents can come to the campus to cast their votes at a polling station located in the Ward Center Ballroom.

CSU-Dayton Location

The University has remodeled its Dayton facility. A large multi-purpose room is available to civic organizations whenever they need the facility for meetings or other functions. In the 2011-2012 academic year alone, a wide variety of groups have held meetings in the building. Organizations that have used the CSU-Dayton Location multi-purpose room have included:

The Alcohol, Drug Addiction Group The Mental Health Services Board of Montgomery County Alpha Kappa Alpha Sorority The City of Dayton The City of Dayton Police Department Dayton Contemporary Dance Company Miami Valley Child Development Center

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Montgomery County Office of Family & Children First The Adam Project (child protection group) The Urban League of Cincinnati.

1. D. 2. The institution’s educational responsibilities take primacy over other purposes, such as generating financial returns for investors, contributing to a related or parent organization, or supporting external interests.

Central State is a public University and as such, is very conscious of its obligation to be good stewards of taxpayer money. CSU is not motivated by a need to earn a profit or to contribute financially to a parent organization. Similarly, CSU contributes extensively to external interests and to the "public good". These contributions are natural by-products of the University’s educational mission.

At CSU, educational responsibilities take primacy over all other obligations. For example, the University dedicates about 55 percent (55%) of its total revenue to the Academic Affairs budget, which includes faculty salaries, instructional materials, classroom materials and equipment. When scholarships are excluded, the Academic Affairs budget represents about 49% of the University's general education (E & G) fund budget. Table 1.D.1. below demonstrates budget allocations in the past five years, from fiscal year (FY) 2009 to FY 2013, clearly indicating that the University’s budget priority is its academic programs even in the midst of budget cuts and financial challenges that led most recently to a hiring freeze for non-instructional staff.

Table 1.D.1. FY 2013 Budget Percentages Devoted to the Various Campus Operations

Expense by Division FY09 FY10 FY11 FY12 FY13Academic Affairs 22,051177 20,234,686 20,450,461 19,702,438 21,664,973Other Support 17,904,760 19,153,985 17,060,957 17,095,613 18,102,255Subtotal E &G 39,955,937 39,488,671 37,511,418 36,798,051 39,767,228

Academic Affairs budget (as a Percent of Total CSU Budget)

55% 51% 55% 54% 54%

Auxiliaries 6,875,257 7,470,757 7,391,191 7,078,631 8,798,804Total 46,831,194 46,959,428 44,902,609 43,876,682 48,566,032

   Source: CSU's Office of Administration and Finance, Budget for FY 2013

The primacy of CSU educational programs is further demonstrated by the University’s decision and actions during FY 2011 when it needed to reduce the budget and yet protect academic programs. The University executed a furlough by reducing the number of non-instructional employees across campus but did not reduce the number of full-time faculty members. As indicated earlier, President Cynthia Jackson-Hammond has launched six compelling priorities which, when implemented, will further strengthen the academic programs.

Too, in spite of the hard economic times of recent years, CSU continues to develop new academic programs. For instance, in Fall 2008, the University initiated the Criminal Justice and Environmental Engineering programs

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through approval by the University Senate, Board of Trustees, and the Ohio Board of Regents. Student enrollment quickly grew in both programs-- from an enrollment of 82 students in Fall 2008 to 229 students in the Fall 2011 in the Criminal Justice program, and from three students in Fall 2008 to 17 students in Fall 2011 in the Environmental Engineering Program. This growth was in part a result of the student and academic support services students began to receive in Fall 2011 through the University College as described in detail in 3.D.1.

The University’s unfailing commitment to its academic programs and mission is also reflected in the nationally recognized, accredited, and professionally certified programs its offers to its students. Examples of nationally accredited programs are provided below:

The Manufacturing Engineering program has been accredited by the Accreditation Board for Engineering and Technology (ABET) continuously since 1989 and is one of only twenty one such programs in the country. The last ABET accreditation reaffirmation visit was in 2008, and the School of Science and Engineering is currently conducting a program review to launch preparation for the reaffirmation of the ABET accreditation of Manufacturing Engineering program in 2014.

The Chemistry program submitted its application in July 2012 for certification by the American Chemical Society (ACS).

The Music Program in the College of Humanities, Arts and Social Sciences is accredited by the National Association of Schools of Music (NASM).

The Fine Arts program in the same school is accredited by the National Association of Schools of Art and Design (NASAD).

Professional Education programs in the College of Education are accredited by the National Council for Accreditation of Teacher Education (NCATE) at the initial teacher preparation (ITP) level.

Centers of Excellence

CSU has three Centers of Excellence—two of them designated by the Ohio Board of Regents (OBR), and the a third one by the Department of Defense. These Centers of Excellence support teaching and learning and allow the University to prepare students for the 21st Century technology-dependent workplace:

The Center of Excellence in STEM and STEM Education (STEM-X-ED) in the College of Science and Engineering (CSE) provides students with opportunities for internships, undergraduate research experience, graduate and professional school preparation, professional development seminars, tutoring, and opportunities to participate in the Department of Defense Scholars’ Summer Bridge Program.

The Center of Excellence in Emerging Technologies (CEET), designated by the Ohio Board of Regents (OBR), is one of only a few centers in the state. CEET provides the College of Science and Engineering with excellent laboratories for instruction and research and trains students in the hands-on usage of advanced equipment. Faculty in the College of Science and Engineering are engaged in cutting-edge and unique research opportunities for federal agencies such as the Air Force Research Laboratory (AFRL) of Wright Patterson Air Force Base, the National Aeronautics and Space Administration (NASA), the National Science Foundation (NSF), the Department for Energy (DoE), the Department of Defense (DoD), and the National Institute of Health (NIH). The Centers of Excellence in the College of Science and Engineering allow the College to stay well connected with larger universities in Ohio as well as

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federal laboratories throughout the Nation. CSE works closely with the National Environmental Technology Incubator (NETI) at CSU and engages in technological development and commercialization.

CSU’s Center of Excellence in Fine and Performing Arts (CEFPA), designated by the OBR as an Ohio Center of Excellence in Cultural and Societal Transformation, serves as a cultural hub for promoting musical and artistic excellence in area schools and communities and promoting local economic development. CEFPA is the second Center of Excellence designation awarded to CSU and the 51st overall awarded by the Ohio Board of Regents.

1. D. 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow.

Central State has a number of external constituencies, including alumni, community members, state and federal government leaders and colleagues within the higher education community. As already shown through the numerous examples in section 1.D.1, the University engages with identified constituencies in extraordinary ways that benefit the University as well as the constituencies it serves. Other examples include:

Engagement with CSU Alumni

The CSU Office of Alumni Relations and the General Alumni Association engage with CSU’s alumni by communicating regularly with the alumni and maintaining contact through use of an alumni directory with physical and electronic addresses and contact telephone information for over 8,500 alumni. The Office of Alumni Relations maintains a website link for CSU alumni  through the University website, a Facebook page, and produces a quarterly newsletter called the "The Tower."  The Alumni Relations Office also hosts a variety of functions throughout the year to engage alumni, including via its Annual Alumni Weekend meetings each summer, Homecoming events every Fall semester, an Alumni Association Board Meeting in February or March every year, and through the Alumni chapter meetings for the various regions of the country throughout the year. Through the Alumni Association, the University also sponsors Visiting Alumni Day in every Fall semester to engage alumni as speakers for various programs for current students. The Alumni Association awards ten $1000 scholarships annually and raises money for the University. The Office of Institutional Advancement also hosts annual fund-raising receptions for alumni to help CSU students cover the gaps in the cost of attending CSU. In 2009-2012, for example, CSU Alumni helped to raise more than $400,000 for student scholarships.

 Community Relations

Central state faculty, staff, and students are well integrated into the local community where they participate in a wide range of community organizations as referenced in section 1.D.1. above. For instance, CSU is home to WCSU-FM radio, the oldest continually operating radio station at Ohio’s only public HBCU and the only minority-owned and operated Public Radio Station in Ohio. WCSU-FM celebrated its 50th broadcast year in 2012. It broadcasts to residents in five counties in the Miami Valley and features jazz music, news, and information. It also broadcasts CSU’s sporting events, and multicultural education programs, and educational and health outreach programs in partnership with local businesses, health and social organizations.

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CSU also publishes Marauder Magazine, a glossy quarterly that promotes the University and its programs by highlighting the University's academic collaborations, research, governmental relations and community outreach initiatives. About 500 copies of Marauder Magazine are distributed to internal and external stakeholders in print as well as electronic formats. Copies are also available on the University's website. 

 State and Federal Governmental Relations

Central State engages leaders in the state and federal government on an ongoing basis. University leaders travel to Columbus to meet with leaders in the legislature and the governor's office. Students and faculty have also visited the legislature to speak with lawmakers about the University. The University employs the Columbus, Ohio-based lobbying firm of Vorys, Sater, Seymour, and Pease to protect and promote the University's interests in Columbus. In recent years, CSU has had notable successes in the legislative arena. For instance, in 2012, both the legislature and Governor John R. Kasich approved a resolution supporting 1890 Land Grant status for CSU, which has been presented for approval by the Congress and President Barack Obama. The 1890 Land Grant designation will allow CSU to attract additional grant funds under the 1890 Morrill Act. 

In 2007, the state legislature approved the Speed-to-Scale plan (referenced in the Executive Summary) which provided $10 million over a three-year period to CSU for operational expenses to meet the cost of increasing student enrollment. The plan committed $23 million for a new student union on campus. Normally the state does not provide money for non-academic buildings, but in this instance, the University was able to persuade state officials that the project was essential to the University's success and growth. Construction of the building has begun and should be completed by the end of 2014. University leaders make every effort, when possible, to be responsive to Ohio's political leaders. The state has determined, for example, that it needs more students graduating in the STEM areas and, partly as a result, Central State reorganized the Division of Academic Affairs in 2011 to include a new College of Science and Engineering. The University also worked closely with the Ohio Board of Regents on development of Honoring Ohio’s Historically Black Public University: A Plan for Advancing Progress at CSU, a plan aimed at increasing enrollment, improving course completion, and increasing the number of degrees conferred by Central State. The Ohio General Assembly passed a resolution in 2004 recognizing Central State for its progress and another resolution in 2012 recognizing President Emeritus John W. Garland for his leadership.

 In the federal arena, the University has worked closely with the state's congressional delegation on a number of issues. The University and its community development agency, the Tawawa Community Development Corporation, worked with the District 7 congressman to secure federal funding for a gas station and convenience store which were built across from campus in 2008. The University also employs a number of workers, in the Title III office and the Office of Financial Aid, for example, who work closely with federal agencies to insure that the University understands and complies with government regulations. 

 Higher Education Relations

CSU administrators and faculty members participate in a large number of state and regional associations that promote the interest of the University. University administrators serve on various state as well as regional higher education boards and local city and school boards and committees, such as the Southwestern Ohio Council for

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Higher Education and Chambers of Commerce. For example, the President serves as a member of the Executive Committee of SOCHE e and the Provost and Associate Vice President for Academic Affairs serve on the SOCHE Committee for Chief Academic Officers. The Associate Vice President for Planning and Assessment serves as a member of the Xenia Area Chamber of Commerce on the Partners in Education Committee.

Faculty also serves in various capacities in a number of academic organizations and associations. For example, in 2004, the state of Ohio adopted a plan to make it easier for students to transfer credits from one public institution in Ohio to another. The Board of Regents established discipline-specific committees to consider what courses an institution must offer in a given degree program and what content the courses should include. Central State faculty is well represented on the Transfer Assurance Guide committees. CSU faculty is also represented on the Ohio Faculty Council. A number of CSU departments are accredited by discipline-specific bodies in whose professional conferences CSU faculty members participate.. CSU faculty also participate in the annual conference and other activities sponsored by the HLC of the North Central Association of Colleges and Schools, as well as activities sponsored by the American Association of University Professors (AAUP) which represents full-time CSU faculty. Furthermore, the University maintains memberships in a variety of higher education organizations, including the Southwestern Ohio Council for Higher Education(SOCHE) the Interlink Alliance, the Thurgood Marshall College Fund, and the Inter-University Council of Ohio, all of which offer numerous opportunities for CSU faculty participation. 

Summary of Criterion One Evidence

CSU’s mission is broadly communicated to its constituents and the public through the University website, the University Catalog, a variety of mission documents, handbooks, and AAUP agreement for faculty, and print materials that can be requested at any time from the University. The Student Right to Know on the University website specifically informs students and parents about CSU’s academic programs, tuition and fees, crime statistics and other campus community information of interest. CSU discloses information to students, prospective students and the public via its website through the Student Right to Know, posted on the University website under the Office of Student Affairs. CSU’s Fact Book is posted on the University website annually, and contains institutional enrollment and financial data as well as information on educational outcomes including retention and graduation rates. The Course Catalog, posted on the University website every two years provides information about admission, financial aid, and information on all academic programs offered at CSU. CSU recognizes the fact that students and families need to make careful and informed decisions about which institution is the best fit because of the rising costs of higher education and recently became a member of the Voluntary System of Accountability (VSA), which is managed by the Association of Public and Land Grant Universities and the American Association of State Colleges and Universities. CSU uses this system to disclose to the public its cost of attendance, enrollment, retention and graduation rates. The VSA College Affordability Estimator meets the requirements of the Higher Education Opportunity Act and is designed for public 4-year universities. Information on the College Portrait further informs students and families seeking trustworthy data on campus safety, cost of attendance, academic programs, retention and graduation rates, admissions requirements, and other campus community details. Using this system, CSU is now able to help prospective students and their families to make informed decisions about attending CSU as the University of their choice.

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CSU has engages in several strategic initiatives to support its mission since the 2003 HLC visit. The most recent of these initiatives have included the implementation of phase three of CSU’s University-wide Master Plan, CSU’s Strategic Academic Enrollment Management, Honoring Ohio’s Historically Black Public University – A Plan for Advancing Progress at Central State University, and CSU Plan to Seek 1890 Land Grant Status. Implementation of the Master plan has continued throughout the last 10 years with construction of the CSU Student Center to begin in July 2013. Implementation of the SAEM and Plan to Advance CSU has continued throughout the Self-Study process.

Challenges and Areas for Improvement

A survey of the administrators, faculty, staff, and students during the Self-Study process revealed about 10.4% of the campus community were not sure about the mission on the University even though eighty-seven percent (87.2%) of the administrators, faculty, staff and students also stated that the University’s mission is well publicized in one or more of the institutional documents. The high percentage of those unsure indicates a need for intentional and open discussions about the University’s mission and development of institution-wide strategic initiatives that promote the mission. It also indicates need for clarity in the articulation of the mission.

CSU is addressed this by discussing the mission of the University with all campus constituencies at Town Hall meetings, Senate meetings, departmental, Division, Cabinet and board meetings and through use of newsletters. It has also been recommended during the Self-Study process that CSU Board members and members of the president’s cabinet periodically discuss and reaffirmed their commitment to CSU’s mission, should do so as part of a Board Resolution during the Self-Study process in preparation for the comprehensive visit by the HLC.

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CRITERION TWO

INTEGRITY: ETHICAL AND RESPONSIBLE CONDUCT

The institution acts with integrity; its conduct is ethical and responsible.

Integrity is a core value that guides all operations at CSU, including financial, academic, personnel, and auxiliary functions. All operations are guided by ethical policies and procedures developed to guide the behavior of members of the Board of Trustees, administrative leadership, the faculty, staff, and the student body.

2. A. The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows fair and ethical policies and processes for its governing board, administration, faculty, and staff.

Because Central State is a public, state-supported institution of higher education, all members serving on the Board of Trustees, including student representatives, are approved and appointed by the Governor of the State of Ohio. All Board meetings are publicized and public hearings are held to discuss policy changes before the policies are approved. The Board meets four times per year to approve new or revised policies. Once approved, new or revised policies and procedures are publicized through a wide variety of media and publications, including the University website, the Library, University Catalog, Faculty and Student Handbooks.

Hard copies of University policies are maintained in the Hallie Q. Brown Library, and access to public records is maintained in the University library as required by the Ohio Public Records Act. Requests for public records can be made or referred to the Office of General Counsel. It should be noted, however, that the University adheres to state and federal regulations regarding health, educational, and personnel records. 

Members of the CSU community conduct themselves lawfully and adhere to local, state, and federal laws and regulations. The Office of the University Counsel ensures that the University lawfully implements employee agreements and business contracts the University has negotiated. The Office of the University Counsel works with employees in the administrative, academic, and federal grant offices, including Title III, and with students to ensure compliance with state and federal regulations during implementation of policies that relate to any of the members of the University community.

The organizational structure of CSU allows for effective, ethical and responsible operations of the various departments of the University. The president is accountable to the Board and has oversight of administrative functions of the University. Members of the president’s Cabinet serve as Vice Presidents of the units they lead. For instance, the Vice President for Administration and Finance serves as the Chief Financial Officer and chair of the Policy Review Group which is responsible for developing the various policies and procedures used to guide University functions. Members of the Policy Review Group are representatives of various offices on the campus. The Group meets regularly and as needed to draft and review policies before the policies are approved by the President and presented to the Board of Trustees for approval. The organizational charts for the University's governance structure for the various units are provided in Criterion Five.

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Integrity in Financial Functions

CSU maintains integrity in all financial functions by adhering to policies and procedures that promote internal controls for all financial transactions and activities. The University adheres to standards described in the government auditing documents issued by the Comptroller General of the United States. The University conducts all businesses in the open and adheres to the Ohio Open Meetings Act and the Ohio Public Records Act. The CSU Board of Trustees provides oversight of the overall operations of the University as described under Chapter 3343 of the Ohio Revised Code. The Board operates in a transparent manner. All Board meetings are open to the public and transcribed in writing by the Secretary to the Board. The Board Secretary keeps records for all open and closed meetings, Board resolutions and actions. In addition to providing oversight for all financial functions, CSU's President works closely with the Board of Trustees to ensure that the University remains in compliance with Title IV and other federal requirements,   remains financially viable, and acts ethically and responsibly is all fiscal matters.

As the Chief Fiscal Officer of the University, the Vice President for Administration works with his team, which includes the University Controller, Budget Director, and Directors of Financial Aid, to manage day-to-day financial operations. The University’s Budget Office submits monthly revenue and expenditure reports to the University Board of Trustees, and it submits quarterly financial reports to the Ohio Board of Regents within 30 days of the end of each fiscal quarter as required by the Ohio Revised Code Section 3345.72. The University posts comprehensive and consolidated financial reports online, including development reports. Independent auditors review the University’s financial performance annually. The University has adopted best practices recommended by the National Association of College and University Business Officers in setting standards for these audits. Over the last 10 years, Central State has received unqualified audit reports.

 The University’s Office of Human Resources conducts a background check on all prospective employees. This investigation includes a check on business licenses to determine whether the applicant has a current or past financial relationship with the University. Faculty members who engage in externally funded research must complete a conflict of interest screening form under University policy. The University has been able to achieve financial integrity by developing and implementing a comprehensive set of policies and procedures that guide all aspects of the University’s financial well-being.  All requisitions for purchases of goods and services require multiple reviews and approvals based on delegated signature authority. The Board of Trustees must approve any requisitions above $25,000. All purchase requisitions are managed through electronic approval queues, which are maintained by the University Controller’s Office.

Members of the CSU community follow established University regulations and policies to avoid personal or business conflicts of interest in financial matters. Article 1.3 of the Board of Trustees' Code of Regulations says that no member of the Board, the President, faculty, or staff may participate in any business undertaking that places the person(s) in conflict with any matter in which he/she is engaged on behalf of the University.  Every member of the Board and all University employees are required to disclose to the Board any matter which a person might reasonably believe to present a conflict of interest. The Board of Trustees ultimately determines whether a conflict exists. Members of the Board of Trustees are not compensated for their services, but they are reimbursed for travel, food, lodging and other reasonable expenses while engaged in their duties. The University Chief Fiscal Officer reviews expenses submitted by the president and members of the Board. 

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Supervisors in the various units are responsible for making sure that policies and procedures are followed by all employees. University staff may be reprimanded, demoted, suspended or terminated for violating University policies related to financial integrity. Corrective actions for the faculty are implemented according to the terms in the collective bargaining American Association of University Professors’ (AAUP) agreement. Corrective actions identified for non-instructional staff are implemented according to the University’s agreement with the American Federation of State, County and Municipal Employees (AFSCME).  Employees belonging to each bargaining unit have the right to file grievances in accordance with the procedures established in their agreements. Employees who are not members of the bargaining unit may file grievances according to established University policies and procedures. All complaints are reviewed by the Human Resources Director and/or University General Counsel.

Integrity in Academic Functions

Integrity in academic functions is, of course, essential for maintaining high quality programs and educational experiences for all students at any given institution of higher education. Central State University appropriately oversees all academic functions to ensure integrity. The Office of the Registrar maintains all academic records at the University and is responsible for informing the University Community regarding policies and procedures related to academic integrity by publishing them in the catalog, which is available in print and electronic format as CDs or posted on the University website. The catalog also contains information on academic programs, course registration, procedures for adding/dropping a course, auditing a course, schedule changes, grades, incompletes, minimum GPA requirements, academic probation, withdrawal from the University, and readmission to the University. The catalog also contains information regarding application for graduation, senior citizen enrollment, nondiscrimination policy, veteran’s regulations, the Family Education Rights and Privacy (FERPA) Act, and residency requirements.

Under the Office of Academic Affairs, the Dean’s Council--which consists of the Provost and Vice President for Academic Affairs, the Associate Vice President for Academic Affairs, Associate Vice President for Planning and Assessment, Deans of the College of Business, Education, Humanities, Arts and Social Sciences, and Science and Engineering, as well as the Associate Dean of the University College and Dean of the Central State-Dayton-- is responsible for reviewing and approving policies that affect academic integrity. The University’s Academic Council, which, consists of members of the Dean’s Council and the Directors of Academic Support Services--develops and implements academic policies that maintain integrity in academic functions.  A Chairs’ Council was created in Fall 2012 to reinforce communication between the administration, full-time and part time faculty. Additional details of the functions and various administrative structures are provided in Criterion Five under 5.B. 1.

Integrity in Academic Records including Admissions

Central State is a member of the American Association of Collegiate Registrars and Admissions Officers (AACRAO). The University is represented on AACRAO by administrative staff from the Office of the Registrar, Planning and Assessment, Assessment and Institutional Research, and Admissions. As a member of AACRAO, the University serves as a steward and objective enforcer of institutional policies and practices related to academic integrity. The Registrar ensures that the academic management system used by the University protects and maintains the integrity, confidentiality, and security of institutional academic records. Staff members in the

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Offices of the Registrar, Planning and Assessment, Institutional Research, and Admissions participate in regular professional development conferences, seminars, and webinars offered by AACRAO. The Office of the Registrar works collaboratively with the Admissions’ Office to reinforce policies on admission requirements to the University. This collaborative process is essential for maintaining academic quality as the University remains committed to providing "equal educational opportunity for all" who qualify to attend CSU. Minimum undergraduate admissions requirements for Ohio students include a high school GPA of 2.0 and an ACT score of 15 or an SAT score of 720. Out-of-state students should have a high school GPA of 2.5 and an ACT score of 19, or an SAT score of 910.  The Catalog also provides policies regarding transfer credit from regionally accredited institutions in Ohio through the Ohio Transfer Module, and outside Ohio. All credits accepted may be used to satisfy requirements for graduation. Faculty and staff in academic Departments work with staff in the Registrar’s office to evaluate credits that are accepted for transfer to CSU. Central State also accepts credits earned through the College Level Examination of Proficiency (CLEP) in lieu of the credits earned in 1000 and 2000-level course work in the general education curriculum.

Criteria for admission to the University’s undergraduate programs are described in the 2012-2014 Catalog on pages 21-25. Criteria for admission to the graduate program in the College of Education are described in the 2012-2014 Catalog on pages 110-113. Students applying to the graduate program must have a minimum Grade Point Average (GPA) of 2.5 from a regionally accredited 4-year institution and take the Graduate Record Examination (GRE) or the Millers Analogy Test (MAT). Prospective students with a GPA of 2.8 or higher may be exempt from taking the GRE or MAT. The Office of Student Affairs and Enrollment Management is responsible for enforcing admission policies and procedures, and policies on ethical conduct and other policies that describe students’ rights, responsibilities and conduct.

Integrity in the Curriculum and Faculty Oversight of the Curriculum

Curricula for the general education and other programs offered at CSU are developed and delivered by faculty who are qualified to teach at institutions of higher education. Policies and procedures related to faculty oversight of the curriculum are provided in the Faculty Handbook . A CSU faculty or instructor teaching students in undergraduate programs must have a minimum of a Master’s degree. A CSU faculty teaching graduate-level courses for the Master of Education must have a terminal degree or its equivalent. In areas where there is a shortage of faculty with the credentials described above, the University uses procedures similar to those described in the HLC’s guidelines on qualified faculty to determine “qualified faculty.” The HLC describes qualified faculty as:

“People who by formal education and tested experience know what students must learn.” It goes on to state that faculty members “create the curricular pathways through which students gain the competencies and skills they need.” HLC website (page 4)

Procedures for hiring faculty include selection of only qualified candidates by a Search Committee composed of faculty from the same discipline. The committee reviews the candidate’s undergraduate and graduate education, experience in the disciplinary area, teaching as well as research and scholarship experience in higher education. Criteria used are similar to those described in the HLC’s Handbook.

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The faculty, through the University Senate, provide oversight of the University‘s general education and program curricula. The quality of the general education curriculum is maintained through use of the Ohio Transfer Module (OTM) and Transfer Assurance Guide System (TAGS) from the Ohio Board of Regents (OBR). On-going internal reviews of the curriculum by the Senate Committees on Academic Policy and external approval by the OBR ensures that all CSU general education courses are similar to those offered at other Ohio public universities and colleges. The Transfer Module and TAG systems provide guidelines for the transfer of general education credits earned by students enrolled at Ohio institutions. Courses for freshman, sophomore and junior level courses have been vetted by committees established by the Ohio Board of Regents to assure that courses taught at all Ohio public institutions are equivalent and transferable among these institutions. The TAG review process began in 2005 with the approval of the first set of courses from CSU.

The quality of individual academic programs is maintained through on-going academic program review conducted by the departments that offer the academic programs. Responsibilities of the faculty, and policies and procedures used to guide faculty oversight of the curriculum are outlined in the Faculty Handbook. The effectiveness of these policies is demonstrated in the various academic programs that are accredited by specialized accrediting agencies (See 1.D.2. above).

The University’s administrative leadership and faculty are also working together to increase the number of accredited programs by enhancing the quality, rigor, and academic experiences provided to CSU students enrolled in the following programs:

Accreditation of Business Administration, Accounting, Finance and Economics in the College of Business by the Accreditation Council for Business Schools and Programs (ACBSP) is expected by Fall 2014.

Accreditation of the Environmental Engineering program in the College of Science and Engineering by the Accrediting Board for Engineering and Technology is expected by Spring 2014.

Accreditation of the Social Work program in the College of Humanities, Arts and Social Sciences by the Council on Social Work Education is expected by 2016.

Accreditation of the Communication and Journalism programs in the College of Humanities, Arts and Social Sciences by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) is expected by 2017.

Integrity in Auxiliary Functions

Information about University policies and procedures is provided to all employees through the Employee Handbook. The Office of Human Resources publishes the Employee Handbook and holds regular orientation sessions for new employees and the "University’s Process College" workshops designed to keep University employees informed about policies and procedures. CSU uses ethical and responsible policies to guide auxiliary and co-curricular functions. The University processes financial aid requests from hundreds of students. To assure students that it has their best interests at heart and to avoid any conflict of interest, the University has adopted a Code of Conduct in accordance with Section 487(e) of the Higher Education Act of 1965, which states, in part, that:

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The University will not participate in any revenue-sharing arrangements with lenders. The University will prohibit employees of the Financial Aid office from receiving gifts of greater than a

nominal value from a lender, guarantor, or loan servicer. The University will prohibit employees of the Financial Aid office from accepting any fee, payment, or

other financial benefit from a lender as compensation for any type of consulting arrangement or contracts provided by a lender.

The University will not allow reimbursement of expenses associated with participation in boards, commissions, or groups by lenders, guarantors, or groups of lenders and/or guarantors.

The University will not request or accept offers of funds to be used for private educational loans to students from any lender in exchange for providing the lender with a specified number or volume of Title IV loans, or a preferred lender arrangement for Title IV loans.

The University will not request or accept any assistance from a call center of a lender acting as a Financial Aid office on behalf of the University.

Ethical and Responsible Use of Technology

The Office of the Vice President for Information Technology is responsible for overseeing ethical and responsible use of technology by members of the campus community. It is responsible for leading the University’s commitment to provide access to all faculty, staff, and students to information technology and to Internet services needed to pursue educational, research, and public information. Information Technology staff are responsible for reinforcing policies and procedures related to computing functions used to guide faculty, staff, and students using the University’s technological resources. These policies include guidelines prohibiting use of University computing resources for commercial purposes.  Computer users are expected to respect the United States copyright law. To discourage the unauthorized distribution of copyrighted material over the campus network, CSU has employed technology-based deterrents; including the use of packet shaping network gear configured to block peer-to-peer traffic used for illegal downloads. Packet shaper logs are reviewed periodically to determine if adjustments are required. To date, packet shaping has been effective in reducing the number of downloads using known tools for illegal downloading of copyrighted material. The University's efforts to insure ethical use of copyrighted material are explained in greater detail in Criterion 2.E. 

 Ethical Treatment of Members of the Campus Community

 Central State holds all members of the University community accountable and responsible for ethical and responsible behavior and expects administrators, faculty, and staff to serve as exemplary model citizens for the student body. The University also holds students responsible for their actions so that they can develop into responsible citizens. The University utilizes the first week when new First Time Freshmen and transfer students report to the campus to begin their academic journey as an opportunity to introduce students to the University's values through CSU’s three tenets of Civility, Service and Protocol.

The Freshmen Academy, also known as Pirate Week, is a week-long event that introduces new students to the campus culture. It is organized by the Office of Student Affairs and Enrollment Management and the University College. The mission of Freshmen Academy/Pirate Week is to facilitate a smooth transition for incoming first-year and transfer students to Central State through support and development of the mission and goals of the

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University and the Division of Student Affairs and Enrollment Management. The five-day program introduces incoming students to the academic, cultural, and social culture of the University by providing engaging academic and co-curricular programs, activities, and events that help in acclimating students to their new community.   The program begins the first day of move-in for the new incoming freshmen class, highlighted by a Candlelight Ceremony that sparks their journey into the Marauder family. Goals and objectives of the Freshmen Academy include the following:

Create a welcoming campus environment that allows students to gain a sense of belonging by connecting with CSU’s rich history and traditions;

Provide opportunities for incoming students to meet and interact with their fellow students, faculty, staff, and Orientation Leaders to form lasting connections with classmates and establish meaningful relationships within the University community;

Introduce students to the academic colleges and programs, general academic requirements, and the services provided by University College to assist students in identifying their major and developing an academic plan;

Provide students opportunities to learn about the resources and student support services available to help them succeed in and out of the classroom;

Share information that will enable students to make educated choices regarding issues of personal safety, substance abuse, healthy lifestyles, and other relevant issues; 

Engage students in meaningful discussions regarding CSU’s core values, community standards, expectations, and residential living/learning experience;

Present opportunities for students to learn and become involved in the various leadership opportunities and co-curricular activities on-campus and in the greater community.

Under University policy, the Dean of Students is responsible for compiling data on students’ appeals and grievances that are submitted through the Office of the President, Provost, or the Dean of Students. However, during the Self-Study process, the Self-Study Steering Committee discovered that other offices at the University receive and respond to student grievances. The Committee also discovered that the number of grievances are not tracked and it is recommended that in the future all student appeals and grievances should be tracked. The Office of Student Affairs provides every student with a Student Handbook which provides students with information on the Student Code of Conduct and Academic Honor Conduct, respectively.

The University’s Department of Police and Safety maintains peaceful interactions among members of the campus community and the public in order to protect life and property and enforce the law. The department is committed to ethical conduct. The department states on its webpage that:

"Members of the department are mindful that the Constitution guarantees liberty, equality and Justice for all without regard to race, color, religion, age, gender, national or ethnic origin, sexual orientation, ancestry, marital status or differing abilities.... We recognize that maintenance of the highest standards of ethics and integrity is imperative for the continued improvement of police/community relations at CSU. These high standards cultivate mutual trust and encourage members of the Central State Community to share responsibility for reducing the opportunity for criminal activity.  We strive to attain the highest degree of ethical behavior and professional conduct at all times."

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CSU’s police officers are licensed by the state of Ohio. The Department of Police and Safety maintains campus crime statistics as required under the Federal Jeanne Clery Act.

2.B. The institution 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 relationships.

As one of the public universities of the state of Ohio, Central State University presents itself clearly and completely to its students and to the public in a number of ways:

--Through Ohio’s Department of Education and Board of Regents’ website, a direct link to the Central State homepage is posted on this website to allow the public to access information about all academic programs offered at the University.

--Through data submitted annually to the Department of Education through the Integrated Post-Secondary Education Data System (IPEDS). These data are aggregated by the Institute of Education Sciences and the National Center for Education Statistics and made available to members of the public, regional accreditors, and specialized program accreditors. CSU’s IPEDS data can be retrieved easily through the U.S. Department of Education’s NCES website. Information about the IPEDS data is posted on the college Navigator section of the NCES website, and includes general information about the University as an institution of higher education, tuition fees and estimated student expenses. IPEDS information also includes Student Financial Aid data, average net-price by income with net price calculator, total enrollment by undergraduate and graduate categories, including race/ethnicity, age and gender. 

--Through membership to the national Voluntary System of Accountability (VSA). Through the VSA’s College Portrait, the University’s programs, admission requirements, faculty and staff, costs to students, control and accreditation relationships are clearly articulated. The College Portrait of the VSA also includes information about the cost of attending CSU and permits parents and prospective students to compare CSU’s costs with those of other 4-year colleges and universities. The VSA allows the University to remain accountable to the public by:

Demonstrating accountability and stewardship; Implementing measurements of educational outcomes; Identification of effective practices as part of institutional improvement efforts; Disseminating information that is transparent, comparable, and understandable; Providing a tool for students and parents who are conducting the college search process; Providing information for other stakeholders such as state, federal and private agencies that may be

interested in investing development funds in the University.  

--Through the University’s website, which provides the public, prospective and continuing students, and parents with information about the programs and services offered to students at the University. Information about Central State is also available to the public through the Alumni Association Office, the University’s Marauder Magazine, College Reports and Handbooks, Program Brochures and University Recruiters. The website also contains an electronic copy of the University catalog, with information on the various programs and support services provided to new and continuing students at the University. The public, faculty, staff and

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students who have access to the Internet can access information posted on the homepage as well as via the University Intranet System, called MyCSU. The Intranet is an interactive web portal which allows students to access University services, find information about courses they are enrolled in, contact the instructors teaching the courses, and access their grades.

 Through this Self-Study, members of the Self-Study Steering Committee discovered the ease of navigation to the various links. They also found that a directory with information on faculty and staff aligned with the various offices would be very helpful for efficiently locating faculty and staff in the various campus offices when students are off-campus and have no access to the University Intranet System. This would also allow administrators and faculty responsible for the various offices and programs to be located easily by members of the public who are inquiring about Central State programs. 

  The University catalog provides a wealth of information about the University’s academic programs and

support services. The Academic Affairs section of the catalog explains the University's undergraduate admission and degree completion requirements, the general education curriculum, special requirements for specific degrees, and transfer policies. The Office of the Registrar section of the catalog includes information about satisfactory academic progress, academic probation and suspension, transfer credit, advance standing, in-state residency, and academic appeals. The catalog also includes information about each college and department at the University. It explains the requirements of each major and provides check sheets and four year plans for each. Hard copies as well as Compact Disks (CD) and online copies of the catalog are available to prospective students, their parents, and members of the public upon request from the main campus and CSU-Dayton. The University’s undergraduate degree programs, and its graduate professional education program are all fully described in the catalog.

Information about the Board of Trustees, University administrators, and the faculty (including emeritus faculty), and the names of all are clearly listed in the University catalog. The catalog includes information about student support and provides contact, location, phone number, and management staff in each office, including those in Student Affairs and Enrollment Management, Admissions, Financial Aid, Cash Management, the Office of the Registrar and each of the Colleges and academic departments. Information about all academic colleges, including the University College, is also clearly provided on the University website under the Division of Academic Affairs as well as in the Catalog.

Information about tuition rates and fees appears under the Cash Management link under Administration and Finance in the catalog, as well as on the University website. Information about the cost of tuition, cost of health insurance, and room and board are also included. Detailed information about the cost of enrollment as a full-time or part time student, costs for in-state or resident students and out-of-state students, and costs for enrollment in the undergraduate and graduate programs offered at CSU is also provided in the catalog and on the University website. The catalog contains the following caveat statement regarding tuition, fees and other charges:

"The CSU’s Board of Trustees reserves the right to make any changes or adjustments in fees and charges at any time as conditions or circumstances make the changes necessary." 

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University’s Control

According to the definition given in the HLC Criteria for Accreditation, CSU is a public University. Detailed history of the founding of the University was provided in the introductory chapter. Today, CSU is Ohio’s only public historically black college and university (HBCU). It is classified as an HBCU because it was founded prior to 1965.

The Executive Leadership Team of the University consists of the Board of Trustees appointed by the Governor of Ohio, the President and her Cabinet. The organizational structure of the University is provided below in Figure 2.B.1., and is described in greater detail in Criterion Five, under Core Component 5.B. This structure allows the Board of Trustees to delegate the day-to-day operations of the University to the administrative leadership while still retaining oversight and control over all University operations.

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Figure 2.B. 1: CSU’s Organizational Structure and Control

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Accreditation Relationships and Institutional Affiliations

CSU accurately discloses its accreditation relationships on the University website, in the catalog, and in Student Handbooks. These relationships are also clearly stated in institutional documents such as the University Fact Book which is published every year by the Office of Assessment and Institutional Research. For instance, on page 12 of the University catalog, CSU’s regional accreditation of CSU by the HLC is clearly stated. The Commission’s address at 230 S. LaSalle Street, Suite 7-500, Chicago, IL 60604-1411 and the Commission’s contact telephone # at (800) 621-7440 are also clearly stated on the University’s website, with HLC’s official affiliation mark, which contains a direct link to the HLC website as follows:

CSU’s academic programs are accredited by specialized accrediting agencies for specific disciplines, and are clearly stated on the website and in the catalog.

Other institutional affiliations are clearly stated on the website, as well as in the University catalog. For instance, Central State’s professional affiliations include:

American Assembly of Collegiate Schools of Business American Association of Colleges for Teacher Education American Association of University Women American Council on Education Association of American Colleges and Universities Association of Governing Boards Association of Physical Plant Administrators—Midwest Central Association of College and University Business Officers College and University Personnel Association Dayton Area Chamber of Commerce Educational Testing Service

International Association of Black Business Educators Inter-University Council of Ohio Miami Valley Consortium for African and African American Studies Miami Valley Higher Education Consortium Midwest College Placement Association National Academic Advising Association National Association for Equal Opportunity in Higher Education National Association of College Admissions Counselors National Association of College Deans, Registrars and Admissions Officers National Association of College and University Business Officers National Association of Educational Buyers National Association of Student Personnel Administrators National Black Child Development Institute National Collegiate Athletics Association (NCAA) Ohio Association of College Admissions Counselors Ohio Association of College and University Business Officers Ohio Association of Collegiate Registrars and Admissions Officers Southwestern Ohio Council for Higher Education (SOCHE)

2. C: The governing board of the institution is sufficiently autonomous to make decisions in the best interest of the institution and to assure its integrity.

CSU's Board of Trustees consist of a nine-member Board with two non-voting Student Trustees. All Board members are appointed by the Governor of the State of Ohio. Ohio Law grants the Board of Trustees the authority to oversee all operations of the University. Ohio Revised Code, Chapter 3343 (ORC 3343) states that, "The government of CSU shall be vested in a board of trustees to be known as the Board of Trustees of the CSU.”  3343.02. Members of the Board of Trustees are responsible for "all things necessary for the proper maintenance and successful and continuous operation of the  University." 3343.03. Members of the Board of Trustees are also responsible for maintaining exclusive authority, direction, supervision, and control over the operations and conduct of the University, to ensure that the University attains the best results in its operations with aid secured from the State of Ohio (ORC. 3343.05).

2. C.1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.

Members of the Central State Board of Trustees meet at least twice a year to discuss ways to preserve and enhance the University. These discussions occur during Standing Committee meetings, and full meetings of the Board. The four standing committees of the Board-- Executive Committee, Budget and Finance, Academic and Student Affairs, and Institutional Advancement--review the functions of the University and propose policies that affect the effective operation of the University.  Board members on each Committee review all issues presented to them by the University’s administrative leadership.

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 Issues brought before the Board are openly discussed and deliberated and voted on via resolutions. The Board of Trustees hold regular meetings in June and November of each year and may hold special meetings as needed. Minutes taken at Committee and full Board meetings demonstrate that the Board makes decisions in the best interests of the University to preserve and enhance the University. 

2. C. 2: The governing board reviews and considers the reasonable and relevant interests of the institution’s internal and external constituencies during its decision-making deliberations.

The structure of the Board and its committees allow for clear communication about campus events, programs, and policies. The Code of Regulations of the Board of Trustees, through various Articles, establishes mechanisms for receiving and reviewing input from external and internal constituencies. Article 2.8 allows internal and external groups to submit issues to the Board and to request that these issues be placed on the agenda for the next Board Meeting. Article 5.2 requires the President to submit regular reports to the Board detailing significant developments in the operation of the University. In addition, Article 7.1 requires that communications from individuals or groups within the University be transmitted to the Board without modification. 

Standing Committees of the Board consider reasonable and relevant interests of internal and external constituencies regarding the University as described in Article 4.2, which states: "In order to make recommendations to the Board, committees may seek input from interested parties within and without the University community who may or may not be directly affected by University policy." The University's administrative leadership often presents issues affecting the functions of the University at open and closed Board meetings. For example, members of the President's Cabinet are often asked to present to the Board on financial, academic, institutional advancement or development matters. The President of the Faculty Senate may be asked to present at Board meetings on matters and issues related to the faculty. These processes allow the Board to work collaboratively with the administrative leadership, faculty, staff and students in arriving at solutions to move the University forward.  Board presentations may also come from the two non-voting Student Trustees to inform the Board on issues related to students.

A review of the minutes of the Board of Trustees' meetings demonstrates that Central State's governing board considers matters of interest to the University to be reasonable and relevant, and considers matters affecting the well-being of the University to be a priority. Securing adequate and equitable state and federal-funding support is essential for the University. On numerous occasions, members of the Board of Trustees have led the University’s efforts by serving as advocates for the University at both state and national levels. For example, on December, 2004, Central State's Board of trustees sent a letter to the U.S. Department of Education’s Office for Civil Rights (OCR) asking it to reopen its investigation regarding Title VI concerns relating to inequity in the State of Ohio’s treatment of CSU compared to other public universities. The OCR subsequently agreed to continue monitoring the state’s compliance with a 1998 agreement between the State of Ohio and the OCR. The OCR called on the state to enhance the infrastructure on Central State's campus by making it as attractive as other public universities in Ohio.

 In October 2010, the Board also sent a letter to the Chancellor of the Ohio Board of Regents expressing concern about the changes in the state's funding formula for higher education, which would adversely

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affect the University. Since Central State is a not-for-profit institution of higher education with no "investors" and no "ownership interest’ and is thus very different from private institutions,  the Board wanted to remind the OBR to consider how changes in the state’s funding formula could affect the financial well-being of Central state. 

2. C. 3. The governing board preserves its independence from undue influence on the part of donors, elected officials, ownership interests, or other external parties when such influence would not be in the best interest of the institution.

The Central State Board of Trustees limits the influence of external parties by adhering to tough conflict of interest and ethics rules and by carefully monitoring fund-raising activities. It pursues the best interests of the institution when working with state lawmakers. Article 1.3 of the Code of Regulations establishes a conflict of interest policy to ensure that Board members are not unduly influenced by external parties when deliberating on University matters. The Board is also guided by Chapter 102 of the Ohio Revised Code, which regulates conflicts of interest for certain state employees.  Board members are required to attend training annually on Ohio Law and Ethics pursuant to Executive Order 2007-01S.    

Central State solicits financial contributions from alumni and outside supporters. However, University personnel may solicit funds from private sources only with prior written clearance from the Development or Institutional Advancement Office. Personnel must complete a "clearance to solicit" form and submit the form to the Development Office. In completing the form, employees must explain how the solicitation meets a University or program-specific goal. In addition, the employee must verify that the University official ultimately responsible for the program area has reviewed the request.  The President has the authority to refuse unsolicited gifts.

Given Central State's status as a public institution, it is inevitable that political leaders may exert influence over the University. Lawmakers write the state budget that influences the University’s day-to-day operations and the state Department of Education establishes educational standards that are enforced through the OBR. With the consent of the state Senate, the Governor approves appointed or nominated members to serve on the University's Board of Trustees.  However, the Board works independently of the influence of state political leaders to protect the interests of the institution, maintaining “exclusive authority, direction, supervision, and control over the operations and conduct” of the University to realize the "best attainable results” with the aid provided by the State of Ohio. The Board thus conducts itself ethically and responsibly in developing relationships that benefit the University.

2. C. 4. The governing board delegates day-to-day management of the institution to the administration and expects the faculty to oversee academic matters.

Central State's Board of Trustees exercise exclusive authority over the University. However, it delegates the day-to-day operations of the University to the President and her Cabinet and the various supervisors in each Unit. The Board's authority to delegate is stated explicitly in Article 5.1 of the Board's Code of Regulations:

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"While it is the statutory prerogative of the Board of Trustees of CSU to have full power and authority in all matters relative to the administration of the University, it is necessary that the actual administration of the policies promulgated by the Board be executed by an administrative staff of the University.”

In the same vein, Article 5.2 of the Code directs that Board to appoint a President to lead the day-to-day operations of the University, and establishes responsibilities of the President to include the following: 

Making periodic and regular reports to the Board, which contain not only a review of the principal advancements in policy and program, but also a report concerning the financial status and progress of the institution; 

Oversight of the institution's operations, to ensure that operations are efficient and in accordance with the policies adopted by the Board and in accordance with applicable laws;   

Recommending and presenting to the Board and the appropriate committees thereof, the proposed annual budget;  

Recommending all appointments, promotions and dismissals to the Board of Trustees of persons he/she wishes appointed to the staff, faculty and other positions or dismissed from the University; 

Supervising all University personnel, including the teaching, technical and administrative personnel in all divisions of the University;

Serving as the chief spokesperson for the University in all matters relating to the administration of the University; 

Fostering good relations with the Board of Regents and other governing bodies organized and existing under law, to foster good relations between the Trustees, the alumni, members of the legislature and the public. 

While the Board delegates some of its administrative authority to CSU's President and her administrative leadership team, the authority to deny promotion and tenure to faculty members rests with the Board. The Board may endorse recommendations made by the administrative leadership team following deliberations on promotions and tenure as described in the P &T policy and procedures.  Faculty members may also make recommendations on new hires, but Article 13.2 of the agreement explicitly states that administrators are not required to hire faculty based solely on faculty recommendations. The Board of Trustees also reserves the right to final authority over hiring decisions as described in Articles 5.2 and 5.3 of the Code of Regulations of the AAUP agreement and Faculty Handbook, where it is stated:

"The Administration is not required to hire a full-time faculty member or an individual recommended by the Department Faculty, and it may ignore the Department Faculty recommendation not to hire a full-time faculty member in order to comply with Federal and/or State law and/or Regulations."

Faculty Oversight of Academic Matters

Similarly, the Board of Trustees expects the faculty to oversee academic matters, particularly matters related to the curriculum. The administration believes in shared governance and expects the faculty to initiate curriculum development, changes, and review of content.. Through the University Faculty Senate, faculty serve on various Committees that oversee the quality and rigor of the courses offered.   Under the AAUP collective bargaining agreement, the faculty exercises authority over academic matters through

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the Faculty Senate, and is guided by policies and procedures outlined in the Faculty Handbook and modeled after Articles in the American Association of University Professor (AAUP)'s agreement. Policies related to faculty matters, including membership on the Senate, meetings of the Senate, and voting privileges within the Senate are described within the agreement. The various Senate committees are described in greater detail in Criterion Five, under Core Component 5.B. of this Self-Study.

 The Senate Committee on Academic Policy is responsible for the currency of courses in general education as well as in all program curricula. The Academic Policy Review process demonstrates faculty oversight of the curriculum. The Faculty Handbook describes the charge for this Committee as follows:

 "The Senate Committee on Academic Policy shall have authority: (1) to review recommendations forwarded to it by the various Colleges of the University; (2) to recommend major changes in curricula; (3) to consider policy with respect to the grading system and the requirements for good standing and degrees, (4) to develop a grade appeal policy and procedure (5) to make continuing study of the standing and reputation of the various academic units within the University, (6) to oversee the Honors program, and (7) to act in the name of the University Senate in emergency situations on matters of curricula and instruction. The Registrar shall be an ex officio member of the Committee on Academic Policy."

During the Academic Policy Review process, faculty members initiate the revision of existing general education or degree program courses. Faculty can also initiate the development of new courses or programs. Both processes begin with development of an academic program request (APR) by an individual faculty or a group of faculty. Using the APR form, the faculty member outlines the proposed change and submits it to the Department Chair. Members of the academic department review the request and vote on it at a department meeting.  When the request is approved it is submitted through the College Dean to the Senate Committee on Academic Policy, which, upon approval, submits it to the Senate President for signature and submission to the Provost and Vice President for Academic Affairs. If the request is for the establishment of a new program, it must be reviewed by the Provost, President and the Board to ensure that the University has the resources needed to provide a quality program to students. New programs must also be approved by the Ohio Board of Regents. In the academic year 2011-2012, the Senate approved sixty percent (60%) of the academic program requests. The remaining forty percent (40%) of the requests were either rejected by the Senate or withdrawn before the final approval process.

Academic Program Review

Program review is essential for regional as well as specialized program accreditation. It also allows the University to assess program productivity through student enrollment, course completion and graduation rates. Department Chairs are responsible for completing program review.  The first formal University-wide attempt to conduct program review at CSU took place during the 2004-2005 academic year during conversion of the academic calendar from the Quarter to Semester system. A review of courses in every program was conducted through a comprehensive process. In the Fall of 2011, a consultant from Wright State University was invited to the CSU campus to make a presentation to the faculty on program review. CSU's administrators and faculty who attended the 2011 HLC conference identified a "Program Review Template (PRT)," consisting of twenty five (25) Essential Program Review Questions," and brought it back to the campus for consideration. 

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Discussions were held at various forums, including the Academic Council, Dean's Council, and Faculty Senate meetings in the Fall 2011 and the Spring 2011 to review the 25 questions of the PRT.  The PRT was approved by the Faculty Senate and adopted for use. A Planning and Assessment Advisory Council is in the process of developing a five-year Program Review Plan that allows the University to conduct a systematic program review of all programs at CSU. Each program will be internally reviewed using the 25 questions and externally evaluated by a consultant with expert knowledge of program accreditation for the respective discipline. 

2. D. The institution is committed to freedom of expression and the pursuit of truth in teaching and learning.

Central State is committed to freedom of expression and the pursuit of truth in teaching and learning. This applies equally to faculty, staff, and students. This commitment allows for robust discussion in and out of the classroom. Faculty members are free to express themselves in the classroom within their departments, College, and the University Senate meetings. Faculty members are also free to discuss campus events in an electronic forum via email discussion groups. The faculty collective bargaining unit, AAUP, also produces a regular newsletter. 

The University’s policy on academic freedom is stated in the CSU Faculty Handbook as well as in the AAUP agreement, which serves as the contract between the University and the Faculty. The University’s endorsement of the 1940 AAUP Statement on Principles of Academic Freedom can be found in the CSU Faculty Handbook (2010) as follows:

“The University subscribes to the 1940 Statement of Principles on Academic Freedom of the American Association of University Professors.” The University endorses this statement not only by virtue of its membership to the formulation of the original document, but also because the University feels strongly that the freedom of inquiry, freedom of expression, the right of due process for the faculty, and the sense of professional duties and responsibilities as set forth by this document are essential to the pursuit of truth of academic excellence at this institution.” (Faculty Handbook, page 25)

It is further stated in the CSU Faculty Handbook that:

“The University recognizes that academic freedom is the cornerstone of our society and that it is indistinguishable from academic responsibility. This responsibility which is imposed on all members of the academic community includes the respect of the rights and dignity of others as well as the basic freedom necessary for a free University.” (CSU Faculty Handbook, page 26)

While faculty enjoy academic freedom at CSU, they are expected to behave responsibly while interacting with students, particularly as it relates to freedom in the classroom. The AAUP agreement also provides policies and procedures regarding academic freedom in several of its Articles. For example, in Article 5.1, it is stated that:

"CSU, because of its history and its mission, is unequivocally committed to the concept of academic freedom. The parties reaffirm adherence to the principle of academic freedom in faculty instruction and research as a right that can be neither denied nor abridged. The parties will continue to recognize and

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protect full freedom of inquiry, teaching, and research in the classrooms, publications, reports of research activities, and all professional and academic forums." (AAUP Agreement, Article 5.1, page 3)

Faculty members are able to pursue research within their disciplinary areas and in conjunction with faculty outside their fields of study. The administration does not restrict the type of grants that faculty and staff may pursue. It supports all proposals that adhere to University and sponsor guidelines. Over the last few years, the administration has especially encouraged faculty in the science, technology, engineering, and mathematics areas to pursue external grants. In the future, it hopes to encourage faculty from all disciplinary areas on campus to pursue grant opportunities. A detailed list of funded faculty research and grants is provided in Criterion Three.

Students’ Rights and Responsibilities

Central State University seeks to maintain the following standards as a means of preserving student rights and responsibilities. In order to provide an atmosphere conducive to the pursuit of knowledge, basic rights and responsibilities must be understood, guaranteed, and reinforced by every member of the University community. The University’s responsibility extends to all students enrolled. Students found responsible of serious or repeated violations of University standards may receive a maximum penalty of dismissal from the University. The following is not intended to restrain the activities of students and members of the University community. They are intended, however, to assure an orderly fashion of life on Central State University’s campus and to give every student an equal and orderly opportunity to pursue an education.

Student Rights A student has the right of respect for personal feelings; the right of freedom from

indignity of any type; the right to a high quality education; and the right to make the best use of time and talents toward reaching his/her educational goal.

A student has the right to exercise freedom of religion, freedom of speech, freedom of the press, and freedom of peaceful assembly and petition.

A student has the right to inquire about and to recommend improvements in policies, regulations and procedures affecting the welfare of students. The right to participate in Student Government and other student self-governing bodies which provide channels of communication and means for using democratic processes to solve problems.

A student has the right to conduct oneself off campus without specific restrictions imposed by the University except for violations of University policies or when one’s conduct impacts or poses a continuing threat to the University community. Violations of laws and unbecoming conduct off campus may be interpreted as impacting or posing a threat to the University community. Disciplinary action, including but not limited to, the revocation of off-campus living privileges or expulsion from the University, may result from such violations or conduct.

A student has the right to have access to review all such documents that constitute the personal permanent record maintained by the University with the exception of items supplied to the University in confidence, the right to have all disciplinary records purged when deemed inactive, and the right to privacy of one’s education records in accordance with the Family Educational

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Rights and Privacy Act (FERPA). Discrimination against a student including harassment, on the basis of race, color, creed, national

or ethnic origin, ancestry, religion, sex, disability, age, marital status, sexual orientation, gender identity or genetic information, military or veteran status is against federal, state, and local laws.

A student has the right to personal privacy except as otherwise provided by law and University policy.

A student has the right to be assured procedural due process when under investigation or during a hearing for alleged violation of the Student Code of Conduct. A student has the right to written notice of the alleged infractions; sufficient time, as defined in the judicial procedures, to prepare a defense; opportunity to question witnesses who participate in the hearing; assurance that the decision concerning responsibility or lack hereof shall be made only on the basis of introduced information; and provision for appeal.

Student Responsibilities

Students have the responsibility to be fully acquainted and comply with the Student Code of Conduct and Academic Honor Code and Dishonesty Policy in its entirety.

Students have the responsibility of assuming the consequences of one’s own actions, and of avoiding conduct detrimental in its effect upon fellow students and the University community. Central State students are expected to conform at all times to a standard of conduct both on and off campus which will reflect credit upon himself, the University, and the student body. A student has the responsibility to comply with the policies of the Code as well as all federal, state, and local laws, and all University policies and procedures.

Students have the responsibility to understand that student actions reflect upon the individuals involved and may have consequences for the entire University community.

Students have the responsibility for seeing that the essential order of the University is preserved. There can be no assembly or gathering which interferes with the educational programs of the University and/or which violates University regulations or violates statues governing unlawful assembly.

Students have the responsibility for becoming fully acquainted with the University Catalog, Student Handbook, and other published policies for the guidance of students at Central State University.

2. E. The institution ensures that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

CSU ensures that faculty students, and staff acquire, discover and apply knowledge responsibly and observe academic integrity during processes related to teaching, learning and research. Policies and procedures related to best practices are used to guide behavior of members of the campus community, including students, to protect the integrity of the University. Policies are also used to guide the institution on appropriate corrective measures for faculty, staff and students who violate University policies and procedures..

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2. E.1. The institution provides effective oversight and support services to ensure the integrity of research and scholarly practice conducted by its faculty, staff, and students.

Central State provides research oversight and support services through its Office of Sponsored Programs and Research (OSPR), Institutional Review Board, Institutional Animal Care and Use Committee, and Hallie Q. Brown Library staff.

Role of the Office of Sponsored Programs and Research

The Office of Sponsored Programs and Research (OSPR) is an advocate for a campus that is conducive to research. It advises the University administration on a variety of matters including regulatory compliance, internal sponsorship of scholarly activities, and related issues. The office ensures that funding agencies are aware of, and familiar with, Central State’s capabilities and interests. It also ensures that the University responds to funding opportunities that are compatible with its mission, and for which it is positioned to compete. This entails identifying key opportunities for the University, communicating them to the faculty and staff, organizing and facilitating competitive proposals, and maintaining current department capability statements.  

The Office assists faculty and staff members in a variety of ways. It identifies funding sources and assists in the development of grant proposals. It assists in the administration of grant/contract award activities. This assistance ranges from acting as the project manager when required, assisting in the monitoring and control of finances, managing and tracking information on policy and regulations, assisting in the preparation and submission of required reports, and assuring that milestones are met in a timely manner. OSPR regularly holds workshops on “Finding External Funding," “Proposal Writing,” and “Post Award Management."  It also holds individual training sessions for University employees. 

OSPR also celebrates University research and scholarly activities during its annual Research and Scholarly Activities Day which is held during Undergraduate Research Week in April. The occasion features oral and poster presentations by CSU students, faculty, and staff.  The occasion also highlights ongoing or accomplished efforts across the entire campus, and recognizes student, faculty and staff work on research and scholarly activities each year with prizes and awards.   OSPR publishes an annual report, “Knowledge,” that highlights research and scholarly activities. 

As an undergraduate institution, CSU has been very successful in securing research grant funding. The University ranks sixth among the sixteen Historically Black Colleges and Universities that do not have a Master’s degree program or 1890 Land Grant Status. (SOURCE:  National Science Foundation/Division of Science Resources Statistics, Survey of Research and Development Expenditures at Universities and Colleges, FY 2009). Table 2.E.1. below provides the amount of revenue which has been generated in the last three years through grants for undergraduate research at Central State (in U.S. Dollars).

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Table 2.E.1. CSU’s External Funding in the last Five Years (From 2008 -2012)

Fiscal Year (FY)

Proposal Submitted

New Awards Continued Grant Awards

Amount in U.S. $

FY 2012 7 3 4 $ 1,224,154.00FY 2011 37 16 14 $  6,204,532.00FY 2010 37 20 10 $10,019,191.00FY 2009 34 25 11 $  9,734,041.00FY 2008 30 20 18 $  8,556,048.00

Central State has policies and procedures that guide research and scholarly practice. These policies and procedures include restricted fund policy, sponsored projects and research conflict of interest, policy on Intellectual Property, and policy for responding to allegations of research misconduct.

Role of the Institutional Review Board in Research

The Institutional Review Board (IRB) oversees all research projects involving human subjects. It ensures that the rights and welfare of research subjects are protected. IRB policies, procedures and bylaws are available online. The IRB meets on a monthly basis and holds called meetings if necessary. Since 2009, the IRB has reviewed more than 100 research applications submitted by CSU faculty, staff, and students and outside investigators of which 68 have been approved.

Role of the Institutional Animal Care and Use Committee 

Central State established an Institutional Animal Care and Use Committee (IACUC) in 2009. The committee oversees the use of animals in experiments. It meets twice a year. The IACUC helped reestablish an animal facility at Central State in 2011. The committee also played a leadership role in drafting and approving a set of animal use policies and animal care protocols at Central State in compliance with federal regulations.  The committee's goal is to reduce the use of animals in experiments. If such use is inevitable, the committee works to ensure that experiments are conducted in a humane fashion, inflicting the least amount of pain on animals used in experiments.

Library's Role in the Acquisition, Discovery and Application of Knowledge

The Hallie Q. Brown Memorial Library plays an essential role in the acquisition, discovery and application of knowledge by CSU faculty, staff and students.  Reference librarians within the Hallie Q. Brown Memorial Library provide support for research projects involving students, faculty and staff, especially students. Librarians provide research consultation and information literacy instruction in the use of the library’s resources.  In 2009-10, the library conducted a survey to gauge students’ information literacy.  The survey revealed that there were gaps in students’ understanding of resources and research methods. The library initiated an Information Literacy program to address the problem.  Table 2.E.2. below shows the year the surveys were conducted, number of students who participated in the survey, and the number of classes in which they were enrolled.

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Table 2.E.2. Information Literacy Instruction Sessions 2009-2012

No. of  Classes Offered 2009-2010 2010-2011 2011-2012Number of Classes 50 51 55Number of Students 265 307 307

2. E. 2. Students at CSU are offered guidance in the ethical use of information resources.

Central State guides students in the ethical use of information resources. This guidance is offered in many ways. It begins with a clear explanation of the University's policy on academic misconduct and the judicial process for investigating it (See 2.E.3 below). It is reinforced in the classroom, in the library, and in forums across campus. All Central State students must pass ENG 1102: Writing and Researching the Essay as part of the University’s general education curriculum. Students in ENG 1102 are taught how to appropriately use research tools (including print documents, databases, and Internet sources) and how to incorporate ideas from sources. The course syllabus explicitly prohibits plagiarism:

“Plagiarism, the submitting of another's work or material from other printed sources as one's own work may result in the grade of "F" for the paper or for the course itself." 

 Students in selected majors are offered the opportunity to take research methods courses, which address ethical conduct. These courses are included in the list below.

Table 2.E.3. List of Undergraduate and Graduate Research Courses

*Course With Embedded Research Course TitleUndergraduate Courses:      CHM 4791 Undergraduate Research I      BIO 4500 Undergraduate Research in Biology      CHM 4792 Undergraduate Research II      ENG 4015 Advanced Research Writing      HIS 2100 Historiography and Historical Research Methods       HON 3310 Research and Information       MFE 4897 Undergraduate Research      MUS 3397 Junior Recital and Research      MUS 4497 Senior Recital and Research      SOC 2800 Methods of Social Research      PSY 3450 Research MethodsGraduate Courses      GEDU 6650 Introduction to Educational Research      GEDU 6670 Research Ethics and Protocols      GEDU 6700 Research Thesis/Scholarly Project     GEDU 6690 Qualitative Methods in Educational Research

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      MKT 4455 Marketing Research  *Source: CSYU Catalog 2012-2014

Students working on research funded by the National Science Foundation and/or the National Institutes of Health are required to complete the Responsible Conduct of Research course. It is offered online through the Collaborative Institutional Training Initiative. Other students in the science, technology, engineering and mathematics fields are encouraged to take the course. Twenty six Central State students have passed the course since May of 2011.

 Students are also guided in the ethical use of computer technology. The University provides pertinent information regarding respect for copyrighted material in orientation sessions, publications, web pages, and via emails to the student population.

The Office of Information Technology makes live presentations on technology and the use of copyrighted material annually to incoming freshmen during orientation every year. The Student Handbook includes guidelines on Computer and Internet use (2012-13 Student Handbook, page 95). The University website covers Fair Computing Practices. In all cases, education includes information about prohibited actions, criminal and civil penalties, and University disciplinary action. Anyone with access to a University computer account must acknowledge and abide by University policies related to technology, including policies prohibiting illegal downloading.

2. E.3. The institution has and enforces policies on academic honesty and integrity.

Central State University has and enforces policies on academic honesty and integrity as described below:

Policies on Academic Honesty and Integrity

The Student Handbook describes the purpose of the Academic Honor Code (p. 36) as follows:

“The Academic Honor Code and Policy is designed to enhance and sustain an environment of ethical and principled intellectual pursuit consistent with the core values of the University. CSU recognizes honesty and integrity as necessary to the academic purpose and function of the Institution.

The University, therefore, expects from each student a high standard of individual honor in all academic endeavors. It is necessary to ascertain with accuracy an individual’s strengths and weaknesses in order to prepare a proper academic program for students and to evaluate their work. Thus the “high standard of personal integrity” in the classroom means that an individual will not receive credit for work that is not their own:

“This policy is based on respect for intellectual property as well as for one another. Respect for one another is fostered when our academic environment is free from cheating, lying and stealing not only of property, but ideas as well. Academic dishonesty is contrary to intellectual growth and pride in a job well done. Compromising academic honesty negatively impacts the foundations of our University. We strive to nurture the respect inherent in the honest attainment of scholarly excellence.”

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The Honor Code defines various types of academic dishonesty including bribery, cheating, fabrication, forgery, and plagiarism. Statements on academic dishonesty are included in the Faculty and Student Handbooks and in all course syllabi. Course syllabi include clear language on academic integrity, such as:

"Academic dishonesty in any shape or form will not be tolerated.  Written or other work submitted by a student must be the product of his/her own efforts.  Plagiarism, cheating and other forms of academic dishonesty, including dishonesty involving computer technology and cell phones, are prohibited.  Students caught engaged in any form of academic dishonesty could/will (select one) automatically receive an F in the course."

Enforcement of Policies and Procedures on Academic Honesty

Central State has established a judicial process to investigate allegations of academic misconduct committed by students. Students who commit academic misconduct may receive a failing grade for the assignment, a lower final grade or a failing grade in the course. They may also be removed from the course, suspended, or expelled. Faculty members know and understand that the Internet has become a conduit of ethical and unethical practices among students. Illegal file sharing, which may or may not be related to academic research, is also common on many college campuses. Central State has taken steps to enforce the lawful use of the University’s technology resources by adopting a policy on "Handling Copyright Violations Perpetrated via the Campus Network." 

Faculty members, like students, respect copyright law and use the University's technology resources appropriately.  Consequences of misconduct are outlined in Articles 17.4 - 17.18 of the AAUP agreement. The Self-Study Steering Committee did not find any record of faculty members who have been discharged from the University due to academic dishonesty or under the terms of Article 17.3 (17.4.?). All faculty members working on externally funded programs are required to complete an annual Conflict of Interest form that addresses any real or perceived conflict of interests involving their research and their work and responsibilities at the University. 

Regardless of the source of funding for the research, a CSU faculty member conducting research with undergraduate students is subject to the same ethical policies and procedures as the students he/she supervises. CSU’s policies and procedures also address allegations of misconduct in research. Furthermore, the policy on Research Involving Human Subjects, administered through the Internal Review Board, protects the rights, well-being, and personal privacy of research subjects, assures a favorable climate for the conduct of scientific inquiry, and protects the interests of the University. 

Summary of Evidence for Criterion Two

The Administrative structure of Central State University is designed to promote clear and effective leadership. The Board of Trustees, Presidents and her cabinet work collaboratively to form a very strong executive leadership team. Each member of the President’s Cabinet leads each of the seven divisions. Faculty, staff and students serve important roles in shared governance. Two student representatives serve as student trustees on the Board.

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The University maintains an inclusive community in which policies and procedures are used to guide all operations, uphold integrity of the University and to address circumstances where integrity is challenged or where conflict needs to be resolved on an individual level. Through diligent adherence to CSU’s policies and procedures, such as the Employee Code of Conduct, Student Code of Conduct, procedures for accommodations for Students with Disabilities, etc.., which are included in the Employee Handbook and Student Handbook respectively, and reviewed periodically, the University is able to operate with integrity to ensure equitable and respectful treatment of administrators, faculty staff and students.

Challenges and Areas for Improvement

CSU seeks to evaluate the effectiveness of the various policies and procedures posted on its website under the Human Resource link. The University will improve communication about policies and procedures on the main campus as well as the CSU-Dayton location.

CRITERION THREE

TEACHING AND LEARNING: QUALITY, RESOURCES, AND SUPPORT

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The institution provides high quality education, wherever and however its offerings are delivered.

Consistent with its mission and its strong commitment to academic excellence, Central State University provides a high quality education in all of its programs.

3. A. The Institution's degree programs are appropriate to higher education.

CSU offers degree programs appropriate to higher education with a minimum requirement of 124 credit hours for a baccalaureate degree and a minimum of 36 credit hours for the Master of Education degree. All students, but particularly graduate students, are expected to demonstrate appropriate levels of competency, capacity and commitment to the acquisition of professional knowledge, skills, and dispositions necessary for leadership.

CSU does not offer certificates or associate degrees. However, as an Ohio public University, CSU accepts transfer credits from other Ohio public colleges and universities, two-year and four-year schools, consistent with Ohio Transfer Module (OBR) guidelines. CSU uses the OBR’s Transfer Assurance Guides (TAGS) as guidelines for evaluating courses and/or credits under consideration for transfer.  To date there are 154 approved TAG courses at CSU at the freshman, sophomore and junior levels. The OBR’s website provides a link to CSU’s approved courses and learning outcomes for TAGS and the Ohio Transfer Module

The University also maintains the quality of its programs internally through regular program reviews and externally by adhering to standards set by accrediting associations for accredited programs offered at CSU. The University also adheres to regional accreditation standards set by the HLC and the U.S. Department of Education regarding credit and contact hour requirements as described in the HLC Federal Compliance guidelines.

3. A.1.  Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded.

CSU offers courses and programs that are current and that require levels of performance appropriate to the baccalaureate or Master of Education degree awarded. All courses are reviewed internally and externally to ensure that they meet appropriate standards. Central State faculty members in the various academic departments review courses on a regular basis to ensure that they are current and meet industry standards. University-wide curricula reviews were initiated in 2004 for the conversion of the academic calendar from quarters to semesters As already described in the Criterion One Chapter, the Senate Committee on Academic Policy reviews academic program requests (APR) on an on-going basis to update courses in the undergraduate and graduate programs.

In addition to ongoing improvements made internally by the CSU faculty through the Faculty Senate Committees, external policies and guidelines from the Ohio Board of Regents (OBR) and the state legislature require all Ohio public colleges and universities to use the OBR-approved Transfer Module which enhances easy transfer of general education credits earned by students enrolled at Ohio institutions. TAG Courses for freshman, sophomore and junior level courses have been vetted by faculty from the

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various Ohio public colleges and Universities through a TAGS Committees established by the Ohio Board of Regents (OBR).

CSU faculty serving on the OBR Faculty Council work collaboratively with faculty at other Ohio public universities to align CSU’s general education and program courses with similar courses at other Ohio public institutions. The process of alignment enhances the quality of the courses and programs in which these courses are offered as they are reviewed and vetted for equivalence of course content, rigor, and credit hours to ensure that they are transferable among Ohio institutions of higher education. CSU has been involved in this process since 2005. The first set of CSU’s general education courses were approved by the OBR in 2006. During the review process, all Ohio public institutions of higher education were asked to develop an assessment plan and process to be posted online. In response to this OBR requirement, CSU developed a comprehensive assessment process which is still used today and is described in greater detail under Criterion Four, core component 4.B. Today, in 2012, over 70% of Central State's general education courses remain part of the Ohio TAG courses, thereby ensuring both currency and appropriate rigor.

Additional revisions to the CSU general education curriculum has been conducted over the years and most recently in 2011. These revisions reduced the number of courses and eliminated courses with multiple prerequisites. The process also allowed the redesign of 1000- and 2000-level general education courses; courses that were rarely offered were moved from active to inactive status in the Registrar’s office. In addition, in Spring 2012 the Senate Committee on Academic Policy and the Senate Committee on Assessment of Teaching and Learning worked collaboratively to align general education and program courses with five clearly articulated institutional outcomes that had been identified during the various iterations of the curriculum review processes between 2005 and 2011. These reviews and alignments of the general education courses resulted in a distributive model of the general education curriculum. CSU students can select from the various menus of courses during their first and second year as they complete their general education requirements.

General education requirements are provided in the 2012-2014 Catalog (pages 49-50). Content-specific programs in each of the four colleges are also reviewed regularly for currency. In order to improve the quality of learning among CSU students, CSU faculty developed and introduced the English Proficiency Exam (EPE) as a graduation requirement during the same period of time when CSU’s general education curriculum was in review. Successful completion of ENG 1102 or equivalent with a grade of C or better serves as a prerequisite for the EPE. During the EPE, students write argumentative essays administered by a staff from the Assessment and Institutional Research Office. The essay is graded by faculty using a rubric developed by faculty. A student who does not pass the EPE has two options-- (1) retake and pass the EPE or (2) enroll in ENG 3000, Advanced Composition, a course that reinforces argumentative writing, and pass it with a grade of C or better.   Students are mentored and tutored individually and in groups outside the classroom, assisted through the writing laboratory and through the University Center by professional academic counselors and faculty advisors.

3. A. 2. The institution articulates and differentiates learning goals for its undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

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As previously stated, CSU faculty members have identified five institutional learning outcomes and aligned these outcomes with the general education and program courses. These outcomes are clearly articulated in the undergraduate courses and programs.

In the College of Education, where students who have already earned a baccalaureate degree apply for the post-baccalaureate program to complete teacher licensure requirements, alignment in the post-baccalaureate is the same as in the undergraduate programs. In the graduate program, institutional learning outcomes are reinforced and differentiated so that the learning outcomes are met through courses that require advanced application, synthesis and evaluation as students apply more advanced higher order thinking in the graduate programs. Table 3.A.1 provides the differentiation of the five learning outcomes in the undergraduate general education and program courses using Blooms’ Taxonomy to show general application and reinforcement of higher order thinking throughout the curriculum.

3.B. The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.       3. B.1. The General Education program is appropriate to the mission, educational offerings, and degree levels of the institution. CSU’s General Education Program is appropriate to the University’s mission, educational offerings, and degree levels. A CSU degree requires completion of 124 credit hours, including 42-46 hours in the General Education curriculum and the remaining hours in the student’s academic major and electives. CSU’s General Education curriculum represents a distributive model and is based on the University’s mission to academically prepare students with diverse backgrounds and educational needs for leadership and service in an increasingly complex and rapidly changing world. The curriculum’s core is based on English, mathematics, humanities and fine arts, social and behavioral sciences, and natural and physical sciences as described in the 2012-2014 Catalog (page 49-50). CSU students complete General Education courses during the first and second year of their academic programs by selecting from a menu of General Education courses from the areas shown in the table 3.30 below. Table 3.B.1: CSU General Education AreasGeneral Education Core Area* Number of Credit Hours RequiredFirst Year Seminar (FYS) 1 - 2 Cr. Hrs.English Composition 8 - 9 Cr. Hrs.Humanities and Fine Arts (List A) 9 Cr. Hrs.Social and Behavioral Sciences (List B) 9 Cr. Hrs.Natural and Physical Sciences (List C) 7 Cr. Hrs.Computer Skills Courses (List D) 2 - 4 Cr. Hrs.Mathematics 3 Cr. Hrs.Health Education Courses (List E) 4 Cr. Hrs. (3 Credit hours plus 1 Cr. Hr. from List E).

 *Source: CSU Catalog 2012-2014, pages 49-50 The above distributive model is also based on recommendations and approval by the Ohio Board of Regents’ Transfer Module for Ohio public colleges and universities. In the future, CSU’s General

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Education curriculum will be reviewed to promote additional rigor within the content while developing more blended approaches and a less distributive menu of courses. This will provide students with a stronger and more application-based, foundation-level knowledge as students prepare to complete the various academic disciplines of their major.  3. B.2. The institution articulates the purposes, content, and intended learning outcomes of its undergraduate general education requirements. The General Education program is grounded in a philosophy or framework developed by the institution or adopted from an established framework. It imparts broad knowledge and intellectual concepts to students and develops skills and attitudes that the institution believes every college-educated person should possess. The purpose of CSU’s General Education curriculum is to provide students with a liberal arts foundation for their undergraduate degree programs. The Association of American Colleges and Universities (AAC&U) defines General Education as that part of liberal education that is required for all students attending an institution. AAC&U recommends that in order to stay current and provide students the knowledge and skills required in a changing global learning environment, institutions should follow principles and effective practices for General Education and Liberal Learning as captured in AAC&U’s “Changing Nature of Liberal Education. AAC&U outlines key questions related to the changing nature of General Education as follows: Table 3.B.2: The Changing Nature of Liberal Education 

Liberal Education in the 20th

CenturyLiberal Education in the 21st

CenturyWhat Intellectual and personal

development An option for the fortunate Viewed as non-vocational

Intellectual and personal development

Necessity for all students Essential for success in a

global economy and for informed citizenship

How Through studies in art and science disciplines (“the major”) and/or through general education in the initial years of college

Through studies that emphasize the essential learning outcomes across the entire educational continuum —from school through college —at progressively higher levels of achievement (recommended)

Where Liberal arts colleges or colleges of arts and sciences in larger

All schools, community colleges, colleges and universities as well as all

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institutions fields of study (recommended)

*Source: AAC&U: The Changing Nature of Liberal Education.

CSU’s General Education Program is consistent with the above framework while meeting the requirements of the Ohio Board of Regents’ Transfer Module which has its own set of student learning outcomes (See http://www.regents.ohio.gov/transfer/otm/otm-learning-outcomes.php). The CSU faculty have identified five learning outcomes that students must demonstrate upon completion of the General Education curriculum. These learning outcomes include the ability of students to:

Communicate effectively Think critically Apply the scientific process Demonstrate an awareness of the roles cultural and social factors play in human achievement; and Demonstrate competence in their chosen fields of study.

Faculty articulate these learning outcomes within the courses they teach. An assessment process has also been developed with steps for assessing each of the General Education learning outcomes. The Office of Planning and Assessment is working with the faculty to develop an assessment plan for each of the five outcomes. Even though these outcomes are identified, intentional University-wide assessment of the outcomes are yet to be implemented in curricular as well as co-curricular activities in which students are involved.  The Office of Planning and Assessment, through two of its units-- the Assessment Office and Institutional Research and Faculty Development Office (to be named the Center of Teaching and Learning to enhance a University-wide culture on assessment)-- will lead the campus-wide assessment efforts, beginning with the General Education learning outcomes. Findings from these assessments allows the University to intentionally redesign existing General Education courses. It is proposed that the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics is used initially, as recommended by the AAC&U, as CSU faculty work collaboratively to assess and use assessment findings to improve assessment methods to be used in the future. Details of proposed assessments are provided in Criterion Four (Core Component 4.B.).    3. B.3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments. Every degree program requires every student to complete a prescribed program of study consisting of required courses in order to complete his/her degree.  In these courses, students must demonstrate the ability to collect, analyze and communicate information effectively.  For example, teacher candidates in the College of Education must complete the Teacher Performance Assessment.  This project requires students to clearly demonstrate effectiveness in planning for instruction, delivery of instruction, collecting

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data, analyzing data and writing a detailed reflective analysis of their teaching from this analysis. Teacher candidates are expected to make necessary corrections in their teaching for the improvement of classroom instructional effectiveness. As previously described under core component 3A in Table 3.A.1, CSU’s institutional learning outcomes are clearly integrated throughout all programs.

3.B. 4. The education offered by the institution recognizes the human and cultural diversity of the world in which students live and work.

CSU’s educational programs provide multiple opportunities for students to learn about human and cultural diversity. A selected list of courses offered through the four academic colleges is provided in table 3.50 below. Table 3.B.4: CSU's Courses With a Focus on Human and Cultural DiversityCourse Course Description Credit HoursSOC 1100 Introduction to Africana Studies: Introduction to the multi-

subject and multidisciplinary field of Africana Studies (a.k.a, Black Studies, African, Afro-American Studies, Pan-African Studies).

3 Credit Hours

ECO 3360 International Business: This course surveys business practices on six continents, emphasizing the relationship between the U.S. and other countries. International commerce is impacted by differing languages, terminology, laws, customs, politics, and economics.

3 Credit Hours

Economic Growth and the Problems of Underdeveloped Nations (Odd Years). This course introduces an empirical and theoretical consideration of long-term economic changes.

3 Credit Hours

ECO 2260 Urban Economics: This course covers development of political/economic theoretical perspectives for applied problem-solving in the urban economic context. The following problem areas will be surveyed: employment, education, poverty, crime, health, housing, transportation, and environment. Prerequisites: ECO 2210 and ECO 2220

3 Credit Hours

ECO 2270 Economic Problems of the Black Community: This course analyzes current economic problems based upon the history of socioeconomic roadblocks to progress.

3 Credit Hours

EDU 2264 Multicultural Education: This course is designed to focus on interrelationships of social forces and education, including an introduction to multicultural and global issues in contemporary society, and their application to the educational process and schooling.

3 Credit Hours

ENG 2101 Literature and the Global Village: A writing-intensive course focusing on issues of globalization and culture as expressed through literature. Includes texts from a range of periods and

3 Credit Hours

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culturesENG 3060 Literature by Women: Studies of significant texts by women,

written in English. Focuses on the literary techniques and concerns of women within diverse cultural traditions

3 Credit Hours

GEO 4405 World Political Geography: The geographical character of the nation-state. The relation of geopolitics to political geography

3 Credit Hours

GEDU 6538 Policy and Issues of Access and Equity:  This graduate-level course examines contemporary policies in education and consequences of these policies and equitable education for all students. A second focus will be on choices of students, teachers and school administrators, the consequences of these choices and their implementation to public policy. In this focus on equity, we will analyze the link between gender equity and general school reform.

3 Credit Hours

HIS 3460 Islam in Africa: Islam now plays an increasingly important role in shaping African societies. This course examines how Islam spread chiefly into the Western Sudan, Northern, and Eastern, including the coastal regions of Africa.

3 Credit Hours

PHI 2210 Survey of Global Philosophy: Students analyze some of the major problem areas of philosophy from a global perspective and in a range of time periods. Problems covered include freedom, religion, knowledge, and value.

3 Credit Hours

SOC 3325 Race and Ethnic Relations: A systematic and critical analysis of racial and ethnic relations in contemporary societies. Major emphasis on the impact of cultural, historical, political, and economic forces on interaction among racial and ethnic groups in the United States

3 Credit Hours

CSU’s goal is to produce graduates who have an appreciation for their own culture as well as other cultures and who are equipped to live and work in a global society. The University has developed a modern language laboratory with a coordinator who reports to the Director of the Center for Global Education. This laboratory enhances existing language programs in the College of Arts, Humanities and Social Sciences. The Center works collaboratively with the Department of Humanities to identify modern languages such as Arabic, Mandarin Chinese, French, Spanish, and Swahili that the laboratory should support. The laboratory also provides programs in other identified international languages, such as Portuguese and Wolof--a language of Senegal, The Gambia, and Mauritania--to prepare students planning to travel to countries where those languages are spoken. The Rosetta Stone software was purchased and installed in the modern language laboratory to support the acquisition of skills and fluency in modern languages. In addition to the above, the Center for Global Education plans to work with the Department of Humanities in the development of a major in International Studies to include area studies programs in African and African Diaspora Studies, Chinese Studies, Asian and/or Brazilian Studies. Programs initiated will support existing courses, seminars, symposia and study abroad activities. Other proposed

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programs include cultural studies, environmental studies, international development and relations, and international criminal law.   In 2008, CSU hosted Dr. Qi Son, a Fulbright Scholar from China, who provided instruction on Chinese film and theater. From 2009-2011, CSU students pursuing degrees in various disciplines traveled abroad to study at various universities. The number of CSU students who studied abroad increased from one student to eight students (a 700% increase) between 2009 and 2010, and then dropped from seven students to five students (a 25% drop) between 2010 and 2011. In 2012, CSU established a Center for Global Education and hired a Director to lead the Center. The Center for Global Education will coordinate a wide range of study abroad and international programs, including collaborative research among CSU faculty and faculty in similar disciplines abroad. These collaborations will also facilitate travel opportunities for CSU students, faculty, and staff. The Center will promote recruitment of more international students to attend CSU. As of Fall 2012, CSU is one of the few HBCUs expected to welcome about 50 international students from Brazil during the Spring 2013 semester as a result of strategic recruitment and planning initiated between the U.S. and the Brazilian government. International students will contribute to the ongoing diversification of the CSU student body and enhance cultural interactions among faculty, students and staff on the CSU campus. The table below provides some examples of students and the study abroad program students have participated in over the last three years.

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Table 3.B.5: Summary of Study Abroad Program from 2009 -2011

Summer 2009 Summer 2010 Summer 2011Student (Program)

Study Abroad Location

Student (Program)

Study Abroad Location

Student (Program)

Study Abroad Location

Wilbren Gwen(AYA Science

 Education)

University of São Paulo - SP, located in Brazil, South America

Dwight Blueford (Sociology)

University of Ghana, located in Ghana, West Africa

Lauren Colvard (Political Science)

University of Ghana, located in Ghana, West Africa

Tianiece Boswell (Intervention Specialist, Education)

University of Ghana, located in Ghana, West Africa

Lavonte Heard

(Music-Vocal Performance)

University of Miami, located in Salzburgs, Austria

Lee Ivey (Finance)

Shanghi University, located in China, South East Asia

April Malone

(AYA Language Arts)

University of Ghana, located in Ghana, West Africa

KardeneJoshua (AYA

Education)

University of Ghana, located in Ghana, West Africa

Taisha Tanksley (Business Marketing

Shanghi University, located in China, South East Asia

April

Malone (AYA Language Arts)

University of Ghana, located in Ghana, West Africa

Steven Weems

(Music –Performance)

University of Miami, located in Salzburgs, Austria

 Dewayne Rivers (Business)

University of  Ghana, located in Ghana, West Africa

Dominique Waters (Vocal Performance)

Oberlin in Italy: Arrezo, located in Italy, Europe.

Stephanie Wise

(AYA Education)

University of Ghana, located in Ghana,

West Africa*Source: CSU Title III (Part B) Quarterly Reports (2009 - 2011 from CSU Title III Office) 3. B.5. The faculty and students contribute to scholarship, creative work, and the discovery of knowledge to the extent appropriate to their programs and the institution’s mission.

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  Central State University promotes an environment of continuous learning for faculty and students. Faculty and students are actively engaged in research and/or creative expression. Faculty promotion is based on demonstration of excellence in teaching, scholarship and service, for example. In the past five years, CSU faculty members have published numerous articles in peer reviewed journals. A detailed list of publications by CSU faculty is included in the Self-Study evidence file. CSU faculty have also been very successful in securing research funding.  In the past, for example, Central State has ranked 6th out of 16 HBCUs that do not have a master’s program or land grant status. The University has experienced a significant increase in research funding since 2008. CSU students contribute to scholarship, creative work, and the discovery of knowledge via capstone courses required of various majors, internships, performance in the arts, etc. For example, students majoring in biology, chemistry, computer science, communications, criminal justice, education, English, entrepreneurship, environmental engineering, geography, industrial technology, manufacturing engineering, music, political science, psychology, social work, sociology, and water resources management are required to complete a capstone course during their final year of study. The capstone courses require students to work under the mentorship of a faculty member to design, implement and present a study or performance demonstrating proficiency in their field of study. More specific examples are below.  College of Science and Engineering The College of Science and Engineering holds a Fall Internship/Research Review every year to enable students to showcase and share the experience and knowledge they gained through research internships and job training internships. This event is sponsored by the Center for Student Opportunities (CSO) under the Science, Technology, Engineering and Mathematics Upgrade and Outreach (STEM UP-OUT) Program funded by the National Nuclear Security Administration and other external funding agencies. One of the main activities of the CSO is to seek, arrange, award and monitor summer research internships and job training internships that give students valuable experience and set the stage for smooth transition to graduate school and/or a professional career.

Annual Research and Scholarly Activities Day  CSU’s annual Research and Scholarly Activities Day celebrates research and scholarly activities that occurred on and off campus during the previous calendar year. The occasion features oral and poster presentations by CSU students, faculty, and staff, and awards prizes in recognition of exceptional work and accomplishments. College of Humanities, Arts and Social Sciences Through the College of Humanities, Arts & Social Sciences’ Scholarship & Pedagogy Symposium, various academic, research, and scholarly events are held by CSU students and faculty each year featuring projects resulting from various academic activities.  The symposium includes musical performances by faculty and students, followed by poster presentations of research and displays of other academic works

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such as books, articles, and art works. Faculty Exhibits are held to share recent works of art with students, the CSU community, and surrounding area, and to provide students with an opportunity to engage with the faculty in discussing their inspiration and creative arts.

The Department of Fine and Performing Arts presents more than thirty musical recitals, workshops, or concerts every semester. The Student Recital Series meets every Tuesday and Thursday in a faculty-guided recital program to develop musical proficiency in student performers as well as student listening skills that foster critical thinking and analysis of musical style and a discerning ear to evaluate the quality of a musical performance. Students perform repertoire chosen by the faculty to challenge and develop their performance skills in preparation for the capstone music performances – the junior and senior recitals.  In addition, Fine and Performing Arts faculty often perform in Faculty Recitals, sometimes with guest artists, to demonstrate the level of professionalism in musicality and deportment expected for students to emulate. Performance ensembles such as the Choir, Concert Band, Jazz Ensemble, Percussion Ensemble and others perform each semester in concerts that showcase the repertoire and skills that have been developed during the term. Ensembles are often called upon to perform at University functions such as convocations, Honor’s Day, Charter Day, and alumni conferences throughout the academic year. The Central State Chorus performs regularly with such stellar groups as the Chicago Symphony, The Cincinnati Symphony, the Dayton Symphony and Dayton Opera. The Jazz Ensemble is a regular performer at the Elmhurst College Jazz Festival in Elmhurst, Illinois, a suburb of Chicago. The Visual Arts component of the Department of Fine and Performing Arts presents at least two art exhibits each academic year; the Art Faculty Exhibit and the Senior Thesis Exhibition. In addition, there have been numerous special presentations by guest artists held in the University gallery.  During their senior year, Fine Arts students produce a Senior Exhibition, based on an artistic theme of their choice, with themes ranging from formal to ritualistic. The emphasis of the senior art exhibit is to have a final project based on a cohesive body of work. Prominent artists also come to CSU to exhibit their works. Examples of prominent artists have included Jon “Onye” Lockard, Willis “Bing” Davis, James Pate, Curtis Barnes, Sr., and Ed Hamilton.  In addition to the college and discipline-specific research and scholarly activities, there are several interdisciplinary activities that involve faculty, staff, and students from two or more CSU academic colleges and departments. Examples of CSU’s interdisciplinary research activities, with funding sources identified, are described below: 

The Center for Allaying Health Disparities through Research and Education (CADRE) (2008-13, $4.2 Million, from the National Institute of Health (NIH) 

 CADRE is a multidisciplinary effort to build CSU’s research capacity that will ultimately contribute to the elimination of disparities between the health of the minority and majority populations in the United States. CSU is addressing the issue by increasing CSU’s capacity to conduct biomedical and behavioral research. To date, CSU has accomplished the following:

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Developed a Human Exercise and Performance Laboratory Developed a first class Animal Facility Developed a Geospatial Database Center for Minority Health Disparities Developed a Cell Culture Laboratory Developed a Psychology Testing Laboratory 

The Center Of Excellence in Stem and STEM Education (STEM-X-ED) 2010-14, $3.9 Million, Department of Defense (DOD)

 The goal of the CSU-STEM-X-ED is to increase the number of undergraduate students from underrepresented groups who earn degrees in STEM and STEM Education, and to improve institutional capabilities to provide quality education in STEM disciplines that support the Department of Defense mission. This goal will be achieved by: 1) focused recruiting and retention of STEM majors; 2) enhancement of existing programs, particularly those related to materials development and the Manufacturing Engineering program; 3) establishing and fostering an academic environment conducive to multidisciplinary studies through incorporation of Computational Science into all CSU STEM programs. Through University partnerships, CSU-STEM-X-ED will produce the diverse STEM graduates needed for the future. Anticipated outcomes related to the DOD Mission include: 1) students   trained in STEM disciplines that are important to the DOD Mission; 2) students with DOD-related job experiences through internships and co-op assignments; and 3) students with  formal training in modeling and simulation, an area of growing importance in a wide range of DOD design and research applications. The development of increased capacity and capabilities will result in an enriched student learning environment that will immerse all STEM and STEM Education students in state-of-the-art experiential learning that prepares them with the knowledge, skills, and experience needed for successful careers in STEM fields. These graduates will be well-grounded in STEM academics and will also have had practical experience with DOD-related research gained from involvement in internships at DOD laboratories or with DOD contractors.    The Center for Cyber Sensors Networks for Human and Environmental Applications (2012-14, $600, 000, National Science Foundation (NSF) The Center aims to increase the research capacity of Central State with the goal of developing a focused research center in two years. The proposed work will strengthen the research credentials of the University's faculty as well as the resources and facilities of STEM departments, thereby creating the foundation for CSU to become a competitive research institution. Together, the above will help CSU develop the proper research infrastructure to establish a Center for Research Excellence in Science and Technology or similar research center. 

Center Of Excellence in Emerging Technologies (OBR) 

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The Center for Emerging Technologies is an Ohio Board of Regents (OBR) and state-designated Center of Excellence. Its mission is to support CSU to graduate a diverse workforce that is highly skilled and prepared for future jobs in emerging technologies in the Miami Valley and throughout Ohio. The Center integrates CSU’s core competencies in manufacturing engineering, environmental engineering, mathematics and computer sciences, natural sciences, and technology transfer and commercialization through the National Environmental Technology Incubator. The Center offers expertise in the integration of renewable and alternative energy supporting manufacturing and environmental protection areas.

Undergraduate Research Journal The first edition of the CSU Undergraduate Research Journal highlighted the research done by students in the Departments of Social and Behavioral Sciences, Mathematics and Computer Science, Manufacturing Engineering, and Natural Sciences.  In addition, students from Humanities, Fine Arts and Music were also represented. The peer-reviewed journal is dedicated to the highest standards of scholastic integrity by encouraging a cross-disciplinary approach.  With assistance from faculty members who served as mentors, plus financial assistance from the University, students were given the opportunity to conduct research.  3.C. The institution has the faculty and staff needed for effective, high-quality programs and student services.

Central State University has sufficient faculty (109) and staff for effective, high-quality programs and student services but, like most institutions of higher education, particularly during this fiscally challenging period, could use more faculty and staff to both enhance program and service offerings and reduce the burden on existing faculty and staff.

3.C.1. The institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance; establishment of academic credentials for instructional staff; involvement in assessment of student learning.

Based on 2011 institutional data, CSU has over 109 full-time faculty members. Of these 75 (69%) hold terminal degrees and conduct research in the disciplinary areas they teach, and 50 (46%) are tenured. The University also has 90 faculty members who serve on non-tenure track or as term faculty or adjuncts to complement the instructional efforts of the full-time tenured faculty. The tenured, non-tenured, and adjunct faculty members provide instruction to students through use of traditional face-to-face lectures and blended web-based instruction on its main and Dayton campuses. Professional counselors and staff in the University College and faculty in academic departments work with students  to provide tutoring in mathematics, reading and writing.

Central State has a student faculty ratio of 25:1, which provides a challenge for one-on-one interaction with students. This challenge has been addressed to some extent by the University, and, of course, is not unique to CSU during these times of economic downturn. While the University has depended heavily on adjunct faculty in recent years, it has also increased the number of full time faculty needed for classroom

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teaching and non-classroom responsibilities such as student advising. Several factors have contributed to the challenge, including inability to fill positions due to the low salary rates offered by a public institution, inability to attract qualified faculty in certain disciplines, and high turnover in the Office of the Provost and Vice President of Academic Affairs.  

As already stated in detail earlier, CSU faculty provide oversight of the curriculum and set expectations for student performance. They also establish academic credentials for instructional staff and are involved in assessment of student learning. Further discussion in these areas appears in 3.C.2. below and later in this Self-Study report.

3. C.2. All instructors are appropriately credentialed, including those in dual credit, contractual, and consortial programs.

 CSU hires instructors with appropriate credentials in the areas they teach. As stated above, of the 109 full-time faculty at the University in 2011, 75 (69%) had the terminal degree in their respective discipline. Required credentials are stipulated by the faculty in the department, are consistent with HLC guidelines, and are included in the faculty position descriptions. Official transcripts of each faculty from regionally accredited universities are submitted to the institution. These transcripts are reviewed as a part of the hiring process and are stored in the official files within Academic Affairs. In the summer of 2011, all faculty transcripts were reviewed and vetted by the chairs and deans within the colleges. This process will be continued as part of the program review process. 

Instructors at CSU participate in consortial programs through the Southwestern Ohio Council for Higher Education (SOCHE), and are appropriately credentialed to do so. CSU participates in Ohio’s Post-secondary Enrollment Program (PSEO) which permits high school students to take college courses for college credit or for both high school and college credit. Such students enroll in regular CSU courses taught by appropriately credentialed CSU faculty.

3. C.3. Instructors are evaluated regularly in accordance with established institutional policies and procedures.

Probationary evaluations of all CSU faculty and staff are conducted 90 days after the hire of each faculty and staff, and annual evaluations are conducted every year thereafter, consistent with University policies and procedures. All records of these evaluations are kept in the Office of Human Resources. Full-time and part-time faculty are also evaluated by the students enrolled in their courses. Results of these evaluations are kept in the Office of Assessment and Institutional Research.

Faculty Evaluations

Faculty evaluations are conducted by students in the various courses taught by the faculty. Evaluation of the CSU faculty is an on-going process designed to maximize student learning.  Faculty evaluation is conducted every semester by the Office of Assessment and Institutional Research. Forms used for faculty evaluations are approved by the Faculty Senate. Results of faculty evaluations are compiled and analyzed by course instructor, department and college. These faculty evaluation results are provided to Deans and Chairs, who in turn provide and review with each faculty member. Results are used to make

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improvements in the teaching and learning of the courses taught in subsequent semesters. Faculty can also use the results for tenure purposes. Additional evaluations of faculty members are conducted by the Department Chairs in accordance with AAUP-CSU Agreement, Article 20. Detailed information about the 16-step process for faculty promotion and tenure process, based on the AAUP agreement is also provided in the Faculty Handbook (pages 50-52).

3. C.4. The institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development.

For the University to achieve its mission, faculty must remain current in their  disciplines and in pedagogical strategies. Helping faculty remain current occurs in many ways, including by self-engagement, scholarly work, and/or University-funded support. Regardless of the process, it is essential that faculty be engaged in relevant professional development activities which are critical for educating and graduating the best and brightest students who will successfully compete globally for careers and jobs in their fields of interest.

One of the roles of faculty is to be aware of new and developing research in their   fields and emerging theories and practice. Through performance assessment by students, faculty peers, and the department chairs, in collaboration with faculty led committees, faculty are able to identify faculty development needs.  The University has policies, practices and opportunities that encourage all faculty to be continuous learners.

In some departments, senior or experienced faculty mentor new faculty by providing encouragement and support for developing scholarly work around teaching, research and service. The Office of the Provost provides financial incentives to faculty willing to engage in new best practice strategies to support student retention. Through such modeling of good teaching and coaching, several new faculty have been able to develop teaching strategies to help students learn.

Through other professional development opportunities, funded through Title III, more faculty are becoming engaged in their work with a focus on student learning. In the College of Education, for example, faculty know and understand the professional, state, and institutional standards identified in the Conceptual Framework for programs and are demonstrating their mastery of these standards.   Other institutional incentives include offering workshops that are essential for new faculty who are unfamiliar with new technology available for student learning and assessment, teaching and learning styles. As stated earlier, the University has also converted its Office of Faculty Development into a Center of Teaching and Learning to enhance professional development opportunities for faculty.

Additional external funding through Title III has provided substantial funding support for faculty involvement and attendance at professional conferences, workshops and training, thereby permitting faculty to maintain active participation in their professional organizations. For adjunct and new faculty, the Offices of the President and Provost collaborate to provide a breakfast meeting that provides a welcome and overview of University policies, procedures and expectations.

Opportunities to recognize faculty are also important. The University accordingly takes time every spring semester to recognize faculty during a faculty retreat for Teaching, Research and Service.  In past years,

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these recognitions were made at commencement ceremonies.  Faculty and student mentees may also be asked to appear at Board Meetings to be recognized publicly for their achievements. In addition, the University provides faculty with opportunities to travel to conferences to promote currency in their disciplines. 

Table 3.C.4. The chart below shows the various professional development opportunities in the form of workshops, conferences, and webinars provided to faculty to improve teaching and learning and student retention.

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Table 3. C.4. Faculty Development Activities from January 2010- July, 2010

 Name of Activity and Sponsor/Presenter

Department/Attendees Location and Date Description of Professional Development Activity

African Literature Association Conference, Dr. Kwawisi Tekpety

All faculty and Instructional staff in the Department of Humanities

Tucson, Arizona, March 10-14, 2010

Conference gave the faculty the opportunity to become familiar with recent research, scholarship, pedagogy and new trends in the field of African Literature

2010 InterLink Alliance: “Teaching and Learning in the 21st Century”

10 faculty members represented CSU

Spelman College, Atlanta, Georgia, March 18-20, 2010.

This conference served as the inaugural event for the Alliance. As a founding member of the Alliance, CSU was well represented. Faculty members were charged to work toward the Alliance’s mission and purpose to develop and prepare African American students to learn, live and lead in the 21st Century.

2010 Faculty Retreat: Theme: “Strategies for Engaging the Millennial Student

All faculty invited; 84 attended

May 3, 2010, Cedarville University, Cedarville, Ohio

Annual faculty event.  Focused on providing faculty with strategies to reach and meet needs of millennial students.  The guest presenter was Dr. LaCreta Clark of Saginaw Valley State University. Retiring faculty members were recognized.

AAC & U Institute for General Education and Assessment

CSU sent a team of 3 faculty members, and two administrators

June 4-9, 2010

Burlington, VT

This institute focused on assessing general education courses and how the successful completion of freshman level courses impacts retention, persistence and graduation.

AAC & U “Greater Expectations Institute”

CSU sent a team of eight faculty members and two deans

Vanderbilt University Nashville, Tennessee, June 15-16, 2010

Institute focused on developing high impact practices and strategies to promote student engagement, improve persistence and the achievement of learning outcomes.  Additionally, the institute encouraged faculty to dedicate time to create sustainable learning environments that foster student engagement, inclusiveness and success.

Faculty Development Activities from August, 2010-July, 20112010 Faculty Institute: “Incorporating High Impact Strategies for Promote Student Success”

All faculty invited; 90 participated

CENS Auditorium, Central State University, August 6, 2010

Annual faculty meeting to kick-off the academic year.  Focused on how faculty can incorporate the 10 High Impact Strategies advocated by AAC &U.  Presenters were CSU faculty who attended the AAC&U June 2010 Greater Expectations Institute

First Year Seminar Faculty Training

Open to all faculty and instructional staff members teaching the Freshman Seminar

August, 2010, the Center for Academic Success, from 9:00-12:00

Training program for faculty teaching the freshman seminar.  Topics included syllabus development, suggested activities, student engagement, process for reporting grades, etc.

Learning Communities Training

Open to all faculty members teaching a learning community course

August, 2010, from 10:00-1200 PM, Center for Academic Success, Central State University

Workshop presented by Dr. Karen Townsend and Dr. Frank Schiraldi  for the purposes of defining the concept of “Learning Communities,” offering strategies for common and collaborative assignments, and recommendations for both in class and out of class activities to promote student learning.

Assessing and Utilizing MyCSU

All faculty and instructional staff invited

August, 2010, 1:00- 2:30 PM, Center for Academic Success, Central State University

A series of workshops presented by University Registrar Ms. Tonya Branham provided faculty with instructions on how to navigate the CSU portal for the purpose of reporting, posting, and updating student grades.

Assessing and Utilizing MyCSU

All faculty and instructional staff invited

August, 2010; 2:00-3:30 PM, Center for Academic Success, Central State University

A series of workshops presented by University Registrar Ms. Tonya Branham and made available to faculty to provide them with instructions on how to navigate the CSU portal for the purpose of reporting, posting, and updating student grades.

Incorporating High Impact Strategies (Collaborative topic-specific workgroups by faculty)

Self-identified faculty participants in topic specific groups

Various workshops throughout the Fall 2010 semester

As a follow-up to the Faculty Institute, team leaders met periodically to discuss the 10 High Impact Strategies.  Workgroup topics included:  First Year Seminars, Common Intellectual Experiences, Learning Communities, Writing Intensive Courses, Collaborative Assignments, Diversity and Global Learning, Undergraduate Research, Service Learning/Community-based Learning, Internships, and Capstone Courses and Projects.

Sponsored by the Greater 14 CSU faculty November 12, 2010 The event brought together academic and student affairs

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Cincinnati Consortium of Colleges and Universities, “Retention 360 Conference”

and staff members University of Cincinnati, Ohio

professionals to share best practices for promoting student retention.  The featured presenter was Dr. Vincent Tinto of Syracuse University.

Dr. Kwawisi Tekpety Humanities African Studies Association Annual Meeting, San Francisco, CA

Annual conference for faculty who teach African languages, history and culture.

Webinar: “Engaging and Retaining Online Students”

All faculty invited February 23, 2011, Room 126 CENS Auditorium, Central State University

With increasing number of CSU faculty interested in teaching online courses, this webinar provided tips and techniques for making courses “student-friendly.”

Webinar: “Using Data and Metrics to Improve Student Persistence”

All faculty and instructional staff invited

126 CENS Auditorium, Central State University, February 25, 2011

In an effort to provide faculty with information and tools to better assess student learning, which in turn will provide insight on how to better meet their needs, this session was offered to all faculty.

Dr. Tamra Ragland Education National Council of Teachers of Mathematics, Indianapolis, Indiana April 13-16, 2011.

Faculty member obtained information on best practices and instructional design for mathematics majors.

2011 Faculty Retreat

YOU Are Central to Student Success!

All faculty and instructional staff members invited; 91 attended.

CENS Auditorium and various classrooms, May 9, 2011

Annual year-end faculty event.  This year’s retreat included workshops on Assessment, Classroom Management, Classroom Accommodations and Stress Management.  Colleges were given time to caucus and discuss how they would use what they had learned.    Additionally, faculty members who were retiring were recognized.

Ms. Lugene Bailey, Dr. Sterling Coleman, Ms. A. Carolyn Sanders Ms. Caroline Sterling

University Library American Library Association Conference, New Orleans, LA

University Librarians attended conference to obtain updated information on how to incorporate and utilize differential instruction strategies via library resources.

Faculty Development Activities from August, 2011- July, 20122011 Faculty Institute

Creating An Environment for Student Success

All faculty and instructional staff invited; 93 participated

August 5, 2011, Central State University Ward Ballroom

Annual faculty meeting to kick-off the academic year.  The focus was on Scholarship and Good Practice with guest presenter Dr. Joe Law from Wright State University

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First Year Seminar Faculty Training

All faculty and instructional staff invited

Central State University, Center for Academic Success, August 8, 2011, from 9:00 AM to Noon

Training program for faculty teaching the freshman seminar.  Topics included syllabus development, suggested activities, student engagement, process for reporting grades, etc.

Course Assessment Techniques All faculty and instructional staff invited

Room 126 CENS, Central State University, August 11, 2011

Workshop presented by Professor Santhi Harvey to assist faculty in becoming familiar with the four-step assessment process

Assessing and Utilizing MyCSU All faculty and instructional staff invited

CENS Auditorium, Central State University, August 17, 2011, Room 126

A series of workshops presented by University Registrar Ms. Tonya Branham and made available to faculty to provide them with instructions on how to navigate the CSU portal for the purpose of reporting, posting, and updating student grades.

Assessing and Utilizing MyCSU All faculty and instructional staff invited

Central State University, CENS 126, August 29, 2011

A series of workshops presented by University Registrar Ms. Tonya Branham and made available to faculty to provide them with instructions on how to navigate the CSU portal for the purpose of reporting, posting, and updating student grades.

Assessing and Utilizing MyCSU All faculty and instructional staff

Central State University, Dayton Location, August 30, 2011, 2nd Floor Computer Lab

A series of workshops presented by University Registrar Ms. Tonya Branham and made available to faculty to provide them with instructions on how to navigate the CSU portal for the purpose of reporting, posting, and updating student grades.

Office of Sponsored Programs and Research: Grant Writing Workshop, “Shaking the Money Tree” and “Finding External Funding”

All faculty invited Central State University, CENS 126, October 2, 2011; 2:00- 3:30 PM

An interactive workshop designed to assist faculty in identifying funding sources using online sources and government databases.

Proposal Writing 101:  “Securing External Funding”

All faculty and instructional staff invited

Central State University Jenkins Hall Auditorium, October 24, 2011, 1:30 - 3:00 PM

An interactive workshop hosted in collaboration with the Office of Sponsored Programs and Research and designed to assist faculty in responding appropriately to RFPs and writing compelling proposals.

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Southwestern Ohio Council for Higher Education (SOCHE) Teaching & Learning Conference.

Dr. Henry Schrader Central State University, October, 27, 2011

Conference offered faculty member an opportunity to learn best practices from faculty throughout the region

Ms. LaKeysha Catron, Director of Academic Advising and Assistance: “Understanding Banner and MyCSU”

All faculty and instructional staff invited

Central State University, CENS 126, November 3, 2011, 3:00 PM – 4:00 PM

Workshop provided faculty and instructional staff information on how to navigate the CSU portal for reporting and posting purposes, and for updating student grades. It also provided hands-on training on how to access and use Banner for student advising.

Workshop presented by Professor Santhi Harvey: “Assessing Your Course Assessments”

All faculty and instructional staff invited

Central State University, Smith Hall, December 1, 2011, 2:00 PM -4:00 PM

Workshop to assist faculty in becoming familiar with the four steps in the CSU assessment process.  Faculty were provided with tools to assess where they were in the assessment process.

2012 InterLink Alliance  Faculty Development Conference: Teaching and Learning in the 21st Century

Five CSU faculty members attended.

North Carolina Central University, Durham, NC, March 9 – 10, 2012

This conference offered faculty the opportunity to develop strategies to promote student success, with the focus on the “millennial student.”

Webinar: “An Institutional Approach to Retaining African American Students”

All faculty and instructional staff invited

Central State University, CENS 267, April 5, 2012 3:30 PM

This webinar presented comprehensive, data-driven and campus-wide strategies for retaining African American students and promoting persistence through graduation.

Dr. Rajeev Swami College of Education faculty

Attendance at the National Science Teachers Association, March 29-April 1, 2012, Indianapolis, Indiana

Reinforced faculty member’s knowledge of best practices and instructional design for STEM majors

Dr. Kimberly Hitchcock

Ms. Rosie Turner

College of Education faculty

The American Alliance of Physical Education, Health, Recreation and Dance Educators Conference, Boston, MA, March 13-17, 2012

Faculty obtained information for incorporating best practices and differential instructional design with an emphasis on student wellness.

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The National Council of Teachers of Mathematics, Dr. Tamra Ragland

Education Indianapolis, Indiana, April 25-28, 2012

Faculty’s knowledge of best practices and instructional design for STEM majors with a special emphasis on African American students was reinforced.

Dr. Ameny-Dixon, Associate V.P. for Planning and Assessment. 2012 Faculty Retreat: “Closing the Assessment Gap:  Identifying and Assessing Course Learning Outcomes

All faculty were invited; 89 attended

Central State University, CEN Auditorium; May 7, 2012, 9:00 -12:00 PM

Annual faculty event.  Presentation focused on preparation for HLC accreditation reaffirmation visit. Retiring faculty and faculty members who had completed the four-step assessment process were recognized.

Southwestern Ohio Council for Higher Education (SOCHE) “Strategic Student Services, Sustained Student Success”

Dr. Flore Chevaillier: Faculty in the Humanities Department (English)

Wright State University Student Union, June 14 & 15, 2012.

Conference offered faculty knowledge on how to collaborate with student affairs professionals for the purpose of promoting student success.

 

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In the 2010-2011 academic year, the Office of the Provost in the Division of Academic Affairs provided an opportunity for faculty in all four colleges to prepare proposals for Title III funding. The selection of faculty was based on the quality of their proposals. Table 3.C.1.lists the faculty members selected and provided funds in the amount of one thousand dollars ($1,000) to improve effective teaching and student learning in the courses they taught. Funds were used to purchase unique materials of instruction (MOI) that were generally not provided through the academic department or College. 

Table: 3.C.1. CSU Faculty who Received Mini-Grants to Support Innovative Classroom Activities

Faculty Members and Proposal Topic

College Course Taught and Improved Using the Mini-Grant

L. Bailey - Topic: I Dare You: The Freshmen Paper

College of Humanities, Arts and Social Sciences

ENG 1102: Writing and Researching the Essay (4 Cr) - Research-based analytic and argumentative writing using library and Internet source. (see page 178 of 2010-2012 Course Catalog for details).

J. Blockberger - Topic: Accounting Monopoly

College of Business ACC 2210: Financial Accounting (3 Cr) - An introduction to the fundamentals of accounting that includes the accounting cycle for service and merchandising entities. (see page 154 of 2010-2012 Course Catalog for details).

L. Brogdon-Wyatt - Topic: Engaging the Communicators

College of Humanities, Arts and Social Sciences

COM 2200: Introduction to Mass Communication (3 Cr) (see page 163 of 2010-2012 Course Catalog for details).

R. Claxton - Topic: Extended Learning at Art Institute of Chicago and Museum of Science and History

College of Humanities, Arts and Social Sciences

ART 3150: Modern and Contemporary Art History (3 Cr) - An Analytical and interpretive study of art movements from the 19th century to the present with emphasis on their significance in relation to contemporary civilization (see page 156 of 2010-2012 Course Catalog for details).

G. Giddings - Topic: Academic Connections Through African Art

College of Humanities, Arts and Social Sciences

HIS 4497: Special Topics in History (3 Cr) - Offered Even Years/On Demand.  Instructors have an opportunity to teach topics that they are currently researching or topics of special interest to them. Prerequisites: HIS 1121, HIS 1122, HIS 2201 and HIS 2202 or permission of instructor (see page 189 of 2010-2012 Course Catalog for details).

J. Mitchell - Topic: Autonomous Underwater Robot

College of Science and Engineering

INT 3630: Microprocessors (4 Cr) - Introduction to the applications and development of software and hardware for effective interfacing to microprocessor-based systems. Prerequisites: INT 3520. (See page 196 of 2010-2012 Course Catalog for details).

3. C.5. Instructors are accessible for student inquiry.

At CSU, every faculty member advises students a minimum of ten hours per week, in addition to teaching 24-credit hours per year. The University provides a welcoming, family atmosphere with study tables readily available, and it invites students to evaluate services provided to them in and outside the classroom through surveys given by the Office of Assessment and Institutional Research. 

Faculty are also accessible to students during and outside standard class times; through mandatory office hours;, social networks; mail; cell phone; and, sign-in sheets to reach students who may need instructors outside of standard office hours. Faculty also volunteer to teach the First Year Seminar (FYS) which are readily accessible to first year students.

3 C.6. Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained, and supported in their professional development. 

CSU staff, who provide student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified. Support staff that serve as tutors or provide supplemental instruction for New First Time (NFT) students and freshmen in the University College hold a minimum of a Master’s degree in the areas where they provide tutoring.

The Director of the Writing Center is a full-time faculty with a Ph.D. in English. Other professional support staff are supported in their professional development. In recent years, Divisions of Academic Affairs and Student Affairs have worked collaboratively to support students through the newly formed University College. Funding Support for travel for support and instructional staff has been provided through the SAEM initiative. Detailed description of the SAEM is provided in Criterion One and Criterion Five. 3.D. The institution provides support for student learning and effective teaching.

As described in detail below, CSU provides a comprehensive and wide variety of support services that contribute to the learning and well-being of its students.

3.D.1. The institution provides student support services suited to the needs of its student populations.

As stated in the University's mission, CSU serves students "with diverse backgrounds and educational needs," though it makes a special effort to reach out to "underserved populations." Consequently, CSU students are often from a lower socio-economic backgrounds, than students matriculating at other public universities. In addition, many of them are first generation college students. Given this population, the University must provide robust support services to meet students' academic, financial, health, and career needs. 

Academic Support for Freshmen

Central State offers extensive academic support to students throughout their college years, but places special emphasis on support programs for incoming freshmen since the transition to college is difficult and these students are most at risk of leaving the University. To strengthen the University’s support for

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these students, the Board of Trustees approved the establishment of Central State's University College in 2010-2011 to provide comprehensive academic support programs for freshmen and for transfer students with fewer than 30 credit hours of college. 

The purpose of University College is to improve the University's course completion, graduation, and retention rates by improving academic services and cultivating a culture of academic success among incoming students. The College provides first-time freshmen and transfer students with the structure and support necessary to transition first into Central State, and then into the college of their declared major. It helps students to learn the skills, habits, and dispositions needed to achieve academic success. In its first year, the College served about 1,000 students, providing support via the following University College units and/or programs:  

The Office of Academic Advising and Assistance: Assigns professional advisors to work with students in each of the four colleges, and provides two additional advisors to work with students throughout the University. Six full time academic advisors are thus available to students through the University College.

The Learning Skills Center : Provides tutoring services in both group and individual sessions. Staff in the Learning Skills Center include four full-time learning skills specialists for reading, math, and writing.

TRIO Student Support Services (SSS) - Provides leadership skills development, workshops, graduate school visits, scholarships, honor society membership, and cultural events. Staff include one tutoring coordinator and five student support services staff. TRIO SSS provides eligible students with an environment of support and encouragement from entry to exit as students matriculate toward graduation. TRIO SSS serves selected students, from their freshmen to senior year, through its program.

In addition to the staff noted above, the College is supervised by the Associate Dean of University College, who is assisted by two support staff.  Given the relative newness of the University College, it is difficult to determine at this point if the level of staffing in academic advising and the learning skills center is sufficient.

Academic Support for Upperclassmen

Once a student has left University College and begun his/her second year of college, the student begins taking courses within his/her major. At that point, the student is assigned to a faculty advisor within the appropriate academic department. Faculty members assist students in scheduling classes, and they monitor students' academic progress. Every faculty member is required under the University's agreement with the American Association of University Professors to be present in his or her office 10 hours a week to facilitate student advising. Every faculty member receives a Faculty Advising Guide to assist in their advising responsibilities. 

Faculty members readily identify and refer students for tutoring assistance. Faculty members may make the referral online or by submitting a referral form to the Center for Academic Success. Both processes are explained in the Faculty Advising Guide. Tutoring services are available in the Learning Skills Center in the University College from 8 a.m. to 9:30 p.m. Monday through Thursday and from 8 a.m. to 5 p.m.

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on Friday. The Center is located in the basement of the library. Walk-in appointments are welcome. Students may get help in specific courses or on specific assignments. These services are available to all students, but especially students who are experiencing difficulty with general education courses or who may need additional help developing their reading, writing, or mathematical skills. 

CSU also has a Center for Student Opportunities in Jenkins Hall which offers tutoring services to students pursuing majors in science, technology, engineering and mathematics (STEM) disciplines. Tutoring services are offered to students by academic departments through regularly scheduled “study tables.” CSU students have access to tutoring services through the state's on-line tutoring service, the Ohio Collaborative for E-Tutoring, through which tutors from across the state offer support in accounting, biology, calculus, chemistry, mathematics, statistics, and writing across the curriculum.

Academic Support for High Performing Students

CSU students who are high performers receive academic support through the Honors Program, which provides enhanced educational opportunities. Honor Program participants must have a combined SAT Score of 990 or above (ACT Composite Score of 21) and a minimum high school grade point average of 3.0 upon entering the program as freshmen. Students who do not enter the program as freshmen may be invited to join the program at the end of the first year. Honor students are challenged by a rigorous curriculum and are nurtured by faculty mentors. The honor curriculum includes two colloquium courses, and students are also required to write an honors thesis or complete an honors project within the major.   Honor students receive honors credit for other courses by contracting for honors assignments and projects over and above the regular course requirements   CSU students publish results of their research in the Undergraduate Research Journal, which was established in the Fall of 2010 to provide young scholars with a forum to promote their work. The journal includes work from the various academic disciplines offered at the University. 

Support for Student-Athletes

Since the 2003 HLC visit, student enrollment has increased partly due to the University’s athletic programs. A review of CSU’s athletic programs by the Department revealed that, just like at other HBCUs, CSU has experienced 100% retention and graduation rate among student athletics in recent years due to a number of reasons.

Emphasis on good academic standing in order to participate in athletic programs encourages student athletics to seek academic support and tutoring help more than non-athletics.

Financial support to student athletes has increased in recent years as a result of: o Increased scholarship for student athletes, which allows students to graduate in less than

6 years.o Increase in the number of academic scholarships and scholar-athlete awards. o An increasing number of CSU alumni contribute to the CSU athletic program as they

return every year for Homecoming. To support academic excellence among student athletes, the Athletics Department has academic

advisors who provide one-on-one tutoring program is available to student athletes.

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Student athletics must attend at least 50 hours of study hall per week in a designated computer lab for use by athletes.

Student athletes who maintain a grade point average (GPA) of 3.0 and above are designated Scholar-Marauders and receive a gift when they achieve this academic standing. CCSU student athletes are graduating at or above national average compared to other students.

CSU’s Office of Institutional Advancement and Athletics department work together to raise funds to support athletic programs as well as student athletes.

Financial Support

Many CSU students are first-generation students who are too often affected by the social and economic constraints that emerge from being members of low income households. Their average Estimated Family Contribution (EFC) is $1,089; for 71% of the CSU student body, the EFC is zero. The average amount borrowed by CSU students is $8,245, with 79% of students eligible for Pell Grants, and about 94% of the students receiving financial assistance through state and federal programs. The University acknowledges the challenges these first-generation, low-income students bring with them and does everything it can to assist these students to be able to afford higher education.  For example, CSU keeps its tuition and fees lower than the state average at other Ohio public institutions of higher education, as shown in the table below.

Table 3.D.1: Ohio’s Public 4-year Universities: Undergraduate Resident Tuition and Fee RatesUniversity Tuition and Fees 2011-2012Miami University $13,081University of Cincinnati $10,419Bowling Green State University $10,028Ohio University $9,871Ohio State University, Columbus Campus $9,735University of Akron $9,545Kent State University $9,346Cleveland State University $8,952University of Toledo $8,788Wright State University $8,070Youngstown State University $7,451Shawnee State University $6,762CSU $5,672Average Tuition at Ohio Public Universities $9,055

*Source: CSU’s Office of Assessment and Institutional Research

CSU provides about $2 million dollars in scholarships and need-based aid for students every year including through external grants provided for this purpose.

Student Health Care Services

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CSU provides health care services to ensure that students are physically well and ready to learn. The Health Center Director estimates that less than 25 percent of CSU students have private health care insurance. Providing health care for these students, then, is essential. The CSU Health Center is located in the Lackey-Lee building. It is open throughout the year Monday-Friday and is staffed by a full-time physician, a full-time nurse practitioner, and medical support staff. The Center provides a variety of services with no co-pay for students, including the treatment of illnesses and injuries, health care screenings, and health education. It does not provide routine physicals (other than those required by the University), daily diabetes tests, or asthma maintenance medications. Students are referred to off-campus doctors and hospitals as needed. Xenia Township operates an emergency medical technician unit, and CSU students who need ambulatory care receive it promptly. The Health Clinic, in a typical year, manages about 3,000 student appointments.

All full-time students at Central State are automatically enrolled in the Student Health Insurance plan. Part-time students may purchase the plan at their discretion. The plan covers all medical treatments students receive at the Student Health Center as well as off-campus care, including emergency room visits, when approved by a provider at the Student Health Center. CSU asks students to provide information about existing insurance coverage when they seek treatment at the Health Center, so that treatment may be coordinated with the student's other insurance carriers. The graph below shows the number of CSU students who received treatment or counseling through CSU’s Student Health Services in Spring 2011 and Spring 2012 (January–May 2011 and 2012).

Figure 3.D.1: Student Health Center

Health and Wellness Support

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Central State recognizes that emotional and physical wellness is an important aspect of every student's success or lack of success. The University constituted a Wellness Team in 2011 consisting of representatives from units that provide health-related services and/or education or are engaged in health-related research. These units include the Student Health Center and Counseling Services, the Health, Physical Education and Recreation (HPER) Department, the Athletic and Student Wellness Department, the Center for Allaying Health Disparities through Research and Education (CADRE), and the CSU Dining Service.  In its first, the Wellness Team sponsored the University's first ever “Biggest Loser” competition to encourage students, faculty, and staff to lose weight. The competition occurred as researchers working in the University's physiology lab began a study of obesity on campus using state of the art bod pod technology. The focus on obesity is just one example of the University's focus on wellness.  

CSU also provides Counseling Services to its students through the Student Health Center. Counselors who serve students through the CSU Health Center are full-time employees who are licensed mental health counselors. The graph below provides a breakdown of the number of CSU students served by the CSU Counseling Services in Spring 2012 (January - May 2012).

Figure 3.D.2: Counseling Services

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During Fiscal Year 2011, counselors met with over 700 students. Counselors offer a variety of services including academic and life skills coaching, individual counseling, group counseling, couples counseling, crisis intervention, alcohol and drug counseling/intervention, post hospitalization follow-up care, assessments, and referral services. Counselors also present workshops in the residence halls on making the transition to college life. Over the last year, Counseling Services has created a special therapy room with therapeutic tapes and visual graphics designed to create an environment in which students can alleviate stress, meditate, and take “time outs." Counseling Services staff work collaboratively with staff in Residence Life to provide students with services needed. CSU also has an Interfaith Ministry which provides students with additional counseling services, especially for students who may be more comfortable seeking counsel from a spiritual mentor than a mental health counselor.

To serve students with disabilities, the University has an office of Disability Services with a full-time coordinator. The University is committed to including students with disabilities as full participants in its programs, services, and activities through compliance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. The mission of Disability Services is to ensure that qualified students with disabilities have equal access to educational opportunities at CSU so they can participate in all aspects of University life. Students with documented disabilities meet with the coordinator of disability services and/or a counselor from Counseling Services each semester as a part of their transition plan to determine and facilitate the academic adjustments for the classes in which they are enrolled. 

Figure 3.D.3: Disability Services

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Residence Halls

Central State operates eight residence halls for approximately 1500 students. Each residence hall is managed by a coordinator who is assisted by residence hall counselors who live on each floor of the halls. Residence Life provides quality living and learning experiences in a safe, comfortable environment. Its goal is to foster both academic and personal growth. Residence Life counselors are often the first people to notice when a student is struggling with emotional problems. Counselors, who are upperclassmen of high standing, are trained to make referrals to Counseling Services. 

Health, Physical Education, and Recreation

The Health, Physical Education, and Recreation department offers a wide range of health and physical education courses as part of the University's curriculum. All Central State students are required to take HPR 1000: Health and Wellness and a one credit physical activity course. Students have free access to the Walker Student Wellness Center, which has a swimming pool, basketball court, racquetball courts, tennis courts, spinning room, aerobics room, and weight room. The University also boasts a large outdoor recreation field. Students may hike in Tawawa Woods, located just behind campus or take advantage of a spur of the Greene County bike trails runs onto campus and extends to Columbus, Cincinnati, and Dayton. Students may participate in the extracurricular sports program or compete for a place on one of the University's ten varsity sports teams.

Food Services

CSU contracts with Sodexho Magic to manage the University's dining service which offers nutritional dining opportunities in four locations on campus—Mercer Café, Grill 155 in the Joseph D. Lewis Learning Center, Taco Bell Express in the Ward Center, and in the Faculty Dining Room.

Public Safety 

CSU's Public Safety Department is responsible for safety on the campus. CSU law enforcement officers are fully licensed by the state of Ohio. The University installed emergency blue lights throughout campus in 2007. Pedestrians are thus able to easily contact police at all hours of the day and night. In 2010 the University purchased a number of motorized police scooters to enhance police officers’ ability to move and maneuver quickly around the campus. CSU publishes its annual crime statistics online as required under federal law.

 3.D.2. The institution provides for learning support and preparatory instruction to address the academic needs of its students. It has a process for directing entering students to courses and programs for which the students are adequately prepared.  

 CSU provides learning support and preparatory instruction to address the academic needs of its students. Through University College, academic and student services provide a seamless environment that promotes student success. By closely coordinating the academic and support services offered through Academic Affairs, Enrollment Management, Athletics, and Student Affairs, the experiences of CSU students are strengthened and enriched.

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Learning Skills Center

CSU’s Learning Skills Center provides skills development and tutorial services in both group and individual sessions to help students successfully complete their current courses. The staff also provide advising services to new freshmen who need additional academic support.

CSU also offers developmental courses aimed at helping students who are underprepared for college level work. The students are identified by their entering GPA and ACT or SAT scores. Working collaboratively with the University College's Learning Skills Center, CSU's English Department offers developmental courses in English to prepare students for upper-level courses. For example, the Department offers a Basic Writing and Reading Enhancement course (ENG 0950) as an integrated skills courses to help students develop college-level proficiency in reading and writing. This course is required of students whose ACT score or other admissions profile indicates a need for the developmental course. Similarly, the Math department offers three developmental courses in mathematics, such as MTH 0430: Fundamentals of Mathematics, which prepare students for College Algebra. The Music program offers Fundamentals of Theory, MUS 0950, to prepare students for Music 1101. As, consistent with its new strategic plan, the University's admission requirements are gradually modified to admit students with ACT scores above 17, the University will continue offering these courses through collaboration with community colleges in Ohio. These courses are identified with numbers below those of Freshman level courses, which are usually designated as a 1000 or 1100 sequence. The Chemistry program offers a course, CHM 1050, designed to help students who have not had high school chemistry or are in need of review before beginning the General Chemistry sequence which provides students with upper level knowledge and skills in chemistry.

Learning Communities

CSU’s Learning Communities Program is on the cutting edge and, like such programs at universities around the country, it seeks to help students succeed, and ensures they return the following year. Participants in the program take some of their classes together while working for their own success and the success of the group.

CSU’s Learning Communities is a voluntary program that gives incoming freshmen a step up in achieving academic success. Student involvement, motivation, engagement, and academic achievement are increased when participating in a Learning Community. Through the Learning Communities, CSU students take an active role in their education to achieve academic success. Participation in Learning Communities promotes a sense of cohesiveness, self-responsibility, and high standards among students. Students in Learning Communities receive academic advising, tutoring, mentoring, and participate in seminars, workshops, team building activities, and educational field trips. For the Fall of 2012, about 40% of students participated in a CSU Learning Community through the University College and the College of Science and Engineering’s Center for Student Opportunity.

Center for Student Opportunities 

The CSU Center for Student Opportunities represents a “One-Stop” office for students who seek not only support and additional resources but wish to participate in academic programs, activities and events. The

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mission of the Center is to develop opportunities for students to gain academic and career advancement by providing:

Scholarships and internships Research, graduate and professional school preparation Professional development Tutoring Summer bridge programs

The Center for Student Opportunities also offers graduate school test taking preparation (GRE, GMAT, and LSAT), seminars and exposure to web resources. The University Honors program is another example of an excellent program that supports active students, rewards them, and encourages them to stay focused on academic success.  

3. D.3. The institution provides academic advising suited to its programs and the needs of its students.

CSU has a two-tiered academic advising process, the first is provided through the  academic advising services of the University College, and the second is provided through academic departments in the four colleges. The University College advises all undeclared majors and new first-time students and transfer students with fewer than 30 credit hours. All other students are advised in departments in the colleges.

The University also offers general advising to students via specific events designed to improve registration and related services to students. For instance, students are advised during new student orientation, University-wide recruitment and advising events, Handle Your Business” programs organized by the office of Enrollment Management and Financial Aid. As part of institutional-level assessment, the Assessment and Institutional Research Office administers a Climate Survey to all CSU students to assess the availability of advisors and other services to students. Results of the survey are provided in later under Criterion 4.B.

3.D.4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).

CSU supports effective teaching and learning through physical, modern technological infrastructure located in the various buildings on the main campus as well the CSU-Dayton location. The University also provides faculty and students classrooms and scientific laboratories, performance spaces, clinical practice sites, museum collections.. Infrastructure on the main campus and CSU-Dayton location, Afro-American Museum, CENS Rotunda, Robeson Center of Performing Arts, Stock Trading Room, etc. Additional description of the amount of investments on the physical infrastructure is provided in Criterion Five.

Physical Resources and Infrastructure

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The Campus Master Plan guides our focus toward growth and renewal. Since 2003, CSU has paid consistent attention to improving the quality of life for students through its physical facilities. The Department of Facilities’ operating budget increased between 2005 and 2009 by $1.3M. Renovations were made to the H.Q. Brown Library, the auditoriums in Wesley and Smith Halls, and upgrades to the campus elevator systems to improve safety and fire recall functions. Improvements in lighting, HVAC, painting, and roof work to Jenkins Hall cost an estimated $1.2 million dollars in order to improve and install new cooling systems to several buildings on the main campus alone.

The demolition of several residence halls, a dining facility, and a science building demonstrates the University’s commitment to eliminating outdated or unsafe facilities and to provide space for new construction. In the footprint of the demolished residence halls and dining facility, a state-of-the-art science and education building was constructed, the Center for Education and Natural Sciences (CENS). As an enhancement to the living and learning environment, two new residence halls were completed in 2011. Through these efforts, CSU has the physical resources and infrastructure to support teaching and learning. Table 3.D.4. below provides a general overview of the physical infrastructure used primarily for instruction.

Table 3.D.4. CSU’s physical infrastructure used to support for instruction.

Building Classrooms Teaching and Study Labs

Faculty Offices

Conference Rooms

Auditorium/Seminar room

Other Instructional Support Facilities

Wesley Hall 15 6 52 1 Writing CenterSmith Hall 8 4 27 1 Student Study

Lounge

Key Bank Stock Exchange Room

CENS Education Side

8 2 15 1 1 Child Observation Room and Center

CENS Science Side

8 2 12 1

C.J. McLin Hall

4 2 13 1

Jenkins Hall 1 15 18 1 1 Center for Student Opportunities and STEM-X-ED program

Paul Robeson Hall*

3 3 5 1 2 Music and Performing Arts Rehearsal Rooms

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H.Q. Brown* Library Building (University College)

3 3 2 3 3 Learning Skills Center

Tutoring labs for TRIO students

CSU-Dayton 19 2 3 1 1 1Source: CSU facility Management Services *Information to be added

Technological Resources

Through efforts of the Office of Information Technology, Senate Committee on Information Technology and various Colleges under the Division of Academic Affairs, CSU has systematically collected data on student and faculty access to technology. Available data is from 2004, 2007, 2008, 2009, and 2011. Survey results show that during this time period, students and faculty reported that they were fairly satisfied with their access to technology. Detailed results of the technology survey are provided in Criterion Five. However, some students expressed concerns about access to wireless computer technology in open areas. The University will be exploring ways to improve wireless access in all areas of the campus including residential halls.

CSU currently provides eleven (11) smart classrooms, with videoconferencing capabilities designated as Tier I, Tier II, and Tier III smart classrooms. The University’s Office of Academic Affairs established an online learning office in 2011 through Title III funding support. CSU’s online office is responsible for the oversight and maintenance of all smart classrooms on the main CSU campus as well as the CSU-Dayton location. Table 3.D.5. below provides brief descriptions of the 11 smart classrooms with their designations as Tier I, Tier II and Tier III.

Table 3.D.5: CSU’s Smart Classrooms

Tier Type Function EquipmentTier 1 Characteristics Presentation of Power Point

and other PC-based materials

Internet access to instructors and students

Data/video projector

DVD/VCR Combo

Audio System

Computer

Integrated Centralized Control Point

4” Touch Panel

Screen

General Classroom

Seats 20-40 students

Classroom locations

CENS 127 Cosby 118 Wesley 216 Smith 322

Approximate cost in each

Presentation of DVD and VHS Videos

Touch panel control of all equipment for seamless operation

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$17,500 Ability to view materials from personal laptops or classroom computer

Lectern

Tier II Characteristics

Classroom/Auditorium

All Tier I functions plus the following: Tier I +

Seats over 50 students

Classroom locations

CENS 114 CENS 126 Jenkins 115 Wesley 112 Smith 323

Approximate cost for each $21,500

Ability to project and view physical 2D and 3D objects and slides

Write notes and annotate over any PC presented material in digital ink and project onto screen

Ability to save , manipulated files for distribution to students,

Microphone system

Document camera

Smart podium

Tier III Characteristics

Interactive video classrooms

Tier II functions plus the following:

Tier II +

Classroom locations

Smith 317 CSU-Dayton 115

Advanced AV recording/distribution

Participation and contribution oriented classrooms

Ability to deliver instruction and media to remote locations capable of receiving video conferencing

Remote controlled cameras

Two-camera videos

Conferencing system

Student microphone system

In addition to the above technological improvements in the form of smart classrooms, CSU’s online learning has improved tremendously since the HLC visit in 2003. For example, in 2012 alone, the following activities were undertaken by the University to improve teaching and learning by offering online courses.

An Online Learning Committee was formed comprised of faculty, staff, and administrators thato Provided feedback and proposals for Online Learning policies and procedures

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o Identified future online learning trends and their impact on Central State Universityo Recognized potential issues to be addressedo Kept abreast of best practices in online learning o Participated in small focus groups to research and report/advise the committee on specific

online learning topicso Helped ensure that courses delivered online addressed quality instruction, employ

appropriate strategies, and effectively serve those who need accesso Gathered and provided input from stakeholders regarding the current state of online

learning at Central State Universityo Gathered data on online learning demand

Developed and adopted definitions and designations of online courses. Created a proposal and routing procedure for online and hybrid courses. Established a design and development process to ensure quality in online and hybrid courses. Designed an online/hybrid planning grid to align course objectives with learning outcomes. Produced an online/hybrid course interface based on research and best practices. Collaborated with faculty senate committee to develop student online/hybrid course evaluation. Developed a web-based student orientation to online learning. Started Ohio Blackboard Users Group initiative.

The Ohio Blackboard Users Group (O-BUG)

o Facilitate communication between educational institutions in the state of Ohio who use Blackboard as a learning management system.

o Share knowledge and promote best practices in faculty development, instructional design, and Blackboard system management.

o Collectively address issues or challenges as they arise.o Access to key subject matter experts.

Provided faculty professional development: Web-enhanced courses, Quality Matters rubric, Blackboard.

Initiated planning for first CSU online program – Criminal Justice. Installed 11 “Smart” classrooms. Virtualized student computer labs.

These efforts have increased the number of online courses provided to CSU students. They have also increased the interest of CSU students in online courses and increased enrollment in online and web-enhanced courses from nearly zero in 2011 to over 251 courses in the Fall 2012. The University expects these numbers to go up as more smart classrooms are established. Overall, CSU has invested over one million dollars in recent years in computer technology. College of Science and Engineering has invested over two million dollars in laboratory equipment and technology for students and instructors. Details of the types of science equipment have been provided under CSU’s response to Science facilities and laboratory equipment.

In addition to the physical resources described above, the H.Q. Brown Memorial Library building houses the University College and provides ample space for various teaching and learning activities. It also provides teaching and learning support materials. A library is also available at the CSU-Dayton location.

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In the last five years the size of the CSU library collections have increased or decreased depending on the type of holding. The size of print materials has increased by about 20%, while the size of electronic holdings increased more or less by 100%. For example electronic holdings increased from nearly zero in 2006 to 32,313 in 2008 and to over 62,925 in 2012, an increase of 94.7%. As a result of increased availability of electronic holding, the number of journals and magazines decreased by about 16%. The greatest increase has been in audiovisual material holdings, which increased by 182.9% between 2006 and 2012. There has also been a concomitant increase in online holdings. This allows faculty and students to have access to over 100 databases and over a million research articles through the Electronic Journal Center. The table below provides a summary of the size of library holdings at the H.Q. Brown Library which is located on the CSU main campus.

Table 3.D. 6: Size of Library Holdings on the CSU Main Campus from 2006-2012.

Size of Collection 2006 2008 2010 2012 % increase (from 2006/2008-2012)

Books- print holdings 195,830 231,824 232,903 234,455 19.7%Books-electronic holdings 0 32,313 49,434 62,925 94.7%Journals and magazines 458 458 424 383 -16%Microfilms 845,229 845,695 846,424 846,780 0.18%Audiovisual materials 1,368 3,712 3,840 3,871 182.9%Research databases Online access is available to faculty and students for more than 100

databases and millions of research journal articles (17,000+ in Electronic Journal Center (EJC). Available also are interactive practice tests, career building tools, and writing aids.

Source: CSU Library and March 2011 Self-Study Newsletter.

Additional information about the library and its functions as a teaching and learning resource is provided under Criterion Three Subcomponent 3.D.5 below.

3.D.5. The institution provides to students guidance in the effective use of research and information resources.

Most academic programs offered at CSU offer one senior course, usually a 4,000-level course that emphasizes research. This course can be a senior design or senior research course that emphasizes the application of concepts, topics, and theories learned throughout the curriculum. The following table shows the capstone/research courses offered by different programs and majors. A description of these courses can be found in the CSU Catalog.

 Table: 3.D.7 CSU Courses in Which Students Apply or Conduct Undergraduate Research

 Program/Major Course Credit HoursArt Education EDU 4895 Capstone Seminar 3 credit hrs.

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Performance MUS 4497 Senior Recital/Research 3 credit hrs.English (Literature) ENG 4895 Senior Seminar 4 credit hrs.English (Pre-Law) ENG 4895 Senior Capstone Seminar 4 credit hrs.History HIS 4995 Global History Seminar 3 credit hrs.Communication (Broadcast Media) COM 4895 Portfolio and Capstone 3 credit hrs.Biology BIO 4895 Capstone in Biology 3 credit hrs.Chemistry CHM 4791 Undergraduate Research I

CHM 4792 Undergraduate Research II

2 credit hrs.

2 credit hrs.Criminal Justice CRJ 4895 Senior Capstone for CRJ 3 credit hrs.Political Science PSC 4895 Senior Capstone Seminar 3 credit hrs.Psychology PSY Senior Capstone Seminar 3 credit hrs.Social Work SWK 4595 Field Seminar 2 credit hrs.Sociology SOC 4895 Senior Capstone Seminar 3 credit hrs.Business Administration (Entrepreneurship)

ENT 4895 Entrepreneurship Capstone Course

3 credit hrs.

Accounting ACC 4895 Seminar 3 credit hrs.Economics ECO 4895 Senior Seminar 3 credit hrs.Manufacturing Engineering MFE 4795 Senior Design Project I

MFE 4895 Senior Design Project II

1 credit hr.

2 credit hrs.Industrial Technology INT 4795 Senior Design Capstone I

INT 4895 Senior Design Capstone II

2 credit hrs.

2 credit hrs.Environmental Engineering ENE 4495 Senior Design Project 2 credit hrs.Water Resources Management WRM 4495 Senior Project in WRM 2 credit hrs.Education EDU 4895 Capstone Seminar 3 credit hrs.

The Library as a Learning and Teaching Resource

CSU's Hallie Q. Brown Memorial Library is located in the center of the campus where it shares space with the University College and the Department of Mathematics and Computer Science.   The library is open 84.15 hours per week during the academic semester. The library currently has 41 computer workstations and two computer laboratories. And has several collections which students, faculty, and staff use to support teaching, learning and research. These collections include over 260,000 volumes, 800,000 pieces of microfiche and microfilm, 383 current periodical titles, 29,995 bound volumes of periodicals, and a collection of phonograph records, tapes, CDs, DVDs and films.

The library continues to add to its print collection. An increasing number of electronic resources is also available through OhioLink, which is a consortium of 89 member libraries.  To date, OhioLINK library holdings total 49.5 million items. Over the last three years, CSU faculty, staff and students have requested over 5000 items, and the library filled over 5000 requests for CSU library materials from other OhioLINK libraries.   Through group licensing with OhioLINK and its member institutions, the CSU library has

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access to over 100 databases, over 60,000 e-books, more than 9,000 scholarly journal titles, digital images, and Ohio college and University students’ theses and dissertations.  To further support teaching and learning, the library subscribes to Credo Reference, Films on Demand, Grove’s Music, JSTOR, LexisNexis, Oxford Art, SciFinder, and SIRS online databases (http://www.ohiolink.edu/about/what-is-ol.html).

The library houses the Black Collection – an extensive resource of research materials pertaining to African American history, culture, and social issues; limited resources of research materials pertaining to Africans in the Diaspora are also available. The collection includes over 13,000 items, some of which can be found only at the CSU library. The library continues to add children’s and young adult books to the collection. CSU library faculty and staff work collaboratively with academic colleges and department to facilitate a culture with an educational focus. The library also has exhibits marking historical events accompanied by a bibliography for each. For example, a podcast, “A walk through local African American history Connecting Campus and Community in Historic Wilberforce, Ohio,” was produced by library faculty in collaboration with two freshman English classes. Another project, “I Dare You: The Freshman Research Paper,” is available to other students. Copies of the podcast and the “I Dare You: The Freshman Research Paper” project are available in the Library Resource Room.

 Library and Media Services

During the last ten years the library has made improvements in technology to expand services and provide access to information resources. Upgrades have been made to the Integrated Library System (ILS) used for circulation, cataloging, acquisitions, and serials. Other upgrades include: CD/DVD players, TV combo units, still camera, camcorder, image scanners, Optic book scanners, printers, computers, and classroom LCD projectors.

To support disability services, the library works in collaboration with the CSU University College, Office of Disability Services (ODS), TRIO Student Support Services, and the Learning Skills Center. The library uses equipment to convert textbooks, tests, study guides, and other printed classroom materials into alternative formats for students who have deficits in reading comprehension or fluency. Text to speech resources are also available through some of the research databases.

Information Literacy

The Hallie Q. Brown Memorial Library is responsible for providing instructional materials that support academic course offerings by integrating library research skills to enrich the curriculum and foster lifelong learning across the campus. The Reference Department of the library provides research consultation for students, faculty, and staff and provides information literacy instruction in the use of the library’s resources. 

 The library conducted a study in 2009-2010 to identify areas of improvement in the information literacy area. The library previously used bibliographic instruction to promote information literacy. Results of the study revealed that there were gaps in students’ understanding of resources available in the library and library research methods. To address this gap, an Information Literacy (IL) program was introduced to replace the old bibliographic instruction model. Through academic departments, CSU provides

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students with various courses that promote research knowledge, skills, and applications. The table below shows a gradual increase in the number of classes and the number of students served. 

Table 3.D.3: Information Literacy Instruction Sessions 2009 -2012 2009-2010 2010-2011 2011-2012

Classes 50 51 55Students 265 307 307

 Source: CSU Hallie Q. Brown Library

Information Commons

In the past year the library has initiated improvements in technology for delivering library services and collaborative learning. One such improvement, The Information Commons, is designed for individual and group study.  Located on the first floor within the reference area, it provides strategically situated leisure seating and study tables equipped with computers.

Dayton Library Learning Commons

To improve service at CSU-Dayton, the library has designated space for a small library that will house books, print periodicals, computers, and study tables, and seat twenty simultaneous users.   This library will be staffed to provide the same level of service as provided at the main campus library.

CSU’s Vision for the Library

As the University anticipates future growth in student enrollment and academic programs, the current library holdings and resources will need to be increased to adequately address the needs that such growth would bring.  A "Library White Paper" produced by CSU library staff in 2011 on ”A modern library/learning environment that promotes collaborative learning, information literacy, and technology utilization," as requested by the CSU administration, showed that the academic library's role is changing with the advances in technology. In addition to providing state of the art technology, the new Hallie Quinn Brown Memorial Library will need to be a comfortable learning environment with an appealing space that blends social, cultural, and academic attributes to positively affect students’ education.

CSU’s Library Challenges

With the current economic downturn, CSU library has experienced some funding challenges, which are not unique to the library or CSU. Reduced state funding to public universities and colleges in Ohio has contributed to the challenge. Prior to fiscal year 2010, the CSU library budget, with its

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OhioLINK small University discounts, was adequate to support both electronic and print resources. Following reduced state funding, the CSU library along with the rest of the University has faced financial constraints, which makes it difficult for the library to continue providing the same level and quality of resources and services with a reduced budget.  This challenge presented the library with the opportunity to critically evaluate and carefully select resources to support academic programs. Duplicative subscriptions were eliminated.  The challenge of keeping the collection current with the addition of new courses and programs continues as the library evaluates usage of materials, and seeks external funding to maintain resources that are critical to the academic programs. External funding continues to support CSU's participation and membership in OhioLINK.

Support for Student Success

The Office of Academic Advising and Assistance (AA) in the University College coordinate a number of units that provide academic support for all students, including online assistance for distance education students. These units include University Tutoring Services and the Writing, Reading and Math Learning Center. The University also provides, through the University College, courses in stress management, critical thinking, and remediation of basic skills in reading, mathematics and writing.  The Center provides assistance in mathematics and writing on a walk-in or appointment basis. These services are available to all students.

 First Year Seminar

The First Year Seminar (FYS) courses are special classes designed for first-year students to enhance their academic and social integration into college. FYS introduces students to the nature of higher education and familiarizes them with the University’s functions and resources. The course is designed to help students adjust to the demands of college life, develop a better understanding of the learning process, and acquire essential academic survival skills. The FYS course also provides a support group for students in a critical transition by examining problems common to new students. FYS courses are taught by full-time faculty members and adjuncts who have been recommended by the University College dean and who have at least five years of experience at CSU. FYS is a major investment in enhancing student retention on campus. The data shows that students who take an FYS during their first semester are more likely to return the following semester than those who do not.

 Academic Advising

In the Fall of 2011, CSU established the University College.  One of the focus areas is to ensure that the best practice is employed in the academic advising of freshmen.  In addition, this will contribute to providing greater consistency in advising across student academic careers, to improve student satisfaction with advising and ultimately to help increase retention and graduation rates.  Once a freshman matriculates to sophomore status, they are immediately reassigned to a faculty member in their chosen discipline, for more intense academic advising to ensure advancement toward completion of program requirements and graduation.

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Tutoring Service

Tutoring is available to all students in the University, who are either referred by advisors or faculty or who elect to seek assistance. In addition, professional and student tutors are available through the University College to guide students through organized review, practice, study skills and test preparation. Special tutoring programs are scheduled at the end of each academic term to help students prepare for final exams. The University College offers tutoring services every day at posted times and/or by appointment.

Honors Program

The CSU Honors Program is designed to serve the needs and interests of highly motivated and ambitious students who seek a stimulating and exciting academic experience that challenges them to think critically and develop strong oratorical skills.  Admission to the program for freshmen entering Central State is based on the student’s high school grade point average, ACT or SAT scores, and high school class rank.  Continuing students must have a 3.0 grade point average at Central State and be recommended by a member of the faculty. The strategic plan objective is to attract and retain talented and diverse students of high academic quality who have demonstrated the potential to be assets to the University, both as students and alumni.

Summer Early Start Program

The Summer Early Start Program is an initiative designed to help those new first-year college students that do not meet all the University‘s formal academic requirements for admission, but whom the University believes can be successful academically with additional support and monitoring prior to admission to the University.  These students are required to successfully complete this program and demonstrate that they have developed and/or improved the skills necessary for a successful transition from high school to college-level academic work. The program is conducted over a five-week period in the summer and provides students with many opportunities to improve their skills in writing, mathematics, speaking, reading and citizenship. Program expenses for instruction, room and board are covered by the University at no cost to students and their families. At the end of the Summer Early Start Program, successful students are formally admitted to the University and enrolled in classes for the Fall semester. The Learning Skills Center operates the program, and, with the assistance of other University College units, provides for the instruction, assessment and progress documentation of students necessary to support them in their efforts to prepare for the successful completion of their first year at CSU. These programs have been funded by either unrestricted or restricted funds.  They are all singularly focused on the success of the students.  This investment is seen in the growth in the Academic budget and its relative share of CSU funding.  CSU continues to invest in the framework that will improve the retention, graduation and course completion of its students. Grants and Sponsored Programs

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Grant funding has provided CSU an avenue to fulfill some of its mission objectives. Over the past 9 years, the University was awarded over $89 million from federal, state and private funding agencies. The University was particularly successful in increasing its capacity in the STEM area through external grants. As a demonstration of the University’s commitment, the president redirected all of the indirect costs recovered ($750,000 over 4 years)from the CSU STEM-X- ED grant to establish the College of Science and Engineering. A selected list of externally funded programs, which have enhanced the fulfillment of the University’s mission and their alignment with the mission objectives are highlighted below.

CSU is dedicated to providing a nurturing and culturally enriched learning environment.

Minority Science Improvement Grant: Extra Classroom Environments for Learning in STEM (ExCEL)

o ExCEL has created a learning community of students majoring in Science, Technology, Engineering, and Mathematics (U.S. Department of Education, $400,000, 2010-2013).

Rehabilitation and Restoration of Emery Hall:o The goal of this project is to preserve and restore on the campus of CSU one of two

remaining historical structures that were on the original campus of Wilberforce University. Constructed as a women’s dormitory in 1913, the Emery Hall building is included in the National Historical Register to preserve its significant place in history. The preservation and restoration project is organized into phases, with the initial phases aimed to stabilize deterioration and preserve the structure for future renovations (U.S. Department of Interior, $3,455,224)

CSU is dedicated to stimulating in students an intellectual curiosity and a continuous search for knowledge.

Benjamin Banneker Scholarship Program: o This scholarship program has increased the quality, retention, and graduation rates of

STEM majors enrolled at CSU (National Science Foundation, $599,500, 2008-2012). Center for Allaying Health Disparities through Research and Education (CADRE): The

goal of CADRE is to develop, organize, and manage research efforts in the areas of gerontology, human exercise and performance, and geospatial databases. Through this grant, CSU is able to integrate research into the curriculum and prepare students to further their education beyond the graduate level (U.S. Department of Health and Human Services through the National Institutes of Health, $3,394,287, 2008-2013).

CSU is dedicated to teaching students to think critically and communicate effectively; and to instilling in students an aspiration for excellence through teaching, service, and scholarly research.

Diversifying Ohio in Science, Technology, Engineering and Mathematics (DO-STEM): The goal of DO-STEM is to increase the number of CSU students (and partnering institution students) who are pursuing STEM degrees by a total of 177 students over the life of the five-year program. DO -STEM provides merit based scholarships that have attracted and retained the best and brightest students at CSU (Ohio Board of Regents $3,073,948, 2008-13).

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CSU is dedicated to preparing students to address the challenges of a technologically oriented world.

Apply Remote Sensing Technologies to Water Supply Problems in the Western United States. The goal of this project is to improve the application of advanced remote sensing technologies to water supply problems in the Western United States. (U.S. Department of Interior, Bureau of Reclamation, $1,563,143, 2004-2011)

CSU is dedicated to providing quality educational programs in scientific and technological fields.

Science, Technology, Engineering, and Mathematics Upgrade/Enhancement & Outreach (STEM UP-OUT): The goal of this project is to upgrade STEM laboratories and laboratory facilities and increase the number of minority students pursuing degrees in STEM education (U.S. Department of Energy, $5,772,000, 2006-2012).

Quality Enhancement in Science, Mathematics, Engineering and Technology (QUEST) Program: The goal of this program is to enhance the quality of CSU's Science, Mathematics, Engineering, and Technology (SMET) programs through a series of programmatic efforts, with the view of making positive impacts on CSU students and re-establishing the University’s stature as a leading institution of science, mathematics, engineering, and technology education. These efforts include enhanced and equipped laboratories; enhanced instructional delivery systems; enhanced learning processes through Learning Communities and Peer-Led Team Learning; improved faculty and student research levels through cooperation with institutions of higher learning; availability of advanced courses to improve the knowledge base similar to students from larger institutions (National Science Foundation, $2,274,877, 2002-2008).

Center of Excellence in STEM and STEM Education: The goal of this program is to increase the number of undergraduate students from underrepresented groups who earn degrees in STEM and STEM Education and to improve institutional capabilities to provide quality education in STEM disciplines that support the Department of Defense mission (U.S. Army Research Office, $3,971,970, 2011-2015).

 CSU is dedicated to offering programs with multicultural and global perspectives.

Cultural Competency Discovery Training: Developing Break-Through Educators: This program is designed to perpetuate extended cultural competency discovery training and development of break-through educators as a sustainable ongoing professional development model for all school districts in the state of Ohio (U.S. Department of Health and Human Services, through the Ohio Department of Education, $949,567, 2008-09)

CSU is dedicated to reaching out to underserved populations.

The Upward Bound Program serves students from Montgomery County who are low income and/or potential first generation college students and who demonstrate the need for program services. Designed to generate academic skills that will facilitate participant completion of high school, and admission to and success in a program of postsecondary education (U.S. Department of Education, $ 1,262,500, 2007 to date).

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The Student Support Services is designed to increase the retention and graduation rates of eligible students; and to increase and foster an institutional climate supportive of the success of low-income and first generation college students (U.S. Department of Education, $2,509,610, 2004 to date).

CSU is dedicated to collaborating with other educational institutions, business organizations and government agencies to enrich learning experiences and educational opportunities for students.

Bernard Harris Summer Science Camp, This program works with underrepresented minorities and urban area youth in the STEM areas through a summer science camp (ExxonMobil and The Harris Foundation, $399,843, 2009-2013).

Outcomes of CSU’s Title III funding::

As an HBCU, CSU receives funding from the U.S. Department of Education through the Office of Postsecondary Education. An institutional development grant, Title III, Part B funding, has enabled CSU to augment and supplement its institutional resources across all divisions of the University. Between 2004 and 2012, the University received $16,001,589 to support dozens of activities in four key focus areas: Academic Quality, Student Services and Outcomes, Fiscal Stability, and Administrative Management. Several of these activities include:

CSU’s enhanced academic quality

The Center for Global Education, provides leadership and direction in international education, programs, and activities, with a wide range of international study, research, service, and leadership opportunities for CSU students, faculty, and staff. The Center enables CSU to produce graduates who have appreciation for other cultures and are equipped to live and work in a global society. Staffing for the Center and improvements and updates to Language Laboratory technology were made to support this effort.

Computer Science Program Enhancement, provides faculty training, computer equipment, infrastructure enhancements, and a program restructuring that added six new courses to the curriculum, and supported installation of an advanced computer science classroom to support instruction and research.

Fine Arts Program Accreditation, prepares the University to successfully obtain National Association of Schools of Art and Design (NASAD) accreditation, facilitated improvements to the galleries and studios, and provided updated technology for graphics design courses.

Library Resource Enhancement provides improvements to library collections, facilities, and staff, including computer labs, program-specific accreditation acquisitions, and access to OhioLink and other electronic resources.

Pre-Law Program Development yields the addition of a multi-disciplinary minor to the curriculum, supported activities, such as law school visits and LSAT preparation, to prepare students for applying to law school after graduation.

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Student Services and Outcomes

Counseling Services provides counseling staff and programming geared toward supporting student academic success through prevention, early detection, and treatment of mental health and social development issues.

The University College receives Title III fund support to provide tutoring, first year seminars, learning communities, and other academic intervention programs designed to assist entering and transfer students in making successful transitions to college and into their major of choice.

CSU’s Enhanced Fiscal Stability

CSU-Dayton Location Enhancements enables the University to expand program offerings and grow enrollment through the development of the urban campus in Dayton, Ohio. Improvements to classrooms, laboratories, physical education facilities, and instructional technology were supported through Title III funding.

Institutional Advancement receives support for staffing and infrastructure to develop strategies for resource generation and stewardship through the University’s development activities.

Endowment Challenge provides the opportunity for the University to grow its endowment corpus by $800,000 using matching funds from Title III.

 3. E. The institution fulfills the claims it makes for an enriched educational environment.

CSU provides its students with an enriched educational environment from the time students are admitted to the time they graduate. It does so via a number of co-curricular programs and activities, as described under 3.E.1. below.

3. E.1. Co-curricular programs are suited to the institution’s mission and contribute to the educational experience of its students.

As part of its co-curricular programs, CSU provides a numerous activities that contribute to a holistic educational experience for its students. These co-curricular activities include the following:   

First Year Seminar (FYS) Program, includes Learning Communities, special convocations, outside speakers, field trips;

The Freshmen Academy, organized jointly by the Offices of Student Affairs and Academic Affairs every Fall semester provides students with an experience of the culture and history of CSU while introducing students to the University's core values of Hard Work, Honesty, Caring and Excellence in order to reinforce the motto of "Academics are Central”;

Internships, permits students to apply in a real world setting what they are learning in the classroom;

Cultural and Recreational Activities, includes plays, concerts, art shows, dance shows, Homecoming, athletics and intramural sports, the CSU Chorus, CSU Marching and Concert Band;.

Student Government Association, offers opportunities for student leadership and participation in the governance and development of the institution;

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Student Organizations, provides multiple opportunities for engagement with the campus and local communities. CSU student organizations include:–(need CSU Student Organizations List; There are approximately 30 student organizations operating on campus. These student organizations are classified under six categories: Academic, Business, Special Interest, Religions, Honorary and Greek letter organizations. The Office of the University Center and Student Development in conjunction with the SGA's Inter organization Committee monitors the recognized student organizations activities.

The Student Government Association (SGA) represents the student body by serving as the liaison between the students and the administration. The SGA, faculty and staff share the responsibility of making decisions that affect campus life. The SGA has an executive and legislative board.

The SGA seeks to maintain a spirit of cooperation in the activities of the University and encourages student initiative through service. The SGA also oversees many student activities and serves as an advisory body in many areas of the University.The SGA office is located in the Norman E. Ward, Sr. University Center. Responsibilities of the SGA and information concerning student participation in the various phases of self-governance are detailed in the Student Handbook.

The Greek letter organizations are governed by the CSU National Pan-Hellenic Council. Both governing bodies are overseen by the Dean of the University College and Student Development. Students are encouraged to seek membership and actively participate in student organizations at Central State. These student organizations enhance the campus community and provide students with the opportunity to develop responsibility and leadership outside the classroom. CSU’s Student Organizations also include Alpha Phi Alpha - Delta Xi Chapter, Kappa Alpha Psi-Delta Zeta chapter, Pre-Law Society, Daughters of Nia Anaya, Mu Phi Epsilon, Studio – C and The Black Oak Project (Drama).

3.E.2. The institution demonstrates any claims it makes about contributions to its students’ educational experience by virtue of aspects of its mission, such as research, community engagement, service learning, religious or spiritual purpose, and economic development.

CSU undergraduate students work with their faculty advisors to conduct research in their selected majors on-campus and off-campus. Students are proud to share their accomplishments through on CSU Research Day held every spring and fall semester. Examples of student research projects in which students have participated and projects students have completed are provided in Criterion Three. CSU students also participate in internships through the Career Services in the Division of Student Affairs. The following are examples of internships and sites where thirty four (34) CSU competed internships between Summer 2011 and Spring 2013.

Internship Semesters and Sites Where They Were CompletedFall 2010 Summer

2011Fall 2011 Spring

2011Spring 2012 Summer

2012Fall 2012

Spring 2013

Walt Disney (FL)

Dayton Dragons

Indiana Black Expo(IN)

EPA Ohio Department Rehabilitation

Cincinnati Bengals

Walt Disney (FL)

Walt Disney (FL)

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CorrectionsNASA Rockledge

Police Department (FL)

EPA Walt Disney (FL)

Elite Marketing Interactions

Cincinnati Reds

Elite Marketing Interactions

Plug Smart

Kroger Victoria Theatre

Elite Marketing Interactions

Walt Disney (FL)

Elite Marketing Interactions

NASA Plug Smart

Esquire Magazine

NASA Miller Coors

Walt Disney (FL)

Walt Disney (FL)

Cincinnati Reds

Indiana Black Expo (IN)

Walt Disney (FL)

GE Healthcare

U of M Flint- Education Opportunity & Incentives

GE Aviation

Clear Channel radio

Clear Channel radio

Walt Disney (FL)

Dayton Silverbacks

Elite Marketing Interactions

GE Finance

Elite Marketing Interactions

Walt Disney (FL)

GE Healthcare

EPA KrogerIndiana Black Expo ( IN)Thurgood Marshall Teacher Quality & Retention Program

CSU participate in service learning and civic engagement activities. Examples of service learning and civic engagement activities in which CSU students have participated in recent years are provided in the Evidence File for Criterion Three. In addition to the above, faculty and student in the College of Science and Technology work with students pursuing degrees in STEM disciplines through the Center for Excellence in STEM Education (STEM-X-ED) every summer to provide summer Science Camp for freshmen students admitted to the College in the Fall 2012.

The STEM X-ED program, funded by the Department of Defense (DoD) was initially designed to provide activities, experiments, projects, and field experiences for students entering 6th, 7th, or 8th grade. In the Fall of 2012 the program was expanded to include STEM scholars program, with 16 incoming CSU STEM freshmen students. The camp promotes science, technology, engineering, mathematics, and mathematics education. The camp is a two week, academic, residential camp that emphasizes increasing students’ mathematics and science skills while introducing them to college life and stimulating their

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interest in science and engineering as a potential career path. Each day, campers attend classes that include problem solving, research and communication skills incorporated with biology, chemistry, physics, environmental sciences, earth sciences, engineering and design concepts, and field excursions.

Furthermore, CSU faculty and students conduct result using the facilities at the NET Incubator is an independent non-profit corporation formed as an affiliate of Central State University (CSU) in 2001 to serve technology companies, research scientists, and engineers with a focus on commercializing innovative technologies. The Net Incubator assists emerging companies with technology transfer, intellectual property protection, equity funding, prototype development and business services to accelerate the technology transfer process from inception to growth and profitability in alignment with the State of Ohio’s Third Frontier technology clusters in the following core areas: Advanced/alternative energy Sensor applications Information technology Advanced materials

The Net Incubator works in partnership with multiple strategic partnerships at the local, State, and Federal levels to help startups with the funding needed to file patents, build prototypes, and hire professional engineering staff. In conjunction with Central State University the incubator has been awarded research and development grants, equity funding, development services funding from the following agencies; AFRL, EPA, DOE, Battelle, ODNR, and the Ohio Third Frontier on behalf of member startups to:

Increase the quantity of high quality research that has commercial relevance to Ohio Grow and nurture an increasingly experienced pool of entrepreneurial management talent supported

by organized systems of services and networks Contribute to the expansion of a technically competent workforce that can support innovation and

company growth in specific clusters of technology

The Net Incubator has assisted over 30 startups from inception through profitability, helped to raise over 6 million in revenue to fund incubation thru commercialization technology transfer activities which has resulted in over 100 high technology jobs in the region. CSU uses alumni surveys to assess the extent to which it is fulfilling its mission. Details of the results from the alumni survey are provided in Criterion Four under 4.B.

Summary of Evidence for Criterion Three

CSU offers degree programs appropriate to higher education with a minimum requirement of 124 credit hours for a baccalaureate degree and a minimum of 36 credit hours for the Master of Education degree. All students, but particularly graduate students, are expected to demonstrate appropriate levels of competency, capacity and commitment to the acquisition of professional knowledge, skills, and dispositions necessary for leadership. CSU does not offer certificates or associate degrees. 

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As an Ohio public University, CSU accepts transfer credits from other Ohio public colleges and universities, two-year and four-year schools, consistent with Ohio Transfer Module (OBR) guidelines. CSU uses the OBR’s Transfer Assurance Guides (TAGS) as guidelines for evaluating courses and/or credits under consideration for transfer.  To date there are 154 approved TAG courses at CSU at the freshman, sophomore and junior levels.

Challenges and Areas for Improvement

The University recently started monitoring the quality of its programs through regular program review process It will expand this process to complete the review of all its undergraduate and graduate programs.

CRITERION FOUR

TEACHING AND LEARNING: EVALUATION AND IMPROVEMENT

The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.

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CSU demonstrates responsibility for the quality of its educational programs, learning environments, and support services on a daily basis and regularly evaluates their effectiveness for student learning. It continuously improves its programs, learning environments, and support services accordingly.

4.A. The institution demonstrates responsibility for the quality of its educational programs.

CSU demonstrates responsibility for the quality of its educational programs through processes that promote on-going assessment and program review.  Assessment data are analyzed and used to improve instruction and academic programs.  CSU demonstrates accountability to students and their parents, the public, and institutional stakeholders, including the state of Ohio and the U.S. Departments of Education.   

4. A.1. The Institution maintains a practice of regular program reviews.

CSU engages in regular program review for all of its academic programs to:

Enhance the academic quality of each program by assessing the curriculum, instruction, and availability of resources to support teaching, learning, research, and scholarship;

Align academic program goals with the University’s compelling priorities by planning and budgeting appropriately at the program, college, and institutional levels;

Conduct a SWOT analysis to ensure that program priorities are consistent with the University’s mission, vision, and strategic directions, and to ensure that technological, human, and fiscal resources are available to achieve program goals.

Program review thus allows the University to support each program based on data and information available on each program, and alignment with the University's mission.

Twenty five (25) essential questions are used to review each program based on the following:

Program identity through its goals and institutional fit Program vitality through its currency and relevance Program assessment through its productivity in terms of student enrollment, course completion

rates, learning outcomes, and graduation rates Program budget effectiveness and efficiency Program strengths, weaknesses, opportunities and threats used  to make decisions about future

directions for each program.

A comprehensive review of all programs was conducted when CSU converted from the quarter to the semester system in 2005. This review served as the foundation for curricular revisions. Faculty in each academic department was charged with review of course content, update of course descriptions, and development of syllabi and program check sheets. In addition, faculty designed new four-year advising plans for each degree program. Each academic program was reviewed at the Department and College level prior to presentation to the University Senate. This process afforded faculty opportunities for separate reviews and discussions of curricular issues.

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Results of program reviews were used as the basis for University-wide course improvements; for strengthening course content, course syllabi and student learning outcomes; for identifying technologies needed in the classroom; and for making recommendations for improved instructional practices. Additional discussions from the program reviews led to the development of instructional best practices and improved teaching and learning.  

During the 2011 academic year, the Office of Academic Affairs spearheaded another institutional review of academic programs, and in 2012, the program review template was made available to all department chairs, with the 25 Essential Questions on a virtual platform called Compliance Assistance . This electronic platform provided an opportunity for departments to launch the first cycle of program review in all 34 undergraduate programs and the graduate program in Education. The use of the electronic platform for assessment and program review will help to strengthen CSU’s culture of assessment and program review for improvement at the departmental, college and institution levels.

In addition to program reviews required by the University and the Ohio Board of Regents, CSU’s accredited programs have completed rigorous Self-Study reviews prior to their specialized accreditation visits. Accredited CSU programs were discussed in the Criterion Three Chapter and are discussed further in the next section of this Self-Study under 4.A.5. Specialized accreditation processes allow departments to complete a thorough analysis of key assessments, analyze assessment results, confirm alignment of course learning outcomes with specific content area standards, and to identify and describe implementation plans for program improvement.

Faculty and department chairs in each college are responsible for ongoing review of their respective academic programs.

4. A.2. The institution evaluates all credit that it transcripts, including what it awards for its experiential learning or other forms of prior learning.

CSU evaluates all credit it transcripts through a process that involves the Office of the Registrar and Department Chairs. The Office of the Registrar evaluates overall transfer credit for acceptance by the University. The Department Chair of the program to which a student is applying works with the Registrar to evaluate credits for their applicability to CSU programs and degree requirements. Transfer credits are applied toward degree requirements within the first 30 days of a student’s matriculation at CSU. The student receives a copy of the degree check sheet and, if applicable, a course substitution form is submitted to the Registrar’s Office at this time.

Applicants who have attended other colleges and/or universities must have all official transcripts forwarded to the Admissions Office and have a minimum cumulative grade point average of 2.0 on a 4.0 scale. Courses accepted for transfer credit must meet the requirements of the selected major. Applicants with fewer than 45 transferable quarter hours or fewer than 30 semester credit hours must also submit an official final high school transcript. Credits accepted from another institution are recorded on the student’s permanent academic record, but grades are not transferred to the record. Only courses completed at CSU are included in the cumulative grade point average.

4. A.3. The institution has policies that assure the quality of the credit it accepts in transfer.

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CSU accepts transfer credit from colleges and universities accredited by regional accrediting associations; credit consistent with state policies governing the Ohio Transfer Module and Transfer Assurance Guides; credit consistent with the guidelines of Ohio’s Post-Secondary Enrollment Options (PSEO) Program; and military credit per the guidelines of the American Council on Education (ACE). The Registrar determines whether the University accepts credit from other universities

Under Ohio law, the University is required to accept grades of “D” or better for transfer credit from state-assisted colleges and universities in Ohio (Credits from courses in which a grade of “D” was earned counts towards the 124 credits required for graduation. However, the student may need to repeat the course if Central State requires a “C” grade in the course.). Grades of “C” or better are generally acceptable from out-of-state schools. Department chairs determine whether credits accepted by Central State will be used to satisfy major requirements. Grades of “S,” “pass,” and “credit” are considered for transfer credit. Students who have received a baccalaureate degree from an accredited institution and who wish to pursue a second baccalaureate degree automatically receive 94 semester credit hours, be ranked as seniors, and required to complete a minimum of 30 semester credit hours at CSU to earn a second baccalaureate degree. An Advisor determines whether the student needs to take more than 30 credits to complete the second degree.

Ohio Transfer Module and Transfer Assurance Guides

As stated in Criterion Three, the Ohio Board of Regents, following the directive of the Ohio General Assembly, developed statewide policies, via the Ohio Transfer Module and Transfer Assurance Guides (TAGS), to facilitate movement of students and transfer credits from one Ohio public college or University to another. The purpose of the state policy is to avoid duplication of coursework, enhance student mobility throughout Ohio’s higher education system, and facilitate timely completion of the degree. Independent colleges and universities in Ohio may or may not choose to participate in the transfer policy, and students interested in transferring to an independent institution are encouraged to check with the college or University of their choice regarding transfer agreements. A complete explanation of the University’s transfer policy is provided in the CSU 2012-2014 Catalog (page 51).

Ohio’s Post-Secondary Enrollment Options Program

Ohio’s Post-Secondary Enrollment Options Program (PSEOP) offers qualified high school students an opportunity to earn college credit and/or high school graduation credit through successful completion of college courses. PSEOP is open to Ohio students in grades 9 through 12 in public, community, and non-public high schools. Students must have a 3.0 GPA in the subject(s) they wish to study in the college curriculum. The program exposes students to rigorous academic options beyond the high school classroom. The two options for PSEOP are as follows:

Option A allows the high school student to choose, upon enrollment, college credit. In this case, the cost of the program is funded entirely by the student’s family.

Option B allows the student to receive both high school and college credit. Students choosing this option are not required to pay for tuition, books, materials or fees.

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To qualify for participation in PSEOP, students must: 1. Complete the CSU application for admission; 2. Submit an official high school transcript; and 3. Submit PSEOP guidance counselor and parent authorization form.

Military Credit

CSU awards transfer credit for military experience based on the American Council on Education’s (ACE) Guide to Evaluation of Educational Experiences in the Armed Forces. Veterans are directed to the Registrar’s Office if they are interested in receiving credit for military experience.

4. A.4. The institution maintains and exercises authority over prerequisites for courses, rigor of courses, expectation for student learning, access to learning resources and faculty qualifications for all its programs, including dual credit programs. It assures that its dual credit courses or programs for high school students are equivalent in learning outcomes and levels of achievement to its higher education curriculum.

As described in the Criterion Three Chapter, CSU, through its faculty, academic administrators, and other personnel, maintains and exercises authority over the curriculum, to include determining course prerequisites, ensuring course rigor, setting expectations for student learning, ensuring appropriate faculty qualifications for all academic programs, etc. CSU faculty also ensures that students complete courses in the correct sequence after completing prerequisite courses with passing grades. CSU does not give credit for experiential or other forms of prior learning at this time except, as indicated in the previous section, for military credit.  Furthermore, students who were dismissed for academic or disciplinary reasons from another post-secondary school are not considered for admission to CSU until one calendar year after the date of the dismissal.

CSU faculty has the authority for the assignment of course grades. Indeed, assessment of student learning, including the assignment of grades, is one the most important rights and responsibilities of a faculty member. This policy is outlined in the 2012 CSU AAUP agreement as follows:  (1) faculty have the responsibility for assigning of grades; (2) students are to be free from prejudicial or capricious grading; and (3) grades may not be assigned or changed without faculty authorization.   Furthermore, it is stated that administrators are not to “substitute their judgment for that of the faculty concerning the assignment of a grade.  The review of a student grade is by faculty, under procedures adopted by faculty, and any resulting change in grade should be by faculty authorization.” 

In accordance with the above principles, CSU Administration and AAUP-CSU have agreed to the following practices:

a) The decision to change a student’s grade shall be made by the instructor of record unless the instructor is incapacitated or cannot be contacted or there is evidence of prejudicial or capricious grading.

b) Any change of grade made over the objection of the instructor shall be made by a committee of three tenured faculty within the discipline (or department when sufficient faculty are not available to serve) in which the grade was issued under procedures to be developed and adopted by the University Senate

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during the 2012-2013 academic year.  Once adopted, changes to these procedures must be developed and approved by the University Senate and the Provost.

c) Unless the instructor is incapacitated or cannot be contacted, no change of grade will be made without the instructor of record being informed.”

The complete Memorandum of Understanding on Changes of Grades is located in Appendix H of the AAUP Agreement.  This document is found in the evidence file under Criterion Three. When students appeal the grades they were assigned, the Academic Standards Committee, whose members consist of faculty, the Registrar and the Associate Vice President for Academic Affairs, has the responsibility and authority to review the appeal before it can override a student's grade.

In addition to having control over the assignment of grades, faculty exercises authority over the prerequisites for courses and rigor of courses.  Faculty has the authority to waive course pre-requisites for students on an individual basis.

The University Senate Committee on Academic Policy has the responsibility to insure all new and/or revised University courses and programs undergo a review process to insure quality control, pre-requisites and efficiency of program/course offerings within the University. The review is based upon the following criteria: 1) a clear course or program description, 2) reason for the request, 3) impact statement of the new program or course, 4) an indication of the appropriate student development level for a course (Freshman, Sophomore, Junior, Senior) 5) a list of learning outcomes for the program or course aligned with the University’s learning outcomes, 6) assessment instruments used to measure the learning outcomes, 7) a time line for assessment, 8) a place for describing the assessment results, 9) a place for describing actions taken based upon the results of the program assessment (See forms in Resource Room: 1. Academic Program Request Form; 2. Program Learning Outcomes Form; 3. Course Learning Outcomes Form).

Faculty members generate the APR which is reviewed by all program faculty. Once there is an agreement, the APR goes to the departmental level for review. The following steps then ensue:

1. The department reviews the change(s) and votes on acceptance during a departmental meeting. If accepted, the APR is signed by the Department Chair and is then presented to the College Policy Committee. If the APR changes are not accepted at the departmental level, then the APR is returned to the program level.

2. At the College Policy Committee, the APR is reviewed and voted on. If it is accepted, the APR is presented during a College meeting of the respective program. If accepted by the College, it is then signed by the College Dean and sent to the Senate’s Academic Policy Committee for review.

3. The Academic Policy Committee reviews the APR (see Senate Committee Charge 2.7.2.3) and is voted on by the committee members (a majority rules). If the APR is approved (may be done with or without changes) the APR is then brought to the body of the Senate. However, if changes are needed, these changes must be completed prior to taking the APR to the Senate floor for a vote.

4. Prior to the Senate meeting, the APR is sent to the faculty to be reviewed. The faculty is allowed one week to review the request. At the Senate meeting, the APR is presented and a discussion of possible changes is allowed. Once all questions or concerns have been voiced and answered, the

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APR is voted on. If the changes are requested at the Senate meeting, the APR is returned to the program or department for revision. Once accepted by the Senate, the President of the Senate signs the APR and submits it to Academic Affairs.

5. The APR is then reviewed and if approved the APR is signed by the Provost. From there the APR then goes to the President of the University for a Signature. Once all of the signatures are obtained, the APR goes to the registrar, where it is officially recorded.

 At any time during this process, the APR may not be approved. If this happens, the program from which it came will need to either revise the request and resubmit, or the faculty may decide to table the request. 

Internships and Clinical Placements

CSU has a history of working collaboratively with area school districts, businesses, and other stakeholders.  The University and its school and business partners collaborate to mentor CSU students. Individuals serving as mentors are selected from area communities such as Dayton, Trotwood-Madison, Springfield City, Xenia, and Cincinnati.  Mentors are identified through a process of discussion with social workers, businesses, manufacturing professionals, school administrators, and through evaluations received from candidates.  These very successful partnerships were conducted without a formal Memorandum of Understanding.  A list of school districts and businesses that have hosted CSU students for practicums, student teaching placements, or internships are presented in the evidence file. Each academic program that includes a clinical or internship experience has developed relevant and mutually beneficial agreements with stakeholders that outline the expectations and responsibilities of student participants.

Instructors communicate course requirements to students through syllabi.

Course syllabi communicate specific course requirements and expectations to students. Faculty members use course syllabi to organize class information and communicate the instructor's plan for conducting the course.    Syllabi include such elements as student learning outcomes, assessment strategies, scoring rubrics, policies and grading scale, attendance and tardy policies, academic Integrity/honesty policy, ADA policy, diversity statement, and amendment to syllabus statement, as determined by course faculty. In addition, each syllabus must contain an alignment chart that demonstrates how course learning outcomes align with University/Program learning outcomes, accreditation standards and assessments.

Students use course syllabi as a guide to their learning.  The syllabus serves as a contract between students and faculty. Course syllabi is used for accreditation purposes, program review, curriculum development and review, student grade appeals, or other similar institutional uses that respect the intellectual property rights of faculty members. The Office of Planning and Assessment has developed and disseminated the syllabus outline and template that is used for each course taught by University faculty.  These documents, along with sample of syllabi, are available in the evidence file.

The Office of Academic Affairs has authority over faculty qualifications. It uses HLC guidelines to maintain quality on the quality of instruction provided by students. Credentials of faculty are reviewed at the time of hiring and on a regular basis to maintain compliance and academic integrity.

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4. A. 5. The institution maintains specialized accreditation for its programs as appropriate to its educational purposes

CSU offers high quality programs to its students, many of which are accredited by specialized professional associations or agencies. Below is a list of the degree programs at CSU with specialized program or unit accreditation, as well as future dates of on-site accreditation or re-accreditation visits. Four of the University's academic programs are accredited by their specific accreditation agencies:

Manufacturing Engineering (MFE), accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET), through a 6-year accreditation cycle. Reaffirmation of accreditation is due in spring 2014. The MFE program has been accredited continuously since 1991.

Music Program, accredited by the National Association of Schools of Music (NASM), through a 10-year cycle. Reaffirmation of accreditation is due in April, 2014.

Fine Arts Program, accredited by the National Association of Schools of Art & Design (NASAD) through a 5-year cycle. Reaffirmation of accreditation is due in 2014.

College of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE). Reaffirmation of accreditation is due in spring 2014.

The College of Science and Engineering has completed the pre-application process for accreditation of the Chemistry program by the American Chemical Society (ACS). The ACS Committee reviewed the CSU Chemistry Department's pre-application and concluded that the program is ready to move to the next step in the application process.

CSU also has several other programs currently under review for candidacy for specialized accreditation. These include:

Business programs in the College of Business, through the Accreditation Council for Business Schools and Programs (ACBSP);

The Environmental Engineering program in the College of Science and Engineering, through the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET);

The Journalism and Mass Communication program in the College of Humanities, Arts and Social Sciences, through the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC); and

The Social Work program in the College of Humanities, Arts and Social Sciences, through the Council on Social Work Education (CSWE).

4. A. 6. The Institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships, and special programs (e.g. Peace Corps and AmeriCorps).

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CSU's use of program data to improve programs is exemplified by the Manufacturing and Engineering (MFE) programs’ ability to track its graduates every year using a "Survey of Employers of CSU MFE Graduates in Selected Accredited Programs". Results of “Survey Responses from Employers of CSU ENE Graduates” are presented in MFE Table available in the Self-Study evidence file. Data indicated that MFE graduates have pursued related graduate degrees. This trend continues as approximately 40% of the 27 known recent graduates have enrolled or completed advanced degree programs in Engineering or Management in prestigious programs throughout the country.

The success of CSU graduates in the nation’s top graduate engineering programs, as well as direct feedback from the students, indicates that they are well prepared for advanced studies. The success trend of MFE alumni can be seen in both the Environmental Engineering program and the International Center for Water Resources Management Program. Alumni from these programs earn advanced degrees at MIT, University of Michigan, University of Minnesota, Virginia Tech, Rensselaer and University of Cincinnati. The tracking system for CSU’s MFE program is used as a model by other academic departments to complement alumni data received by the Assessment and Institutional Research office. CSU alumni data is provided in CSU Alumni Table in the Self-Study evidence file.

In addition to specific academic program surveys, the Office of Alumni Affairs and the Office of Career Services, requests that each graduating senior completes an exit form to track and collect data on University graduates. Surveys are given to new graduates at the time of matriculation. Follow-up surveys are sent to alumni six months after graduation and repeated at one and two year intervals. Results of these surveys are being complied.

4. B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.

CSU provides educational opportunities for students in Ohio and from other states for 125 years. Student educational achievement and institutional improvement have resulted from a growing culture of assessment. Since the last HLC visit in 2003, the CSU culture of assessment has infused the teaching and learning environment and has led to substantive improvements in various areas, including the following:

General education curriculum Discipline-specific curricula CSU faculty’s pedagogical knowledge and skills Instructional delivery methods Instructional resources Services provided to students

Improvements in the above areas have led to enhanced learning and higher course completion, persistence, retention, and graduation rates than in previous years. As stated in its mission, the University provides a nurturing environment and strong academic support services so that students can succeed in their academic pursuits. CSU developed the assessment process described below under 4.B.1.

4. B. 1. The Institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 

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CSU has stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals as follows:

Student Learning Goals

Institutional:

1. Students communicate effectively.2. Students think critically.3. Students demonstrate an awareness of and ability to apply the scientific process.4. Students demonstrate an awareness of the roles cultural and social factors play in human

achievement.5. Students demonstrate an acceptable level of competence in the chosen field of study.

Institutional learning outcomes are clearly articulated in the University Catalog, and in course and program assessment documents. Faculty worked collaboratively to align these institutional outcomes with general education and program learning outcomes.

The faculty (via the Senate Committee on Academic Policy) worked for over three years to develop the General Education Curriculum as the University converted from the quarter to semester academic calendar in Fall 2004. The University Faculty Senate approved the General Education Program in May 2004.

Assessment Process for Academic Programs:

The University Senate Committee on Assessment of Teaching and Learning has developed an assessment process, consisting of five steps, which guides the institutional assessment of student learning, using specified performance indicators at the course, program and institutional levels. The five steps include (1) Identifying Outcomes, (2) Identifying assessment instrument(s) and methods, (3) Compiling assessment findings or results, (4) Using assessment data to take actions for improvement, and (5) Re-Assessing, if needed. This process allows faculty and staff who facilitate student learning to analyze results to determine course and program effectiveness and make indicated improvements. Figure 4.B.1 below represents CSU's assessment process.

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Figure 4.B.1: CSU Assessment Process

Upon completion of the assessment process, direct assessment findings are used to determine the level of student achievement, assess the appropriateness and alignment of course and program learning outcomes with institutional learning outcomes, and identify curricular gaps. Data are also used to support recommendations for instructional changes and assess the need for additional resources to promote effective teaching and learning.

CSU’s Student Success Plan

In Fall 2006, the Ohio Board of Regents (OBR) required that all public colleges and universities to develop an academic assessment plan to assess student learning outcomes at the institutional, program, and course levels. In response, CSU’s faculty, led by the Senate Committee on Teaching and Learning, developed a comprehensive plan, and called the Student Success Plan, which was approved by the OBR in 2007. As required, this plan blends assessment at all levels of the institution into a single plan as follows:

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CSU’s Student Success Plan is designed to guide assessment at institutional, program and course levels. Institution-level assessment is conducted by the Assessment and Institutional Research office under the supervision of the Office of Academic Planning and Assessment, in the Division of Academic Affairs. Program assessment is conducted by department chairs and faculty under the supervision of College Deans. CSU’s program review process utilizes twenty-five (25) essential questions to review every degree program offered at CSU within a five-year cycle. Course-level assessments are conducted by faculty members who teach the various courses. Every faculty member provides his/her department chair and the office of Academic Planning Assessment a summary of improvements made in the teaching and learning of their courses based on the course assessment results. Results of these course assessments are provided in the evidence file. To promote a culture of assessment on the CSU campus, a planning and Assessment Council was recently formed. The main function of the Council is to reviewing institutional, program and course assessment data and makes recommendations to the Provost and Vice President of Academic Affairs on ways to improve programs and services offered to students.

Assessment of Institutional Effectiveness and Co-Curricular Programs:

At the institutional level, a similar assessment process is used to monitor the quality of overall institutional effectiveness. For example, student surveys are conducted by the Office of Planning and Assessment through the CIRP Survey for new and transfer students, a climate survey for new and continuing students, and graduating senior surveys for students completing their degree programs. The University has also exerted great efforts to improve student learning outcomes and the learning environment through the establishment of learning communities, professional tutoring, and peer tutoring sessions for students.

The University evaluates the effectiveness of its educational programs through monitoring course completion, retention and graduation rates. Details of the processes used to determine retention, course completion and graduation rates are provided later under Core Component 4.D.

 4. B.2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.

Faculty and the CSU staff assess and evaluate the effectiveness of programs and services in order to improve the programs and services or determine the return on investments made by the University. Assessment of learning outcomes in academic programs are conducted at the general education and discipline-specific program levels. Assessment of co-curricular activities and services is conducted at the institutional level by the Office of Assessment and Institutional Research. Institutional assessments are conducted on an ongoing basis throughout the year through the use of surveys at specific times during students’ programs of study.    

Assessment in Curricular Programs

Assessment for student learning is conducted in the general education and specific discipline area programs. Both levels of assessment are included in the Student Success Plan in 4.B.1.

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This work, led by the Senate Committee on Academic Policy and the Senate Committee on Teaching and Learning has continued through the initiation of the Self-Study in Spring 2011, through the writing of the report in Spring 2012. The Senate Committee on Assessment of Teaching and Learning continues to work on the alignment of the institutional learning outcomes with the general education and program learning outcomes. The April 2012 alignment of general education Student Learning Outcomes with institutional outcomes is provided in the evidence file.  

 Assessment of Institutional Outcomes

The general education curriculum is liberal arts-based and consists of courses in English composition, mathematics, humanities and fine arts, social and behavioral sciences, natural and physical sciences, computer science, and health and physical education. Placement tests are given to new first-time and transfer students with fewer than 30 semester hours, and are used to determine the appropriate freshmen-level courses for each student. The general education curriculum has historically been assessed by the English Proficiency Exam (EPE). In the Fall of 2012, the University began using the Proficiency Profile Exam (PPE) developed by the ETS to assess students' performance levels in communication, critical thinking, and competency in the field of study.

The English Proficiency Exam (EPE) has historically been used at CSU as a graduation requirement. The EPE is administered by the Office of Assessment and Institutional Research and is  used to assess competency in writing, critical thinking, and other general knowledge once courses have been completed in general education and respective disciplines. Students complete the EPE after successful completion of ENG 1102, Writing and Research. Students have 85 minutes to write a four- or five-paragraph essay based on argumentative topics of current interest supplied and vetted by full-time faculty in the English Department and implemented by staff in the Office of Assessment.

EPE essay topics are changed at every testing session by staff in the assessment office. Full-time English faculty members grade students’ essays using a six-level rubric. Passing scores are between eight and twelve with twelve as the maximum score students can earn on the EPE. Students who have not passed the EPE must retake the exam or enroll in ENG 3000, an advanced composition course which requires demonstration of reading, writing and critical thinking skills. Students must pass the course with a grade of C or higher. EPE Testing Dates for Fall 2012 and Spring 2013 and scoring rubrics are provided in the evidence file.

An analysis of the EPE results during the Self-Study revealed that single administration of the EPE as a graduation requirement did not provide a complete picture of the progress students have made during their various academic milestones. The EPE provides a snapshot of student's competency in communication and did not demonstrate students’ progress in the other competencies. It was recommended was that faculty is encouraged to use the AAC&U VALUE rubrics to reinforce institutional competencies across the curriculum.

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Indirect Assessments of Learning Outcomes through Surveys

In addition to assessments completed by faculty members in the classrooms in internships, capstone courses and through research-based courses, indirect assessments of student learning outcomes are also conducted through the Office of Assessment and Institutional Research using surveys.

Data from the last five years (2007-2011), from surveys administered to graduating seniors during an event called “The Senior Salute,” show that a majority (80% - 93%) of the graduates responded favorably to the statement that CSU adequately prepared them to gain effective communication skills. However, the remaining (7% - 20%) graduating students were not sure or responded unfavorably, indicating that opportunities still exist for improvement of CSU’s programs in which communication skills, particularly in verbal and written communication competencies, can be improved. Results of graduating seniors’ responses are provided in Figure 4.B.2 below.

Similarly, when graduating seniors were asked the question, “Did your experience at CSU equip you with skills to think critically,” a majority (80% - 90%) responded favorably to the question, indicating that CSU prepared them to adequately gain critical thinking skills. However, the remaining (10% - 20%) students were not sure or responded unfavorably, indicating that opportunities exist for improvement of CSU’s programs in which critical thinking skills are the intended student learning outcomes. Results of graduating seniors’ responses are provided in Figure 4.B.2 below.

When students were asked the question, "Did your experience at CSU help you increase your awareness of the roles cultural and social factors play in human achievement,” results showed that a majority (80% - 89%) of the graduates responded favorably, but the remaining (11% - 20%) students were not sure or responded unfavorably, indicating that there is plenty of opportunity for improvement of CSU’s programs in which cultural competency and social skills are intended student learning outcomes. Results of graduating seniors’ responses are provided in Figure 4.B.2 below.

When students were asked the question, "Did your experience at CSU provide you with an understanding of the scientific process,” results showed an even lower number (64%-75%) of the graduates responded favorably. However, the remaining 25% - 37% indicate that a lot of improvement is needed to reinforce this competency, particularly considering the job market in the 21 st century, which requires graduates who can readily apply problem-solving skills similar to those learned through the application of the scientific process.

When graduating students were asked the question, “Did CSU prepares you well in your selected field of study,” 82%-90% of the graduating seniors responded favorably; and the rest responded unfavorably indicating a need for improvement. Results of the surveys are summarized in Figure 4.B.2., which provides a summary of results of indirect assessments of institutional learning outcomes.

To improve the reliability of these results, it is recommended that these indirect assessments be complemented with direct assessments that independently determine if the student learning outcomes are being achieved.

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Figure: 4.B.2: A Summary of Indirect Assessment of Institutional Learning Outcomes

Assessment of the Effectiveness of Student Support Services 

The following table describes the offices providing student support services, assessment tools used by the Assessment and Institutional Research Office to assess the services, and the timelines for the assessments. Detail descriptions were provided in Criteria 3.D.1. 

Table 4.B.1 Assessment of Support Services

Support Service Assessed

Evaluation Tool and Method Used

Who is Responsible? When is the Assessment and Evaluation Done?

Admissions Climate Survey given to students

Assessment and Institutional Research in the Office of Planning and Assessment

On-going, every semester

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and the University CollegeRegistrar Climate Survey and

Graduating Senior Survey

Assessment and Institutional Research in the Office of Planning and Assessment

On-going and every spring semester

Financial Aid Campus-wide survey of students

 Assessment and Institutional Research in the Office of Planning and Assessment

On-going

Library Campus-wide survey of students, faculty and staff

 Assessment and Institutional Research in the Office of Planning and Assessment

On-going

Bookstore Campus-wide survey of students, faculty and staff

 Assessment and Institutional Research in the Office of Planning and Assessment

On-going

Computer Facilities/IT

Campus-wide survey of students, faculty and staff

Assessment and Institutional Research in the Office of Planning and Assessment

On-going

Student Advising Survey of students  Assessment and Institutional Research and the University College

On-going

Residential Life Survey of residential students

Assessment and Institutional Research in the Office of Planning and Assessment

On-going

Dining Services Campus-wide survey  Assessment and Institutional Research in the Office of Planning and Assessment

On-going

Career Services Survey of students  Assessment and Institutional Research On-goingCampus Security Survey of students Assessment and Institutional Research in

the Office of Planning and AssessmentOn-going

Additional feedback from students on the effectiveness of these services is obtained through use of the Graduating Senior Survey. Students’ responses on questions that relate to support services were analyzed and results are provided in the graph provided below.

Students’ responses on library services: About 71% of the CSU graduates in 2007 indicated that CSU provided good library services. The percentage declined to 51% in 2008 but has been rising steadily since library improvements were made in the 2010-2011 academic year. About 63% of the 2012 CSU graduates indicated that library services had a positive impact on their educational experiences and success in today’s knowledge-based economy. The decline from 2007 in positive responses indicates that the University needs to continue to improve library service and resources in order to stay competitive with other Ohio public colleges and universities.

Students’ responses on computer facilities: About 83% of the 2007 CSU graduates agreed that computer facilities had a great impact on their academic performance. This number dropped over the last five years to 70%. The decline in positive responses also indicates that the University needs to improve

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availability and student access to computer facilities in order to stay competitive with other Ohio public colleges and universities.

Students’ responses on advising: About 82% of the 2012 graduates stated that faculty advising had a positive impact on their academic performance, up from the last three years when only about 75% stated that academic advising had a positive impact on their academic success. With the implementation of more intentional academic advising begun in Fall 2012 and assignment of every CSU student to an academic advisor, the percentage of students positively affected by academic advising should increase in coming years.

Campus Food Service: Responses from graduating students also indicate that campus food service is one of the areas in which improvement is needed. Only about 29% of the graduating seniors indicated that campus food service had a positive impact on their academic experience and success, even though this number had increased from less than 20% in previous years.

Financial Aid: About 67% of graduating seniors in 2012 indicated that Financial Aid services positively impacted their academic experience and success.

Registrar: About 59% of the students indicated that services received through the Office of the Registrar had a positive impact on their academic experience and success, even though this number had increased compared to previous years.

Bookstore: About 71% of the 2012 graduates indicated that the bookstore positively impacted their academic experience and academic success. This number is up from previous years when only about 40% indicated that the bookstore had a positive impact on their academic experience and success.

Figure 4.B.1: Assessment of Student Support Services

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Campus Security: Responses from graduating students also indicate that this is an area where improvement is needed. Only about 49% of the graduating seniors indicated that security had a positive impact on their academic experience and success, even though this number had increased from only 30% in previous years.

Residence Life: Only about a half (53%) of the graduating seniors stated that residence life had a positive impact on their academic performance and success. Even though there had been an increase from previous years, results from the 2012 graduates indicated a 5% decline from the previous year (58%).

Other Sources of Data

Other sources of data used for improvement of programs and students’ experiences are the Climate Survey and Graduating Senior Surveys. For example, according to the Fall 2010 Climate Survey, 84% of students enrolled at CSU attest to experiencing intellectual growth in their classes.   Fall 2010 Climate Survey results show that 89 % of the CSU programs support student achievement. Also, 89.4 % of the students surveyed stated that they made a good choice to attend CSU. An even higher number of students (93%) indicated that their needs were readily met through the learning assistance, tutoring services and writing labs on the CSU campus. 

Another source of data is the annual survey of graduating seniors.  A Spring 2011 graduating senior survey evaluation revealed that 82.4% of CSU graduates were mildly/strongly satisfied with the education they received at CSU while 44.9% were strongly satisfied with the education they had received at CSU.  This instrument and its administration and subsequent evaluation suggest that CSU conforms to best practices in eliciting information from its constituencies and analyzing this as a basis for continuous improvement.

About 76.4% of the students surveyed indicated they had access to technology (Internet, My CSU, Printing Services) while 29% stated that they did not, The high numbers of students who indicated no access suggests opportunities for improvement.  Discussions of these survey results have led to suggestions of ways to improve student access to computer technology, including consideration of laptops/notebooks/netbooks complete with appropriate software provided as part of students’ tuition. However, financial aid realities and challenges and associated risk factors have limited further discussions on these issues.

4. B. 3. The institution uses the information gained from assessment to improve student learning.

At the end of every semester, faculty members complete the assessment process by reflecting and documenting improvements made in each course as a result of improvements in teaching and learning activities. CSU demonstrates that it had made progress in improvement of student learning based on the assessment findings. For example, there was increase in the number of graduating seniors who stated that CSU improved their communication skills, critical thinking skills, and knowledge and skills in their selected fields of study.

4. B. 4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

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Core Component 4.C: The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.

Much of the University’s planning and strategic initiatives over the past few years, including its latest strategic plan, Honoring Ohio’s Historically Black Public University, have addressed its awareness of the need to improve its student retention, persistence, and completion rates. The University is committed to such improvements and has reorganized its structures and aligned its budget accordingly.

4. C. 1. The institution has defined goals for student retention, persistence, and completion that are ambitious but attainable and appropriate to its mission, student populations, and educational offerings.

Due to the high number of underprepared students who were admitted to CSU in recent years, retention and course completion are crucial metrics for monitoring student success . Retention and course completion data compiled by the Office of Assessment and Institutional Research are used for improvement of student support services. As stated earlier, the Ohio Board of Regents recently changed the funding formula for state universities from a subsidy based on full-time enrollment (FTE) to a more nuanced model that includes course completion rates. These funding formula presented challenges for CSU and other state institutions as funding became more closely tied to course completion and graduation rates. Table 4.C.2 below provides CSU retention rates.

Table 4: C. 2. CSU Student Retention and Persistence Rate from 2006-2007 to 2010-2011 academic year.

Student Retention Rates - Entering Full-time Freshmen Fall Term

Year (Fall) N Still Enrolled Non-Persisters Retention Rate

2006 536 290 246 54.1%

2007 562 284 278 50.5%

2008 646 371 275 57.4%

2009 703 324 379 46.1%

2010 504 277 227 55.0%

CSU’s student retention based on the freshmen cohorts from 2008 shows that retention rates for new first time students was at its highest (57.4% ) in the Fall 2008 and then dropped in subsequent years (2009 and 2010) even though the population of students served by CSU remained the same. Figure 4.2 provides a graphical representation of CSU’s retention rates in the last five years.

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Figure 4.C.1: Graph of CSU Retention Rate from 2006-2010

Graduation Rates for CSU students in the Last Five Years

4. C.2. The institution collects and analyzes information on student retention, persistence, and completion of its programs.

 Staff in the Office of Assessment collect data on student retention, course and degree completion rates, persistence from year to year, graduation rates, number of students in each major, ethnicity and gender of student body and faculty, and numerous other kinds of student data. These data is increasingly more fundamental to the understanding of the health of the University because of a new funding formula for all Ohio public universities, mandated by the Board of Regents, which for the first time includes course and degree completion rates as part of the funding formula for each institution. Many examples of the kind of data generated by the Office of Assessment can be seen in the CSU Fact Book

The table below, with data from the CSU Fact book and the University’s Strategic Academic and Enrollment Management (SAEM) Initiative (which had two goals (1) To improve academic quality and (2) To increase student enrollment) presents the inverse relationship between the projected graduation rate

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and the actual graduation rates as the University realized that retention rates began to decline as headcounts increased. This trend has led to the establishment of CSU’s University College for new first time (NFT) freshmen students.

With proposed changes in admission criteria as CSU begins to implement a targeted enrollment plan, retention rates and graduation rates are expected to increase regardless of the state’s funding formula.

Table: 4.C.1 CSU’s Projected and Actual Graduation Rates (2001-2013)

Cohort Start Year 6-Year Cohort Graduation Year

Projected Graduation Rate

*Actual Graduation Rate

2001 2007 21.0% 21.1%2002 2008 28.0% 29.1%2003 2009 30.0% 19.3%2004 2010 33.0% 19.4%2005 2011 35.0% 24.2%2006 2012 39.0% TBD2007 2013 43.0% TBD*Source: CSU Fact Book, 2009 -2012 and SAEM Report; TBD = To be determined. Actual CSU graduation rates are described in detail under Core component 4.C.3.

It should be noted that the ambitious, unattainable projections using graduation rates as performance indicators were mandated by the state of Ohio during the time when CSU was responded to the state’s funding support, which was referred to as Speed-to-Scale. During the same period, CSU was asked by the state to consider a full-time student enrollment of 3,000 by the year 2010 (compared to the actual enrollment of 2,288 which the University had in the fall 2010), and an enrollment of 6,000 students by 2017. These projections were made without providing the infrastructure that must be in place to accommodate increasing numbers of students. Recent revisions of enrollment projections by the OBR to an optimal enrollment of about 3,000 at a time when the University’s resources and infrastructure allow it to accommodate a student body of that size is a more attainable projection. With the implementation of the Six Compelling Priorities under the leadership of CSU’s new president as part of the Rising Achiever Initiative, the University will be in a better position to attain the projected enrollment of 3,000 students within the next few years.

Similarly, staff in the Assessment and Institutional Research Office compute course completion rates using data extracted from the data warehouse, which contains integrated sets of data resulting from integration of data in CSU’s academic management system, called Banner, following data entry by various departments on the campus, including data from the Registrar, Student Affairs and Enrollment Management (Admissions) and Financial Aid Offices. Data collected by the Assessment Office through the data warehouse is then aggregated and analyzed for persistence, retention, completion and graduation rates by freshmen cohort.

 The following chart shows CSU graduation rates for the last five years. Data revealed that freshman cohorts graduating within four years was at 19.4% during the 2001 academic year and declined to 9.3% in

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the 2005 academic year.  Freshmen graduating within five years remained constant at 20.0% between 2001 and 2005.  Data indicated a slight increase in the percentage rate of students graduating within six years.  During the 2001 academic year 21.0% of students graduated within six years, 24.2% in 2005.

Table: 4.C.3.  Six-Year Graduation Rates for CSU students in the Last Five Years

Freshmen Cohort Entering in the Fall

2001 2002 2003 2004 2005Total Number of Students in Freshmen Cohort

389 374 543 583 343

Percent Graduating within 4 years

19.4 14.2 7.9 6.5 9.3

Percent Graduating within 5 years

20.0 23.8 6.7 15.4 20.1

Percent Graduating within 6 years

21.0 29.1 19.3 19.4 24.2

Graduation Rates 21.0% 29.1% 19.3% 19.4% 24.2%

4. C.3. The institution uses information on student retention, persistence, and completion of programs to make improvements as warranted by the data.

CSU uses institutional data on student retention, persistence, and program completion to make improvements in services provided to students. The largest, most substantive change CSU has made in recent years to improve student retention, persistence, and program completion, for example, has been the creation in the Fall of 2011 of the University College. As stated earlier, the University College is a student-centered unit charged with providing the structure and support needed to enable all first-time freshmen and transfer students with fewer than 30 semester hours to successfully transition first into Central State, and then into the college of their declared major.  It offers learning and living experiences for all first-time students regardless of their academic preparation when entering Central State. It is designed to assist students in developing positive relationships with faculty, staff, and other students that will foster a strong academic and co-curricular foundation at CSU and provides programs for students to learn the skills, habits, and dispositions they need to achieve academic success.

As stated earlier in this Self-Study report, CSU is also in the process of making other transformative institutional changes as it implements the strategic plan, Honoring Ohio’s Historically Black Public University: A Plan for Advancing Progress at Central State University, developed in 2011 in collaboration with the Ohio Board of Regents. That plan calls for the following institutional changes to improve student retention, persistence, and course and program completion:

Conduct a more selective recruitment process by identifying and recruiting “rising achievers,” and leveraging STEM programs to attract such students;

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Promote greater accountability of students during their first year on campus by enhancing and intensifying the University College retention effort, hiring or appointing a Director of University Retention to coordinate first-year strategies, and establishing “Preferred Pathway” pilots with community colleges;

Assess the viability of developing a “Success Roadmap” to degree completion that might include awarding certificates for completion of 30 credit hours and associate degrees for completion of 60 credit hours;

Improve the University’s physical environment.

Consistent with the above plan, Central State is currently taking the following actions to meets its enrollment, retention, and completion goals:

To increase retention of new, first-time freshmen -

Redesign and repurpose the University College; Assign a Retention Specialist to each academic department to assist all students; Implement and utilize an Early Alert System to inform campus-wide interventions.

To increase the persistence of upper-class and transfer students –

Develop Community College Articulation Agreements; Coordinate regular academic advising in each academic area; Assign a Retention Specialist to each academic department to assist upperclassmen; Align Community College coursework; Expand summer school programming and course offerings.

Additional details, including CSU’s progress in implementing the above strategies, can be found below in the Criterion Five Chapter.

4.C.4. The institution’s processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice. (Institutions are not required to use IPEDS definitions in their determination of persistence or completion rates. Institutions are encouraged to choose measures that are suitable to their student populations, but institutions are accountable for the validity of their measures.)

The Office of Planning and Assessment in the Division of Academic Affairs has oversight over retention, persistence, course completion and other institutional data which are collected and analyzed by staff in the Assessment and Institutional Research. Staff in the Assessment and Institutional Research use Integrated Postsecondary Education Data System (IPEDS) definitions developed by the National Center for Education Statistics (NCES) to determine student enrollment, retention, and graduation.

For instance, undergraduate student enrollment is reported based on class levels (freshmen to seniors), and by degree seeking status (showing totals broken down by gender, race/ethnicity per IPEDs report). Enrollment is also reported by the number of undergraduate and graduate students (also showing totals broken down by gender, race/ethnicity per IPEDs report), and by age range of undergraduate students

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(showing those who are 24 years old and under or 25 and older) to provide an indication of the proportion of traditional and non-traditional students served by the University. Last but not least, the number of graduate and undergraduate students is reported by residency status of credit-seeking and non-credit seeking to provide information on the proportion of students who are in-state and out-of-state residents. The number of non-U.S. residents is also included in the enrollment report.

Based on IPEDS definitions, retention is calculated based on the total number of returning new first time (NFT) freshmen to the institution the following fall semester, and unduplicated 12-month head counts of full time NFT students (this number excludes transfer students, stop- outs etc., who return the following fall semester). Similarly, graduation (usually six-year graduation) rate is computed based on the total entering class each fall (by freshmen cohort). CSU’s retention rate has fluctuated in the last three years between 50.5 - 57.4%. CSU’s six-year graduation rates increased in the last three years from 19.3 -24.2% among new first time students in the 2003 and 2005 freshmen cohorts, respectively.

Summary of Evidence for Criterion Four

During the 2003 visit the HLC Evaluation Team identified "limited evidence ... for implementation of an institutional assessment program for student academic achievement, particularly for major study Programs." Prior to the 2003 visit, an assessment was funded through Title Ill appropriations. However, today, the Office of Assessment and Institutional Research has been fully institutionalized funded through the University. Compared to that time when assessment funding was averaged only a little over $185,000 a year, today, over $450,000 is invested in assessment.

In addition, an Assessment and Planning Office was established to provide oversight on assessment at institutional, program and course levels. Through this office, a Planning and Assessment Council was formed, which is led by the Associate Vice President for Planning and Assessment and is charged with reviewing the plethora of data that is published in the CSU Fact Book every year by the Assessment and Institutional to make recommendation on areas for improvement based on the assessment data. Furthermore, the University Senate provides faculty ownership of assessment. The Senate Committee of Teaching and Learning also works with the Associate Vice President of Planning and Assessment Council to review classroom data on assessment of student learning and make recommendations on areas of improvement.

Challenges and Areas for Improvement

CSU recognizes gaps in the assessment of the General Education program. A taskforce is being developed to review the University’s General Education curriculum. This taskforce will work closely with the Senate Committee on Assessment of Teaching and Learning and the Planning and Assessment Council to develop appropriate assessment methods for the general Education program. Gaps in program assessment are being addressed using CSU’s 25 Essential Questions used to review all programs in which CSU offers degrees. The Planning and Assessment Council will develop a plan to allow every program to be reviewed within a five year cycle. The second challenge on faculty involvement in assessment is being addressed by providing assessment workshops to faculty. A center for Teaching and Learning has been created to provide regular workshops to faculty.

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CRITERION FIVE

RESOURCES, PLANNING AND INSTITUTIONAL EFFECTIVENESS

The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future.

5.A. The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.

CSU’s resource base supports its current educational programs and its strategic goals for the future.

5.A.1. The institution has the fiscal and human resources and physical and technological infrastructure sufficient to support its operations wherever and however programs are delivered.

CSU has the fiscal and human resources and physical and technological infrastructure to support all of its operations wherever programs are delivered.

Fiscal Resources

CSU is currently able to meet its financial obligations and has future financial projections to address its long-term financial sustainability. In 1997, CSU was placed on fiscal watch by the state of Ohio, which was an indicator that the University's financial problems threatened the school's ability to operate.   In 2002, fiscal watch was removed, and the institution received an A rating from the State Auditor.   The University has received an unqualified audit rating from external auditors and has continued to strengthen the financial health of the institution each year.  Over the past 10 years, CSU has continued to refine its systems and processes to manage resources as it encourages new revenue opportunities.  The resources

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appropriated and generated by University operations are sufficient to maintain and expand its educational programs and offerings. 

Since the 2003 Self Study, CSU’s General Fund operating budget has grown from $31.8 million to $48.6 million, a growth of 52.6%.  This significant revenue growth was driven by a 77% increase in student enrollment over the same period, along with tuition and fee increases in many of those years.  During this period, state funding remained flat, so all new income was due to the University’s activities.  In addition to increased growth in the General Fund operating budget, the University received substantial financial support from grants and the CSU Foundation.  All of these revenue sources have played a key role in strengthening the financial health of the institution. The approved University FY13 budget is $48,566,032, represents a $1.8 million increase over the revised budget for FY 2012. This slight increase was a result of a modest 3.5% increase in fees and a 2% anticipated increase in enrollment. Table 5.A.1 provides CSU budgeted revenue by funding source from 2009-2013.

Table 5.A.1 Budgeted Revenue by Fund category (2009-2013)

Fund Category FY 2009 FY 2010 FY 2011 FY 2012 FY 2013General Education (E & G) Fund

39,775,282 39,377,488 37,386,236 38,754,668 39,776,228

Auxiliary 7,055,912 7,582,141 7,369,764 8,277,317 8,798,804Sub-Total E &G 46,831,194 46,959,629 44,756,000 47,031,985 48, 566,032

Restricted Funds 8,600,000 9,700,000 10,500,000 10,500,000 10,500,000

Total 55,431,194 56,659,629 55,256,000 57,531,985 59,066,032Source: CSU Budget Office

Anticipated Fiscal Impact of Land Grant Status

Furthermore, in June 2012, CSU was approved for land grant status.  This opportunity allows the University to apply for federal funds that are available only to 1890 land grant schools. This designation provides more resources to the University, enabling CSU to increase its teaching and research capacity, particularly in the STEM areas.  Currently, more than $550 million in federal dollars are available to land grant institutions. Central State’s share of these dollars in the future is expected to significantly enhance its revenues. It will also enlarge the University's outreach and support to the surrounding areas.  These new funding opportunities strengthen the University’s ability to grow and meet the strategic goals for the future, while diversifying its revenue streams and reducing its dependence on state funding.

Table 5.A.2 CSU’s Revenue History (FY2009 - FY2013)

Source FY 2009 FY 2010 FY 2011 FY 2012 FY 2013Tuition 5,948,488 7,064,008 7,107,696 8,085,876 8,852,793Non-Resident Fees 5,146,272 5,036,562 4,592,611 4,732,569 6,094,550

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Dormitory Charges 12,109,106 12, 109,106 12,109,106 11,503,651 10,950,000Dining 2,648,906 2,944,401 2,585,380 2,634,233 2,627,709Subsidy 4,782,758 5,437,066 5,661,036 4,540,588 5,432,325State Supplement 6,303,000 6,647,722 6,536,000 5,771,119 6,130,206Miscellaneous 640,665 609,986 570,550 550,000 2, 050,000Indirect Costs 350,000 460,000 450,000 450, 000 550,000Speed to Scale 3,411,379 1,775,000 - - -Other State Funding 793,221 75,000 35,000 35,000 35,000Total 46,831,194 46,959,629 44,899,306 43,876,483 48,566,032Source:  CSU Budget Office

Under Ohio financial policies, each campus receives a state support allocation and retains all tuition and fee income that it generates. One important change clearly shown in this table is that student fees have become a larger source of income relative to state support during the past few years, both in absolute dollars and as a percentage of operating revenue. The result is that the institution's tuition and fees revenue has become a larger percentage of the operating revenue than was the case five years ago. An increased reliance on tuition and fees places a tremendous strain on the campus to raise rates during challenging economic times for both the state and the students. This trend is very difficult for CSU because over 80% of the student population qualifies for Federal Financial Aid (PELL), which indicates a significant financial need among the population and additional hardships, particularly as tuition and fee increases become unavoidable.

CSU, like all other Ohio state-assisted institutions, relies on two primary financial resources for its General Fund budget, namely, tuition-related revenue from students and state funding.  Figure 5.A.1-3 graphically depicts the proportion of state funding to CSU’s total budget.  In Ohio, an average of 20% of the budget comes from state funding; however, as this chart shows, CSU’s state portion is 35% because of a substantial tuition supplement from the state of Ohio appropriated to CSU to support low tuition and basic infrastructure needs because of the school’s small size.  This supplement, totaling $10.9 million in FY13, is subject to legislative approval and control.  The remainder of the state support, in the amount of $6.1 million, is the State Share of Instruction, bringing the amount of total state support to CSU to $17,115,206 in FY13.

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Figure 5.A.1: Proportion of state funding to total budget. Source:  CSU Budget Office

In fiscal year 2009, student fees comprised over half of the revenue, or 51%; state funding supplied the remainder, 49%.  The FY13 budget projection continues this trend as student fees account for 65% and state funding 35%.  This represents an increase of 14% in the last five fiscal years for the institution’s students. This trend is not isolated to CSU only; in Ohio all public institutions have had to increase their fees to offset the reduction and uncertainty of future state funding. Data shows that in FY11, Ohio ranked 43rd in the nation relative to state support for students.  The national average is $6,400 per FTE; Ohio’s average is $4,809. The University, despite the decline in state funding and enrollment growth, has been able to sustain educational quality, through efficiency initiatives and lean staffing.  Figures 5.A.2 and 5.A.3 below, respectively, present the relationship between state funding and student tuition, fees and total state support to CSU from FY 2009 to FY 2013.

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Figure 5.A.2.Relationship between State Funding and Tuition (including fees) FY 2009 - 2013

 Figure 5.A.3. Total State Funding Support to CSU from FY 2003 - 2013

Source: CSU Budget Office

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As previously indicated, about 80% of students at CSU qualify for Federal Financial Aid. The table below provides the annual tuition and fee structure for Ohio in-state students as of Fall 2011. The table indicates that CSU’s fees are the lowest in the state. This is an important fact in the affordability of CSU compared to other Ohio institutions.

Table 5.A.3. Central State and Ohio Public Universities’ Tuition and FeesOhio public University 2011-12 CostMiami University $13,081University of Cincinnati $10,419Bowling Green State University $10,028Ohio University $9,871Ohio State University $9,735University of Akron $9,545Kent State University $9,346Cleveland State University $8,952University of Toledo $8,788Wright State University $8,070Youngstown State University $7,451Shawnee State University $6,762CSU $5,672 Average Tuition at Ohio Public Universities $9,055

CSU’s Grant Funding History 

During the past decade, the University has increased its research capacity and created opportunities for students to do research and for the University to build capacity in many new areas.   Through this source of funding, the University has been able to invest in many strategic initiatives and support several academic activities.  Details about these grant awards and specific projects are presented in Table 5.A.5. 

Table 5.A.4. Summary of CSU’s Grant Funding in the last 10 Years Fiscal Year Amount Received % Change2001-2002 $ 9,324,4912002-2003 $ 10,156,309 9%2003-2004 $ 12,039,234 19%2004-2005 $ 11,211,878 -7%2005-2006 $ 12,538,042 12%2006-2007 $ 10,139,971 -19%2007-2008 $ 7,840,373 -23%2008-2009 $ 8,575,548 9%2009-2010 $ 9,734,041 14%2010-2011 $ 10,019,191 3%

Source: Office of Sponsored Programs and Research

CSU Enrollment Trends in the last 10 Years 

Although Ohio has had reductions in state support, CSU continues to grow revenue through increased enrollments and modest tuition increases.  Enrollment has grown 73.8% from 2003 to 2012.  This tremendous growth helped the University handle the reductions in state support and the uncertainties in the global economy.  It has also afforded the opportunity to invest in the education enterprise in areas such as need-based aid, early start programs, University College, and student support services. 

The Strategic Academic Enrollment (SAEM) Plan, and the two strategic plans developed in collaboration with the Ohio Board of Regents--Speed to Scale and Honoring Ohio’s Historically Black Public University-- have all incorporated an enrollment growth strategy that will continue to support the mission and fiscal health of the University.  Currently, the FY13 enrollment projection is 2,550, and growth is projected to continue at a rate of 3% annually, reaching an enrollment of about 3,000 students in the next few years. Within the next three years, an optimal enrollment size for the University will be determined based on its successes.  CSU is examining this goal and is putting plans into place to meet the goal as efficiently as possible. Figure 5.A.4. below provides student enrollment trends over the last 11 years.

Figure 5.A.4. CSU Student Enrollment Trends in the last 10 years, from Fall 2002-Fall 2012

Source: Budget Office

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Human Resources

The University, with an employee count that averages 425, has adequate human resources, including faculty and staff, to continue to carry out the mission of the University. Since the last HLC accreditation visit in 2003, the number of employees has grown from 411 full-time employees to 440 full-time employees.  This represents a 9% growth in human resources while student enrollment has grown 73.8% as indicated in the enrollment trend section above.  This important statistic shows that the institution has not increased its personnel to match its enrollment growth.  The institution has also taken steps to reduce its overall personnel costs through an early retirement incentive program.  This program had the result of reducing the number of long term employees and the higher wages and salaries they earned.  Many of these positions remained vacant for one or more years before being replaced with individuals at lower salaries. The "Employee Listing by Department” shows the number of faculty and staff per department. Table 5.A.5 below compares full-time employees in Fall 2002 to the number of full-time employees in Fall 2010.

Table 5.A.5. CSU’s Full-time Faculty and Staff

Fall 2002 Fall 2010 % ChangePrimary Instruction 102 111 9%Executive/Administrative/Managerial 42 59 40%Other Professionals (Support/Service) 86 98 14%Technical and Paraprofessionals 65 3 -95%Clerical and Secretarial 55 90 64%Skilled Crafts 29 23 -21%Service/Maintenance 32 56 75%Total 411 440 7% Source: CSU Assessment and Institutional Research office and IPEDS

The table above indicates that there has been a slight (9%) increase in the number of full-time faculty, but a significantly larger increase (40%) in the number of executive, administrative or managerial staff. CSU’s less competitive faculty salaries and high number of adjunct faculty are partly responsible for the small change in the number of full-time faculty.

University’s Organizational Structure

Details of the University’s organizational structure are provided in the evidence files and in the Resource Room.

CSU’s Executive Team

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CSU’s Executive Team consists of seven members of the Board of Trustees, the President, University Counsel, and Vice Presidents of the five divisions. The president of CSU serves as the chief executive officer of the University and maintains a Cabinet, which consists of five vice presidents who lead the following divisions:

Academic Affairs Administration and Finance Information Technology and Services Institutional Advancement Student Affairs and Enrollment Management

Two other members of the President’s Cabinet are the Director of Athletics and the University’s General Counsel, who also serves as the secretary of the CSU Board of Trustees. This organizational structure of the Athletic Department is also provided in the evidence file. is aligned with the organization of most institutions of higher education, and allows the University to be governed efficiently and effectively as it carries out its mission. The organizational chart for the University’s Executive Team is provided later as part of Appendix A (under Supporting Materials in Document II).

Employee Relations

CSU has made a commitment to identify and meet the needs of its employees to create a positive working environment. The University regards its employees highly valuable to its success. Employee surveys reveal that the majority of employees are highly dedicated to and committed to their jobs . Several programs have been developed to address the needs of employees and create a supportive and desirable work environment. These programs include the following:

Wellness initiatives have been developed to advance the total health and well-being of CSU’s employees.

A safety program has been established to address the safety needs of both employees and students.

A training and development program has been established to coordinate valuable training for employees.

A suggestion program has been established to encourage employees to share their ideas in the pursuit of excellence for the University.

A career experience program to promote networking and collaboration among employees across campus has been implemented. In this program, employees are given the opportunity to shadow and learn from other employees in different work areas.

An employee recognition celebration has been created to recognize and reward the contributions of employees. The first annual celebration was held in April 2012. Over one-third of the employees were recognized for their outstanding commitment and service to the students and the mission of the University.

Faculty Recruitment and Challenges

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The University currently has 125 faculty positions. Of these 111 (89%) have been filled. In addition, the University has employed over 80 part-time faculty during the last few years. CSU does have challenges in attracting qualified faculty because it cannot afford to offer salaries as high as other universities in the region. This is partly due to its limited budget resulting from enrollment size and low tuition rates.

CSU has reviewed its salary structure as was recommended by the HLC Peer Review Team in 2003 and has increased faculty salaries based on its AAUP agreement. This review has addressed the issue of minimum salaries for new faculty and most faculty start at a higher than minimum salary depending on the department’s budget, applicant’s experience and market value in a particular discipline. Table 5.A.6. below provides minimum salaries for instructional staff. However, it should be noted that faculty with terminal degrees are hired at higher salary rates than the minimum salaries provided below.

Table 5.A.6: Salary scale of CSU Instructors and Professors

Faculty Position Salary ScaleInstructor $37,000Assistant Professor $42,775Associate Professor $ 52,000Professor $ 63,000Source: CSU Office of Human Resources

CSU has increased retention of faculty and staff by offering generous benefits and total compensation packages that are competitive with institutions its size. Another challenge related to attracting and retaining exceptional faculty is ensuring a timely search process. Faculty hired for positions are selected through a search committee which may take a longer time than usual as faculty positions get posted on www.centralstate.edu and www.higheredjobs.org. Search committee members identify trade and professional organizations and sources to announce the position in order to best attract faculty. Once the search committee has decided on final candidates to recommend, a background investigation is conducted to help determine which candidates are suitable for a faculty appointment. The department chairs and faculty are also involved in interviewing the candidates. The AAUP agreement provides for faculty involvement in the faculty search process. Deans of the Colleges also interview faculty candidates before they are interviewed and approved by both the Provost and the President. The Board of Trustees ultimately approves every faculty appointment to ensure approval of the budget for the new faculty.

In spite of the above challenges, CSU has been very successful in increasing the percentage of faculty with terminal degrees in comparison to the percentage that existed during the last HLC visit in 2003 . The University takes pride in attracting faculty with exceptional credentials. The Office of the Provost is the official keeper of all faculty personnel files, records, and documents and ensures that the credentials of faculty members are appropriate for the disciplines they are hired to teach and services to students.

Faculty Level Assessment

Faculty needs as cited by academic departments are reflected in the program review documents that were prepared by the departments and submitted to the Associate Vice President for Academic Affairs.

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Excerpts from those reviews were submitted to the Self-Study Committee and are contained in the document "Program Review on Faculty Needs."  The following narrative is taken from reports prepared by academic department chairs that reflect faculty needs from their point-of-view. The AAUP contract agreement stipulates that faculty members teach 24 credit hours (including course release time); hours over this number are considered overload. Currently, faculty members teach an average of 31.2 credit hours yearly. In some departments, faculty members teach 24 hours annually, but in others, faculty members teach an average of 36 hours annually. The number of overloads is one of the signs of a shortage of full time faculty, also reflected in the number of full time faculty needed by departments. An average of 6.5 full time faculty members (including tenure-track and term faculty) are currently needed in CSU’s departments. In certain departments, hiring needs are as high as 21 faculty members needed and do not go lower than two faculty members needed. Hiring additional full time faculty is necessary in certain departments to “meet the urgent accreditation mandates.” In other departments, hiring more full time faculty would enhance the ability to offer courses that would enable students majoring (or minoring) within the department to graduate within four to five years.

The shortage of full-time faculty members has led departments to rely on adjunct instructors: the average of adjunct instructors teaching courses in CSU’s individual departments is 52.5%. In some cases, adjunct instructors teach 72% of classes, and the lowest level of adjunct reliance is 36%. The high percentage of adjunct instructors teaching courses in all departments is problematic. As one department points out, if “adjuncts with practical business experience are willing to teach in their specialized area,” they are assets to CSU’s quality of teaching and learning. However, in very specialized areas, such as “Business Calculus I & II and Business Statistics I & II,” it is close to “impossible” to find qualified teachers; while this department tries to “find the best [it] can, sometimes the results are less than desirable.”

Table 5.A.7: Comparison of the Number of Tenured Faculty between Fall 2002 and Fall 2011

Fall 2002

Tenured Tenure-track Term TotalFull-time Primary Instruction 53 27 22 102Executive 0 0 0 0Other professionals 0 0 6 6

Fall 2011 Primary Instruction 50 32 29 111Executive 1 0 0 1Other professionals 3 2 0 5

Source: CSU Assessment and Institutional Research office and IPEDS

 Academic Quality Challenges

Unpredictable enrollment, budget challenges, and uncertainty in state funding combine to complicate the University’s allocation of fiscal resources to its educational mission.  Although the total number of faculty has increased in recent years, the size of the faculty is still not at the level that it should be.  There are several programs where only one faculty in a discipline is teaching that subject.  Moreover, the percentage of credit hours taught by full-time faculty has decreased over the past five years.  The University is making a concerted effort to increase the number of tenure track faculty.  Budgetary constraints affect the growth and services offered by all University organizations that support student

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learning and faculty development.  One particularly noticeable and significant example is the Hallie Q. Brown Memorial Library.  The increasing costs of subscriptions to journals and other scholarly publications have led to several reductions in the serial collection of the library.  In response, CSU has participated in the development of the Electronic Journal Center of OhioLINK, which added over one thousand full-text journal and periodical titles online to faculty and students.

Physical Resources

CSU maintains and grows its facilities to support students, faculty, and staff. Old, outdated, and unsafe facilities are being demolished and removed, while new facilities are being designed and erected. Classrooms, buildings, and grounds that are deteriorating have been repaired or restored. Electrical and mechanical systems are systematically renovated through a planned use of resources. There have been increases in the annual Facility E&G budget and funding was made available to execute major construction and renovation projects.  Title III funds have played a key role in facilities improvements. Since 2003, CSU has provided consistent attention to improving the quality of life for students through its physical facilities. The facilities operating budget increased by $1.3 million between fiscal year 2005 and 2009. While facilities continue to age, maintenance and repair items continue, and deferred maintenance is ongoing.  Work continues to maintain and improve the facilities through upgrades in HVAC, upgrades in computer labs, physical structure repairs, and remediation projects.

The campus Master Plan is the guiding document to maintain a focus toward growth and renewal. Staffing has remained relatively stable. Operational capability improvements are improvements in a system’s ability to perform. The physical plant resource operational capability has improved as a result of new generator installations for emergency power in the primary communications facility and steam production central plant. The relocation of the primary electrical meter and appurtenances has increased the reliability of the system. As part of 2006 Basic Renovations, repairs and replacements to campus back-flow devices have improved the safe delivery of water to the public, while improvements in the water plant enhanced the reliability of the supply and treatment of drinking water. CSU improved its physical resources and physical presence by moving its Dayton facility to a new location. A 100,000+ square foot facility on the periphery of downtown Dayton is providing an ideal location for both traditional and nontraditional students. Improvements in the CSU-Dayton facility included lighting, flooring, painting, HVAC, plumbing, and many features that have improved the physical readiness of the facility.

Major renovations to residence halls, classroom buildings, computer labs, and administrative offices have enhanced the work and study environment. The library facility received new window treatments, floor covering, and waterproofing. Wesley and Smith Halls received upgrades to their auditoriums to include computers, projectors, and smart boards. There were major upgrades to campus elevator systems to improve safety and fire recall functions. Jenkins Hall received a $1.2 million upgrade to include lighting, HVAC, painting, and roof work. New cooling systems have been added to several campus facilities to

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improve the comfort within those facilities. A campus-wide repair of concrete surfaces (sidewalks, curbs, platforms) has taken place to improve the aesthetics and safety of the campus.

Completed new construction and destruction projects, as well as those in the planning stage, provide a continued momentum and positive forward-looking attitude on campus. The demolition of several residence halls, a dining facility, and a science building demonstrates the University’s commitment to eliminating outdated or unsafe facilities and to providing space for new construction. In the place of the residence halls and dining facility, the Center for Education and Natural Sciences, a state of the art science and education facility, was constructed. In the place of the science building, architectural drawings for the new Student Center are completed and ground is expected to be broken this summer. In addition, a day care was built on campus, but has recently been changed and upgraded to an Administrative Annex to support campus programs. The day care needs were absorbed by the City of Xenia.

Other important physical resources recently added and keeping within the intent of the Master Plan are two new residence halls completed in 2011. These two new facilities bring a level of excitement to Central State and support the current and anticipated student population. The plan includes the addition of two residence facilities in the same area to create a ‘village’ atmosphere. The renovation of Emery Hall is a historic restoration project also in this village space that will provide additional physical facility space for use by students, faculty, staff, and visitors. In addition, the Master Plan provides a guide for campus future needs, including student housing, a student center, and educational resources.

Library Resources

CSU’s library resources include the following categories: 

Books-print Books-electronic Microforms Current serials titles Research databases and other electronic reference sources, and Seating. Audiovisual materials Computer facilities

Since the 2006 academic year, the Hallie Q. Brown Memorial Library print collection has grown using purchases made with Title III funds. The goal is to add print volumes with the current year’s copyright date to equal one percent of the collection each year.  Hallie Q. Brown Memorial Library patrons receive access to new e-books several times a year. The newest editions replace older volumes of the same title in the catalog. Patrons only have access to current titles after each download. The number of microforms added to the collection has decreased since the Educational Resources Information Center (ERIC) interface is now received on line and several journal titles are only accessed on line.

There are more than 100 research databases and in excess of 35 electronic reference sources available at this portal. Many are available via OhioLINK membership while others are available via annual Hallie Q. Brown Memorial Library subscriptions. Films and other digital media, dictionaries and encyclopedias, art

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collections, vocational and career resources, and learning centers are available through this portal. These resources are updated frequently.

The library receives fewer hardcopy audiovisual materials since it began subscribing to “Films on Demand”, a resource which provides streaming videos through the CSU network computers and provides access the service through the Research Databases portal or through off-campus computers with proper login. As a result, the Library now receives fewer current serials in hard copy format because a number of titles are now available on line through the Research Databases portal. In addition, seating throughout the Library is being improved so that can accommodate more students. Currently the seating in the Library can accommodate only one of every six students enrolled at CSU. There are 73 public access computers and 279 study and collaborative seating areas. The Learning Commons and basement computer lab are under renovation at this writing, facilitated by Title III funds.

Computer Classrooms and Laboratories

The University has provided excellent computer resources to support its mission and to provide students with quality computer facilities that are needed for academic instruction in the classroom. In Spring 2004, the Senate Committee on Information Technology compiled tables on computer system acquisitions in classrooms and laboratories in various academic departments.  In 2004 the state-of-the-art model of the IBM PC was Pentium IV and the Pentium II and Pentium III systems were five or six years out-of-date. The data collected in Spring 2004 may be viewed in the Senate Technology 2004 Report , which shows two significant results:

Most of the computer facilities were funded by external sources, and Most of the computer systems in 2003 were Pentium III (or older models).

The Senate Committee started another initiative to compile updated tables on computer facilities in classrooms and laboratories during the spring 2012 semester.   The data was collected in tables which reflected acquisitions of new computer systems from 2005 to 2012.  Data was collected on the following:

Year Installed Building/Room Computer Classroom/Lab Name Computer System Quantity of Computers  Funding Source

The table provided in the evidence files under Senate Technology Report 2003-12 shows data organized by academic departments. The table Senate Technology Report by Year 2003-12 shows the data organized by year with the subtotals for each year for the number of computer systems installed for that year.  The important trends shown in that table are:

The highest number of computer systems—243-- were installed in 2004. The next highest number of computer systems-- 191--were installed in 2012.  The number of computer systems installed has increased since 2009.

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A summary of the data on new computer installations from 2003 - 2012 that is provided in the two preceding reports.

Figure 5.A.7. New Computer Installations 2003-2012.

Source: Faculty Senate of Technology survey

Student Satisfaction with Computer Resources

The data presented in this section shows that students are fairly satisfied with computer resources provided by the University.  Over two-thirds of the students were satisfied with Internet access in classrooms, labs, and the dormitory (question 1 below). Question 5 asked a similar question but in the negative and the results show that in 2012 only 34% of the students were not satisfied with (wireless) access in open areas of campus.  Two-thirds were thus satisfied.  Over the three surveys that were given, the level of "not satisfied" decreased (i.e. the level of satisfaction increased. In spring 2007, the Senate Technology Committee conducted a survey on Student Access to Technology to determine student satisfaction with computer technology on campus. Up to two hundred seventy nine (279) randomly selected students took the survey consisting of 23 questions. Results of the survey were as follows:

Only about seventy percent (70%) of the students were satisfied with Internet access from various areas on campus, such as dormitory, open labs, Library, and department labs/classrooms.

About seventy percent (70%) were satisfied with Internet access in the (open lab) Library.

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Sixty five percent (65%) were satisfied with the number of computers available on campus. About one-third of the students indicated that among the eight (8) academic buildings on the main

campus, the Library represented the place with the highest usage of computers compared to other buildings.

In Spring 2009 the Senate Technology Committee conducted another survey of two-hundred and seventy-nine continuing students and found similar results:

71% satisfaction with Internet access from various areas on campus, such as dormitory, open labs, Library, and department labs/classrooms

46% satisfaction with the numbers of computers available on campus 61% satisfaction with Internet access in the (open lab) Library 46% dissatisfaction with Internet access in open areas of campus 37% satisfaction with the use of technology in the classrooms Students indicated that among the eight academic buildings on campus, about one-half of the

students used the computers in the Library which was the highest usage of all buildings.

In Spring 2012 a third survey conducted by the Senate Technology Committee showed similar results. The survey was conducted online this time and only eighty-three students took the survey.   There were challenges in giving the survey online because students apparently were not willing to voluntarily go online to take it. Some of the notable results were as follows:

68% satisfaction with Internet access from various areas on campus, such as dormitory, open labs, Library, and department labs/classrooms.

50% satisfaction with the number of computers available on campus. 48% satisfaction with Internet access in the (open lab) Library 37% satisfaction with the use of technology by teachers in the classrooms 34% satisfaction with Internet access in open areas of campus These group of students also indicated that among the seven academic buildings on the main

campus, more (80%) of the students used the computers in the Library than in any other building. The figure below shows the trends across the three surveys.

 Figure 5.A.8: Results of Summary of Student Satisfaction with Availability of Technology

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Source: Faculty Senate of Technology survey

The University is working on improving the use of technology in the classrooms, library, open laboratories, and dormitories. The University has systematically started addressing the various computer issues that affect student learning, beginning with the library, computer laboratories, classrooms and dormitories. In 2012, the University installed eleven (11) smart classrooms for faculty to use for delivering instruction to students on the main campus as well as the CSU-Dayton location.

Satisfaction with Faculty Office PC

In Spring 2007 the Senate Committee on Technology reviewed the results of the information received from academic department chairs regarding computer technology in their departments. Their responses were tabulated and displayed in graphical form for presentation to the Senate. The graphical data may be viewed in the Senate Technology Committee Report of February 2007. Some significant results were:

Approximately 51 faculty members had office PCs that are over 3 years old. The replacement cost was about $50,000

Approximately 154 computers that were available to students are over 3 years old. The replacement costs were about $154,000

There was need for an additional 31 computer projectors for faculty to use for classroom instruction. The approximate total cost was $45,000. Four departments needed a fully loaded distance-learning classroom. The approximate total cost was $100,000

Eight departments needed a full-time computer technician. One department had such a technician. Three full-time technicians were hired at the total cost of approximately $180,000 (at $40,000 plus fringe benefits for each).

All departments indicated that their departmental funding for technology were inadequate so the University through its information technology department funded the new computers since

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departments with substantial computer technology had over 70% of the funding coming from external sources such as grants.

In Spring 2008, a table was compiled from surveying faculty office PCs wherein the most notable data collected pertained to the type of processor, operating system, and Banner access. There were 83 faculty members who responded to the survey (which represented over 90% of the faculty). The graphical data may be viewed in the Senate Technology Committee Report of February 2008. Some significant results were as follows:

There were 48 faculty members with Pentium IV PCs; others had older version CPUs. There were 59 faculty members with Windows XP; others had older Windows versions. There were only 5 faculty members who did not have Banner versions 5, 6, or 7.

 In Spring 2011 and Fall 2011 faculty were requested to complete an online survey on their office PC. Fifty seven (57) out of 114 faculty participated in the survey. The survey was to be continued during Spring 2013 to get responses from the remaining faculty. The survey results are available in the in the Senate Technology Committee Report on Faculty Office PCs of April 2011. Survey data on the condition of PCs, Mac computers, the software used (XP-OS, MS-03/07) and printers were compiled and results for Spring 2004, Spring 2006, Spring 2009 and Spring 2012 are provided in the table below.

Figure 5.A.9: Comparative data on condition of technological resources from 2004 -2012

Source: Faculty Senate of Technology survey

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Even though only about half of the faculty took the online survey in Spring 2011 and Spring 2012 (see legend FY-12), those who took the survey represented a random cross-section of faculty on campus.   The data in the chart for FY-12 (the purple bar) shows that a greater percentage of faculty members had improved PC computer system components with exception of having a printer.  This may be because some departments decided to have faculty print to the departmental copy machine instead of installing a local printer in each faculty office.

5.A.2. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a superordinate entity.

CSU has enjoyed increased growth in its revenue budget over the last five years.   In 2008, CSU received its first installment of the Speed-to-Scale (S2S) funding of $4.4 million.  Of this first installment, $2.2 million was invested in faculty, and another $1.5 million was invested in financial aid.  In the first year of S2S, the University grew in enrollment 14.4% from the previous year.  The actual enrollment went from 1,766 to 2,022.  This tremendous growth was met with increased activities in the student support areas such as advising, tutoring, and new programs such as criminal justice.   As a result, revenue was allocated to those growing areas, and the institution did not experience any major negative impacts due to this allocation.  In addition, the institution initiated many new and enhanced strategies to meet this significant growth in resource demands.  The following are some of these strategies:

Expanded tutoring services Expanded hours in Writing Lab Handle Your Business Campaign Reorganization of the Financial Aid Office Creation of Access and Investment Educator Restructuring of New Student Orientation Establishment of Honors Residence Hall Enhanced Student Programming and Activities Enhanced First Year Experience Creation of University College

The above actions have been effective in maintaining a stable and consistent educational experience for CSU students.  This can be seen in the retention, course completion rates, graduation and enrollment data over the last five years.  Table 5.A.8 below summarizes CSU’s performance indicators as enrollment trends fluctuated between 2008 and 2012 comparatively.

Table 5.A.8: Summary of CSU’s Performance Indicators

2008 2009 2010 2011 2012Total enrollment 2,022 2,171 2,436 2,288 2,503Retention rate 50% 57% 46% 55% 43%

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Course completion rate 73.0% 76.6% 74.7% 75.6% 74.9%Graduation rate 29.1% 19.3% 19.4% 24.2% 26.0%Source:  CSU Assessment and Institutional Research Office

Operating within the CSU budgetary process, each division has considerable leeway to allocate its resources to meet the unique needs of the campus and the community it serves. As a result, the University has been successful in maintaining and expanding educational programming and improving academic quality over the past 10 years. The other overhead expense (Institutional Advancement, Information Technology, and Administration and Finance) has either remained the same or decreased during the same period.

The Education and General Fund is the funding source that provides the greatest flexibility for aligning fund allocation with campus priorities. The allocation of more than 50% of the expense budget to Academic Affairs indicates the University’s commitment, even in times of shrinking resources, to ensure that programs are funded at a rate that does not detract from the mission of the University.

Table 5.A.9: CSU Expenditures by Division

Expense by Division FY 2009 FY 2010 FY 2011 FY 2012 FY 2013Academic Affairs 22,051,177 20,334,686 20,450,461 19,702,438 21,664,973Other Support 17,904,760 19,153,985 17,060,957 17,095,613 18,102,255Subtotal E&G 39,955,937 39,488,671 37,511,418 36,798,051 39,767,228Academic Affairs % of Total Budget

55% 51% 55% 54% 54%

Auxiliaries 6,875,257 7,470,757 7,391,191 7,078,631 8,798,804

Total Budget 46,831,194 46,959,428 44,902,609 43,876,682 48,566,032Source: CSU Budget Office

As indicated earlier, another significant impact on CSU’s revenue sources is the change in state funding support. The state funding formula was changed to a formula based on student success and completion, after a long time of being based on enrollment. This change placed uncertainty on the amount of funds the University would receive through state funding support, partly because of the low number of college-ready students who had been admitted to CSU when funding was enrollment-based. The new funding formula which was now based on degree completion forced the University to re-examine its admission and recruitment plans as it evaluates targeted enrollment as a means to sustain meaningful growth in enrollment as it increases retention and graduation rates.

Institutional Advancement and Foundation 

The CSU Foundation serves as the repository for all private external funds contributed to the University.   The Vice President for Institutional Advancement serves as the Foundation’s Executive Director.  There

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are sixteen members on the Foundation’s Board of Directors, including both corporate and civic leaders. Merrill Lynch provides investment services for the Foundation following the Investment Policy that has been approved by the Foundation board.  The Investment Policy provides some flexibility to manage the investments during today’s volatile market economy. The Foundation supports the University’s mission by providing assets and funding.  The Foundation has financed two Residence Halls, named Foundation I and Foundation II.  In addition, the Foundation has purchased the CSU-Dayton location and housing for the VP of Enrollment Management next to the main campus. Table 5.A.10 below summarizes the major revenue categories for the CSU Foundation.

Table 5.A.10: CSU Foundation Revenue Sources   

FY2007 FY2008 FY2009 FY2010 FY2011Rental revenues $2,617,070 $2,749,852 $2,716,635 $2,823,252 $2,808,960Contributions 1,086,892 1,314,545 872,499 850,953 692,318Reimbursements 14,821 49,806 153,476 13,865 0Other 493,859 416,889 728,922 502,700 624,205Unrealized gain (loss) on investments

239,013 (497,831) (974,607) (45,240) 237,755

Investment Income 439,460 415,032 161,907 22,757 439,397Total $4,891,115 $4,448,293 $3,658,832 $4,168,287 $4,802,635

 Source: Office of the Controller

Rental revenues are the rents paid by students for the two residential halls.  The rental covers the bonds payments, interest, and operating expenses for the halls and is thus self-funding.  Room rents were held flat for 2007 through 2009.  Occupancy has ranged from 92% to 100% with a five-year average of 96.6%.

Contributions have declined over the past five years due to the economy.  Specific campaigns have been designed to target specific donor interests and improve donor participation.  Reimbursements were from CSU and have been eliminated now that the CSU Foundation has been added to Banner.   Other income comes primarily from the fund raising events carried out by the various CSU divisions, mostly Academic Affairs and Athletics.  These include events as a fund raising activity and Game guarantees. The volatile economy and market took a toll on CSU’s investments during Fiscal Years 2008, 2009 and 2010.  Investment policy has been revised and the Investment Committee continues to actively manage the investments. The table below provides CSU’s expenses by program.

Table 5.A.11: CSU Foundation Program Expenses

FY 2007 FY 2008 FY 2009 FY 2010 FY 2011Scholarship programs 431,623 329,018 498,291 287,845 316,304Athletic programs 425,897 274,478 215,440 150,223 353,546Academic programs 395,688 300,442 392,630 178,303 205,096

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Institutional programs 367,617 248,507 562,826 451,655 331,122Student support programs N/A N/A N/A N/A 20,941Source: CSU’s Office of the Controller

Scholarships awarded were negatively impacted by the economic conditions in FY2009 and FY2010.  Since the investment market has improved, more scholarship dollars are made available.  All other programs have managed expenditures based upon fund raising activities with some timing differences as to when the funds are raised versus spent.

The Change in Net Assets presented in the table below shows the volatility of the stock market during FY2009 and FY2010.  Steps were taken to address the market and manage expenses and are reflected in the positive change in net assets for FY2011.

Table 5.A.12: Change in Net Assets

FY2007 FY2008 FY2009 FY2010 FY2011

Change In Net Assets

$402,077 $493,899 $(1,367,835) $(62,320) $69,568

Source:  Controller's Office

Institutional Advancement Operational Plans

The global recession had a tremendous impact on state budgets.  The state of Ohio, with its significant manufacturing base, was hit harder than most states; in turn state budgets were cut and higher education was not spared.  As a result, external funding was increasingly needed to bridge this significant gap.  In the midst of this global crisis, of course, came the stock market collapse; as a result, endowments and giving dwindled.  This presented a major challenge for many institutions in Ohio, including CSU.  However, since that low point in 2009, the Institutional Advancement area has continued to provide increased financial support to the institution. Some of the major initiatives and achievements are as follows:

Increased individual giving by alumni, faculty, friends, and staff; Increased corporate and foundation support; Enhanced image of the University through strategic placement of positive stories in print and

broadcast media; Improved University relationship with the Ohio General Assembly.     

The Division is pursuing additional financial support from a wide range of private donors, ranging from individual alumni to major foundations. Private support has been limited in the past for a variety of reasons, but the importance of this support is obvious as states continue to limit funding for higher education.

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5.A.3. The goals incorporated into mission statements or elaborations of mission statements are realistic in light of the institution’s organization, resources, and opportunities.

CSU is dedicated to fulfilling its mission and to achieving mission-related goals. The University believes that its goals are realistic given the University’s organization resources, and opportunities. In early 2012, a team of consultants, secured and directed by the Chancellor of the State of Ohio, visited the University to evaluate and develop a plan for CSU. The team was tasked with collaborating with the Board of Regents, the Board of Trustees, the CSU President and administration in order to develop proposed strategies to assist in the advancement of progress at Central State.

The report confirms that, as Ohio’s only public HBCU, Central State is necessary and valuable to the growth of the state of Ohio. In the 2011 report by the Chancellor of the Ohio Board of Regents (OBR) titled, "Accentuating Strengths/Accelerating Progress" , the Chancellor of Ohio’s Board of Regents states that, “As the University System of Ohio…pursues an aggressive goal of growing the number of Ohioans with baccalaureate degrees, it will require that Central State continues to graduate the distinct profile of students that it seeks to serve”, (p.3).  If Ohio is to increase the number of graduates, the number of graduates from underrepresented groups, most of whom attend CSU must be increased as well. CSU is poised to play a key role in the attainment of this goal.

The University had to make adjustments and changes in its budget to meet the new reality of shrinking state budgets, tuition restraint, and performance-based funding.  In 2011, with direction from the new administration, a new plan or roadmap was initiated to further define the direction of the institution.   In the Spring 2012, the Chancellor of the OBR unveiled a second plan called Honoring Ohio’s Historically Black Public University: A Plan for Advancing Progress at Central State University as a sequel of "Accentuating Strengths/Accelerating Progress". This report, which is defined in detail in Criterion One, provides a summary of the strategic initiatives included in the CSU Strategic Plan. Copies of this initiative is available in the evidence file. The report describes the strategic initiatives for CSU to move forward.  This plan does not allocate any new resources, but it gives a more realistic goal to achieve in the next three years,  The financial support currently in place allows the institution to grow toward an optimal size; however, more detailed metrics and plans must be achieved to continue to receive the level of state support CSU currently enjoys.

5.A.4. The institution’s staff in all areas is appropriately qualified and trained.

CSU’s staff in all areas is appropriately qualified and trained. The University conducts credential audits every year. Background checks and investigations are conducted by the office of Human Resources as part of the hiring or employment process for all employees who submit job applications to the University. The Office of Academic Affairs also conducts faculty credential audits for every faculty hired to ensure that each is qualified to teach, conduct research and guide students within the discipline or department in which they are hired.

Credentials Audit

The University has a commitment to ensuring that its staff members are capable and qualified to perform the duties of the positions they hold. The University recognizes that the success of meeting its mission is

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directly related to the success of its employees. The University has thus conducted a credentials audit of all staff members. As a result of the credential audit, it was discovered that staff members overwhelmingly meet the minimum qualifications and required credentials for the positions they hold. The credentials audit focused on evaluating whether employees met the credentials that were advertised for the positions they hold. This included employees working in all areas across campus, including employees serving on the President’s Cabinet to employees in the service occupations, and all other staff members. The audit revealed that the majority of personnel files accurately document that the employee meets the minimum qualification for the position.

This documentation primarily includes transcripts verifying the highest educational degree earned. Employees whose files do not document their credentials are required to submit the appropriate documentation. When it was discovered that a staff member has not met the required qualifications, the direct supervisor is required to justify in writing the qualifications and experience of the individual who is holding the position. This justification is added to the employees file in the department as well as Human Resource personnel file. Policy regarding University’s requirement for credentials audit of every staff is contained in the document, “Staff Credentials Audit.”

The University's required qualifications for various positions are in line with qualifications for similar positions at other public Ohio Universities and Colleges. Education through degree attainment and applicable related job experience are key qualifications for many staff positions across campus. The University requires those holding positions of Director or above to hold graduate and/or professional degrees, such as a master’s, with applicable experience. Furthermore, the University requires that individuals performing in professional and specialized positions in any area to attain at least a bachelor’s degree, as well as any required certifications or licensure.

Background Checks and Investigations

In 2005, the University implemented background checks and investigations for all new hires. Prior to being offered a position, all candidates must undergo a background investigation. The University contracts with an investigative firm to ensure access to the most comprehensive background investigations. The magnitude of the background investigation varies depending on the position. The investigative areas may include education, employment, criminal, driving history and credit background of candidates for employment. All background investigations are performed through Human Resources.

Professional Development

The University recognizes the need to assist faculty in learning and using the latest teaching techniques. Thus, a faculty development program is in place, under the leadership of a full-time Director of Faculty Development. The director’s role is to identify and provide development activities specifically for faculty to help them continuously improve, both in the classroom and in service to students. The faculty development program provides training on a variety of topics that are germane to facilitating excellence in teaching.

Since the 2003 Self-Study, a Training & Development program called Process College has been established for all employees, both faculty and staff. This program is designed to ensure that employees

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have the opportunity to enhance their career and professional skills. The training and development program is open to all employees and is supported and attended by the entire range of employees, including service workers, technical workers, professionals, support workers, supervisors, managers, and even Cabinet members. Process College is coordinated through Human Resources and includes courses and presentations offered by University employees who have acquired expertise in their given fields.

In addition, community partners, vendors, and others with an interest in the growth and development of University employees also serve as presenters for the Process College. The program offers courses in the areas of process skill development, management development, individual professional development, career and technical areas, wellness, safety, and employee assistance concerns. The topics cover a wide range of varied topics, ranging from conflict resolution to budget management, customer service to injury reporting and from workplace violence to processing purchase orders. The training calendar for employees parallels the school calendar for students. In preparation for the 2013 HLC visit, the Process college also included discussions of the Self-Study process and the report resulting from the process.

The CSU Presidential Leadership Institute (PLI), is the premiere employee-training program, founded in October 2010 by former president John W. Garland. The PLI is coordinated by an Advisory Team appointed by the president. This Advisory Team represents various constituencies across campus. The PLI is open to faculty and staff in leadership positions or desiring to be in leadership positions. It is designed to facilitate collaborations across campus, improve networking, and train employees for leadership positions. It is an eight-month program where 10 to 30 employees are selected based on a competitive application process where a Cabinet member recommends the most successful applicants.

One of the most rewarding components of the program has been the requirement of a class project, whereby the class members, called Fellows, present a program or service that they will manage in order to enhance some program or service on behalf of the University. The PLI is a highly regarded program at the University among faculty and staff. The PLI also serves as a best practice model of employee development at many institutions of higher learning. Further information on the PLI is contained in the Self-Study Resource Room.

 5. A.5: The institution has a well-developed process in place for budgeting and for monitoring expense.

CSU has a prepared budget for the current year and the capacity to compare it with budgets and actual results of prior years. The University has a well-defined process for allocating its financial resources in alignment with its plans for the future. Alignment of resources with campus mission, plans, and priorities is the result of a systematic budget process. The current process has been in place for several years and the University Cabinet oversees the process.  Through careful development and allocation of its resources, CSU maintains adequate financial resources to support educational quality. CSU’s operating budget is developed annually and modified as needed. The annual budgeting development process begins in January of each year and is completed by the June Board of Trustees meeting of that year.  The steps used in the CSU budgeting process are described below:

Step #1. Revenue Projection: Revenue is comprised primarily of three sources: state funding, tuition and fees, and other sources, including miscellaneous revenue, indirect cost, and other state funding. This step

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consists of projecting tuition and fee income based on enrollment projections and fee changes, and projected state appropriations. State funding is usually known in advance with minor changes or adjustments based on state budget changes.  All assumptions regarding enrollment and fee increases are developed and reviewed by the Revenue Subgroup, which begins meeting at the beginning of the calendar year. The meeting is facilitated by the Budget Office, and the group is comprised of representatives from all divisions within the University structure which include the following:

Finance (Budget Dir. and VP) Academic Affairs (VP and Registrar, Budget Analyst, Faculty rep) Student Affairs/Enrollment Management (VP and Dean of Enrollment and Dir. of Admissions) Institutional Advancement (VP and Dir. of Dev.) Information Technology (VP) Athletics (Dir. of Athletics) Residence Life (Dir. of Res. Life)

Proposals are made regarding enrollment levels, fee changes and student demographics (residency, in-state versus out of state). These proposals are examined and voted on. The Budget Office runs revenue models based on several options. The outcomes are reviewed, and the committee determines the enrollment and fee information to be used in the recommendation to Cabinet.  Once a final recommendation is made, the budgeted revenue is finalized. The revenue budget, with enrollment and tuition and fee rates, is submitted to the Cabinet for review and approval.

Step #2. Evaluate Departmental Budget Requests: The Budget Office generates base operating expense data and headcount information to distribute to University Vice-Presidents (VPs). A budget letter, guidelines and assumptions are included in the packets. Each division must review the headcount data for accuracy and generate a base budget for the fiscal year. The base budget should be developed based on the strategic initiatives for the division.

Step #3. Identification of Unavoidable Expenses. Each division's VP is charged with identifying those expenses that are categorized as "must-pays." These unavoidable items are those mandated by either internal or external forces. Expenses in this category include, but are not limited to, utilities, maintenance and repair contracts, insurance, and assessments.

 Step #4. Efficiency Savings: Additionally, each division may submit efficiency savings equal to a percentage as instructed by the CFO. The operating expense, other than salaries and benefits, is carried over from the previous year, and the divisions are instructed to move funds among the accounts based on projected spending needs. In cases where no additional funds are allotted, it is up to the discretion of the division VP to determine how to allocate the funds to the must-pays and strategic initiatives, and then to the remaining expenses. Efficient savings is a key component of the budget process, and the University continues to seek out new projects and opportunities that will result in expense reduction.   Listed below are programs/categories where savings and improvements have resulted in cost reductions: 

Strategic Position Review Pharmacy Program Energy Collaborations

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Workmen’s Compensation

Step #5. Forecast Additional Expenses: Each VP may propose new funding requests based on the strategic initiatives within their reporting areas. Mission critical initiatives are brought forth for discussion and approval. Additional funding requests are reviewed by the Cabinet and prioritized. The Cabinet votes to determine which items will be funded based on the available budget. The items with the highest priority are funded first, consistent with the University's strategic priorities, until all additional funding has been allocated. The total expense information is submitted to the Budget Office where it is compiled to generate the total budget expense. If the budget is balanced, it is submitted to the Board of Trustees for approval. If expenses are higher than the revenue budget, the Cabinet must propose changes that will bring the expense in line with the revenue. In this case, the expense budget is sent back to the Cabinet and adjustments are made with all divisions providing input and prioritization.  Once these changes are determined, a balanced budget is prepared for the Board of Trustees’ review and approval.

In addition to the budget process, in 2008 the Cabinet initiated a couple of actions to improve the institution’s financial health and its ability to address emergency needs.  A three-percent contingency fund was established as a separate line item in the budget, and a vacancy recapture process was instituted to sweep excess salaries into the contingency account to address strategic initiatives and emergency needs.  These two actions provide an unrestricted funding source to hedge against state reductions and major unplanned events, and to increase cash reserves. 

Step #6. Budget Monitoring: The budget monitoring process at CSU is very aggressive and restrictive.  The expense approval process remains at a very high level even with very low expense requests.   This restrictive approval authority requires significant attention to all expenses involving the institution.  Due to the level of resources, financial review and approval levels have remained quite stringent.   In support of this aggressive review, the institution submits a monthly financial report to all divisions. The report contains the budget and expenditure amounts by department and account. The University uses a business indicator in order to show the rate of spending is at, below, or above the anticipated spending at a given point in time. The Key Item Indicator Report, prepared monthly, contains various schedules displaying budget and actual revenue and expenses.  This data is included in the quarterly Board of Trustees report.  Included is a current to prior-year comparisons that has become the primary chart for review at the quarterly board meeting.  It is also being prepared monthly to be reviewed internally.

The Negative Balance Report assists in the monitoring of expenses. This report captures account spending in excess of budget. This report is distributed monthly during the early part of the fiscal year; it is generated weekly toward the end of the fiscal year.  Divisions are required to clear all negative balances via the budget modification process, moving funds from one account into another.

Core Component 5.B: The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.

5. B.1. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’s governance.

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The University has extensive and comprehensive policies and procedures that address various issues across the University. These policies and procedures are accessible to the public, as they are published on the University’s website at www.centralstate.edu on the Policies and Procedures page.  The policies and procedures are organized into ten different areas as follows:  

Policies and procedures for the Board of Trustees  Policies and procedures for academics Policies and procedures for enrollment management  Policies and procedures for general administration Policies and procedures for finance  Policies and procedures for business services  Policies and procedures for human resources  Policies and procedures for facilities management  Policies and procedures for information technology services  Policies and procedures for institutional development

Policies and Procedures

These are written guidelines governing the process for establishing and approving policies. The University has a Policy Review Group (PRG) comprised of representatives from across campus. The Vice-President for Administration & Chief Financial Officer serves as Chair of the committee.  There are also select individuals representing key department and division areas serving on the committee. These key areas include Academic Affairs, Human Resources, the Dean of Students, and Sponsored Programs and Research.

Generally, for the purposes of the PRG, a policy is defined as a written statement of what needs to take place to promote the prudent management of the University’s affairs.  A procedure is a written statement of how a policy will be implemented. The PRG abides by a written PRG Charge that governs the workings of the PRG. The process for establishing a policy includes announcement review by the PRG, review by the Cabinet, announcement and feedback for the campus community, and final approval by the PRG and the Cabinet. Once the Cabinet has given final approval, the policy must be approved by the Board of Trustees. Any revisions to a policy must likewise follow the approval process and be approved by the Board of Trustees. The charge to the Policy Review Group, and Review and Approval of Policies and Procedures are provided in the Self-Study evidence files.

5. B .2. The governing board is knowledgeable about the institution; it provides oversight for the institution’s financial and academic policies and practices and meets its legal and fiduciary responsibilities.

Ohio Board of Regents

The Ohio Board of Regents provides broad oversight and coordinating authority for higher education in the state, including for Central State University, via the University System of Ohio. The University System of Ohio was developed by the OBR in 2007 to better “plan for higher education in the state” as required by Ohio Revised Code 3333.04. The University System promotes and provides collaboration and

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sharing of services between public institutions. Despite creation of the University System of Ohio, public universities in Ohio do not function as one entity, as is the case in many states. In Ohio, each institution has autonomy with its own board of trustees, unique culture and academic mission. The OBR, however, does exercise considerable authority in its coordinating role and in its budget processes. The Regents propose the total state funding budget for all public colleges and universities, including CSU.   

The OBR plays a great role in the academic and budgetary standing of the University. Of great importance is that the Board of Regents facilitates the review and approval process for new academic programs to meet statewide strategic goals for educating the citizens of Ohio. In addition, the OBR submits the overall higher education budget to the Ohio legislature for final approval. Thus, CSU’s biennial funding request and its periodic capital improvement request are vetted through the OBR.

Board of Trustees

As previously described, CSU’s Board of Trustees is appointed by the Governor of the state of Ohio, is part of the University’s Executive Team, and works closely with the President to oversee all University operations. The Board of Trustees for CSU is created under the authority of the Ohio Revised Code (ORC), Section 3343.02 Appointment of trustees – term.  The Board of Trustees is responsible for the legal conduct of University business, and sets policy for all aspects of the institution.

 The CSU Board of Trustees has nine members, including a Chair, a Vice-Chair, and a Secretary.  Trustees serve staggered terms, thereby ensuring that experience and knowledge transfer is continual and uninterrupted. Board members come from a variety of professional and leadership backgrounds, including law, education, leadership, business, and government, and community engagement. Board members also come from diverse backgrounds and represent a cross section of geographical areas in the state of Ohio. In addition to the professional Board members, two student trustees also serve on the Board. The Board is organized into four standing committees that reflect major sectors of University operations:   

Executive Committee, which represents the Board, excluding student trustees  Budget and Finance Committee  Academic and Student Affairs Committee  Institutional Advancement Committee.

The Board’s current Code of Regulations was adopted on March 17, 1997, and amended on September 7, 2001. It provides detailed formats and policies for discharging the Board’s governance responsibilities, and is on file in the Resource Room.  The Board of Trustees functions autonomously from the University Administration. The staggered appointments, the fact that Board members are a required appointment by the Governor, and the vast experiences, varied background and overall diversity of the Board all assure that the Board acts impartially on behalf of the University.

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The Board has a strong commitment to ensuring the success of CSU. Although the Board is only required to meet twice a year by law, it holds four public meetings, occurring in February, April, June, and November, and other meetings deemed appropriate by the Board. In addition, each committee meets prior to each public meeting, ensuring that all Board members are well informed and engaged prior to any business decisions being decided at the public Board meeting.  The committee meetings provide the opportunity for employees of the University to interact and present critical information on the operations of the University in a focused committee area. The Board and the President’s Executive team oversee all functions of the University.

President's Executive Team - Cabinet

The president’s executive team has already been described and consists of the Vice Presidents who lead the five divisions, the University Counsel, Athletic Director, and the Director of Government Relations. Cabinet serves as advisors to the President and participate in the decision-making processes and make recommendations to the president. They also have authority to approve funding for areas which do not require Board approval. The Cabinet presents proposals for projects which require major funding to the Board of Trustees.  Members of the president’s Cabinet are also Vice Presidents who lead of the following seven Divisions on the CSU campus.

Division of Academic Affairs Division of Administration and Finance Division of Student Affairs and Enrollment Management Division of Institutional Advancement Division of Information Technology and Services Office of the Athletics and Intermural Sports

Responsibilities of each Vice President include leading each division and serving as the supervisor of all operations and all the staff employed within each division. Organizational charts for each of the Divisions and the various offices under each division are provided in the Self-Study report evidence files and in the Self-Study Resource Room.

 5. B.3. The institution enables the involvement of its administration, faculty, staff, and students in setting academic requirements, policy, and processes through effective structures for contribution and collaborative effort. 

The institution's administrative structure includes a chief executive officer, chief financial officer, and chief academic officer with appropriate credentials and experience and sufficient focus on the institution to ensure appropriate leadership and oversight.

The University governance and administrative structures promote effective leadership and supportive collaborative processes that enable the institution to fulfill its mission.

Other Administrative Councils or Groups include the following:

Academic Council

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Dean’s Council Planning and Assessment Council Chairs Council Revenue Subgroup Enrollment Management Taskforce Rising Achiever Taskforce Student Default Management Taskforce

Other Institutional Governing Bodies

The Faculty Senate

The Faculty Senate plays an important role in providing recommendations regarding policies and procedures to the faculty.  The Faculty Senate structure and purpose are described in the Faculty Handbook. The Senate is recognized as the governing board representing the faculty” (Section 2.7, Faculty Handbook, page 14). The University Senate provides the forum for the faculty to work with common purpose and effort with the University administration and the Board of Trustees. The University Senate offers full discussion and disclosure of items brought before it on behalf of the University.

The Faculty Senate consists of voting members who are faculty and non-voting members and ex-officio members who include the University President, the President’s Cabinet, Vice President of Planning and Assessment, Registrar, Library Director, Deans, and Student Government Association (SGA) representatives. Members of the Senate with voting privileges include every faculty holding rank and appointment in a department, the Provost and Vice President for Academic Affairs, College Deans, Department Chairs, Director of the Library, and library faculty, provided they hold faculty titles.  The Senate has various committees that are charged to review, study, and report their findings and recommendations to the University administration as needed. The Senate Committees are as follows:

Executive Committee Committee on Committees Committee on Academic Policy Committee on Faculty Affairs Committee on Intercollegiate Athletics Committee on University, Collegiate, and Student Relations Committee on Research and Library-Information Center Committee on University Planning and Budget Committee on Promotion and Tenure Committee on Academic Calendar and Honorary Degrees Committee on Assessment of Teaching and Learning Committee on Academic Technology

The Senate elects a Chair and Vice Chair annually, as well as an Executive Committee that include the Chair and Vice Chair, and one faculty member from each of the four colleges. The Faculty Senate is recognized as the chief governing body representing the faculty and the primary body to provide faculty input on governance issues to administrators. The Senate has “primary responsibility and authority to

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review, discuss, and make recommendations to the administration regarding the curriculum, academic standards, research, faculty status, honorary degrees, and student activities and any matters that relate to the educational process, including policy recommendations related to the academic life of the University” (Faculty Handbook, Section 2.7.1, page 15). Non-voting members of the Senate include the President of the University, Vice President for Administration & Chief Financial Officer, Vice President for Student Affairs & Enrollment Management, and Registrar. Faculty members serve an important role in a number of major University planning initiatives, ranging from planning the creation of the newly formed University College, to participating in developing Strategic Academic Enrollment (SAEM) initiatives. Faculty members have played key roles in search committees working to fill major administrative posts, including Vice-President for Information Technology, Vice-President for Student Affairs & Enrollment Management, Dean of CSU-Dayton location, and the Associate Dean of University College.

Both the Faculty Handbook and the collective bargaining agreement between the University and the American Association of University Professors (AAUP) are on file in the Resource Room. The documents recognize the principle of shared governance as defined in AAUP’s Policy Documents and Reports (often referred to as the “Redbook”). Language in the CSU-AAUP collective bargaining agreement recognizes the complex, participatory, and dynamic nature of University governance, noting that “joint effort and shared responsibility will take a variety of forms as situations require. Initiative may emerge at one time or another from all institutional components and differences in the right of each voice will vary according to the matter at hand and the defined responsibilities of each constituent element.” (AAUP Agreement, Article 10.1)  In short, faculty and administrators share the responsibility of mutual consultation, and depending on the nature of the issue at hand, the most influential voices may be either administrators or faculty---or various combinations of both.

  Labor Unions: See AAUP Collective Bargaining Agreement, AFSCME Collective Bargaining Agreement, and CSUSA Collective Bargaining Agreement 

There are three collective bargaining units on campus: The American Association of University Professors (AAUP), the American Federation of State, County, and Municipal Employees (AFSCME), and the CSU Safety Association (CSUSA). Copies of the negotiated agreements with all three unions are on file in the Resource Room.  Each of these organizations periodically negotiates a collective bargaining agreement with the University (typically every three years). The collective bargaining agreements are published and available on the CSU website, www.centralstate.edu, on the Human Resources pages.

Other Working Groups:

The process of communication of information and resources throughout the institution is handled through several mediums.  The institution’s committee structure is the primary process by which the University communicates and assesses what it is doing and whether or not it is meeting its goals.   These committees meet regularly and provide discussion and recommendations to the senior administration.   These recommendations, if approved, are then implemented by these committees or by the responsible divisions.  The following are a few of the major committees and their roles:

Enrollment Management Task Force - comprised of a cross-campus membership; charged with making recommendations to Cabinet regarding enrollment process improvements;

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Safety Committee - comprised of volunteers; makes recommendations regarding safety and injury prevention policies and procedures, and encourages employee support of safety activities;

Revenue Subgroup - campus-wide membership includes VPs, deans, and directors; generates revenue scenarios based on enrollment projections, state funding and proposed fees; recommends revenue budget for Board approval.

And finally, the institution provides a link to the Board of Trustees through quarterly reports to the Board.  The reports are prepared and submitted to the Board through the three Board Committees:  Budget and Finance, Academic and Student Affairs, and Institutional Advancement.  These presentations include all major initiatives and recaps of major activities and any challenging issues.  Each division’s senior administrator is present during these presentations, and the Board reviews the information and asks questions regarding how it impacts the mission and University long range goals.

Through these committees, the Cabinet and the Board, the institution is able to review all emerging and strategic issues and then reallocates resources as necessary.  This process links all areas of the institution together so that the mission critical issues are always at the forefront of deliberations.

CSU does not have a staff council. Staff is represented by three Unions who have agreements with the University. For example CSU Police are represented by the Police Association, unclassified are represented by AFSCME and faculty by AAUP. Since these are all external representation, CSU will explore forming an internal group which represents non-instructional staff.

Student Government and Organizations     

The Student Government Association (SGA) has executive, judicial, and legislative branches, and represents the student body by serving as the liaison between the students and the Administration. The SGA, faculty and staff share the responsibility of making decisions that affect campus life. The SGA represents the student body within and outside the University.  The SGA derives its authority and responsibility from the Board of Trustees.  SGA promotes campus life and encourages student academic success, leadership development, and organizational affiliations.  The Executive Board of SGA consists of the President, Vice President, Finance Chair, Personnel Board Chair, Chief Justice, and Public Relations Chair.  Miss CSU also serves as an ex-officio member of the SGA Executive Board.  The judicial branch includes sergeants at arms from each class (freshman, sophomore, junior, and senior) as well as the SGA Chief Justice. The legislative branch of SGA consists of the Student Senate, which consists of seven student senators and four class presidents. Each senator is responsible for participating in a standing committee and working on action reports for SGA.  The student body at large elects candidates for one-year terms to all of these positions, except for the class presidents, who are voted on by members of their respective classes.

CSU has two non-voting student members on its Board of Trustees as required under Ohio law. Student Trustees serve as ex-officio members of SGA. Student Trustees report regularly to the Board on issues of importance to students, and report back to SGA on issues of note discussed by the Board. Copies of student governance documents are on file in the Resource Room.  The SGA has the following seven standing committees:

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Student Activities Community Service Student Affairs Academic Affairs Residence Life Inter-Organizational Pan-Hellenic Council 

5. C: The institution engages in systematic and integrated planning.

5. C.1. The institution allocates its resources in alignment with its mission and priorities.

The Chancellor of the University System of Ohio validated CSU’s mission recently in his plan for the University, stating that he "believes strongly in the importance of retaining Ohio's Historically Black Public University" and expressing "confidence in the mission of Central State."  CSU’s resources are dedicated to serve its unique student population.  As described earlier in core component 5.A., the senior administration determines the strategic priorities and funding allocations based on the available funding.  Each division develops a five-year strategic plan that provides details of how the division will meet the mission and strategic goals of the institution.  These documents are crucial to the discussions that senior administration has during the budget allocation process.  The initiatives are discussed, and the recommendation of funded initiatives is included in the budget either in the unrestricted  funds or restricted funds (grants) category.

The budget process establishes the contingency fund, which serves as both an emergency fund and a special initiative fund if other funding sources cannot be identified.  This fund has funded projects such as Early Start and other student programs, along with major un-budgeted infrastructure repairs that periodically occur.  The contingency fund is instrumental in the plan to increase net assets, which will strengthen the University’s financial ratios.  This set-aside of funds, along with other fundraising initiatives, will be instrumental in reserving funds annually to help improve the institution’s net asset base and financial ratios.

In the last three years, CSU has also used any major budget increases to fund strategic initiatives.    At the budget mid-year point, after it has been determined that the fall and spring enrollment has met and exceeded the budget, the Cabinet allocates a portion of those additional revenues to strategic plans.   In this effort, each division submits a list of initiatives, and the Cabinet prioritizes the list and funds those that are the most needed at that time.  This list is brought to the Board of Trustees for a budget revision, and the University, by resolution from the Board, is given authorization to spend new revenues from increased institutional funds.  This process is called the mid-year budget adjustment.

CSU’s Institutional Management

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The Conversion from Quarters to Semesters enabled the University to align its calendar with those of other HBCUs and other state schools in Ohio, bringing about more administrative efficiency and cost savings.

Strengthening Funds and Administrative Management provided training to personnel in the administration and finance division to more effectively manage the business and administrative affairs of the University, and assisted with the design and management of internal control systems and services for business and financial operations, resulting in greater productivity.

5. C.2: The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting.

CSU, through its planning documents--SAEM, Speed-to-Scale (S2S), and Honoring Ohio’s Historically Black Public University-- follow an organized process through which the University developed initiatives that have been incorporated into action plans to advance the University.   The Cabinet, the central body of review and planning, uses these documents to guide its decisions and to integrate all components.  This body meets weekly to make sure all divisions are aware of the activities pertaining to the institution and that all actions are communicated effectively. Through the above review and planning processes, the University is able to link processes and support systems across campus to make changes and improvements in operations. 

In the area of student learning, funds were appropriated through the budget to fund Early Start, University College, and the College of Science and Engineering.  Key metrics such as retention, course completion and graduation rates pointed to needed investments in student support services to improve these areas.   This information is provided regularly in Board meetings and Cabinet, thus elevating University attention to these areas.  These areas of assessment are also important to the institution because they are incorporated into the University’s state funding allocation.  As a result, the budget office and the assessment office in Academic Affairs meet regularly to analyze and review the data.

The University has also engaged external consultants to conduct two studies of University operations (Sightlines and Shared Services).  These two studies identified deferred maintenance issues, staffing optimums, and effectiveness of back office systems.  As a result, changes were made and budget reallocations were identified to make more critical changes.

Finally, the University has developed an institutional metrics report that is presented annually to the Board of Trustees to track and compare trends in the major indicators of wellness and health.  This report will help the University to focus on key areas that are important to institutional stability as improvements are made in dining services, academic programming, recreation/intramurals sports and security.

5. C.3: The planning process encompasses the institution as a whole and considers the perspectives of internal and external constituent groups.

Internal Groups

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The planning process at CSU involves all divisions and students.  Through the University’s many committees, unions, and student groups, no one is excluded from the process.  These groups have open access to the administration, and are encouraged to be engaged in the initiatives of the institution.   On campus, internal stakeholders communicate and engage in institutional planning as follows:

The University Institute – annual all-staff meeting (i.e. State of the University) Convocations – special programs open to the general public Gold Torch (student newspaper) Board Meetings (open to the public) University Senate – all faculty member general assembly Marauder Magazine – quarterly campus magazine University Website – repository of all campus information Alumni Meetings  Town Hall Meetings – open, all-campus meetings to discuss emerging or critical needs Strategic Plan Master Plan – document developed by multiple constituents outlining physical/structural

improvements and updates

Through the above ongoing and robust processes, the University engages everyone in planning for the future. 

External Groups

As a state institution of higher learning, CSU is charged with meeting the needs of several external constituents, including the state of Ohio, CSU alumni, local communities, business partners, etc.   The University accomplishes this through many different activities and processes, including the following:

Senior administrators meet bi-monthly with their counterparts in the University System of Ohio CSU’s President and Provost meet regularly with local presidents and provosts via the Miami

Valley Higher Education Consortium CSU is a member of the Southwestern Ohio Council of Higher Education (SOCHE) and

regularly participates in SOCHE meetings CSU is currently collaborating with local community colleges to develop articulation and dual

enrollment agreements, and with four-year institutions to develop joint degree programs, achieve greater efficiencies, and otherwise enhance CSU’s programs and operations

The President and senior administrators meet periodically with the CSU Alumni Association to discuss University issues, plans and solicit alumni input and support

 The President meets with the University’s lobbyist, who is responsible for keeping the University informed on upcoming legislation

CSU works closely with Sodexo, the University’s dining partner, to develop special programs and healthy initiatives for CSU students. 

CSU’s administration serves on local community boards and participates in numerous local activities.

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All of the above provide opportunities to share the CSU story, solicit input, invite collaboration, and respond appropriately.

5. C.4: The institution plans on the basis of a sound understanding of its current capacity. Institutional plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, such as enrollment, the economy, and state support.

CSU fully understands its current capacity and governs all aspects of its operations accordingly. The University knows that financial resources must be tied to planning and institutional initiatives.  However, in recent years, many unexpected actions have caused the University to adjust its plans and redefine its goals.  State initiatives such as tuition restraint, reductions in state funding, and changes in the funding formula, to name a few, have all had a significant impact on the University’s financial resource projections and institutional plans.  However, the University has been flexible and agile enough to handle all of these changes and not sacrifice educational goals or academic quality. CSU’s budgeting process incorporates several "what if" scenarios that take into account state funding changes, enrollment changes, and even tuition limitations.  These projections allow the institution to make plans and adjust quickly if unexpected events occur.  The institution also budgets very conservatively, and sets aside a 3% contingency fund for emergencies, contractual requirements, and unbudgeted initiatives.   This approach allows the institution to handle minor unanticipated events without making any adjustments to the current budget.

It is not possible, of course, to account for every scenario or significant financial change. Therefore, the institution has developed two processes that are used in instances of either a major increase or a major decrease in revenues.  In the case of a major revenue increase over the current budget revenue, the Cabinet can recommend to the Board of Trustees a mid-year budget adjustment, and the additional revenue can be allocated to strategic initiatives.  In FY 2012, for example, the institution recommended a mid-year adjustment, and several academic priorities were addressed with this action.  Each division submitted proposals to the President and the Cabinet which were reviewed and ranked, and then recommended to the Board of Trustees for approval.  The Board approved these projects, and the institution was able to complete much-needed projects.

In the case of a significant shortfall which exceeds the budgeted contingency fund, the University can take several actions to maintain a balanced budget and protect academic quality.  A significant shortfall occurred in FY 2011, for example, when enrollment dropped by 8.5%, state funding was also reduced by $500k.  In response, the Cabinet met and discussed several options, and the Budget Office developed the cost impact of these options.  The Cabinet reviewed these options, and with the Board of Trustees' approval, the following actions were taken to close the budget gap:

Eight day furlough were imposed on staff but not faculty; A hiring freeze was implemented for all vacant positions; CSU retained more students in spring semester; Student participation in summer term increased; Greater efficiencies and savings in utilities were realized; Grant revenue increased.

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The 2.5% merit fund increase for monthly staff was delayed.

These actions were successful, and the University closed the budget gap with no interruption to academic activities.  Although this was a very challenging time for the institution, there were some favorable byproducts, such as new efficiency ideas, operational improvements, and a renewed focus on the University's mission and growth.  These activities and actions were a collaborative effort that involved all groups on campus. Without the support of the unions and staff, this situation would have been much worse, and academic quality could have suffered. Fortunately, with the support of all, CSU was able to continue to carry out its mission.

5. C.5: Institutional planning anticipates emerging factors, such as technology, demographic shifts, and globalization. 

Using CSU’s Six Compelling Priorities unveiled in 2012 by CSU’s 8th President, Dr. Cynthia Jackson-Hammond, every Division at CSU plans and anticipates emerging factors, such as technology, demographic shifts, globalization, etc…, on an ongoing basis. Examples of the various strategies used are provided below.

Table 5.C.1: Alignment of Academic Affairs Objectives with the Six Compelling Priorities

CSU's Compelling Priorities Objectives and Activities to Achieve ObjectivesAdvancing Academic Quality Lead and support ongoing preparation for

regional accreditation by the HLC Recruit strong leaders, through national

searches, to fill the three academic dean positions; Business, Science and Engineering, Humanities, Arts, and Social Sciences, and University College

Increase the number of accredited academic programs

Increase the number of sponsored research programs which promote undergraduate student research. Examples of such projects which are currently ongoing at CSU are provided in Table 5.C. 2. Below.

Targeted Student Enrollment Improve the academic profile of students

attending CSU Hosted public school counselors in the

Miami Valley and surrounding communities. Increase the number of international students,

to improve diversity and challenge our students

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Teaching Assistantships in Arabic and Mandarin Chinese for Fall 2013.

In Quality Collegiate/Academic Experiences Increase number of students participating

in Learning Communities Continued partnership with the Dayton

Contemporary Dance Company Advance academic and technological

experience of students through use of “Smart Classrooms”.

Reduced Time to Degree Increased the number of online courses

available for students Implement plans that allow students to

complete a traditional bachelor's degree within three years; e.g. Accounting, Business Administration - Marketing, Geography, Geology, Political Science.

Implement Weekend College for adult learners at CSU-Dayton–Business Administration degree

Increased summer and online offerings of high demand courses to help students progress toward their degrees in timely fashion.

Efficiency and Effective Institutional Operations

Advanced Transparency and Accountability Updated Voluntary System of Accountability

Websites Community Relations and Outreach

Hosted representative of the Greene Giving Community Foundation to develop partnerships and donor relations with interest in CSU

Table 5.C.2: Examples of Quality Collegiate/Academic Experiences through Funded Research (October 2012 – January 2013)

ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers

US Air force through Clarkson Aerospace

$ 62,202 Dr. Suzanne Seleem

Minority Leaders Program Materials and Manufacturing Nanotechnology Research

National Science Foundation through the University of Toledo

$ 73,500.00 Dr. Subramania Sritharan

PFI: An Innovative US National Institute $ 3,080.00 Dr. Subramania

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Model for a New Advanced Energy Workforce

for Occupational Safety and Health Pilot through the University of Cincinnati

Sritharan

Hydrologic Redistribution and Rhizosphere Biology of Resource Islands in Degraded Agro-ecosystems of the Sahel

National Science Foundation through Wright State University

$ 41,990.00 Dr. Cadance Lowell

Rapid Neutralization of Organophosphate Nerve Gas Agents

National Science Foundation through the Ohio State University Research Foundation

$ 7,000.00 Dr. Daqing Gao

Wound Healing in a Response to Selective Snake Venom Toxins

National Science Foundation through Wright State University

$ 5,000.00 Dr. Lubna Abu-Niaaj

Preparation of Binary Fe-Mn Oxides Coated Granular Activated Carbon for Selenate Adsorption

$ 5,000.00 Dr. Ning Zhang

Information Technology

The University’s Information Technology (IT) Plan, developed in 2011, is based on creating an environment that will enable CSU to keep pace with an increasingly complex and rapidly changing world, using technology to meet the academic, student services, and administrative goals of the University. The plan creates a learning environment that promotes seamless access to data, information and knowledge.   Plan goals include the renovation of campus systems, including servers, computer labs, and the phone system.  The completion of these goals will remove the disparity between Central State and other institutions, and facilitate both student recruitment and retention.  The access and usability of administrative systems will improve student interaction with Enrollment Management functions.   These upgrades will improve utilization of campus resources and provide a better educational experience for faculty, students, and staff.  Using the University’s Six Compelling Priorities, in 2012 IT began implementing improvements in technology based on the following goals and objectives:

Table 5.C.2: Alignment of Information Technology (IT) and Services Operations with Compelling Priorities

CSU's Compelling Priorities

Information Technology (IT) Services Goals and Objectives

Quality Academic Experiences

Goal #1: Increase by 10% successful operations of CSU Objective of IT Services support our IT Goals #1 and #2

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Provide the IT infrastructure to support tracking, analysis and decision-making

Goal #2: Increase support for IT used in academic services Provide the IT infrastructure to support tracking, analysis and

decision-making Upgrade IT server and desktop infrastructure to increase access to

more users, improve energy savings, decrease overall footprint, and increase security of users data and devices

Reduce time to degree Goal #1:

Increase by 10% successful operations of CSU IT infrastructure which support students, faculty and staff.

Improve Requirements Management process from identification, through definition, into documentation

Goal #2: Improve Issue, problem and deficiency resolution process Improve customer relations across the CSU community Increase CSU ties to Inter-University Council (IUC) of Ohio and with

other CIOs across the community

Efficiency and Effective Institutional Operations

Goal # Increase support of University’s operations, management through IT

and university enterprise administration Increase by 10% successful operations of CSU IT infrastructure

supporting business operations, corporate management and university enterprise administration

Improve problem reporting process IT infrastructure supporting operations and management of the

university and its Banner (Enterprise) system used as the comprehensive academic management system of the university.

Goal #2 Increase, by 10%, identification and resolution of issues, Improve efficiency in solving technology problems Reduce deficiencies in the operation, management and administration

of the IT infrastructure

Enrollment Management 

The enrollment projections for the University anticipate a 3% increase for each year in the next five years.  An increase in retention rates and number of first time freshmen and transfer students will facilitate the plan.  Based on this projection, the University should reach the optimal enrollment of 3,000 students by fiscal year 2016, provided the following contributing factors to enrollment growth are considered:

Access to aid/scholarships Housing/physical plant capacity Online and Dayton campus growth

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Competition University College Increase in retention and persistence rates Course availability and advising Partnerships

o NEOUCOMo Beacon - Wright Stateo Cleveland Metro/Aliquippa, PA/Mansfield, OHo Job Corp

To achieve enrollment growth while making sure retention rate remains high, CSU’s the Office of Student Affairs, in 2012palns to begin implementing the University’s Six Compelling Priorities beginning in the area of targeted recruitment. Beginning in 2013, the University will begin implementing targeted enrollment and admitting high school students with higher Grade Point average of GPA and ACT scores in order to attract higher quality students than it has done in the past. The targeted enrollment process will be implemented using a gradual and scaled approach as shown in the table below.

Table 5.C.3: CSU’s New Admission Criteria Beginning Fall 2013

Fall 2013 Fall 2014 Fall 2015

 GPA (range) ACT (minimum)

 GPA (range)

ACT (minimum)

 GPA (range) ACT (minimum)

2.00 – 2.79 15 2.00 – 2.79 16 2.20-4.00 16

2.80 – 2.99 14 2.80 – 2.99 15

3.00 – 4.00 13 3.00 – 4.00 14

1.90 – 1.99 18 1.90 – 1.99 18

1.8 – 1.89 20 1.8 – 1.89 20

CSU’s new admission criteria reflect the fact that the average ACT score for African American students nationwide is 17.10, and the average in Ohio is 17.18. This scaled approach will allow those applicants who have lower GPAs, but show proficiency with higher test scores to be admitted.  Vice versa, this will allow those applicants who may struggle with standardized tests, but show academic achievement (higher GPAs) to be admitted as well. By using a scaled approach, some of those students who would have fit into the deferred decision pool based on their GPA and/or test score will be admitted. Integrating non-cognitive factors beginning with Fall 2014 applicants will allow us to substantiate and document the experiential and contextual intelligences that inform college success for non-traditional and under-served student populations.

CSU-Dayton

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The CSU-Dayton satellite location primarily serves mainly non-traditional students.  Its location is ideal for the re-training of adults previously employed by the manufacturing industry, which was such a large part of the area's economy until the downturn several years ago.  The Dayton campus offers an academic program that is designed to help area residents respond to the region's economic challenges through educational development. In order to provide access to higher education and beyond, CSU-Dayton is:

Offering courses leading to selected baccalaureate degrees Teaching more courses in degree related areas Increasing access by offering distance education Partnering with Sinclair Community College to enable the seamless transfer of credits toward a

four-year degree Increasing the number of general education and elective course offerings Diversifying class starting times Creating opportunities for student seminars with a focus on personal and intellectual development

along with career counseling and internship opportunities Strengthening the University's engagement with the local community

Additionally, in the Fall of 2012, CSU-Dayton piloted a Weekend College program to enable working and non-traditional students to earn degrees through the accessibility of weekend courses.   With classes available Friday evening, Saturday and Sunday, students have access to courses, programs and degrees at non-traditional times. Students can finish a degree started elsewhere or begin their college careers and finish in less than four years.

Global Experiences

As mentioned previously, Central State seeks to foster a culturally enriched learning environment and to offer programs with multi-cultural and global perspectives.  In this regard, the University recently hired a Director of Global Experiences. This appointment demonstrates the institution's belief in the importance of creating and fostering international relationships and opportunities for CSU students.   

Recognizing the critical role that fast-growing economies like China are playing in the global marketplace, a delegation from Central State, led by the former President, John Garland, and previous Provost, Juliette Bell, traveled to China to explore partnerships with Chinese institutions of higher education. The purpose was to enable the transfer and exchange of students and faculty between CSU and Chinese partner institutions, with the ultimate goal to ensure that the workforce we are training is prepared to compete and produce in the global marketplace.  The Central State delegation visited three institutions of higher education: Tongji University and East China University of Science and Technology in Shanghai and TEDA Polytechnic, a three-year technical college near Tianjin. The group also met with the principal of a high school in Beijing to explore the feasibility of an agreement that would facilitate the enrollment at Central State of recent graduates of that high school.

CSU’s visit to TEDA Polytechnic culminated with the signing of a memorandum of understanding calling for development of a formal agreement to enable students from TEDA to transfer to CSU to earn their baccalaureate degrees. A formal agreement was signed in November 2010 during a visit to CSU by a delegation from TEDA led by its president, Jiang Bingkun. Academic committees from both institutions

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are working on the requirements students from TEDA will have to meet in order to transfer to and receive a CSU degree. These include demonstration of English proficiency and completion of both the general education requirements and course work associated with their major.

The articulation agreement also sets the stage for the development of agreements that will allow for faculty and student exchanges between the two institutions. Other possibilities for the CSU/TEDA partnership include opportunities for student/faculty collaboration with companies in the Tianjin region as well as establishment of a CSU branch campus in the Tianjin area devoted to workforce development.

The TEDA partnership was seen as the first step in a larger initiative aimed at increasing enrollment of international students at CSU and providing more opportunities for CSU students and faculty to gain international experience through study and research in other countries. These efforts will be coordinated through CSU’s new Center for Global Education, which began operation, under its new director, in 2012.

 Science Technology Engineering and Mathematics (STEM)

A separate College of Science and Engineering was created to focus on science, technology, engineering, and mathematics, otherwise known as STEM, in recognition of the need to produce graduates equipped for technological careers.  Additionally, the Chancellor's plan for CSU—Honoring Ohio’s Historically Black Public University-- calls for the University to identify STEM degree partnerships with other local institutions.  The state and local area has recently seen the creation of STEM high schools. The growth of the University’s STEM program will afford Ohio residents the opportunity to transition directly from these various programs into CSU.

Through all of the above initiatives and many others, CSU is anticipating emerging factors and is planning strategically for its future.

5. D. The institution works systematically to improve its performance.

5.D.1. The institution develops and documents evidence of performance in its operations.

CSU documents evidence of its performance in its operations across the institution and maintains effective systems for collecting, analyzing, and using institutional information. For example, the University’s financial performance is documented in the Financial Statements, the Monthly Financial Report, and in the SB6 Ratios, and the HLC Ratios.  In addition to financial performance, the University compares statistical information contained in the Integrated Post-Secondary Educational System (IPEDS).  Reports comparing CSU’s institutional profile with peers are generated regularly.

In 1997, CSU was on “fiscal watch,” and under the microscope of the state auditor. The University was removed from fiscal watch in 2002, and received an “A” rating from the state auditor for what it had achieved with respect to stabilizing the financial health of the institution. The auditor also acknowledged that his initial estimate of the deficit in 1996 had been incorrect.

CSU’s Ohio Senate Bill 6 Ratio, a standard set of measures utilized by the state to monitor the fiscal health of its public colleges and universities, increased from 2.5 to 4.0 from 2001 to 2011 (a ratio of 1.75

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is required by the state), and audits by the University’s external auditors for each of those years resulted in an unqualified opinion.  Revenue increased by 64.9 percent, from $39.8 million in FY2001 to $65.5 million in FY2011. This occurred despite cuts in state appropriations, which decreased by 9.3 percent over the same period, from $20.6 million to $18.6 million.  Increases in enrollment as well as sound fiscal management offset these cuts and contributed to revenue growth.  CSU’s expenses increased by 56.7% from $38.5 million in FY2001to $60.4 million in FY2011 as a result of the increased investment in academic operations. Instructional expenses increased from $10.4 million to $23.8 million during the 11-year period, representing a 129.8% increase and CSU’s net assets increased by 43.1%, from $57.6 million in FY2001 to $82.4 million in FY2011. Net assets for FY2011 comprise net capital assets of $74.5 million and unrestricted net assets totaling $7.9 million.

Financial Statement Audits

CSU undergoes an external audit by a certified public accountant or a public audit agency of its own financial and educational activities and maintains audited financial statements. Audits on the annual financial statements have received an “unqualified opinion” from the auditors since prior to 2002. This opinion indicates the auditors were satisfied with the annual financial statements as a valid representation of the University’s finances.

For the FY2010 CSU Audited Financial Statements, there were no findings issued for the Financial Statement audit and six findings issued for the Federal Program Audit. All the findings were related to Title IV funds. Each finding includes a recommendation by the auditors and a management response which includes a corrective action plan. Because of the findings, the Department of Education implemented a post audit review of all Title IV transactions for the 2009-2010 academic year. A reserve was established for any funds to be returned and fines assessed.

The Foundation FY2010 Audited Financial Statements included one finding for the financials, concerning Cash Management. As a result of the finding, the Foundation’s financial records and transaction processing were transferred to the Banner ERP.

For the FY2011 CSU Audited Financial Statements, there were no findings issued for the Financial Statement audit and two findings issued for the Federal Program Audit. The two findings were carried forward from FY2010 findings that had not been 100% corrected.  The Financial Aid Office has been working diligently to implement all corrective action. The Department of Education conducted a current year Program Review for FY2012. The exit conference indicated they were satisfied with the transactions reviewed and an official report will be issued.

CSU's Financial Ratios:

CSU is measured by two sets of ratios. The first is mandated by the Ohio State Legislature and is referred to as Senate Bill 6 (SB6). These ratios are administered by the Ohio Board of Regents. The second is a set of ratios that are required by the HLC These ratios reference a Composite Financial Indicator (CFI). Details concerning the CFI are available in the sixth addition of the “Strategic Financial Analysis for Higher Education” by KPMG, Prager, Sealy & Co., LLC and BearingPoint. The Key Financial Ratios used at CSU are as follows:

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Net Operating Revenue Ratio: This is a key indicator of the surplus or deficit generated from operations. It directly impacts the Primary Reserve ratio, Return on Net Assets ratio and Viability ratio. The numerator is operating income (loss) plus net non-operating revenues (expenses). The denominator is operating revenues plus non-operating revenues plus Foundation’s unrestricted revenue. A negative ratio indicates a deficit in operational spending. A higher deficit equals weaker financial performance. A continuing decline should signal to management that focuses on restructuring the income and expense streams are needed.

Primary Reserve Ratio: This is a key indicator of an institution’s sustainability should revenue streams suddenly end. The numerator is expendable net assets which excludes assets invested in plant. The denominator is total expenses, excluding investment losses. A ratio of .40 or better is generally advised. This would indicate that the institution has the ability to cover expenses from reserves for five months (40% of 12 months). A ratio below .15 indicates resources available for only 1-2 months and short term borrowing may be required.

Return on Net Assets Ratio: The Return on Net Assets ratio measures the total economic return by reflecting the change in the institution’s wealth year to year. The numerator is the change in net assets. The denominator is total assets. A decline may be appropriate and warranted if it reflects a strategy to fulfill the mission. Increases indicate resources are being set aside to strengthen financial flexibility.

Viability Ratio: The Viability ratio is an indicator of an institution’s ability to support debt. The numerator is expendable net assets plus Foundation’s expendable net assets. This is the same numerator used in the Primary Reserve ratio. The denominator is long-term debt plus Foundation’s long-term debt.

A ratio of 1:1 or greater indicates sufficient net assets to cover debt. A lower ratio indicates the institution is less self-reliant and has less operating flexibility. The “right” or ideal ratio is institution specific and dependent upon growth strategies in place.

Financial Reporting Ratios:

The ratios used for reporting requirements are the HLC CFI and Ohio Board of Regent’s SB6. Table 5.D.1 below provides CSU’s financial ratios on the two measures.

Table: 5.D.1. CSU Ratio Trend

2004 2005 2006 2007 2008 2009 2010 2011HLC CFI 0.6 1.4 2.4 1.5 0.3 2.68 0.52 1.4SB6 2.4 3.2 3.2 2.4 2.7 4.0 3.1 4.0Chart 5D1-1 Source:  Controller’s Office

The HLC and OBR ratios are essentially the same except for the following key differences. The HLC ratios include Foundation’s funds while Senate Bill 6 ratios include University funds only. Second, the HLC ratios include additional ratio of Return on Net Assets while SB6 includes weighting differences. Third, the HLC puts its institutions on fiscal watch if Composite Financial

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Index (CFI) for an institution falls below 1.0 for two consecutive years while the State of Ohio puts its public institutions when the composite Financial Index falls below 1.75 for two consecutive years. Fiscal year 2008 was the first time CSU’s investments went underwater. This resulted in a significant impact on Foundation’s net assets, resulting in negative unrestricted net assets. The increase in 2009 is attributed to the investment by the state in constructing the Center for Education and Natural Sciences (CENS). This investment favorably impacted both reportable measurements. The HLC index dropped significantly in 2010 because the investment impact of CENS was no longer reflected in the operational driven ratios. This material has been presented to the Cabinet and the Board of Trustees in various formats.

Peer Benchmarking

CSU evaluates its operations through comparative analyses with other universities.  There are three peer groups to which CSU is typically compared – the Inter-University Council (IUC), which includes all of four-year Ohio Public Universities; a group of Speed-to-Scale aspirational institutions; and specialized peers comprised of local universities of similar size.  A list of all of the peer groups is included below and in the evidence files.  As part of CSU’s Strategic Academic Enrollment Management Plan (SAEM), a group of peer institutions with characteristics similar to the objectives that CSU is targeted to achieve was identified.   These “aspirational” peers have been mainly used to provide the campus with information to gauge its progress in key areas such as student persistence, and to compare its programs and processes with these aspirational institutions, such as:

Florida Agricultural and Mechanical University Alcorn State University Jackson State University Elizabeth City State University North Carolina Central University Shawnee State University Norfolk State University The chart below provides a comparison between CSU and its peers relative to percent of spending

for instruction and academic support, as compared to each of the peer groups.

Figure: 5.D.1: CSU’s Instructional and Academic Support FY 2012.

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Source:  IPEDS

Campus Efficiencies 

CSU participated in a survey of its facilities during 2010.  The survey, conducted by Sightlines, analyzed the use of CSU facilities as compared with other institutions.  The findings are included in Sightlines Presentation. The IUC schools were also required to provide detailed information regarding operations for a Shared Services Study.  The University was required to supply information regarding headcount resources in order to compare CSU’s utilization to the other IUC schools, and against world class standards.  Evaluative data for the institution is generated by the Office of Assessment and published in the University’s Fact Book.  Along with the University Fact Book, the Budget Office compiles an annual budget book each fiscal year.  The Fact Book and the Annual Budget are on the University website and available for all constituent review.  Relative to operational efficiencies, the University identifies areas of potential efficiency savings and is required to report efficiencies to the IUC annually. See the 2011 IUC Efficiency Report.  As part of the budget process, divisions are required to achieve a specified percentage of expense savings, which is also required by the state of Ohio.

 5. D.2. The institution learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

Each of the planning documents discussed earlier positions the institution to respond to innovation and change, and to improve its effectiveness, capabilities, and sustainability.

CSU has learned from its financial ratios that it needs to improve cash reserves.  Based on information from various student surveys and the metrics contained in the University Fact Book, the institution has responded by implementing various programs and/or changing existing ones, such as the creation of the following:

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University College The College of Science and Engineering The Information Technology Plan Freshmen Programming Health and Wellness Initiatives

The University College, College of Science and Engineering, and Information Technology (IT) Plans, and freshmen programming are discussed in greater detail in Components 5.A. and 5.C. Due to CSU’s unique student population, additional support services are necessary to transition students successfully into higher education, and to provide the resources needed to aid in matriculation and degree completion.   Thus, the University College and other programs have been put into place.  The Information Technology plan, discussed previously, which calls for renovation of the campus network, classrooms, and laboratories in order to provide advanced instructional technology, will place the University on par with much larger institutions. A Health and Wellness Committee has been developed with representatives from Administration & Finance, Academic Affairs, Health Services, Student Affairs, Athletics, and Medical Mutual (CSU’s health benefit provider). It also includes student representation.  Health assessment data point to the areas where the campus community needs the most information and education.  The committee is charged with disseminating information relative to holistic health.  Education and fitness classes have been developed in response to health assessments. All of the above indicates that CSU continuously learns from its operational experiences and applies that learning to improve the institution overall and in its component parts.

Summary of Evidence for Criterion Five

Central State University meets Core Component 5A: The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future.

CSU is able to meet its current financial obligations and has future financial projections to address its long-term financial sustainability. The University’s fiscal health has strengthened each year during the last decade, as evidenced by an unqualified audit rating received from external auditors. Further, the University is poised for growth in the emerging STEM fields, due to increases in grant funding. The allocation of resources, based on strategic initiatives as developed by the Cabinet, ensures that academic quality is not adversely affected. The level of funding dedicated to Academic Affairs has increased over the last several years.

Strengths

There is an increased allocation of unrestricted funds to instruction. The reorganization of the Colleges allows for emphasis and growth in the STEM disciplines. Growth at the Dayton campus allows us to serve specific groups targeted in our mission

statement. In the last ten years, CSU has been very successful in increasing the percentage of faculty with

terminal degrees. CSU encourages and supports professional development of faculty and staff through various

programs described above.

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The University provides exceptional academic resources and supports, as well as a wide variety of environments, for enhancing student learning.

CSU is mission-focused, and has developed programs designed to enhance the learning of the population it serves.

CSU continues to adjust its structure in order to meet the needs of our unique population. The University’s colleges were realigned to separate the STEM program from the College of Arts and Sciences.

An International Scholar in Residence position was created to facilitate the growth of the international studies program.

A University College was developed in order to address the specific needs of incoming freshmen. The First Year Seminar, Early Start Program, academic advising, and tutoring are described in detail above. These initiatives are primarily funded by Title III.

Central State University meets HLC accreditation criteria Core Component 5B,which states: “The institution’s governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission.

In addition, the University has written policies and procedures to guide its governance and various processes. Policies and procedures are accessible to all members of the campus community, the public and other external constituencies. The Ohio Board of Regents provides oversight and facilitates review and approval of new academic programs based on statewide strategic goals. The Board of Trustees is comprised of a diverse membership with extensive experience in law, education, leadership, business, government, and community engagement, and is responsible for the legal conduct of the University and sets policy for all aspects of the institution. The President’s Cabinet consists of the Vice Presidents of each division, all of whom possess extensive experience in their respective areas.

CSU has maintained a good working relationship with unions. The process for selection of the Board of Trustees is robust; they are selected by the Governor.

Central State University meets HLC accreditation criteria Core Component 5C, which states: The institution engages in systematic and integrated planning.

As reflected throughout this component, the University engages in extensive planning, as led by its senior management. The strategic initiatives developed by the Cabinet are funded based on priority. The annual budget development processes is linked to long-range planning goals. Ongoing strategic planning at the divisional and institutional levels allows for reprioritization of goals and reallocation of resources when necessary or desirable, such as when the University experiences unanticipated reductions in state support. This planning also determines which additional initiatives will be funded in cases where higher than anticipated enrollment creates higher than budgeted revenue.

Through this process we are able to link processes and support systems across campus to make changes and improvements in our operations.  In the area of student learning funds were appropriated through the budget to fund Early Start, University College, and the College of Science and Engineering.  Key metrics such as retention, course completion and graduation point to needed investment in support services to improve these areas.  This information is provided regularly in board meetings and Cabinet, thus

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elevating our attention to these areas.  The assessment is also important to the institution because it is incorporated into our state funding allocation.  As a result, the budget office and the assessment office in Academic Affairs meet regularly to analyze and review the data.

Central State University meets HLC accreditation criteria Core Component 5D which states: The institution works systematically to improve its performance.

As previously stated, CSU evaluates its operations by comparative analyses with other institutions. Examples of these comparisons include: Sightlines – a comparison of our facilities operations with other institutions, and Shared Services – a study of back office procedures as compared with the other IUC schools. The University also regularly evaluates itself by comparison with peer institutions.

Believing that the health of our population directly affects performance, CSU has made concerted efforts to increase employee satisfaction and to improve the holistic health of the campus as a whole. The Health and Wellness committee promotes physical, spiritual, emotional and financial health.

CSU seeks to improve its operations by comparing itself to peer organizations. CSU participates in surveys than analyze our performance.

Challenges and Areas for Improvement

As previously stated, the University has had to increase its reliance on adjunct faculty. We are challenged with attracting/retaining qualified faculty due to our smaller size and lower tuition, as compared to other IUC institutions.

Unpredictable enrollment, budget challenges, and uncertainty in state funding combine to complicate the University’s allocation of fiscal resources to its educational mission.  Although the total number of faculty has increased in recent years, the size of the faculty is still not at the level that it should be.  There are several programs where only one faculty in a discipline is teaching that subject.  Moreover, the percentage of credit hours taught by full-time faculty has decreased over the past five years.  The University is making a concerted effort to increase the number of tenure track faculty.

Budgetary constraints affect the growth and services offered by all University organizations that support student learning and faculty development.  One particularly noticeable and significant example is the Hallie Q. Brown Memorial Library.  The increasing costs of subscriptions to journals and other scholarly publications have led to several reductions in the serial collection of the library.  In response, CSU has participated in the development of the Electronic Journal Center of OhioLINK, which added over one thousand full-text journal and periodical titles online to faculty and students.

The University recognizes the need for increased student involvement in the governance of the University and is addressing this accordingly by appointing students to serve on various committees.

Helping campus constituencies understand the budget development process continues to be a challenge. There has been a distrust of the budgeting process, due to the lack of understanding, especially among faculty and staff, whose view is that the University does not devote enough of

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its resources to core academic and staffing needs. The faculty and staff need to better understand the various sources of revenue and the allocation methodologies. In order to address this issue, the Budget Office is expanding the amount of information available to the University, via the website, through information shared during Town Hall Meetings, and the creation of the Budget Advisory Board, which includes representation from all of the divisions.

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CONCLUSION

As demonstrated in the Self-Study report and the evidence files and documents provided in the Self-Study Resource Room, CSU continues to meet Higher Learning Commission’s Criteria for Accreditation as the University continues to grow in student enrollment, improve its retention and graduation rates and become transformed into a 21st Century institution of Higher Education.

Criterion One:

As demonstrated by the evidence provided in Criterion One, CSU continues to publicly articulate its mission to make it clear to the public, its prospective and continuing students and parents and campus constituencies s through various means, including the University website, CSU catalog, the Student’s Right to Know website link and the CSU Portrait of the Voluntary System of Accountability.

Criterion One:

CSU Acts with integrity and with ethical and responsible conduct in all its operations. The University operates with integrity in financial, academic, personnel and auxiliary functions as demonstrated in the Self-Study report. Members of the governing board, administrative leadership team, faculty, staff and students are guided by policies and procedures approved through shared governance.

Criterion Three:

CSU supports teaching and learning by maintaining high quality in the programs offered, recruiting qualified faculty and staff to provide instruction and serve as academic support staff. It also provides adequate financial and technological resources to support learning. Faculty and staff are regularly evaluated for performance and are supported through training and professional workshops. Every student on the CSU campus is assigned a faculty advisor and faculty and instructional staff make themselves available to students when needed.

Criterion Four:

CSU continues to demonstrate responsibility for the quality of its educational programs, learning environment, and support services. It evaluates the effectiveness their effectiveness through regular evaluation of the faculty by students. Students are also surveyed about the quality of services they receive. Data from these assessments and evaluations are used for improvement.

Criterion Five:

CSU continues to meet its current financial obligations and has future financial projections to address its long-term financial sustainability. The University’s fiscal health has strengthened each year during the last decade, as evidenced by an unqualified audit rating received from external auditors. In addition, the University is poised for growth in the emerging STEM fields, due to increases in grant funding. The allocation of resources, based on strategic initiatives as developed by the Cabinet, ensures that academic

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quality is not adversely affected. The annual budget development processes is linked to long-range planning goals. Ongoing strategic planning at the departmental, college, divisional and institutional levels allows for reprioritization of goals and reallocation of resources when necessary. The implementation of the CSU’s Six Compelling Priorities will support effectiveness and efficiency of all campus operations on the main campus as well as the CSU-Dayton.

CSU recognizes the areas in which it has challenges and is making improvements to improve those areas. The University has provided a plethora of evidence in this Self-Study report and in the Self-Study Resource Room to demonstrate that “as Ohio’s only public Historically Black University, it continues to demonstrate that it is able to fulfill its Mission to “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).

The evidence contained in this Self-Study report and accompanying documents such as the Institutional Snapshot, Federal Compliance reports and efforts of the Board of Trustees, administrative leadership, faculty, staff and students in supporting CSU’s Mission provide strong evidence for the reaffirmation of CSU’s accreditation by the Higher Learning Commission of the North Central Association of Colleges and Schools.

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