Johns Hopkins University
Middle States Commission on Higher Education
Self-Study Report for the Accreditation Site Visit
Selected Topic Report:
The Challenge of Improving Undergraduate Education
in a Research Intensive Environment

 

Standard 1 — Mission, Goals, and Objectives
Fundamental Elements	Optional Analysis	Indicator / Evidence	Annotation
1. Relative to this standard, an accredited institution is characterized by: Clearly defined mission, goals, and objectives that: Guide faculty, administration, staff and governing bodies in making decisions related to planning, resource allocation, program and curriculum development, and definition of program outcomes;		CUE Final Report: Mission, p. 19 "Dimensions," p. 19 (Doc. 35) SPSBE Academic Policy Manual, 2003, pp. 4-6 (Doc. 1204) CUE Final Report: Mission statement (Doc. 35) SPSBE, Vision 2009 Core Values (Doc. 1200) UG Meetings, agendas, minutes (Doc. 1230) Contract packages to instructors (Doc. 1228) Undergraduate Studies Retreat Agenda – June 2001 (Doc. 1230)	"A Highly Effective Faculty Associate" sent to instructors with their letters of agreement as a statement of the goal we have articulated for faculty
2. Include support of scholarly and creative activity, at levels and of the kinds appropriate to the institution's purposes and character;		Faculty Appointments and Promotion Guidelines (Doc. 1218) Recommendations from the Appointments and Promotion Committee (Doc. 1207) Minutes of the Academic Council that reflect the approval of promotion recommendations. (Doc. 1207)
3. Are developed through collaborative participation by those who facilitate or are otherwise responsible for institutional improvement and developments;		Academic Council minutes, (Doc. 1207) Academic Policy Council minutes (Doc. 1207) Appointments and Promotion Committee decisions (Doc. 1207) Division of UG Studies monthly faculty meetings (Doc. 1230) PSL weekly division meetings and semi-annual faculty meetings (Doc. 1231)	Goals and objectives were developed at the initiation of the program by police managers, police chiefs, educational specialists, and other academicians
a. Are formally approved, publicized and widely known by the institution's members		PSL-goals and objectives are transmitted through the following: Faculty manual-semi-annual full faculty meetings with discussion of details of issues and processes (Doc 1231) Faculty submits detailed syllabi; coupled with in-class observations and student feedback, courses are continuously assessed to ensure that goals and objectives are being met (Doc 1222).	PSL is beginning to assemble student projects and may use pre and post knowledge tests. Evaluation form used to determine learning outcomes. New student orientation
b. Mission, goals and objectives that relate to external as well as internal contexts and constituencies		Promotions and Tenure Committee Decision (Doc 1207) Academic Council Minutes (Doc 1207) Conference presentations, see conference programs (Doc 1254) Dean's Leadership Council Meetings agendas and minutes (Doc 1211) Academic Policy Committee agendas and minutes (Doc 1207) Faculty Meeting agendas (Doc 1230 and 1231) Department meeting agendas (Doc 1230 and 1231) Faculty Review Process (Doc 1218) Academic Policy Committee minutes (Doc 1207) Academic Council agendas and minutes (Doc 1207) Undergraduate Studies Retreat Agenda (Doc 1230) PSL – MISSION – BRIEFING BOOK, SEC 1 PSL– GOALS – 3 (Doc 1233) SPSBE Catalog AY 03-04, p. 162 (Doc 1201) Objectives, SPSBE Catalog AY 03-04, p. 162 (Doc 1201) PSL mission, goals and objectives that relate to external and internal contexts and constituencies – value 1, and 3, briefing book, sec. 9 (Doc 1233) and Goal 2, SPSBE Catalog AY 03-04, p.162 (Doc 1201)
Institutional goals and objectives that are consistent with mission
Goals and objectives that focus on student learning, other outcomes, and institutional improvement		CUE Final Report mission dimensions (Doc. 35) UG competencies, pg 180 (Doc. 1201) SPSBE Catalog AY 03-04, Undergraduate Division Mission, p. 180 (Doc. 1201) Competencies (objectives) (Doc. 1201)
	In addition to the evidence inherent within or necessary to document the fundamental elements above, the following, although not required, may facilitate the institution's own analysis relative to this accreditation standard: Analysis of how institutional goals are applied at different levels within the institution and how the implementation of goals is coordinated Analysis of the processes used to develop goals and objectives for the periodic review of mission, goals and objectives Review of policies and processes used to disseminate mission and goals to new faculty, staff, students and members of the governing body and efforts intended to maintain awareness and commitment among continuing members of these groups Evidence of curriculum review used to change and improve educational programs, consistent with institutional values, purpose, and goals	Academic Policy Manual (Doc 1204) Department Meetings (Doc 1230 and 1231) Midterm Evaluations (Doc 1232) and IDEA Evaluations (Doc 1219)
Standard 8 — Student Admissions
Fundamental Elements	Optional Analysis	Indicator / Evidence	Annotation
Relative to this standard, an accredited institution is characterized by: Admissions policies, developed and implemented, that support and reflect the mission of the institution		See SPSBE Catalog AY 03-04 (Doc 1201) SPSBE Website (Doc 1215) Academic Policy Manual, pp. 4, 15-16 (Doc 1204)	Specific information regarding academic programs, content and any applicable testing or prerequisites are clearly stated and are readily available in the SPSBE Catalog AY 03-04, marketing materials, & SPSBE website . This information is also reviewed in detail during the mandatory admissions interview and optional prospective student interview. Specific program worksheets are reviewed extensively.
Admissions policies and criteria available to assist the prospective student in making informed decisions		See SPSBE Catalog AY 03-04 (Doc 1201) SPSBE Website (Doc 1215) Program Brochures (Doc 1234) Program Worksheets (Doc 1235) Admissions Checklist (Doc 1235) Subjective Rating Form (Doc 1235) that is being reinstated 8/1/03	Specific information regarding academic programs, content and any applicable testing or prerequisites are clearly stated and are readily available in the SPSBE Catalog AY 03-04, marketing materials, & SPSBE website . This information is also reviewed in detail during the mandatory admissions interview and optional prospective student interview. Specific program worksheets are reviewed extensively.
Accurate and comprehensive information regarding academic programs, including any required placement or diagnostic testing		SPSBE Catalog AY 03-04, p. 181-220 - program and course descriptions (Doc 1201) Admissions Checklist (Doc 1235) Subjective Rating Form (Doc 1235) Undergraduate Summary Worksheet (Doc 1235) Program worksheets for each of the four disciplines (Doc 1235)
Information on student learning outcomes available to prospective students		SPSBE Catalog AY 03-04, p. 180 (Doc 1201) UG Experience Survey (Doc 1236) and follow-up Senior Projects (Doc 1237)	Ten key areas of general learning outcomes and competencies as listed in SPSBE Catalog AY 03-04, p. 180 & p. 162 are reviewed during admission interview.
Accurate and comprehensive information, and advice where appropriate, regarding financial aid, scholarships, grants, loans, and refunds		SPSBE Catalog AY 03-04, pp. 29-35 (Doc 1201) SPSBE Website (Doc 1215) Financial Aid materials distributed to students during prospective student interviews, admission interviews, open houses (Doc 1238)	Information regarding financial aid, loans, grants and scholarship opportunities are made available in the SPSBE Catalog AY 03-04, pp. 29-35 and the SPSBE Website ,– (financial aid section) distributed by financial aid office at open houses and recruitments events and distributed in all recruitment materials
Published and implemented policies and procedures regarding transfer credit and credit for extra-institutional college-level learning		SPSBE Catalog AY 03-04, pp. 16-17 (Doc 1201) ARTSYS-Maryland System (Doc 1248) Articulation Agreements (Doc 1239) Academic Policy Manual, p. 16 (Doc 1204)	Transfer policy is made available in the SPSBE Catalog AY 03-04, pp. 16-17 and are communicated to students during the required admissions interviews
Ongoing assessment of student success, including, but not necessarily limited to retention, that evaluates the match between the attributes of admitted students and the institution's mission and programs			Periodic observation of all classes, student/advisor meetings and updates and student assessment survey in the development process Use of teacher and program evaluations
	In additional to the evidence inherent within or necessary to document the fundamental elements above, the following, although not required, may facilitate the institution's own analysis relative to this accreditation standard: Evidence of the periodic review of admissions catalogs, viewbooks, websites, recruiting and other relevant materials for accuracy and effectiveness		Catalog updated yearly Brochure updated as needed Website updated as needed, currently being redesigned to improve its effectiveness
	Review of the procedures that guide the admissions program and policies or guidelines regarding the type of information the institution makes known to potential students and the general public		Utilization of exit survey Improvement of website Coordination of various student support offices
	Evidence of periodic review of the accuracy and effectiveness of financial aid information, scholarship material, and academic advising materials	Financial aid procedures (Doc 1238)	Formal and informal ongoing review of academic advising material to meet needs of students
	Evidence of the utilization of information appropriate to the review of financial aid practices, to reflect whether practices adequately support admission and retention efforts		Implementation of ISIS will allow for better reporting and evaluation
	Evidence of the utilization of information appropriate to the review of student retention, persistence, and attrition, to reflect whether these are consistent with student and institutional expectations	SPSBE Student Satisfaction Survey (Doc 1249) UG Experience Survey (Doc 1236)	Use of Student Satisfaction Survey (first-year student survey, exit survey, Alumni Survey) Use of ISIS to chart students' experience from entry through graduation
	Evidence of the utilization of attrition data to ascertain characteristics of students who withdraw prior to attaining their educational objectives and, as appropriate, implementation of strategies to improve retention through changes in admissions criteria or procedures		Ongoing evaluation provided by Office of Student Affairs
Standard 9 — Student Support Services
Fundamental Elements	Optional Analysis	Indicator / Evidence	Annotation
Relative to this standard, an accredited institution is characterized by: A program of student support services appropriate to student strengths and needs, reflective of institutional mission, consistent with student learning expectations, and available regardless of place or method of delivery		SPSBE Catalog AY 03-04, pp. 56-60 (Doc 1201)	The SPSBE Office of Student Affairs provides a comprehensive program of student services as listed in the SPSBE Catalog AY 03-04, pp.56-60
Qualified professionals to supervise and provide the student support services and programs		Organizational chart (Doc 1205), resumes (Doc 1208)	A knowledgeable and qualified staff orchestrate well-developed and comprehensive student services
Procedures to address the varied spectrum of student academic and other needs, in a manner that is equitable, supportive, and sensitive, through direct service or referral		Advisement procedures (Doc 1255)	Through the coordinated efforts of the Office of Student Affairs and academic advisors, students are provided both formal and informal academic advisement and supporting services as needed
Appropriate student advisement procedures and processes		Advisement notes (Doc 1255)	Formal and informal evaluation (advisement session, Student Satisfaction Survey)
If offered, athletic programs that are regulated by the same academic, fiscal, and administrative principles, norms, and procedures that govern other institutional programs		N/A	No athletic programs are available
Reasonable procedures, widely disseminated, for equitably addressing student complaints or grievances		SPSBE Catalog AY 03-04, pp. .38-39, 43 (Doc 1201)	All SPSBE complaints and grievance policies are clearly addressed in the SPSBE Catalog AY 03-04, pp. 38, 39, 43
Records of student complaints or grievances		SPSBE Catalog AY 03-04, p. 47 (Doc 1201)
Policies and procedures, developed and implemented, for safe and secure maintenance of student records		Enrollment Management Procedures (Doc 1250)	Confidentiality of student information and record keeping are addressed in the SPSBE Catalog AY 03-04, p. 47
Published and implemented policies for the release of student information		SPSBE Catalog AY 03-04, pp. 47, 37 (Doc 1201)	Transcript requests, privacy rights of students, retention of records are addressed in catalog section
Ongoing assessment of student support services and the utilization of assessment results for improvement		Student Satisfaction Survey (Doc 1249)
	In addition to the evidence within or necessary to document the fundamental elements above, the following, although not required, may facilitate the institution's own analysis relative to this accreditation standard: Analysis of support services available to students, including any distinctions among physical sites or modes of delivery and the particular support services those sites/modes require (instructional technology support, library/learning resources support, etc.)
	Evidence of a structure appropriate to the delivery of student support services (organizational chart)
	Review of student handbooks, catalogs, newspapers, and schedules, including materials showing availability and explaining the nature of services (published in print and/or available electronically)
	Evidence of student grievances and resolutions, and review of such records to determine whether there are noteworthy patterns.
Standard 10 — Faculty
Fundamental Elements	Optional Analysis	Indicator / Evidence	Annotation
Relative to this standard, an accredited institution is characterized by: Faculty and other professionals appropriately prepared and qualified for the positions they hold, with roles and responsibilities clearly defined, and sufficiently numerous to fulfill those roles appropriately.		CVs of faculty and faculty associates (Doc 1251) Faculty approval forms (Doc 1218) Faculty meetings (Doc 1230 and 1231) Budget 2003-04 (Doc 1202) Promotion criteria (Doc 1218 and 1207) Faculty handbook (Doc 1240) Faculty contracts (Doc 1229)
Educational curricula designed, maintained, and updated by faculty and other professionals who are academically prepared and qualified.		Documentation of faculty meetings (Doc 1230) Documentation of meetings for specific discipline areas (Doc 1230 and 1231)
Faculty and other professionals, including Teaching Assistants, who demonstrate excellence in teaching and other activities, and who demonstrate continued professional growth		Course evaluations (Doc 1219 and 1232) Resumes (Doc 1251)
Demonstrated institutional support for the advancement and development of faculty		Faculty meetings with sessions related to training (Doc 1230 and 1231) Faculty handbook (Doc 1240) Faculty resource webpage (Doc 1206) Center for Teaching & Learning (Doc 1253) Blueprints mentoring program (Doc 1221) Excellence in Teaching awards (Doc 1252)
Recognition of appropriate linkages among scholarship, teaching, student learning, research, and service		Faculty presentations (Doc 1254)
Published and implemented standards and procedures for all faculty and other professionals, for actions such as appointment, promotion, tenure, grievance, discipline and dismissal, based on principles of fairness with due regard for the rights of all persons		Faculty promotion policies (Doc 1218) Academic policy manual (Doc 1204) Relevant Academic Policy Committee minutes (Doc 1207)
Carefully articulated, equitable, and implemented procedures and criteria for review of all individuals who have responsibility for the educational program of the institution		Course evaluations (Doc 1219 and 1232) Faculty Activity Report (Doc 1220)
Criteria for the appointment, supervision, and review of teaching effectiveness for part-time, adjunct, and other faculty consistent with those for full-time faculty		Faculty approval forms (Doc 1218) Midterm and final evaluation (Doc 1219 and 1232) Faculty handbook (Doc 1240 SPSBE Catalog AY 03-04 (Doc 1201)
Adherence to principles of academic freedom, within the context of institutional mission		Syllabi (Doc 1222) Program brochures (Doc 1234 SPSBE Academic Catalog (Doc 1201)
	In addition to the evidence within or necessary to document the fundamental elements above, the following, although not required, may facilitate the institution's own analysis relative to this accreditation standard: Evidence of faculty productivity in the scholarship of teaching as well as in discipline-specific research and scholarship and in the creation of knowledge, consistent with the institution's mission Analysis of the relationship between faculty characteristics and performance and student learning outcomes	Faculty Mentoring Project - Blueprint project (Doc )1221
	Review of results of implemented appointment, promotion, and tenure standards and procedures
	Evidence of dissemination of evaluation procedures and criteria	Midterm (Doc 1232) and final IDEA evaluation (Doc 1219) w/ accompanying letters to faculty
	Analysis of student evaluations of teaching	Midterm Evaluation Data (Doc 1232)
	Analysis of reports from faculty peer evaluations of teaching, scholarship and service
	Analysis of institutional practices for the appointment, supervision, and review of teaching effectiveness for part-time, adjunct, and other faculty on time-limited contracts	Faculty approval process (Doc 1218) Midterm Evaluation (Doc 1232) Blueprint project (Doc 1221)
	Analysis of the training, role, and effectiveness of graduate students who provide undergraduate instruction
Standard 11 — Educational Offerings
Fundamental Elements	Optional Analysis	Indicator / Evidence	Annotation
Relative to this standard, an accredited institution, whatever its mission, is characterized by the elements listed below. These elements also apply to all other educational activities addressed within Standard 13. Educational offerings congruent with its mission, which include appropriate areas of academic study of sufficient content, breadth and length, and conducted at levels of rigor appropriate to the programs or degrees offered		SPSBE Catalog AY 03-04 -Course descriptions in catalog (Doc 1201)	Programs which include both a breadth (42-45 credits, up to 18 credits of electives or industry prep courses) and focused education (60+ credits of upper-level concentration courses) appropriate to the specific discipline: business, information technology, interdisciplinary studies and public safety leadership.
Formal undergraduate, graduate, and/or professional programs – leading to a degree or other recognized higher education credential – designed to foster a coherent student learning experience and to promote synthesis of learning		SPSBE Catalog AY 03-04 (Doc 1201) SPSBE 2003-04 fall/spring schedule (Doc 1242) Sequencing of courses (PSL)	Programs with a specific structure and sequence, offered in standard format and cohort format SPSBE Catalog AY 03-04, pp. 172-174 (PSL)
Program goals that are stated in terms of student learning outcomes		SPSBE Catalog AY 03-04, p. 162 (PSL) (Doc 1201) Advisory group meetings Industry rep. meetings ATM/AITP Undergraduate I.T. Program recommendations	Program recommendations specified by professional organizations, program advisory groups, and 1 on 1 meetings with industry representatives
Periodic evaluation of the effectiveness of any curricular, co-curricular, and extra-curricular experiences it provides its students and utilization of evaluation results as a basis for improving its student development program and for enabling students to understand their own education progress		Course evaluations (Doc 1219 and 1232) Alumni feedback (Doc 1217) Faculty meeting agendas (Doc 1230 and 1231)	Informal discussions with students during the program Informal discussion with alumni Frequent in-class monitoring by program faculty and staff (PSL)
Learning resources, facilities, instructional equipment, library services, and professional library staff adequate to support the institution's educational programs		Library Support (Doc 1256)	JHU language lab Krieger Hall computer labs and internet connections Computer labs and internet connections at each facility Smart classrooms at each facility. (some deficiency at Homewood for smart classrooms) Library resources: electronic, print, staff all excellent and readily available to students and faculty
Collaboration between professional library staff and faculty in teaching and fostering information literacy skills relevant to the curriculum		Library Support (Doc 1256)	Input from MSEL staff on IL concepts and ideas in pilot program: MSEL staff [Andi Bartelstein, Heather Tapager] Regular support to students and faculty, all cohort classes receive instruction from library staff on how to obtain resources
Programs that promote student use of information and learning resources		Program goals and objectives: SPSBE Catalog AY 03-04(Doc 1201) Course syllabi (Doc 1222) Student assignments and projects (Doc 1237)
Provision of comparable quality of teaching/instruction, academic rigor, and educational effectiveness of its courses and programs regardless of the location or delivery mode		SPSBE Catalog AY 03-04 (Doc 1201) Course syllabi (Doc 1222) John Hopkins Information Technology Resources (Doc 1257) Course evaluations (Doc 1219 and 1232) Blackboard software (Doc 1258), Faculty CVs (Doc 1251	Computer labs and internet connections at each facility Smart classrooms at each facility. (some deficiency at Homewood for smart classrooms) Information Resources and Research Evaluation courses regular monitoring of classroom instruction
Published and implemented policies and procedures regarding transfer credit. The acceptance or denial of transfer credit will not be determined exclusively on the basis of the accreditation of the sending institution or the mode of delivery but, rather, will consider course equivalencies, including expected learning outcomes, with those of the receiving institution's curricula and standards. Such criteria will be fair, consistently applied, and publicly communicated.		SPSBE Catalog AY 03-04 (Doc 1201) Transfer work sheets (Doc 1235) SPSBE Catalog AY 03-04 (Doc 1201) Articulation agreements (Doc 1239) SPSBE Catalog AY 03-04, pp. 16-17 (Doc 1201) Academic Policy Manual, p. 16 (Doc 1204)
Policies and procedures to assure that the educational expectations, rigor, and student learning within any accelerated programs are comparable to those that characterize more traditional program formats		SPSBE Catalog AY 03-04 (Doc 1201) Course syllabi (Doc 1222) Faculty Handbook (Doc 1240)
Consistent with the institution's educational programs and student cohorts, practices and policies that reflect the needs of adult learners		SPSBE Catalog AY 03-04 (Doc 1201) Course syllabi (Doc 1222) Faculty Handbook (Doc 1240)	Cohort schedules
Course syllabi that incorporate expected learning outcomes		Course syllabi (Doc 1222) Syllabi (Doc 1222)
Assessment of student learning and program outcomes relative to the goals and objectives of the undergraduate programs and the use of the results to improve student learning and program effectiveness (see Standard 14)		Course evaluations (Doc 1219 and 1232)	Informal discussions with students during the program Informal discussion with alumni
	In addition to the evidence within or necessary to document the fundamental elements above, the following, although not required, may facilitate the institution's own analysis relative to this accreditation standard: Evidence of completed analytical reviews (of educational offerings) that address topics such as: 1. Appropriateness to institutional mission	SPSBE Catalog AY 03-04 (Doc 1201) Course syllabi (Doc 1222) Senior project (Doc 1237)
	2. Relevance to student goals, interests, and aspirations
	3. Clarity of educational goals and related strategies for assessing student achievement of those goals
	4. Provision of adequate time on task and information to learn and to practice the knowledge, skills, and abilities imparted by each program
	5. Provision of adequate balance between theory and practice, given programmatic and institutional goals
	6. Opportunity to integrate instructional and non-instructional experiences
	7. Opportunity for active student engagement in the learning undertaken
	8. Opportunity to practice and improve upon skills associated with the field of area studied
	9. Opportunity for collaborative learning and to work with others in the completion of learning tasks
	10. Provision of an atmosphere of inquiry where diverse backgrounds and perspectives are valued
	Review of results from the institution's implemented outcomes assessment plan
	Evidence of local and remote information resources, access structures, and technologies adequate to support the curriculum	SPSBE Technology Support (Doc 1257)	Computer labs and internet connections at each facility
	Evidence of information literacy incorporated in the curriculum with syllabi, or other material appropriate to the mode of teaching and learning, describing expectations for students' demonstration of information literacy skills	Conference presentation on Information Literacy (Doc 1254)
	Evidence of accessible reference tools to ascertain where relevant materials exist and are located	JHU Library Support (Doc 1256)
	Assessment of information literacy outcomes, including assessment of related learner abilities
	Evidence of trained instructional and reference staff, or other support services, available on-site or via remote access, to help students and teaching staff locate and evaluate information tools and resources	JHU Library Support (Doc 1256)	MSEL staff available at most facilities
	Evidence of an adequate policy and process, tailored to the mission and goals of the institution, for the development and management of information resources	JHU Library Support (Doc 1256)
Analysis of transfer trends and patterns, both to and from the institution
	Review of articulation agreements and analysis of their impact and effectiveness
	Review of the impact of transfer agreements or transfer acceptance mandates on the coherence and integrity of the institution's degree programs
	ADDITIONAL OPTIONAL ANALYSIS AND EVIDENCE FOR GRADUATE AND PROFESSIONAL EDUCATION
	Evidence of graduate and professional program goals and objectives that are well-defined, coherent, reflective of institutional mission, and consistent with the profession for which the program prepares students
	Review of the impact of graduate and professional programs on the overall resources of the institution
	Evidence of defined roles and responsibilities for graduate students, especially those who serve as undergraduate instructors and laboratory assistants
	Assessment of the training, role, and effectiveness of graduate students who provide undergraduate education
Standard 12 — General Education
Fundamental Elements	Optional Analysis	Indicator / Evidence	Annotation
Relative to this standard, an accredited institution is characterized by: A program of general education of sufficient scope to enhance students' intellectual growth, and equivalent to at least 15 semester hours for associate degree programs and 30 semester hours for baccalaureate programs (An institution also may demonstrate how an alternative approach fulfills the intent of this fundamental element.)		SPSBE Catalog AY 03-04, pp 181 (45 credit core curriculum) (Doc 1201) SPSBE Catalog AY 03-04 p. 180, ten competencies (Doc 1201) Program Worksheets for B.S. in Business & Management, IT, PSL, and Interdisciplinary Studies (Doc 1235) Articulation agreements (Doc 1239)	Map the 10 competencies on most commonly offered lower-level courses.
A program of general education where the skills and abilities developed in general education are applied in the major or study in depth		SPSBE Catalog AY 03-04 p. 180, competencies (Doc 1201) Syllabi (Doc 1222)
Consistent with institutional mission, a program of general education that incorporates study of values, ethics, and diverse perspectives		SPSBE Catalog AY 03-04 p. 180, competencies 4, 5, & 7 (Doc 1201) Syllabi (Doc 1222)
General education requirements assuring that, upon degree completion, students are proficient in oral and written communication, scientific and quantitative reasoning, technological capabilities appropriate to the discipline, and information literacy, which includes critical analysis and reasoning		ETS placement tests (Doc 1259) Syllabi (Doc 1222) Senior Projects (Doc 1237) Writing Checklist for Students and Evaluating Student Writing (Doc 1245) Center for Teaching and Learning (Doc 1253)	Oral and written communication Technology capabilities and quantitative reasoning Information literacy Statistics-based research
General education requirements clearly and accurately described in official publications of the institution		SPSBE Catalog AY 03-04 pp. 180, 181, 187 (Doc 1201) Information on SPSBE Website (Doc 1215) Program brochures (Doc 1234) Worksheets (Doc 1235) Articulation agreements (Doc 1239)
Assessment of general education outcomes within the institution's overall plan for assessing student learning, and evidence that such assessment results are utilized for curricular improvement		Student Writing checklist and handout on Evaluating Student Writing (Doc 1245) UG Competencies (Doc 1247) Senior project objectives (Doc 1237)
	In addition to the evidence within or necessary to document the fundamental elements above, the following, although not required, may facilitate the institution's own analysis relative to this accreditation standard: Evidence of institutional statements of the rationale supporting the curriculum and the benefits of a quality general education program; and evidence that this rationale has been communicated to students, parents, advisors, employers, and other constituencies	Notes from faculty meetings (Doc 1230) and 2001 retreat (Doc 1230) Catalog description of undergraduate programs (Doc 1201)	Liberal arts foundation important to a broad education that prepares student to change and adapt throughout all programs
	Analysis of statements of institutional mission, goals, or objectives relative to core knowledge and skills (general education)	CUE Final Report (Doc 35) SPSBE Catalog AY 03-04 p. 180 (Doc 1201)
	Analysis of statements of individual curricular or degree program goals/objectives relative to core knowledge and skills (general education)
	Evidence of institutional support for the general education program (administrative structure, budget, faculty incentives)	Center for Teaching and Learning (Doc 1253) Writing support provided by the Sheridan Libraries (Doc 1256) Blackboard resources (Doc 1258)	Institution of strong writing requirements throughout program of study Support offered through various websites throughout JHU and SPSBE
	Evidence of curriculum review processes that include general education components	Minutes of Academic Policy Committee (Doc 1207) Meetings to discuss UG scheduling (Doc 1230)
Standard 14 — Assessment of Student Learning
Fundamental Elements	Optional Analysis	Indicator / Evidence	Annotation
Relative to this standard, an accredited institution is characterized by: Articulated expectations of student learning at various levels (institution, degree/program, course) that are consonant with the institution's mission and with the standards of higher education and of the relevant disciplines		Vision 2009: A Working Document and the January 2003 Progress Report for the Division of Undergraduate Studies (Doc 1200) SPSBE Catalog AY 03-04, p. 180 (Doc 1201)	Identified undergraduate competencies are aligned with school core values and the institutions mission dimensions for undergraduates Undergraduate Competencies are listed in the SPSBE Catalog AY 03-04 and in the process of being incorporated into all programs and their respective courses
A plan that describes student learning assessment activities being undertaken by the institution, including the specific methods to be used to validate articulated student learning goals/objectives		Faculty Retreat minutes (May 5, 2003), Faculty Meetings minutes (June 6 and 25, 2003), and Department Meetings (Doc 1230) Faculty Development Seminar (October 19, 2002) (Doc 1246) Faculty Mentoring Project/Blueprints Presentations (May 15, 2003) (Doc 1221)	Describes the process of aligning the course objectives with the program, school, and institution goals Faculty attended a session by Jay McTighe on Understanding by Design instruction Faculty presentations on the incorporation of assessment-based instruction into their course
Evidence that student learning assessment information is used to improve teaching and learning		Individual course syllabi (Doc 1222) Midterm Feedback Forms (Doc 1232) and communications with faculty IDEA Forms and records (Doc 1219) Advising Records (Doc 1235)	Course syllabi beginning to reflect assessment-based instruction Midterm Feedback forms are given and reviewed by the Program Directors and the division director. All faculty receive feedback in addition to the forms. Serious issues receive immediate intervention by the Program Director. IDEA process used to assess the experience of students against the value of the course as determined by the instructor.
Documented use of student learning assessment information as part of institutional assessment		IDEA Forms and records (Doc 1219)	IDEA process used to assess the experience of students against the value of the course as determined by the instructor. All faculty receive feedback in addition to the forms. Serious issues receive immediate intervention by the Program Director and/or the division director
	In addition to the evidence within or necessary to document the fundamental elements above, the following, although not required, may facilitate the institution's own analysis relative to this accreditation standard:	IDEA Forms and records (Doc 1219)	IDEA process used to assess the experience of students against the value of the course as determined by the instructor. All faculty receive feedback in addition to the forms. Serious issues receive immediate intervention by the Program
	Evidence of assessment approaches that derive from the institution's mission and which might incorporate such outcomes as cumulative learning, analytical and information skills, specific competencies, knowledge and cognitive abilities, student attitude development and growth, life skills, student activity involvement, and physical skills and techniques		Director and/or the division director.
	Analysis of assessment results including: 1. Where applicable, basic skills development programs	Syllabi (Doc 1222)	Assessments of math abilities determine student's placement or recommendation to enroll in remedial courses.
	2. Subject area knowledge	Program competencies (Doc 1247) Course syllabi (Doc 1222)	Course assignments and grading
	3. Development of general education and lifelong learning skills
	4. Attitudes and values that relate to the mission of the institution and to the programs of study	Undergraduate Competencies (Doc 1247) Department Meeting minutes (Doc 1230)	Course assignments and grading Department meetings focused on student writing and research skills Course assignments aligned with institution and school mission
	Analysis of direct and indirect indicators of student achievement such as persistence and graduation rates, student satisfaction and other evidence of student goal attainment, licensure examination results, alumni satisfaction and achievement, including consideration of parity of outcomes across different student groups	Undergraduate Competencies (Doc 1247) Student enrollment and graduation records (Doc 1250) Cohort completion rates (Doc 1250)	Cohort student groups have an accelerated graduation rate with a reduced withdrawal rate
	Analysis of results from a variety of assessment strategies, including standardized tests, local comprehensive tests, course-embedded assessment, self-reported measures, and portfolio assessment	SPSBE Student Satisfaction Survey (Doc 1249)	SPSBE receives consistently high satisfaction results from this survey
	Analysis of course, department or school reports on classroom based assessment practices and their outcomes, including grading approaches and consistency	Syllabi (Doc 1222) Faculty Meetings (Doc 1230 and 1231)	Faculty meetings are designed to address consistency issues and to constantly improve instruction and its assessment The Senior Project has been redesigned to ensure consistency and to enhance research skills as appropriate to each discipline
	Evidence that assessment findings are used to: 1. Assisting faculty in the improvement of their learning 2. Assisting faculty in the improvement of curricula and instructional activities 3. Assisting in reviewing and revising academic programs and support services 4. Assisting in planning, conducting, and supporting professional development activities 5. Assisting in planning and budgeting for the provision of academic programs and services	Faculty meeting minutes on grading rubrics, writing assignments (Doc 1230 and 1231) Senior project examples and guidelines (Doc 1237) Faculty meeting minutes reflect focus on topics related to faculty development (Doc 1230) Faculty Development opportunities through the Center for Teaching and Learning (Doc 1253) Faculty Mentoring Project/Blueprints Documents (Doc 1221) IDEA forms and feedback (Doc 1219) Division Faculty Blackboard Site (Doc 1258) Faculty Website (Doc 1260) School and Division budgets (Doc 1202)	Faculty development focused on issues that emerge from assessments is a component in every program and division meeting This project prepares faculty to develop assessment based courses Faculty are supported by their Program Directors to continuously enhance instruction and to utilize more authentic assessments Resources are available through the Center for Teaching and Learning and through the Division for the improvement of their courses and for ensuring that the course learning goals are aligned with the program, division, and institution goals. A continuous program monitoring and evaluation approach is employed to continuously improve instruction and support. Funds are available on the school and program-level to support identified professional development activities. Budgets adjusted to meet identified needs.

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Last updated 20Feb04 by dgips@jhu.edu