CHAPTER 3 Accomplishing the Mission CHAPTER 3 Accomplishing the Mission Criterion 3: The Institution Is Accomplishing Its Educational and Other Purposes Introduction The University mission statement identifies six major purposes: Integration of Teaching, Scholarship, and Service; Teaching and Learn- ing; Research and Scholarly Activity; Access and Diversity; Connections with the Community; and Institutional Environment. Part I of this chapter summarizes the accomplishment of these purposes within the context of each college and the School of Graduate Studies. Part II presents additional evidence that the University is accomplishing its purpose of teaching and learning. That review includes an evaluation of general education, the honors programs, outcomes assessment, the evaluation and support of teaching, and academic standards. Part I11 examines research and scholarly activity. Part IV addresses the ways YSU connects with the community through the Metropolitan College, the Public Service Institute, and other outreach activities. Examples of the integration of teaching, scholarship, and service are presented in Part V. This chapter also examines services to students and support for the development of staff, faculty, and administration. The accomplish- 5-2 NORTH CENTRAL ASSOCIATION SELF STUDY - ment of Purpose %Access and Diversity-is addressed primarily in Chapter 7: Integrity. Evidence that the sixth area of purpose-Institu- tional Environment-is being accomplished is presented in Chapter 2: Resources and in Chapter 7: Integrity. Part I: Academic Programs The University's academic programs are offered by the College of Arts and Sciences, the Williamson College of Business Administration, the Beeghly College of Education, the Rayen College of Engineering and Technology the College of Fine and Performing Arts, the College of Health and Human Services, and the School of Graduate Studies. Within these units, there are 38 departments and schools offering more than 100 undergraduate majors and 25 graduate programs. The following college profiles illustrate the shared sense of purpose that unifies diverse fields of study at YSU. COLLEGE OF ARTS AND SCIENCES Mission and Overview Faculty of the College of Arts and Sciences are equally committed (1) to meeting the specialized educational needs of students enrolled in its more than 40 associate, bachelor's, and master's degree and certifi- cate programs, and (2) to providing highquality instruction for all YSU students seeking to fulfill the liberal arts or general-education compo- nent of their education. Seventy to 75% of the classes in the College of Arts and Sciences are taught by full-service faculty, 96% of whom hold earned doctorates. Particularly in the last four years, A&S faculty have defined and demonstrated higher expectations for achieving excellence in teaching. Increasingly, faculty measure excellence in teaching by outcomes rather than inputs. While content remains the foundation of all instructional course work, faculty encourage students to explore their own powers of discovery; to apply their knowledge and experience in realistic and productive ways; and to view their educational experience not as narrow mastery of one field but rather as broad and inclusive exposure to a range of scientific, societal, and humanistic areas of inquiry. Faculty seek to teach by example, demonstrating the integration of teaching and learning with scholarship and service that the faculty see as fundamental to the life of the educated person. They provide assign- ments and occasions for students to experience connections between CHAPTER 5: ACCOMPLISHING THE MISSION 5-3 their academic courses of study and the lives they will lead after graduat- ing from the University. As part of their commitment to excellence in teaching, faculty in the 15 departments of the College also serve as advisors, mentors, and career counselors, working closely with students, collectively and individually, in and out of the classroom, through the Individualized Curriculum Program and other academic initiatives and support programs to help students meet their educational goals. Accomplishment of Purposes Since 1993, the College of Arts and Sciences has made substantial progress in achieving excellence in each of the six purposes identified by the University mission. Annual reports of the College and faculty portfo- lios for tenure and promotion provide many more examples than can be included here. Faculty portfolios contain impressive examples of the integration of teaching, scholarship, and service; of individual excellence in each of the areas; and of the interconnectedness of department, Col- lege, and University missions. Purpose 1: Integration of Teaching, Scholarship, and Service Centers. The College has established six centers that integrate teach- ing, scholarship, and service in their missions: the Center for Biomedical and Environmental Research; the Center for Environmental Studies; the Dr. James Dale Ethics Center; the Center for Historic Preservation; the Poetry Center; and the Center for Working-Class Studies. The Center for Environmental Studies offers a degree program. Established with a strong outreach component, it draws on the expertise of faculty not only in the College of Arts and Sciences but also in the Colleges of Engineering and Business. Internships in research laborato- lies or in the field are integral to the students' academic program. The Center for Environmental Studies is a partner in one of the three Presi- dential Academic Centers for Excellence in Research (PACER) and is also connected to the Center for Biomedical and Environmental Research. The Center for Historic Preservation, which also received a PACER award, is integral to an undergraduate major and a graduate-certificate program offered by the Department of History, providing internships for students in community and regional preservation projects. The outreach work of the Dr. James Dale Ethics Center-which includes national conferences on ethics; workshops for health-care, legal, and other profes- sionals; a campus newsletter; numerous books and publications; and community-based student internships-is partially supported by an endowment of $250,000. COLLEGE OF ARTS & SCIENCES DEPARTMENTS Biological Sciences Chemistry Computer Science and Information Systems Economics English Foreign Languages and Literatures Geography Geology Histoly Mathematics and Statistics Philosophy and Religious Studies Physics and Astronomy Political and Social Science Psychology Sociology and Anthropology FALL QUARTER 1997 Major Headcount ................. 3,365 ......... Student Credit Hours 80,082 Full-Time Faculty FTE ....... 183.82 ProfessionaVAdministrative ........................ Staff FTE 20.63 Classified Support Staff FTE ........................ 21.00 While these centers have significantly increased the teaching, schol- arship, and service of the College, increased applied-learning opportuni- ties for students, and made the campus visible to national and interna- 5-4 NORTH CENTRAL ASSOCIATION SELF STUDY - tional audiences, they have made little demand on University resources. Most if not all of the centers are expected to become self-supporting in the near future; several have the potential to support academic programs in sponsoring departments. Brochures outline the purposes and activities of the centers in greater detail. Outreach and Partnerships. The centers and departments sponsor numerous speakers for students, faculty, and the public. Another signifi- cant outreach effort showing the integration of teaching, scholarship, and service is the work of A&S faculty with teachers and students of regional schools. This work, which has been integral to the College since the 1970s, has grown in the past decade. In 1996-97, seven competitions sponsored by A&S departments brought more than 5,000 junior and senior high school students to campus: the English Festival, Tri-County Journalism Day, History Day, Lake to River Science Fair, Physics Olym- pics, Mathematics 24 Challenge, and Model United Nations. In addition, Ward Beecher Planetarium programs were attended by 6,100 students. In-service education events and materials for area teachers include an annual national Conference for Teachers of Foreign Languages and Litera- tures and a Chemistry Day for high school teachers; sponsorship of organi- zational networks to facilitate collaboration between area high school and college faculty; and publications and materials for use in K-12 classrooms. Special projects have been funded by grants from the Ohio Board of Re- gents, the National Science Foundation, the National Endowment for the Humanities, the Ohio Humanities Council, Project Discovery, and the Martha Holden Jennings Foundation. The Department of English has received three national awards for its high school/college partnerships. Purpose 2: Teaching and Learning Dialog on Teaching. In 1994, the College established the Master Teacher Program to develop a College-wide dialog on teaching. In addition to leading pedagogical discussions within their home departments, Master Teachers have developed College-wide programs each year and a University-wide Conference on Distance Education in winter 1998. The conferences in 1997 and 1998 focused on technology in the classroom, a priority the College has been supporting through teaching-enhancement funds and faculty-development reassigned-time proposals as well. As a result, a number of faculty have developed expertise in using computers as an aid to classroom instruction and a tool for distance learning. Another significant contribution to the College dialog on teaching is a quarterly newsletter, The Art and Science of Teaching. Begun in 1995, it features articles by College faculty about issues regarding teaching and learning. Instructional Technology. In the past three years, reforms in the pedagogy and content of science education have been supported by NSF Instructional Laboratory Instrumentation (ILI) grants totaling more than $750,000, increasing dramatically the research-based experiences of students. YSU is one of the few undergraduate institutions in the country CHAPTER 5: ACCOMPLISHING THE MISSION 5-5 in which students can get hands-on experience with a high-field Nuclear Magnetic Resonance spectrometer. One of the ILI grants supports estab- lishment of a computer teaching lab for the Department of Mathematics and Statistics. Through grants and University equipment funds, the College now has more than 20 computer labs, which faculty employ in a variety of ways to support department programs and curricular objectives. As of this academic year, all students are introduced to word process- ing, electronic communication, and online research in the required two-course composition sequence. The Departments of English and of Computer Science and Information Systems have collaborated in design- ing and teaching these courses. Faculty from all colleges and disciplines are now being invited to team-teach the second course. It is hoped that this collaborative effort will become a faculty-development tool for writing across the curriculum and for the use of computers as a tool for learning. Syllabi, assignments, and materials from the composition program are shared with faculty in Ohio and throughout the nation via two Web sites, one funded by an OhioLINK grant and the other through the composition program's selection as an Epiphany Site-a nationwide program, spon- sored by the Annenberg Corporation and the American Association of Higher Education, for the use of technology in the writing classroom. General Education. The redesign of the two-course English composi- tion sequence embraces several of the University's most basic general- education goals. Both courses aim to teach students to write and speak effectively, to reason critically, and to use word-processing and electronic- communication and retrieval skills that are part of general-education goals I, 2, and 3 (see the General Education section in this chapter of the self- study report). The content chosen by instructors also supports other general-education goals, such as those about social and political institu- tions, diversity in America, understanding and appreciating the environ- ment, or developing moral reasoning. The College has initiated the rede- sign of other portions of the curriculum offered for general-education credit, including the-joint development of an investigative laboratory- science course in which the content will vary according to the discipline of the faculty member teaching the course. Also, the College is developing a course in college-level mathematics and statistics for students who do not have a calculus requirement for the major; redesigning the foreign lan- guage elementary and intermediate-level courses as proficiency-based courses integrating speaking, reading, and cultural studies; and-through American Studies and other departmental special topics classes-fostering team teaching and cross-disciplinary course development. COLLEGE OF ARTS & SCIENCES CENTERS AND PROGRAMS American Studies Black Studies Center for Biomedical and Environmental Research Center for Historic Preservation Dr. James Dale Ethics Center Environmental Studies Foreign Languages Learning and Resource Center Mahoning River Basin Research Center Math Assistance Center Peace and Conflict Studies Poetry Center Women's Studies Center for Working-Class Studies Writing Center FACILITIES Cushwa Hall DeBartolo Hall Engineering Science Building Harry Meshel Hall Ward Beecher Hall Program Review and Development. In 1996, four departments com- pleted a self-study and an outside review as part of the University's program-review process. Those departments will complete the five-year internal review process this year, and five additional ones will begin the process. An outcomes approach to assessment of student learning has been initiated by all departments. 5-6 NORTH CENTRAL ASSOCIATION SELF STUDY -. New programs introduced since 1994 include a major in Environmen- tal Studies; Certificate Programs in Ethics, Historic Preservation, and Teaching English as a Second Language; and a minor in Statistics. Exten- sive revision of Computer Science and Information Systems was under- taken when the two departments merged and then merged with a third, Business Information Systems, which then revised programs into Office Information Systems, a two-plus-two program. Student Participation. Funds provided by the Youngstown State University Foundation for undergraduate and graduate student partici- pation in state and national conferences have helped support an increase in students involved in research and the practice of their discipline. The College maintains strong connections with the Council for Undergradu- ate Research. The College has also significantly increased graduate assistantships, particularly in Biological Sciences, Chemistry, and En- glish, all of which, as well as the Department of Mathematics and Statis- tics, have strong formal training programs for graduate teaching assis- tants. All departments have internships; the Departments of Computer Science and Information Systems, English, Mathematics and Statistics, Political Science, and Sociology and Anthropology-along with the Centers for Environmental Studies, Ethics, and Historic Preservation- have the most mature programs. The first internship at the Washington Center, in Washington, D.C., will be served by an A&S student this year. Teaching Awards. In addition to the numerous faculty from Arts and Sciences who have been awarded Distinguished Professorships in Teach- ing, a faculty member in Mathematics and Statistics and three in English have been selected by their respective state organizations as outstanding college educators; one faculty member from English has been posthu- mously elected into the Ohio Women's Hall of Fame; and a faculty member from Geology was awarded the Ohaus Award for College Science Teaching. Faculty selected for national fellowships and programs sponsored by NEH, NSF, and Project Next of the Mathematical Associa- tion of America have also significantly increased since 1993. Purpose 3: Access and Diversity The establishment of an endowed professorship in Islamic Studies, along with minority hires in departments, has increased the numbers from underrepresented groups in the College. For example, the Depart- ment of Mathematics and Statistics has hired two women, one of whom just received tenure, and an African American male. Chemistry added two more women faculty, one of whom is African American. History hired two black minority faculty members, and one of the replacements in the Department of English is a minority hire. As of fall 1997, minority students constituted 10.86% of the College's student population, com- pared to an overall University average of 9.55%. Women science faculty have become active in the Women's Studies Program and will hold the first YSU Women in Science Career Day for senior high students, parents, and counselors this spring. The College has also sought to invigorate the CHAPTER 5: ACCOMPLISHING THE MISSION 5-7 Black Studies Program through the appointment of a very active faculty advisory committee. Collaborative programs with institutions outside the United States, study- and travel-abroad programs, Fulbright faculty fellowships, and participation in international conferences have sharply increased. The Bahamian Field Station was established in 1987, and more departments are incorporating field experiences there for their students. A joint Ph.D. program in Mathematics has been established with Rhodes University, and a joint master's program in Economics has been negotiated with Changchun Taxation College in China. The College works closely with the Center for International Studies and supports it through partial reassignment of a faculty member to establish and direct the English as a Second Language program. The services of the Foreign Languages Learning and Resource Cen- ter-whose director also serves as a College resource for the use of computers and technology in the classroom-have expanded, as have the services of the Mathematics Assistance Center and the Writing Center. English composition and Mathematics faculty have been active in devel- oping a summer bridge program for underprepared students. Purpose 4: Research and Scholarly Activity Increases in scholarly activity are evident in both publications and grants. For example, faculty in the Departments of English, History, Mathematics and Statistics, Philosophy and Religious Studies, Psychol- ogy, and Sociology and Anthropology published 25 books in 1996-97, a significant increase over the previous year both in numbers of books produced and in the departments represented. Grants from outside agencies-which totaled less than $100,000 ten years ago-exceeded $1.1 million for 1996-97 (excluding individual fellowship awards) and have already passed $750,000 for this fiscal year. The CEA Critic and Forum, College English Association publications, and English Journal, a National Council of Teachers of English publica- tion, are international scholarly publications edited by A&S faculty. All faculty are expected to maintain an active scholarly agenda, and the number of participants presenting papers at scholarly conferences and serving in various capacities for state and national professional organiza- tions speaks well for the future of the College. The College annual report contains a complete listing of scholarly publications, and individual and department records can be checked there. Two of the three PACER grants went to A&S departments (see Cen- ters under Teaching and Learning), and the third supports the develop- ment of Photonics research in the Department of Physics and Astronomy. The College has sponsored international conferences each year since 1993, two by the Center for Working-Class Studies. The conferences included sessions for the general public and are thus serving to increase 5-8 NORTH CENTRAL ASSOCIATION SELF STUDY - the interaction of YSU faculty with the public as well as with faculty from other institutions. In addition to papers at conferences in England, Ger- many, and various parts of the United States, the faculty of the Center for Working-class Studies have developed a very active publishing agenda that is leading a new area of research and scholarship. Purpose 5: Connections with the Community The establishment of Community Partners, an advisory board of 14 members drawn from law, government, banking, business, and medicine to assist the college in establishing internships and work-force educational programs; numerous other programs mentioned under the Integration of Teaching, Scholarship, and Service, including an overwhelming number of college/school collaborations and partnerships; publications for the com- munity, one of which resulted in an award by the Ohio Association of Historical Societies and Museums to a Department of History faculty member for Outstanding Achievement; service on community boards and directorships; the consulting of individual faculty members; classroom projects, faculty research, and program internships-all show overwhelm- ing evidence of the involvement of A&S faculty with the community. Purpose 6: Institutional Environment Collaboration is an important and conspicuous feature of the College of Arts and Sciences. Some examples of the results of such collaboration include (1) programs in Environmental Studies and Working-class Studies, with the Colleges of Engineering, Fine and Performing Arts, and Business; (2) three national conferences sponsored jointly with faculty from the Colleges of Fine and Performing Arts and Business; (3) Eisenhower grants for proposals developed jointly with College of Education faculty; (4) revitalization of American Studies, an interdiscipli- nary program, and establishment of an endowment; and (5) an Environ- mental Studies grant to sponsor public discussions based on the YSU Theater production of Henrik Ibsen's Enemy of the People. The College of Arts and Sciences also furnishes leadership for many University committees. The chairperson of the Academic Senate is an A&S faculty member, and at present the chairpersons of the Academic Standards Committee, the University Curriculum Committee, and the Academic Programs Committee come from the College. College faculty serve both as director of Faculty Relations (a position excluded from the bargaining unit) and as president of the YSU-OEA. The faculty of the Department of Computer Science and Information Systems work over- time assisting faculty, staff, and the various units on campus to meet their computing and technology goals. Faculty and administration in this College are committed to the institution, its students, and the community. They are working hard to achieve its mission. CHAPTER 5: ACCOMPLISHING THE MISSION 5-9 Strengths, Challenges, and Vision for the Future Strengths. A distinctive and powerful strength of the College of Arts and Sciences is the degree of cooperation and collaboration among its own departments as well as with departments from other colleges. These collaborative efforts foster a collegia! atmosphere among faculty and staff, which leads to continued investigation of ways courses and pro- grams can be improved. College faculty have developed creative and effective ways to inte- grate their three classic areas of responsibility: teaching, scholarship, and service. One of the most evident examples of this integration is the dramatic increase in grant funding for projects directly related to enhanc- ing the educational experiences of students. Challenges. To sustain and improve the quality of programs and its support for the University's mission, the College of Arts and Sciences believes it is important to make progress in the following areas: Complete the revision of the general-education requirements and develop courses to fulfill the goals already passed, creating coher- ence among the offerings and eliminating the market-basket approach for which the University was criticized. Secure adequate levels of funding for faculty and staff posi- tions (currently the Department of Computer Science and Information Systems uses limited-service instructors for 43% of classes; English, 53%; Foreign Languages, 34%; Sociology and Anthropology, 41%). Continue the allocation of fees to the departments and colleges to support student laboratories. Integrate service learning into general education and the majors and minors. Establish internships for all students who desire them. Complete curriculum revision and pedagogical reform to an outcomes-based model. Develop an effective minority recruitment and retention plan and an academic program to reflect the numbers and contributions of African Americans in the local community and the nation. Institute effective recruitment and retention plans. Complete the integration of technology into the curriculum. The Future. The College has a very full agenda to complete the conversion to a semester system in fall 2000 and to implement a new set of general-education requirements, especially given shortages in support staff and faculty in certain programs and the lack of uncom- mitted resources. 510 NORTH CENTRAL ASSOCIATION SELF STUDY COLLEGE OF BUSINESS ADMINISTRATION DEPARTMENTS Accounting and Finance Management Marketing CENTERS Center for International Business Center for Working-Class Studies The College of Arts and Sciences supports the University mission by providing strong programs of study in its disciplines, while offering the bulk of service and general-education courses for all programs. It does so with the benefit of faculty who recognize and support collaborative efforts both within the College and among colleges. The integration of teaching, scholarship, and service is an important part of every faculty member's duties. The University and in particular its students benefit from the efforts and achievements of the faculty of the College. WILLIAMSON COLLEGE OF BUSINESS ADMINISTRATION Mission and Overview The Williamson College of Business Administration strives to provide a broad professional business education that prepares students for productive and fulfilling careers and that lays the foundation for self- development and progress toward positions of increasing responsibility. The WCBA emphasizes a student-centered teaching-learning process and the application of theory to practice. The College is committed to the integration of teaching, scholarship, and service. It offers associate, bachelor's, and master's degrees in business and strives to offer a se- lected group of niche programs that meet the needs of stakeholders. The WCBA serves the regional business community. Recognizing that many students are working while going to school, the College is committed to maximizing accessibility to education. Since the WCBA is primarily an undergraduate college, teaching is the first priority-followed by applied scholarship/instructional development and service. Accomplishment of Purposes Youngstown State University and the Williamson College of Business Administration are guided in the planning and goal-setting processes by the six purposes and 13 strategies outlined in YSU 2000. The activities of the WCBA are consistent with the College's mission and that of the University. Inherent in the WCBA mission to "prepare students for rewarding and fulfilling careers" and to provide an "emphasis on the application of theory to practice" is the commitment to interact in a meaningful way with the regional business community. Purpose 1: Integration of Teaching, Scholarship, and Service The integration of teaching, scholarship, and service is a natural extension of the WCBA mission to apply theory to practice, to serve the CHAPTER 5: ACCOMPLISHING THE MISSION 5-11 regional business community, and to prepare students for productive and fulfilling careers. Examples of this integration include the involve- ment of students and faculty in the Voluntary Income Tax Assistance (VITA) Program; the involvement of undergraduate and graduate students in faculty research projects; and the involvement of Account- ing faculty in the design and delivery of continuing-education courses for the accounting community. To reinforce the application of theory to practice and to provide students with career-related experience, the WCBA has placed a high priority on student internships and cooperative education. The College has a long history of placing students in internships. To support this priority, the WCBA has a full-time Professional Practice Program coor- dinator who works closely with the academic departments to establish internships and place student interns. During 1996-97,130 business majors served internships in the regional business community. To increase the visibility of the Professional Practice Program and to increase the number of students placed in internships, two successful programs were initiated in fall 1997. On October 30, the Professional Practice Program sponsored Interview Day. This program brought 22 employers to campus to interview business and engineering students for internships and cooperative education placement. In November, the University sponsored two resource programs for members of the busi- ness community. More than 130 individuals attended this program to learn more about bringing internship and cooperative education stu- dents into their organizations. Purpose 2: Teaching and Learning Teaching-Learning Enhancement. Teaching-learning enhancement and support for the professional development of business students have always been priorities for the WCBA. During the last few years, the following activities have been initiated to enhance the educational expe- rience of students: a new required course for all business students (BUS 500ÑTh Dynamics of U.S. and Global Business); increased emphasis on internships and cooperative education; Pride Week, a week-long series of guest speakers on current issues and careers in business; integration of professional-development experiences into course requirements; initia- tion of "Building Your Professional Network"; and Accounting Student- Practitioner Day. The heightened emphasis on the "application of theory to practice" has been demonstrated through increased team projects, business presen- tations, computer applications, and student consulting projects for regional businesses. Increasing the relevance of business education and COLLEGE OF BUSINESS ADMINISTRATION FALL QUARTER 1997 ................. 1,817 Student Credit Hours ......... 10,646 Full-Time Faculty FTE ......... 39.83 Professional/Administrative Staff FTE .......................... 8.92 Classified Support Staff FTE .......................... 5.00 FACILITIES Williamson Hall building partnerships with the business community are critical to the academic and professional preparation of business students. 5-12 NORTH CENTRAL ASSOCIATION SELF STUDY -. To promote teaching excellence and innovation, the College supports the Peer Review of Teaching effort in the Department of Accounting and Finance; quarterly faculty-development workshops; use of formative feedback; a pilot program in which members of the Student Leadership Council collect feedback on courses and teaching effectiveness; and increased faculty-development funding. Program Development. Program review and development have been areas of emphasis since the early 1990s. Since then, the undergraduate business core has been revised; each major has been revised; the M.B.A Program curriculum has been revised; new Individualized Curriculum Programs in International Accounting and Finance, International Man- agement, and International Marketing have been developed; and an Executive M.B.A. Program has been initiated. In addition, the Profes- sional Practice Program and the Advising Center have expanded their programming and services. The Professional Practice Program has become more integrated with the academic programs, and the Advising Center has expanded its focus to include aggressive retention strategies and building relationships with community colleges. Instructional Technology. Since 1994, the Williamson College of Business Administration has greatly improved the computer resources available to faculty, staff, and students. Two small labs containing up- graded XTs were available in Williamson Hall prior to 1994-95. During 1994-95,17 pentium computers were provided to faculty members, and a new computer lab containing 18 pentium computers was created. Before the 1996-1997 academic year, two new computer labs were created, bringing the total number of pentium labs to three. To guide the effective use of resources and to support the teaching, scholarship, and service goals of the colleges, the Division of Academic Affairs implemented a technology-planning process in 1996. As a result of this process, the WCBA developed a technology plan that identifies the College's technology goals and corresponding hardware, software, personnel, and faculty-development needs. This plan, revised in 1997, will be updated annually. Decisions regarding resource allocation, in- structional technology, and faculty development are guided by the goals and action steps outlined in the plan. The WCBA's strengths in instructional technology include three labs (one exclusively for teaching, one a mixed-use lab, and one an open lab); presentation carts for faculty and student use; networked student labs; and a new laser printer in one of the labs. Areas for improvement include upgrading faculty equipment so that all faculty members have sufficient hardware and software to support teaching, scholarship and service; and identifying ongoing funds to support equipment upgrades, software upgrades, and staffing. In addition, there is a significant need for full- time staff to provide maintenance, technical support, and instructional- development support to faculty, staff, and students. CHAPTER 5: ACCOMPLISHING THE MISSION 5-13 Purpose 3: Access and Diversity Access. The WCBA is committed to maximizing access to a business education for both current students and prospective students. To support this goal, the WCBA offers approximately one-third of its courses in the evening, courses are taught off-campus at the Metro College sites, articu- lation agreements are in place with many community colleges, and the WCBA's Associate of Arts in Business degree articulates completely with the Bachelor of Science in Business degree. In addition, in September 1997, the WCBA began offering M.B. A. courses on Saturdays. These offerings will be scheduled so that students can earn the majority of the degree on Saturdays. Undergraduate courses are occasionally offered on Saturdays or one night per week, as opposed to the standard two-night- per-week offerings. Retention. The WCBA supports several programs to increase the retention of business students. Through the Undergraduate Advising Center, students experiencing academic difficulty are counseled through- out the quarter and asked to sign learning contracts. In addition, tutoring is offered for Financial Accounting. Diversity. The WCBA Professional Practice Program has co-spon- sored the "Career Collegians" with other offices on campus. This is a professional-development program aimed at minority students. The Partners in Workplace Diversity project has been very successful and has had the skilled leadership of a faculty member in the Management Department. This project has brought together more than one dozen partners from the public, private, and non-profit sectors to explore issues of work-place diversity and to offer programming to the regional com- munity. To ensure that students are prepared for a diverse work force, issues of diversity are incorporated in the curriculum, and guest speakers are invited to classes. International Activities. The Williamson Center for International Business, established through the generous gift of the Williamson family, has three primary goals: (1) to assist with "internationalizing" the students, faculty, and curriculum of the College; (2) to establish exchange relationships with universities in other countries; and (3) to provide assistance to the regional business community in conducting international business. Through the Center, travel and research projects have been supported for faculty, training has been provided to executives from other countries, and two conferences are in the planning stages. The WCBA is also working with Changchun Taxation College in China to establish an M.B.A. program, part of which will be offered in China and part of which will be offered at YSU. This is the first initiative of this type, and all parties are very optimistic about its success. 5-14 NORTH CENTRAL ASSOCIATION SELF STUDY -. Recruitment. The WCBA has initiated several new programs aimed at increasing undergraduate and graduate enrollments. The WCBA Showcase program is offered at least four times each year on Saturday from 9:00 a.m. to 1:00 p.m. This program focuses on the programs and services of the College and involves 10-15 faculty members and stu- dents. New recruiting materials have been developed, special informa- tion sessions have been offered for prospective M.B.A. students, adver- tising has increased, participation in community events has grown, and partnerships with organizations such as Junior Achievement are all assisting the College in meeting its goals of increased visibility and increased enrollment. Purpose 4: Research and Scholarly Activity As a primarily undergraduate college, the Williamson College of Business Administration has established applied scholarship (i.e., the "application, transfer, and interpretation of knowledge to improve management practice and teaching," according to AACSB standards) and instructional development (i.e., "the enhancement of the educational value of instructional efforts") as the primary forms of research and scholarship. This broad definition encourages a variety of intellectual outputs, such as publications, presentations, cases, instructional software, textbooks, trade journals, and publicly available materials describing the design and implementation of new courses. During the last several years, both the scholarly productivity of individual faculty members and the number of faculty members engaged in applied scholarship and instructional development have increased. From 1993-97,39 WCBA faculty members generated 318 intellectual contributions. These include 187 publications and proceedings. Examples of the integration of teaching and scholarship include projects related to financial literacy; educational experiences beyond the classroom, such as a business study tour of New York's financial district; student involve- ment in small-business consulting projects; and community efforts to further the understanding of work-place diversity. Purpose 5: Connections with the Community The Williamson College of Business Administration has worked with the Youngstown City Schools and Junior Achievement to offer business and entrepreneurship programs for high school students. Many business courses, such as Marketing Research, Advertising, and the Small Busi- ness Institute, work with area businesses to develop marketing or busi- ness plans. The majority of faculty members are involved with many community agencies and serve on the boards of organizations. Continu- ing education for accounting professionals has been a long-standing contribution of the faculty of the Department of Accounting and Finance. For example, Youngstown State University has one of the oldest, largest, and most respected Federal Tax Directors' Institutes in the United States. CHAPTER 5: ACCOMPLISHING THE MISSION 5-15 Purpose 6: Institutional Environment Partnerships within the University are important to the WCBA. Faculty in the College have assisted with developing the new Master in Health and Human Services program. Faculty from the Department of Management are involved with the Alliance for Health Services Research and the Mahoning Shenango Area Health Education Network. The Department of Marketing supports the Fashion Merchandising Program and has a joint program in Advertising Art with the Department of Art. The WCBA is currently working with the College of Engineering and Technology to establish credit and noncredit certificates in Industrial Management and Industrial Supervision. Strengths, Challenges, and Vision for the Future Priorities for the WCBA include (1) program development and en- hancement; (2) enhancing co-curricular and professionaldevelopment activities for students; (3) continued support for faculty research, scholar- ship, and service; (4) continued support for teaching enhancement and teaching innovation; and (5) strengthening strategic relationships with the business community. Strengths. Strengths of the Williamson College of Business Adminis- tration include (1) faculty commitment to excellence in teaching and to enhancing the professional preparation of students; (2) increased involve- ment with the regional business community; (3) College and University support mechanisms for teaching innovation and scholarship; (4) in- creased collaboration among the WCBA faculty; (5) support of the re- gional business community; and (6) the College infrastructure, including the Professional Practice Program, the Undergraduate Advising Center, and the Williamson Center for International Business. Challenges. The College faces challenges such as enrollment declines, the loss of faculty positions, the need to improve technology, providing contin- ued support for teaching innovation and faculty scholarship, and increasing the College's visibility with the regional business community. The continued development of a collaborative work environment, combined with well- developed program-enhancement plans and increased support for College priorities, will enable the WLUiamson College of Business Administration to strengthen its competitive position in the regional marketplace. The WCBA is strengthening its competitive position as it moves into the 21st century. Strategic relationships with the business community, program enhancement, faculty development, and an increased emphasis on students' professional development will be the hallmarks of the College. AACSB and ACBSP business accreditation will provide addi- tional external recognition of the quality of the students, faculty, and programs of the Williamson College of Business Administration. 5-16 NORTH CENTRAL ASSOCIATION SELF STUDY COLLEGE OF EDUCATION DEPARTMENTS Counseling Educational Administration, Research, and Foundations Teacher Education BEEGHLY COLLEGE OF EDUCATION Mission and Overview The mission of the College of Education is to serve northeast Ohio and western Pennsylvania as the premier provider of counseling, devel- opmental education, and professional education programs. The College provides instruction for preservice teachers, students in graduate-degree programs and professionaldevelopment courses, and professionals within the University's service areas. Through its programs, including the only doctoral program at the University, the College seeks to em- power students and practitioners through the application of professional knowledge to contemporary educational practice. The College recognizes and values the unique missions and contribu- tions of all departments and programs within its purview. Faculty and staff work to facilitate these missions, particularly as they distinguish their programs by theme or activity. The aim of the College of Education is to provide support, advocacy, and leadership for successful realization of the mission of each unit within the confederation that forms the College. Currently under construction, the Beeghly College of Education building will enhance and advance the work of the College. The building will include such instructional spaces as a Classroom of the Future; a Center for Teaching and Learning; two computer classrooms~one and one IBM; an Interactive Distance Learning (DL) the Curriculum Resource Center; a Counseling Clinic; and a Child Study Center. The creation of this facility reflects the University's high level of commitment to the mission of initial and continuing preparation of teachers, school administrators, and agency-based professionals. Accomplishment of Purposes Youngstown State University and the College of Education are guided by the six purposes and 13 strategies outlined in YSU 2000. The activities and accomplishments of the College and faculty reflect these six University purposes. In addition, the professional programs at the initial and advanced levels are defined within a conceptual framework known as Reflection in Action, which produces a set of six student outcomes (analyzing educational policy, solving pedagogical problems, making instructional decisions, demonstrating effective interaction, showing personal growth, and participating in activities of the professions). Included in the discussion of teaching and learning is a discussion of student outcomes assessment. Purpose 1: Integration of Teaching, Scholarship, and Service The College of Education connects teaching to scholarship and service by involving students as co-presenters or co-teachers in local, state, and regional paper presentations, campus workshops, and CHAPTER 5: ACCOMPLISHING THE MISSION 5-17 field-placement sites. Faculty are encouraged to develop research agendas that focus on improving teaching and learning and that may lead to better P-16 educational practices. An outstanding example of the integration of teaching, scholarship, and service occurs through the University Counseling Center, which is administered by the College of Education and directed by a faculty member in the De- partment of Counseling. Master's candidates of the department work and intern in the Center. The Counseling Center provides opportunities for department faculty, staff, and students to work collaboratively in developing programs, conducting research, and providing counseling services to YSU students. The goals of the doctoral program in Educational Leadership also support and illustrate the integration of teaching, scholarship, and service. The doctoral program provides terminal professional preparation for public and private school administrative personnel in elementary, secondary, and central-office positions. It strives to refine and transmit competencies in scholarship, instruction, leadership, management, external relations, and personal development. Purpose 2: Teaching and Learning The College values quality teaching that embraces improved stu- dent learning. To assure student learning, the College places special emphasis on student outcomes assessment. Given this emphasis, sev- eral curricular, policy, and procedural changes have occurred in the professional education programs as a result of feedback from constitu- ents. The College employs a number of ongoing assessment mecha- nisms to determine the effectiveness of its programs and the perfor- mance of its graduates. At the undergraduate program level, formal means of evaluation have included setting minimum achievement scores on the Ohio-NTE/Praxis I1 Examinations, final evaluation of student teachers, and ongoing follow-up studies of graduates. At the advanced program level, program-specific follow-up of graduates' performance in the world of work is part of the institution's internal five-year program-review process. Curricular changes also result from oral and written feedback from the practitioners who serve on the governing body of the unit (e.g., the Professional Education Council); members of program-specific advisory councils; school-district superintendents and building prin- cipals who have direct contact with graduates' performance in the work place; and school-district recruiters from the Mahoning Valley, elsewhere in Ohio, and other states. Other curricular changes bring programs into compliance with the learned societies' guidelines, based on reviewers' comments during the program-approval process for the National Council for Accreditation of Teacher Education (NCATE). The College is undergoing its fifth-year NCATE reaccredita- tion review this year, with the on-site Board of Examiners (BOE) visit to occur in April 1998. COLLEGE OF EDUCATION FALL QUARTER 1997 ................. 2,244 ......... Student Credit Hours 11 ,I 49 ......... Full-Time Faculty FTE 35.50 Professional/Administrative .......................... Staff FTE 7.50 Classified Support .......................... Staff FTE 6.00 FACILITIES Fedor Hall CENTERS Reading & Study Skills Lab Paula &Anthony Rich Center for the Study and Treatment of Autism Scottish Rite Masons' Children's Learning Center University Counseling Center 5-18 NORTH CENTRAL ASSOCIATION SELF STUDY -. Many of the recommendations from program graduates and practi- tioners cut across programs. Those recommendations include producing graduates who possess (1) the knowledge, skills, and dispositions in technology to perform effectively in schools; and (2) the ability to work effectively with diverse P-12 students in crisis in schools. College-wide and departmental faculty meetings have been held during the past five years to discuss these curricular issues and strategies for improving programs. As a result of College and departmental meetings focused on technology and a series of College-wide technology workshops for faculty, innovative technologies have been infused into several courses in all programs. New state standards for teacher preparation also shape the College's programs, curricula, instructional delivery techniques, and learning activities. Ohio has adopted new Teacher Education and Licensure Standards, effective fall 1998 for students entering teacher education. A key component of the new standards is performance-based licensure. The College has piloted and implemented a new student-teaching assessment instrument that integrates performance-based areas and the program's conceptual framework, Reflection in Action. Purpose 3: Access and Diversity Recruitment and retention activities as reflected in the 1994-98 and 1998-2002 College of Educa tion Minority Recruitment and Retention Plans relate to both students and faculty. In terms of faculty diversity, 8% of the College of Education full-time faculty are members of an identified minority group, 54% are female, and the dean is an African American female. The College also tried to diversify its part-time faculty by declaring all part-time faculty positions open in fall quarter 1996. However, these efforts yielded only one additional part-time minority faculty member. In terms of student diversity, 6% of the undergraduate students are members of an identified minority group, while 68% are female. Gradu- ate students in the masters' programs and the doctoral program are counted in the School of Graduate Studies. In an attempt to increase the diversity of the student body, the position of Assistant to the Dean for Diversity was created, effective fall 1997. This person's tasks include monitoring implementation of the College's goals relative to diversity. She and the College Recruitment/Retention Committee have been extremely active. They have secured external funding to support the Generating Opportunities for Educators (GOE) Program, a project to recruit and retain minorities in teacher education at YSU. The GOE Program not only supports YSU minority students through academic advising, student advocacy, peer mentoring, and team-building activi- ties but also offers a Saturday program for approximately 55 students in grades 3-11 from schools in the Youngstown metropolitan area. In summary, faculty and student diversity are sought and valued through- out the College. CHAPTER 5: ACCOMPLISHING THE MISSION 5-19 Purpose 4: Research and Scholarly Activity Over the past two years, the number of faculty members involved in creative and scholarly activities has increased tremendously. Sev- eral faculty have published books, chapters in books, and/or articles in refereed journals. Many have made presentations at state, regional, and national conferences. Additionally, grant activities among the faculty are on the rise. For example, during the 1997-98 academic year, College faculty were responsible for approximately $800,000 in grants, compared to a little more than $200,000 the previous year. One of the 10 grantsÑGoal 2000, in collaboration with the Columbiana County School District-was funded at approximately $400,000 in 1997-98. For all of these grants, College of Education faculty members served as the principal investigators. Additionally, several faculty worked collaboratively with Arts and Sciences faculty on writing grant proposals and implementing project activities. A description of these grants and other documentation of faculty creative and schol- arly activities can be found in the last three volumes of the College's annual reports in the NCA exhibits room. A bibliography of faculty's published works is printed in the COE Showcase, the official College newsletter published annually and distributed to alumni and friends of the College. Purpose 5: Connections with the Community The majority of the faculty are involved with community agencies and serve on the boards of organizations at the local, state, regional, and national levels. The College of Education, like the University, values and recognizes excellence in community service. Several College faculty have been recipients of Distinguished Professor Awards for Public Service (see COE annual reports for additional information). Faculty interaction with P-12 school districts continues to be a high priority. The College has signed P-16 Partnership Agreements with the Youngstown City and the Liberty Local School Districts. Within the framework of these partnerships, the College is implementing the field- based component for several teacher-education programs by placing and supervising student teachers in the identified Professional Development Schools (PDSs), as well as placing and supervising methods classes in these sites for field-based experiences. Also under the umbrella of the P-16 Partnerships, the College is implementing several action research projects, including (1) an atten- dance project, jointly sponsored with the Youngstown Rotary Club, to improve student attendance at one of the urban partnership schools; (2) Students Motivated by the Arts (SMARTS), jointly sponsored by the College of Fine and Performing Arts, to integrate the arts across the curriculum in one of the professional development schools; and (3) a collaborative project in which Elementary Education majors and Physi- cal Education majors are devising a series of interdisciplinary lesson 5-20 NORTH CENTRAL ASSOCIATION SELF STUDY - plans to bridge the gap between elementary physical education and regular classroom instruction. The results of the latter project have already been published in a national refereed journal. All of these projects have the goal of improving student learning outcomes at all levels within the P-16 educational continuum. A partnership comrnit- tee, involving faculty members within and outside the College of Education and practicing P-16 professionals, meets regularly to discuss partnership activities and future goals and directions. Members of the committee also make presentations on project successes to various community groups. The College has been and continues to be involved in projects that improve student access to programs. For example, the College has worked with the Office of University Outreach to deliver graduate courses in the Ashtabula area, approximately 60 miles north of Young- stown. Through a sequence of courses offered both on campus and in Ashtabula, cohorts of students are able to earn advanced degrees in education from the College of Education at YSU. Purpose 6: Institutional Environment The College of Education has recently made two structural changes that facilitate its important mission within the institution and the region. In the first, a Professional Education Council was developed as the governing body of the unit. Membership on this body includes faculty from those colleges offering courses that are integral to profes- sional preparation of P-16 school professionals. The body operates with official bylaws and reviews all P-16 professional education program policies and procedures, both existing and proposed, within the Col- lege. In the second move, the College's organizational structure was realigned from six departments to three departments: (1) Early & Middle Childhood Education, Secondary Education, and Special Educa- tion have joined to form one department-the Department of Teacher Education; (2) Foundations and Educational Administration have joined to become the Department of Educational Administration, Research, and Foundations; and (3) the Reading and Study Skills Pro- gram and the University Counseling Center have both been placed under the purview of the Department of Counseling. College of Education faculty have always been involved with the University community. For example, one faculty member is co- chairing a committee to work out the details for a new child-care center on campus. Another works on technology grant proposals to benefit the entire University and makes connections with faculty and staff working with technology in Arts and Sciences, Art, Engineer- ing, Media Services, the Curriculum Resource Center, and Maag Library. The dean and two faculty members served on the committee that developed the proposed undergraduate general-education program at the University. CHAPTER 5: ACCOMPLISHING THE MISSION 5-21 Strengths, Challenges, and Vision for the Future Strengths. There are four strengths worth noting from the previous information. First, College faculty all hold the doctorate and have estab- lished research agendas. Their research, related to their academic disciplines, indicates a broad knowledge base derived from traditional and emerging scholarship. Second, since the restructuring of the College effective winter quarter 1997, there is improved collaboration among the faculty, regardless of program. All teacher-education programs are now located in one depart- ment. The connection of the Department of Counseling with two student- support programs serving the entire University (the University Counseling Center and the Reading and Study Skills program) has the potential to share COE faculty expertise and talent with the entire University commu- nity. Third, the College's strong partnership efforts with Liberty Local and Youngstown City Schools have potential to be "win-win situations" for all involved. The College will continue to work to find answers to the com- plex problems facing P-16 education through research based on the College's activities with these schools. Fourth, the anticipation of the new Beeghly College of Education brings a spirit of renewal to faculty, students, and staff. The increased level of innovative technologies proposed for the building will enhance faculty teaching and student learning. Challenges. The biggest challenge facing the College is to improve student services and increase faculty productivity within the context of limited resources. It was this challenge that, in part, led the College to reorganize. In this fiscal context, the College must continue to redirect current resources and seek new funding sources, e.g., externally funded grants to support new program activities. The College of Education is recognized as a vital and valued element of the YSU fabric by entities both within and external to the University community. Through its governing/advisory bodies and partnership activities, the College helps connect YSU to the surrounding community; through its national accreditation and the professional activity of its faculty, the College helps connect YSU to the national professions of teacher education, educational administration, and counseling; and through its attention to the hopes and dreams of all pupils enrolled, the College helps connect YSU to its central constituents . . . its students. RAYEN COLLEGE OF ENGINEERING AND TECHNOLOGY Mission and Overview The College of Engineering and Technology is committed to further- ing the mission of Youngstown State University by providing quality 5-22 NORTH CENTRAL ASSOCIATION SELF STUDY -. COLLEGE OF ENGINEERING & TECHNOLOGY DEPARTMENTS Chemical Engineering Civil and Environmental Engineering Electrical Engineering Industrial and Systems Engineering Mechanical Engineering School of Technology programs in Engineering and Engineering Technology. These programs prepare students for careers in both engineering and engineering- related fields. Accomplishment of Purposes The mission and goals of the Rayen College of Engineering and Technology are consistent with and enhance the six purposes and 13 strategies outlined in YSU 2000. Purpose 1: Integration of Teaching, Scholarship, and Service The faculty of the College are adopting a more active, student- centered approach to learning. This concept is challenging to everyone, but progress is being made. Successes include the capstone experience in Mechanical Engineering, in which students undertake industrial projects, with engineers from area companies serving as mentors. Students are also entering regional and national competitions. Last year, a student-developed car placed seventh nationally out of 78 entrants in the Mini Baja competition. This year, students will enter the Mini Baja competition, the concrete canoe competition, the steel bridge competition, the walking machine competition, and the high-efficiency car competition. All of these competitions enable students to test and apply theory and analysis. Eleven students work as research assistants on a waste minimization project. More than a dozen students in the University Scholars Program and from Chemical Engineering are pursuing research-oriented senior projects under the guidance of a faculty member in Chemical Engineer- ing. Many of these projects result in publications and presentations. The College has also formally adopted an optional Cooperative Education Program. For many years, most students worked part-time in local industry, deriving the benefits of both an academic education and industrial experience. The formal Cooperative Education Program was needed to gain access to a number of companies both for industrial experience and for permanent employment. More than 30 companies have expressed an interest in hiring students from the College. Fall term, when the program was officially implemented, seven students registered for the cooperative education experience. It is expected that the number will grow to approximately 100 students and 50 companies. The students are expected to complete the first two years of their engineering or engineering technology program and then alternate quarters of work experience and school. In this manner, they should complete the baccalaureate degree in five years, with four quarters of work experience. Students enroll for two credit hours of cooperative education experience and turn in a report at the end of their work experience. A grade of satisfactory or unsatisfac- torv is awarded. CHAPTER 5: ACCOMPLISHING THE MISSION 5-23 In October 1997, students in the College of Engineering and Technol- ogy participated in Interview Day. Nine companies interviewed students as potential co-op students. In November 1997, the co-op plan was presented to more than 130 company representatives. Purpose 2: Teaching and Learning The College has committed itself to enhancing the first-year experi- ence for engineering students in an effort to improve both recruitment and retention. The new First-Year Program will include a 3-credit-hour course each quarter during the freshman year. This will provide an opportunity to help students understand what engineering is; reinforce basic academic skills in math, reading, and writing; and develop a sense of community among engineering students. A new emphasis in the College has been Environmental Engineering, which is part of the Department of Civil and Environmental Engineering. A new faculty member has been hired with a joint appointment between Civil and Environmental Engineering and the Environmental Studies area in the College of Arts and Sciences. The Department of Electrical Engineering has modified the elective opportunities in its program such that students can now pursue an Electrical Engineering major with a Computer Science minor. Electrical Engineering faculty and Computer Science faculty are discussing offering a Computer Engineering degree. The Master of Science in Engineering degree has been refocused into a Professional Practice degree. This new degree addresses the needs of recent graduates of Engineering, Engineering Technology, and the sciences for additional education applicable to their progress in the work place. A core of courses has been developed for all majors. Individual departments can still offer a thesis-oriented departmental master's degree. The College of Engineering and Technology has committed most of its equipment resources to computing. In 1987, computing equipment was almost nonexistent in the College. Significant infusion of funds in 1992 and 1993 brought a number of 386 and 486 machines to the College. All faculty were provided 486 machines for their offices. College faculty now have pentiums and printers in their offices. All machines are networked. The computing laboratory facility includes two classrooms for stu- dent work and teaching and an open laboratory. This year, the laborato- ries were upgraded to 14 pentiums in the open lab and six in the ad- vanced lab. The College computing center is well equipped, but as faculty and students have become involved with better hardware and software and faster networking, the demands have increased dramati- cally. The computer fee has made it possible to purchase new machines and to replace older machines. It has also provided funds to pay for COLLEGE OF ENGINEERING & TECHNOLOGY FALL QUARTER 1997 ................. 1,050 ........... Student Credit Hours 6,033 ......... 28.00 ProfessionaUAdministrative .......................... Staff FTE 5.50 Classified Support .......................... Staff FTE 7.50 software licenses. 5-24 NORTH CENTRAL ASSOCIATION SELF STUDY -. ESB 2400-a multimedia classroom with a projection system, a big screen, a computer, an Elmo camera system similar to an overhead, a VCR, and cable TV capability-has become a favorite for juniors and seniors making project presentations. They can use Powerpoint and other multimedia software, as well as capture information from the Internet. The students have become very proud of their capabilities. Recent gradu- ates have reported to current students that presentation skills are valu- able on the job. Purpose 3: Access and Diversity The Rayen College of Engineering and Technology has almost 15% female enrollment, at both the graduate and the undergraduate levels, and about 5.1% minority enrollment. The First-Year Program is necessary to attract and retain both female and minority students, as well as other students. An additional effort will be made next year to attract students who come to campus undecided about a major, many of whom are female. The College plans to offer these students an opportunity to understand and evaluate career opportunities based on engineering degrees. There is considerable competition among colleges and universities for students with an interest in engineering and engineering technology. The Rayen College of Engineering and Technology has just begun "focus" recruiting. The Office of New Student Relations identifies qualified students who express an interest in engineering at YSU. The College and New Student Relations then contact the students to encourage them to apply and enroll at YSU. The College now has very few international students at the graduate and undergraduate levels. Scholarships, tuition waivers, and assistant- ships will be required to compete with other campuses for quality inter- national students. Purpose 4: Research and Scholarly Activity The number of research proposals submitted this year has in- creased. For example, a faculty member in Engineering Technology received a National Science Foundation Instructional Laboratory Instru- mentation grant totaling $88,000, and a faculty member in the Depart- ment of Civil and Environmental Engineering received an internal PACER Grant for $30,000 to do research concerning remediation and clean up of the Mahoning River. Faculty within the College are also submitting more applications for sabbaticals, faculty-improvement leaves, and research professorships. This year, two faculty members have research professorships, and an- other has been awarded for next year. One faculty member has been awarded a sabbatical for the 1998-99 academic year. One faculty member was recognized as a Distinguished Professor in research last year. The research activity is increasing. CHAPTER 5: ACCOMPLISHING THE MISSION 5-25 Purpose 5: Connections with the Community The Center for Engineering Research and Technology Transfer (CERTT) was formed in 1995 to involve faculty in research and technol- ogy transfer. CERTT has just signed a two-year, $240,000 grant with the Mahoning Valley Solid Waste District for waste minimization. These activities-which provide services to more than 40 companies in Ma- honing County-are administered by a director of Environmental Services and involve three faculty members and 11 students. The Re- gional Chamber of Commerce has recently been awarded a $100,000 grant for two years, which is to be subcontracted to CERTT for the purpose of assisting companies with pollution prevention. This, again, will involve students primarily from Environmental Engineering and Environmental Studies. CERTT has also collaborated with the Cleveland Advanced Manufac- turing Project Incorporated (CAMP) to form the Advanced Manufactur- ing Network. This network, now in its third year, provides two individu- als who visit companies in the Mahoning Valley to identify needs that might be satisfied by resources from either YSU or CAMP. Faculty from the College of Engineering and Technology have completed five projects, resulting in an income of nearly $30,000. Six faculty in the College actively participate in consulting with local companies. Other engineering faculty are called upon for short- term consultation. In addition, the College is participating with the Williamson College of Business Administration in offering "off-site credit courses" to work- ers in local companies. Discussions are underway with companies such as General Extrusions, Excel, Schwebel Bakeries, and Commercial Intertech to determine what course offerings are desired. In general, these companies have expressed an interest in training for supervisors and for basic work-force literacy education. Purpose 6: Institutional Environment The Rayen College of Engineering and Technology and the Williamson College of Business Administration are also cooperating in offering courses for local industry and in developing certificates that are subsets of the associate degree in Technology and Business. One pro- posed certificate would include a math course, a physics course, a com- puter course, and an introduction-to-technology course and be called a Certificate in Technology. The courses for this certificate would apply to an associate degree. COLLEGE OF ENGINEERING & TECHNOLOGY FACILITIES Engineering Science Building CENTERS Center for Engineering Research and Technology Transfer Mahoning River Basin Research Center In addition, the College and the Department of Civil and Environ- mental Engineering cooperate with the Center for Environmental Studies in the College of Arts and Sciences to provide courses and projects for both Environmental Engineering and Environmental Studies students. 5-26 NORTH CENTRAL ASSOCIATION SELF STUDY -. The College of Engineering and Technology is in the process of reorganizing. Two departments were composed of a chair with only two faculty members. The College was asked to look at alternative organiza- tional structures while preserving the same academic programs. As a result, the College has proposed to eliminate two departments but keep all of the academic programs. The Mechanical Engineering and Industrial Engineering programs will be housed in a single department with a single department chair. The Civil and Environmental Engineering program will be teamed with the Chemical Engineering program to form a single department. Governance documents for these two new academic units are being developed. This reorganization will require a new repre- sentational structure on the Dean's Advisory Council. Strengths, Challenges, and Vision for the Future The Rayen College of Engineering and Technology has an excellent reputation for its graduates, earned through the involvement of both industry and YSU faculty in educating these students. Continued effort must be made to involve engineers from industry in the education of students through company projects, the Cooperative Education Program, and the use of engineers as limited-service faculty. Four of the five engineering programs received full-term continued accreditation, with one department, Chemical Engineering, needing to submit a report after three years. Both Engineering and Engineering Technology are preparing for the next accreditation visits by the accredit- ing boards for Engineering and Technology. Both the Engineering Ac- creditation Commission and the Technology Accreditation Commission are using outcomes- and assessment-based accreditation. Preparing for the accrediting process will be a challenging but rewarding effort for the College and its faculty. Four years ago, the School of Technology was combined with the College of Engineering to form the College of Engineering and Technol- ogy. During Phase 1 of the renovation of the Engineering Science Build- ing, space was made available on the fourth floor so that the School of Technology could be moved into the building. Some laboratories, such as the Soils Lab, Fluids Lab, and the Strength of Materials Lab, are shared by both Engineering and the School of Technology. With the merger of Technology with Engineering has come the need to develop ways to describe each program to prospective parents and their families. As the focus of engineering education swings back toward ern- ployment in commercial companies, the separation between Engineering and Technology is diminishing. This is forcing discussion about the appro- priateness of the various courses and experiences in each of the programs. One of the primary events affecting the College in the past few years was the Early Retirement Incentive Program. Ten faculty mem- bers out of 42 elected to retire through this program. Because the cam- CHAPTER 5: ACCOMPLISHING THE MISSION 5-27 pus shifted to a student-credit-hour-based allocation of teaching re- sources, and because student enrollment has dropped, none of these faculty were replaced with tenure-track positions. The goal had been to bring four or five new faculty into the College as replacement for the 10 who retired. Currently, three vacancies exist from retirements and resignations last year. Faculty in the College believe that hiring new faculty will be critical to the future of the College. COLLEGE OF FINE AND PERFORMING ARTS Mission and Overview In recent years, the mission statement of the College of Fine and Performing Arts has converged on five areas: (1) providing a learning environment conducive to creativity; (2) demonstrating, through its programs, a value system that stresses the efficacy of the arts in amelio- rating the human condition; (3) illustrating, through pedagogy and professional practice, the processes of creative thought and action; (4) providing a showcase for the creative activity of faculty, students, and guest professionals; and (5) seeking innovation in artistic practice through the application of emerging technologies and the development of work that integrates practices from several arts disciplines. This summary of mission represents both an extrapolation, working back from the more specific goal statements of the College and its constitu- ent units, and a continuing effort to improve the clarity and focus of the College mission. The mission of the College of Fine and Performing Arts can best be understood in the context of the larger institutional purposes. The College's emphasis on the ameliorating influences of the arts, its stress on interaction with the community, and even its particular interests in emerg- ing technology-all are to some degree conditioned by the urban and interactive character of Youngstown State University. While many colleges may embrace purposes similar to those of the College of Fine and Perform- ing Arts, the College's particular combination of purposes is distinctive and highly responsive to the institution's contemporary identity. Accomplishment of Purposes The College of Fine and Performing Arts accomplishes its purposes through the efforts of its faculty and the mechanisms of its programs, both curricular and co-curricular. Consistent with emphases at the Uni- versity level, the following analysis of the College's accomplishments is structured around the six University purposes. Purpose 1: Integration of Teaching, Scholarship, and Service COLLEGE OF FINE & PERFORMING ARTS FALL QUARTER 1997 .................... Major Headcount 955 Student Credit Hours ......... 13,732 Full-Time Faculty FTE ......... 50.50 Professional/Administrative .......................... Staff FTE 5.25 Classified Support Staff FTE .......................... 4.00 DEPARTMENTS Art Communication and Theater Dana School of Music It is in Purpose 1 that the College of Fine and Performing Arts most obviously excels. By the very nature of the disciplines in the College, 5-28 NORTH CENTRAL ASSOCIATION SELF STUDY - such integration develops naturally and forcefully. The process of teach- ing and its associated outcomes-music performances, art works, theater productions, media events-almost always become available to the University and general community in the form of arts programming. This leads to a regular integration of teaching, scholarship, and service as faculty work with students and one another to create programming. For example, the McDonough Museum of Art mounted 21 individual art exhibits during 1996-97. Half of those exhibits were devoted to work produced by faculty and students of the College, often in collaboration with one another. In 1996-97, there were 144 musical performances at the various venues on campus or within the larger Youngstown community. During 1996-97, the Theater program offered five major productions in Ford Theater and five in the Spotlight Arena Theater. Each year, a fully staged musical and an opera are produced in cooperation with the Dana School of Music. There have also been innumerable instances of faculty- student cooperation on television and radio productions, as well as on forensic events. The quality of these efforts is regularly attested to via public reviews and peer critiques. In addition, the quality of the College's work is ac- knowledged by programmatic accreditation from the National Association of Schools of Art and Design, the National Association of Schools of Music, and, during 1996-97, a new accreditation from the National Association of Schools of Theater. The College has now achieved accreditation from all available agencies represented among its constituent disciplines. As the College has continued to expect strong achievement from students, it has also seen enrollment in its programs remain steady or grow (see Table 5.1). There is also a marked upward trend in the percentage of undergraduate students who have elected to commit to full-time study. In each of the years indicated, Fine and Performing Arts has led the Univer- sity in percentage of full-time undergraduate students by College. Table 5.1 Fall Undergraduate Enrollments, College of Fine and Performing Arts Year 1993 1994 1995 1996 1997 Headcount % Full-time Source: University Factbook CHAPTER 5: ACCOMPLISHING THE MISSION 5-29 Fine and Performing Arts currently has only one master's program, in Music. Enrollment in that program has varied in recent years from 30 to 40 graduate students at any one time. The headcount is fairly steady. Graduate students enhance the integration between teaching and schol- arship in the College through their involvement as mentors to the under- graduate students in Music. Purpose 2: Teaching and Learning A substantial body of information already exists regarding stu- dent outcomes from the programs in Fine and Performing Arts. While that information has proved valuable in guiding curriculum COLLEGE OF and pedagogy, the College intends to expand on its efforts by focus- PERFORMING ARTS ing on the results of its work. The following summary treats both FACILITIES what has been accomplished and what the College expects to do in Bliss Hall the foreseeable future. McDonough Museum Art History students are required to complete capstone research projects, which are reviewed by their peers and by faculty. Studio Arts students are regularly evaluated by external judges as part of various exhibits. Graphic Design students participate in regional portfolio reviews each spring. The Department of Art requires each graduating senior in Studio Art to prepare a senior show that is a synthesized reflection of achievement as an artist. These shows are also examined by faculty as a general indicator of the extent to which each area is producing desired results with its students as a group. Graphic Design requires a portfolio review for students early in the program and a portfolio-review course near the end of the program. Many Art History students serve internships through which they can apply insights from their programs of study and from which the faculty and potential employers can assess student competencies. While these results-ori- ented indicators have proved useful, the Department of Art still needs to make its focus on outcomes more coherent. The department also needs to decide how it will aggregate results in forms that indicate the level of program effectiveness. In the Dana School of Music, all students are evaluated prior to admission by means of a music theory examination, a performance assessment, and a keyboard interview. Each student's progress is then re- evaluated through a jury process at the completion of each quarter. As each student moves into upperdivision status in the major, he or she is evaluated in theory, keyboard ability, and performance. Progress is evaluated for graduation eligibility through pre-recital examinations and final public performances. Graduate students are tested prior to admis- sion and then reviewed before graduation through either a testing proce- dure or a master's paper, accompanied by a public performance. While Dana has a relatively consistent approach to outcomes assessment, it needs to decide how it will aggregate results in forms that indicate the level of program effectiveness. 5-30 NORTH CENTRAL ASSOCIATION SELF STUDY -. In the Department of Communication and Theater, good progress has been made in developing approaches to assessment in the Theater and Telecommunication areas. B.F.A. students are required to present senior projects in Spotlight Arena, providing a capstone experience for students and an opportunity for faculty to assess the overall effective- ness of the program in preparing students to synthesize their learning about all aspects of the theater. In addition, the department has begun to interview all Theater majors at the end of each academic year, both to assess their individual progress and to gather information regarding the responsiveness of the Theater program to their aspirations, person- ally and professionally. Students in Telecommunication are required to invest, on the average, 10 hours per week in practica outside of course work. In these produc- tions, experienced students are expected to test their abilities to envision and execute media programming. As a consequence of these and course- based experiences, Telecommunication students are expected to construct a "learning portfolio" of experiential exercises. These portfolios are presented to the faculty for evaluation during the spring or summer of the student's graduation year. The Speech/Communication faculty have yet to implement a consistent assessment effort. Overall, the department needs to decide how it will aggregate results of each of its assessment efforts in forms that indicate the level of program effectiveness. Purpose 3: Access and Diversity Considerable effort continues to be made toward recruiting students and reaching representative members of the community, including school children. The following summary represents the array of efforts that have been made. Challenges remain, such as bringing a more methodical approach to bear and developing a means to evaluate accountability for appropriate results. In the Department of Art, there has been a sustained history of in- volvement with the Youngstown area schools, principally through pro- gramming made available via the McDonough Museum of Art. One of the most successful programs has been the Scholastic Art exhibition, which showcases the work of high school and junior high students from the four counties contiguous to the University. Award ceremonies have hosted as many as 1,600 students and family members from the schools. These events typically involve students from the full array of social and ethnic backgrounds represented in the region. In the past three years, the Department of Art has also hosted a portfolio-review workshop for prospective arts students, whether they intend to enroll at YSU or not. On average, the programs have served 80-90 students from approxi- mately 20 schools in the region. Several faculty in the Department of Art have had sustained histo- ries of involvement with the Organization Cicica Y Cultura Hispana Americana (OCCHA), the NAACP, and the Association for Latin CHAPTER 5: ACCOMPLISHING THE MISSION 5-31 American Art (ALAA). For example, one professor has served as a judge for the NAACP's National Convention Art competition, and another has been elected as the national vice president of the ALAA. The director of the McDonough Museum and a faculty member have developed a 20th-century Latin American art exhibit, to be sponsored by OCCHA in fall 1998. The Department of Communication and Theater sponsors both a High School Drama Workshop and a Telecom Day, involving students from throughout the four-county area. These efforts attract involvement from a broad representative spectrum of potential students. The non- traditional casting policies of the Theater program have ensured involve- ment of students in all productions, regardless of ethnic backgrounds. The Dana School of Music presents programs beyond the boundaries of the campus, averaging nearly 50 outreach concerts per year in addition to its ambitious on-campus programming. In addition to these efforts at broad outreach, the programs in New Music, Jazz, and the Collegium Musicum result in musical offerings that are broadly inclusive in their cultural content, ranging across traditional Western, non-Western, and American musical idioms. These efforts of the College of Fine and Performing Arts have been productive, and additional efforts are reflected in the planning docu- ments of the College. Purpose 4: Research and Scholarly Activity In the College of Fine and Performing Arts, the concepts of research and scholarly activity are broadly construed to include-in addition to the typical publishing of papers, books, and monographs-the many other professional activities pursued by faculty in the arts. For example, faculty perform professionally, direct in the theater, produce radio and television programs, conduct in the concert hall, show their work in art exhibits, and curate others. All of these activities are taken into account when assessing the extent to which faculty are engaged in the appropri- ately peer-reviewed work of their professions. Offered here is a brief assessment of patterns of faculty activity over recent years. The first pattern is generally sustained activity, even among faculty no longer concerned with achieving tenure. There appears to be a consistent commitment to achievement for its own sake. The second pattern is that there remains a local or regional focus to the peer review to which much faculty activity is subjected. With impor- tant exceptions, faculty are publishing in regional journals, performing regionally, and, in general, interacting with a significant but still limited "peer" group. For example, in the most recent year of record (1996-97), 35% of the 57 major publications, exhibits, and productions cited by faculty were juried, reviewed, or in some way examined nationally by 5-32 NORTH CENTRAL ASSOCIATION SELF STUDY - peers. Of the nearly 200 musical performances, approximately 40% had regional or national exposure. While the amount of faculty activity is very positive, growth is still necessary with respect to the scale on which that work is reviewed and examined by peers. Purpose 5: Connections with the Community Departments in the College of Fine and Performing Arts continue to expand their already-strong relationship with the surrounding commu- nity. The extensive public performance schedule in Music and Theater, as well as the outstanding exhibition work displayed by the McDonough Museum, ensures a continued and dynamic interaction with the region. The College has begun an effort to sharpen the effect of its many public programs on the life of the community. Staff responsible for theater, music, and art development have been brought together into an Outreach Work Group meant to ensure that the College is as methodical as possible in reaching out to all constituent groups within the commu- nity. Specific initiatives are in the planning stages to expand already- substantial relationships with the schools, with the business community in Youngstown, and with minority communities in the region. The very successful Family Entertainment Series is being expanded to include a specific school-based outreach component; members of the College are exploring the development of a Gospel Music Festival in cooperation with community groups; and the College is seeking active involvement with the Educational Committee of the regional Chamber of Commerce. As these new efforts are being explored, faculty and professional staff members continue their personal leadership roles with organizations such as the Youngstown and Trumbull County Arts Councils, the Young- stown Symphony, the Youngstown Playhouse, the public broadcasting services (both radio and television), the Ballet Western Reserve, the Opera Guild, and several community service clubs and community- based organizations. This is an arena in which the College of Fine and Performing Arts contributes extensively and effectively. Purpose 6: Institutional Environment The College plays a rather distinctive role in shaping the University's institutional environment. Extensive arts programming serves as one of the unifying forces for the institution's culture. The College is a significant contributor to the general-education program of the University. Each department also plays an important programmatic role in teacher education. These aspects of the College's programs require collegial relationships with many other units of the University. The faculty in Fine and Performing Arts are quite adept at sustaining such relationships, thereby contributing to a healthy institu- tional environment. CHAPTER 5: ACCOMPLISHING THE MISSION 5-33 Within the College, there is a strong tradition of participatory gover- nance. The relationships among departments are cooperative, and the committee structure of the College is well employed in service of decision making. The morale among faculty, staff, and students is quite strong. Strengths, Challenges, and Vision for the Future The College of Fine and Performing Arts is a vigorous unit with a tradition of accomplishment. It has strong enrollment, a wellqualified and very active faculty, and very good facilities that are in the process of being enhanced through renovation and addition. The College has had good leadership, and the transition to a new dean has been smooth. During the summer and fall of 1997, a planning process was begun, tapping the leadership of the departmental chairs and involving key faculty and staff. Then, during the 1997-98 academic year, Fine and Performing Arts undertook discussion of actions that would advance the College toward the future. The College hopes that the following distinc- tive characteristics will predominate when anyone is asked to describe the College of Fine and Performing Arts: The College brings energy and urgency to all that it does. The College enjoys a strong sense of tradition that is felt among students, faculty, staff, and alumni and that is exemplified by their well-known accomplishments. The College is highly visible and very well regarded among col- leagues in the University. The College finds that its students are actively sought after by graduate schools and prospective employers. The College is fully accredited in all the disciplines for which accreditation is available. The College has a high percentage of its students who live on or near campus, and there is a widely shared sense of a resident arts community. The College is deeply and consistently involved with the sur- rounding community. The College operates an arts center that has extended its presence into downtown Youngstown. The College is a central catalyst for much of the work of the other arts organizations in the community. The College is a leader in the application of technology to the visual arts and quite current in its application to the other arts. The College is noted for its international programming, involving regular travel and associated projects conducted both by Fine and Performing Arts faculty and students and by those from other nations. 5-34 NORTH CENTRAL ASSOCIATION SELF STUDY -. The College is respected for the cross-cultural programming it has initiated. The College is noted for the systematic way it has engaged stu- dents with the key arts centers of the United States through regular travel and associated projects. The College is well known for its arts symposia, conducted each semester, during which regular classes are adjourned to allow faculty and students to participate in programs that emphasize the relationships among the arts and other intellectual disciplines. Challenges. Like any other academic enterprise, the College of Fine and Performing Arts faces challenges and aspects of its operation that should be improved. For example, while the College has made good progress in integrating outcomes assessment into pedagogical practices, it still needs to sharpen the effects of feedback mechanisms on planning processes. While it has made good progress in developing advanced technological capacities, it needs to strengthen technical support and to expand faculty- training efforts. While the College has made significant efforts in the area of diversity, it needs to expand the number of minority students it serves and the number of minority faculty and staff. While faculty are quite active in research and scholarly activity, the College believes it can improve the extent to which faculty work is reviewed nationally. Concluding Observations Examined in their full context, circumstances suggest that the College of Fine and Performing Arts has excellent prospects. Personnel are confident that they can successfully pursue the agenda outlined above. Pursuing that agenda will lead to improvements in key areas and main- tain momentum in those areas in which the College and its members already excel. COLLEGE OF HEALTH AND HUMAN SERVICES Mission and Overview The mission of the College of Health and Human Services is to transmit knowledge, develop critical thinking, and serve society through holistic, integrative, and quality programs at the associate, bachelor's, and master's levels. The College extends the frontiers of knowledge through research, public service, and instruction that address community, regional, national, and international needs. The environment of the College is conducive to effective teaching and learning and the professional development of faculty. The potential of each student is realized through a combination of academic course work and field / clinical experiences. CHAPTER 5: ACCOMPLISHING THE MISSION 5-35 Emphasis is placed on providing opportunities to develop high standards of professional ethics, as well as a personal value system. The expectation is that students will achieve a high level of professional competence to address society's ever-changing demands for health care and human services. Accomplishment of Purposes The College of Health and Human Services functions within the context of the six University purposes. Purpose 1: Integration of Teaching, Scholarship, and Service Teaching, scholarship, and service are integrated in a dynamic profes- sional environment in the College of Health and Human Services. The educational mission of the College has two main thrusts: (1) preparing students for entry-level positions in the health and human-services professions, and (2) providing students with the educational foundation and competencies necessary to achieve professional licensure and/or credentialing in their respective fields. In all professional curricula, teaching, scholarship, and service are integrated into clinical and field experiences, internships, student teaching, and practica that emphasize real-world experiences at health and human-service agencies and schools throughout the region. Collaboration within and outside the University is a hallmark of the College. External advisory boards composed of regional professionals and representatives of the communities of interest are integral compo- nents at the program, department, and College levels. Ongoing collabo- ration exists with the Williamson College of Business Administration in the area of health and human-services administration. Collaboration with the Northeastern Ohio Universities College of Medicine (NEOUCOM) is strengthened each year through the development of programs of mutual interest, such as Physical Therapy and the cooperative Master of Public Health degree. The College of Health and Human Services and the College of Education offer collaborative programs involving health education, family and consumer sciences, pre-kindergarten education, physical education, and a developing school-nurse certification program. The College strives to strengthen existing programs, to implement pro- grams of demonstrated demand, and to conserve limited resources by collaborating with internal and external constituencies. Purpose 2: Teaching and Learning COLLEGE OF HEALTH & HUMAN SERVICES DEPARTMENTS Criminal Justice Health Professions Human Ecology Human Performance and Exercise Science Military Science Nursing Physical Therapy Social Work FALL QUARTER 1997 ................. 2,839 ......... Student Credit Hours 20,338 ......... Full-Time Faculty FTE 64.16 Professional/Adrninistrative ........................ Staff FTE 12.35 Classified Support ........................ Staff FTE 11 .OO The College of Health and Human Services is the University's newest college. The first five years have seen the development and structuring of a College with a very specific mission and a twofold purpose: (1) becom- ing a regional academic health center, and (2) becoming regionally prominent in educating human-services professionals. The College seeks 5-36 NORTH CENTRAL ASSOCIATION SELF STUDY - continuous improvement in program design, course content, field experi- ence, student teaching, and clinical or internship sites. Toward those ends, the College has implemented two new master's degrees-a Master of Science in Nursing and a Master of Health and Human Services. A new bachelor's degree program in Physical Therapy has accepted its second class and is moving toward full accreditation. The associate-level Respiratory Care program has evolved to a bachelor's-degree program reflecting current goals within that profes- sion. Exercise Science, Pre-Kindergarten, Nursing Home Administration, and Hospitality Management programs have been developed. The NEOUCOM B.S. /M.D. program is administered in the College, and a new Medical Clerkship program for graduating medical students has been successfully established. An interdisciplinary minor in Public Health has also been implemented. These accomplishments illustrate the ongoing commitment to the educational mission of the College by fac- ulty, staff, and administration. Purpose 3: Access and Diversity The College of Health and Human Services is committed to address- ing issues of diversity in education. Curricula prepare graduates for work with culturally and situationally distinct individuals and groups. Open faculty positions offer another avenue in which to consider diver- sity. In each of the last two academic years, the College has been success- ful in hiring one new minority faculty member in a tenure-track position. The need for more minority representation in the health and human- services professions has influenced recruitment efforts within the College of Health and Human Services. A major initiative titled "Health Quest" is coordinated and supported by the College, NEOUCOM, and the regional Area Health Education Center(AHEC)/Mahoning Shenango Area Health Education Network (MSAHEN). Health Quest encourages minority youth to pursue careers in the health professions. It begins with students in fifth grade and follows those students through high school graduation. The students of the initial class (approximately 30 minority youth) are now in the 12th grade, and six of those students have remained with the program. Five of the six students plan to attend college and pursue medicine, nursing, or other allied-health professional programs. This fall, 60 fifth-grade minority students will begin the Health Quest program. Other diversity efforts include the participation of departments in the minority student mentoring program administered by the Office of Affirmative Action and a sports program that brings an average of 250 inner-city minority youth to campus for five weeks each summer. Purpose 4: Research and Scholarly Activity The College emphasizes research and scholarly activity through strengthened requirements for promotion. Promotion criteria now in- clude very specific standards for achievements in scholarship. CHAPTER 5: ACCOMPLISHING THE MISSION 5-37 In an-attempt to provide faculty with much-needed time to pursue scholarly activities, the College has established an alternative-assign- ment award. Twenty to 36 workload hours per year are distributed among faculty after a thorough review of their proposals by a subcom- mittee of the Dean's Advisory Council and upon recommendation of the dean. The faculty and administration of the College seek to increase scholarly works annually. A major initiative in the College has been development of the Alli- ance for Health Services Research. In 1996-97, the alliance~consisting faculty members from the Williamson College of Business Adrninistra- tion and the College of Health and Human Services, members of the COLLEGE OF regional health-care community, and NEOUCOMÑdevelope four grant HEALTH & HUMAN SERVICES proposals related to health-services research. FACILITIES All-Sports Complex Purpose 5: Connections with the Community Beeghty Physical Education Center Cushwa Hall The College seeks to become an academic health and human-ser- vices center without walls. Students' professional-education experi- ences take place in a variety of health and human-service organizations, private and public. Regional, state, and even national sites provide a broad range of extramural learning experiences. It is a guiding belief that students must be exposed to a variety of delivery systems during the educational process to support goals of diversity, access to care, and life-long learning skills. The community, in effect, is the classroom of the future for emerging professionals. Faculty from the College of Health and Human Services serve on a number of discipline-related community boards. These service opportu- nities not only allow faculty to share their expertise but also keep faculty informed about the needs of community providers, which are critical when considering curricular changes and educational outcomes within specific programs. Such relationships are essential to keep academic initiatives consistent with changing community needs as the health and human-service fields enter the new millennium. The College formed a partnership with the Ohio Crime Prevention Association during 1997. The partnership-facilitated through a collabo- ration of two College faculty members in two departments, a YSU-PD crime-prevention officer, and YSU's Center for Urban Studies-brings a variety of crime-prevention training opportunities to professionals and citizens of the region. The College is committed to supporting the growth and development of students, faculty, alumni, and regional professionals. A Center for Continuing Education has been developed through AHEC/MSAHEN and is coordinated by University faculty and regional professionals. Community leaders help to shape the organization, degree offerings, mission and goals, and vision of the College through the External Advi- 5-38 NORTH CENTRAL ASSOCIATION SELF STUDY - sory Committee to the Dean. Discipline-specific advisory committees also support and continue open dialog on an ongoing basis with commu- nity leaders. The use of external advisory boards will continue to assure that the College is moving in the right direction and is meeting the challenges of the health and human-services environment. The College continues to support and play a leadership role in the Healthy Valley 2000 initiative, a strategic alliance with historic irnplica- tions in Mahoning County. This alliance, which consists of all major leaders in the health-care industry, is developing a plan to improve the health of Mahoning County residents in five specific areas over the next five years. Currently, 45 area health-care leaders are working toward this goal, and faculty and administration in the College have played sig& cant leadership roles. Purpose 6: Institutional Environment The physical environment in the College is conducive to effective learning, and improvements are planned each year. Major accomplish- ments in the past three years include the development of the Department of Physical Therapy offices and laboratories, as well as an open computer lab. In looking toward the future, multimedia classrooms, labs, and interactive distance learning classrooms will be essential and are cur- rently planned. The professional environment of the College is characterized by interdisciplinary committees and programs, professional excellence and pride, optimism, and excitement about the future. Faculty and admirds- trators in the College work effectively toward the accomplishment of mission and goals in an atmosphere of professional courtesy and respect. The environment for students in the College is exemplary. Proce- dures and policies aim to be student-centered and student-friendly. The entire College-faculty, staff, and administration-is committed to providing a positive University experience for every student en- rolled in its programs. Strengths, Challenges, and Vision for the Future The College of Health and Human Services has positioned itself well for the turn of the century. The past five years have been characterized by restructuring and new programming initiatives in the College. The development of the first mission and goals statement and its subsequent annual review and revision have set a stage for increasing scholarly activity, building community relationships, and continuing emphasis on academic quality. The College serves in a leadership role in the health and human- service industries locally and regionally. The failure of national health- care legislation in fall 1994, coupled with the newly enacted welfare- CHAPTER 5: ACCOMPLISHING THE MISSION 5-39 reform laws, has precipitated dramatic changes in the delivery of health care and human services. The College, through internal and external advisory boards, is planning for the challenges facing the health and human-service industries, their impact on future professionals, and, in particular, the educational process. The College, through continued emphasis on faculty development, professional-practice competency, and current accreditation, will provide the highest quality of education in this dynamic environment. Curricular emphases on access to care, diversity, multiskilling, computer literacy, and life-long learning skills are being improved and strengthened. Connections with the broader health and human-service communi- ties will become even more significant in the next five years. Emphasis on programming at the graduate level with the implementation of the M.S.N. and M.H.H.S. degrees will be of utmost importance. New consortia1 programs at the graduate level will receive high priority as the College continues to be sensitive to distance-learning technology, restric- tive budgets, regional expertise, and resources. The College can best provide graduate degrees by combining the resources and talents of neighboring institutions. Examples of this commitment-which will become realities over the next five years-are the planned consortia1 Master of Public Health degree and the Master of Social Work degree. The partnership agreement with Lorain County Community College will be strengthened and enhanced. The strength of the College rests with the faculty. The majority of faculty are licensed professionals with very distinct areas of competence. Professional faculty are required to maintain levels of expertise by exter- nal boards and accrediting bodies. Faculty in the College are committed to excellence in the classroom and hold numerous leadership positions throughout the local area as well as in state and national organizations. An academic center for the development of health and human- services professionals can do more than educate future professionals. It can improve the quality of life in the surrounding region through the direct delivery of services by students in agencies and organizations within the community and through the leadership positions its admin- istrators and faculty hold. The challenge is being met through the College's commitment to the seamless integration of teaching, scholar- ship, and public service. The College remains sensitive to the dynamic health and human- services environment through extensive interaction at all levels with external communities of interest. In this climate of dramatic change, some guiding principles of the College will remain steadfast. Those are commitment to the regional community, delivery of the highest caliber of professional education, maintaining and improving diversity in the students and faculty, and providing a professional education comple- mented by strong life-long learning skills in each discipline. 5-40 NORTH CENTRAL ASSOCIATION SELF STUDY - SCHOOL OF GRADUATE STUDIES Mission and Overview The fundamental responsibility of the School of Graduate Studies is to make graduate education in areas of excellence available to all quali- fied persons desiring it. Graduate study at Youngstown State University provides an integrated program of advanced study leading to discipline mastery and an understanding of related subjects. A thorough training in research skills and/or professional applications associated with the base of knowledge within the discipline is implicit in all graduate programs. In addition, the School of Graduate Studies supports the continued development of faculty scholarship in all areas and serves as the principal point of coordination for both internally and externally sponsored pro- grams at Youngstown State University. Such efforts are directed at obtain- ing the resources necessary to mount and maintain programs of excellence and, in some cases, to target specific areas for national and/or regional prominence. Thus, the School of Graduate Studies seeks to develop and maintain programs of high stature that achieve professional accreditation as appropriate and attract quality students to the University. Accomplishment of Purposes Teaching and Learning The School of Graduate Studies at Youngstown State University offers graduate programs leading to the Master of Arts, Master of Business Administration, Master of Health and Human Services, Master of Music, Master of Science, Master of Science in Education, Master of Science in Engineering, Master of Science in Nursing, and Doctor of Education degrees. Post-master's programs leading to eligibility for certification by the Ohio State Department of Education or for licensure as a professional counselor in Ohio are also available, as well as graduate certificate programs irrProfessiona1 Writing and Editing, Bioethics, and Historic Preservation. The School offers the following degrees: the Master of Arts in Economics, English, and History; the Master of Business Administration, with concentrations in Accounting, Executive, Finance, Management, and Marketing; the Master of Health and Human Services; the Master of Music, with concentrations in Education, History and Literature, Performance, and Theory and Composition; the Master of Science in Biology, Chemistry, Criminal Justice, and Matherna tics (Computer Science option); CHAPTER 5: ACCOMPLISHING THE MISSION 5-41 the-Master of Science in Education in Counseling, Educational Administration, Master Teacher-Elementary (Early Childhood, Reading, and Middle Grades option), Master Teacher-Secondary, and Special Education (Early Childhood Special Education and Gifted and Talented options); the Master of Science in Engineering in Chemical, Civil (Environ- mental/Water Resources and Structural Mechanics options), Electri- cal, Industrial and Systems, and Mechanical Engineering; and the Doctor of Education in Educational Leadership. Minimal degree requirements vary according to program but require at least 45 quarter hours. Thesis and nonthesis options are available in many programs; however, certain programs (Chemistry and Biology) require a research-based thesis. Program Development and Review. The proportion of individuals with graduate degrees is lower in the region than in the nation or state. The University has expanded graduate programming to respond to this need. The first new master's-level programs in 24 years have been added: a Master of Science in Nursing (Chronic Illness Care) and a Master of Health and Human Services, as well as two new certificate programs in Bioethics and Historic Preservation. Graduate degrees are developed within the context of the mission statements of the initiating department and college. The procedures are described in the Graduate Studies Policy Book. All graduate degree programs are reviewed by the Graduate Council and School of Graduate Studies on a five-year cycle in accordance with procedures mandated by the Ohio Board of Regents through the Regents Advisory Committee on Graduate Studies. This review cycle in most cases corresponds to the five-year Academic Affairs Divisional Review of Departments carried out by the Office of the Provost. In many cases, the reviews are scheduled to correspond with reviews by national accredita- tion groups or external reviewers as appropriate. Details of the graduate school five-year review are contained in the Graduate Studies Policy Book. The process examines appropriateness of the curriculum, quality of faculty, quality of students, productivity, and other issues designed to assure that the department is delivering academically sound, competitive programs of study. These reviews are now incorporating outcomes-based data to assess educational and programmatic effectiveness. Outcomes of the program in terms of departmental mission and goals are specified in the outcomes assessment plans for each department. After review and acceptance of the review report by the Graduate Council, the dean of Graduate Studies extends program approval for a five-year period. If problems are identi- fied by the Graduate Council, program approval is withheld until ques- tions are answered appropriately or plans are put into place to correct deficiencies. In the most serious of cases, the dean of Graduate Studies may suspend admissions to a program until problems are corrected. SCHOOL OF GRADUATE STUDIES CENTERS Center for Historic Preservation Center for Photon-Induced Processes Mahoning River Basin Research Center FALL QUARTER 1997 Professional/Administrative Staff FTE .......................... 2.00 Classified Support .......................... Staff FTE 2.00 FACILITIES Jones Hall 5-42 NORTH CENTRAL ASSOCIATION SELF STUDY -. The School has improved the quality and range of its graduate programs by strengthening the current program for five-year self-study review and revision to include outcomes assessment measures and im- proved follow-up of graduates and external review if national or external accreditation is not already a program standard; drawing on existing and developing strengths of faculty, institu- tional, and regional resources to develop interdisciplinary and collaborative programs, both for cost effectiveness and for gains associated with synergistic interaction; working with public agencies, cultural institutions, professional associations, accrediting boards, business, industry, and the health sciences to identify new programs to meet the present and future needs of the region; and working with departments that have indicated development plans for graduate degrees or certification programs. Faculty. Mechanisms are also in place to assure that faculty involved in teaching at the graduate level meet high expectations for quality of teach- ing and productive scholarship suitable to involvement in graduate-level programs. Standards for membership in the Graduate Faculty are set by the individual colleges, with review by the Graduate Council. Graduate Council has revised membership requirements to strengthen scholarship. Faculty apply for or are nominated for membership through their depart- ment chairperson. Applications are reviewed by the College Graduate Studies Committee, which may recommend them to the Graduate Council. Upon approval by the Graduate Council, the applicant is appointed to the Graduate Faculty for a term of five years by the dean of Graduate Studies. Institutional Environment - Governance within the School of Graduate Studies is exercised by the Graduate Faculty through elections of members of the Graduate Faculty to the Graduate Council. The Graduate Council recommends standards for admission to graduate studies, standards and requirements for the various degrees, and rules and procedures to give uniformity to the quality of graduate instruction throughout the University. It approves curriculum and encourages the development and improvement of gradu- ate work and research. New academic standards and transfer-of-credit policies have been developed. The Graduate Studies Policy Book, re- vised in 1997, contains the operating policies and procedures of the School of Graduate Studies. The Graduate Council membership has been expanded to increase faculty input and broaden representation. The School of Graduate Stud- ies strives to ease the burden of policies and regulations related to gradu- ate education, research, and scholarship of both students and faculty at Youngstown State University. CHAPTER 5: ACCOMPLISHING THE MISSION 5-43 Access and Diversity Total graduate enrollment at YSU is approximately 1,200 stu- dents. Approximately 60% of the graduate students are women, and 14% are out-of-state or international students. Minority enrollment has increased slightly, from 3.54% to 4.33% over the past 10 years. Graduate enrollment has been maintained and even increased mod- estly, while total institutional enrollment has declined. The Graduate School service region, which has traditionally been limited to the greater Youngstown area, has been widened to the full regional service area (100 miles) in Ohio and surrounding states, especially western Pennsylvania. The School has increased recruiting strategies at both regional and national levels to main- tain and/or expand enrollments in targeted areas and improve and diversify the pool of applicants. It has developed and implemented a recruiting plan, including a l'viewbook,lr program descriptions/ brochures for each program, national advertising, local advertising, and a graduate student handbook. Additional information about efforts to increase diversity can be found in the Affirmative Action section of Chapter 1. Research and Scholarly Activity The School of Graduate Studies plays a central role in encouraging and supporting research and professional activities of faculty and students. The School established the Office of Grants and Sponsored Programs, which is described in Part I11 of this chapter. The level of external grant support and the number of applications have increased. Applications in the academic area increased from 35 in 1993 to 84 in 1997. Funding of academic proposals has increased from an average of about $330,000 annually in 1991-94 to $1.2 million in 1997. A total of $522,210 of institutional support has been committed to fund three Presidential Academic Centers for Excellence in Research (PACER) for three years. The interdisciplinary PACER Centers-the Mahoning River Basin Research Center, the Center for Historic Preservation, and the Center for Photon-Induced Processes-are expected to become self- supporting in three years. Connections with the Community The School of Graduate Studies has strengthened connections to the community in several ways. These connections have been facili- tated by the Office of University Outreach, which reports to the dean of Graduate Studies, and the establishment of the Metropolitan College. The School of Graduate Studies offers several off-campus graduate courses in education. Off-site is likely to increase through the efforts of the work-force education coordinator 5-44 NORTH CENTRAL ASSOCIATION SELF STUDY - and the development of the Metropolitan College. The School of Graduate Studies also supports and enhances the missions of cam- pus units whose primary function is public service (e.g., the Public Service Institute, Center for Engineering Research and Technology Transfer, and University Outreach) by improving communications and identifying appropriate funding sources to support the activities of these units. Integration of Teaching, Scholarship, and Service The School of Graduate Studies supports the development and continuation of programs that integrate teaching, scholarship, and service by encouraging faculty research and scholarship that exemplify integrative methodologies and bridge service to the community with traditional publication in the discipline; encouraging programs to strengthen and/or develop integrative experiences, such as theses, internships, or portfolios; encouraging interdisciplinary experiences where appropriate to the individual student's program; supporting faculty who seek and access external funding to de- velop a teaching and research infrastructure appropriate to their program and development; and supporting faculty in the development and/or application of emerging technologies. Strengths, Challenges, and Vision for the Future Continued planning for and implementation of new graduate pro- grams will provide a vehicle for expanding institutional enrollments and diversity of both programs and the graduate student body. The growing involvement of faculty in seeking external funding will need continued encouragement and additional institutional support as faculty expecta- tions and competitive abilities are raised. Expectations and needed increases in both the number and value of graduate assistantships will continue to challenge the institutional resource base. Inclusion of gradu- ate assistant support in external grant requests is an alternative to institu- tional support that will be encouraged. Greater emphasis will need to be placed on continuing the recent increase in graduate enrollments, espe- cially by expanded recruitment, better marketing, and faculty involve- ment in the recruiting process. CHAPTER 5: ACCOMPLISHING THE MISSION 5-45 Part II: Teaching and Learning HONORS AND SPECIAL PROGRAMS University Scholars The University's commitment to excellence in teaching and learning is exemplified by the University Scholars Program, which was estab- lished in 1992. The program recognizes academic excellence with the award of full tuition, room and board, and books to 40 exceptionally high-achieving entering students each year. A 28 composite ACT score and a class rank in the top 15% are the minimum requirements for accep- tance. To continue in the program, students must maintain a GPA of 3.5 or higher. The first class entered in fall 1993. Beginning with the 1998-99 academic year, five additional scholarships will be offered to high school graduates, and 10 will be awarded to students with associate degrees. When the new scholarships are fully phased in, there will be 200 Univer- sity Scholars. These scholarships are funded by the YSU Foundation. All University Scholars are enrolled in the Honors Degree Program. They live in Cafaro House, the new state-of-the-art honors residence facility that houses the offices of the Honors Degree Program, a computer lab, a seminar room, and music practice rooms. University Scholars must complete at least 60 hours of community service each year. Service projects are developed by the students in consultation with the director of University Scholars. Scholars also attend various campus and regional activities such as the theater, symphony, art exhibitions, and athletic events. Student trustees are elected each year to represent the scholars and to design and coordinate class activities. The University Scholars Program has become a positive influence on the intellectual interaction among students and faculty and has enabled the Honors Program to flourish. Honors Program The Honors Program is designed to create a distinct and continuing community of intellectual excellence by bringing together superior students from diverse disciplines, challenging those students with ex- traordinary courses, and recognizing their academic achievement with a special honors degree. The program's mission, eligibility criteria, and requirements are described in the Undergraduate Bulletin (pp. 56-58). In 1996, the University Scholars student trustees evaluated the program according to the National Collegiate Honors Council's Basic Characteris- tics of a Fully Developed Honors Program. 5-46 NORTH CENTRAL ASSOCIATION SELF STUDY -- In light of these standards, the YSU program has a number of strengths. Program materials and the catalog clearly articulate the criteria for entrance and continuation in the program. The institu- tional administration assures the stability of the program through a budget and a director who reports to the chief academic officer. Hon- ors courses make up a substantial portion of the students' under- graduate work (36 out of 186 quarter hours, plus an honors thesis/ project). The honors curriculum includes special courses, seminars, and independent-study opportunities. Special weekend classes bring visiting experts to the program or enable students to have enriching off-campus experiences. There are opportunities for experiential education such as community service and international study. The program is highly visible, and it has excellent facilities in Cafaro House, where the honors students live. Academic policy for the program is set by the Honors Committee of the Academic Senate, which includes representatives from each college, as well as students. In each of the past two years, the committee has selected an honors student member as chair. The Honors Program is open to continuous review, and changes are made as needed. Recently, the committee recommended standards for an honors associate degree and a policy on accepting honors credit from community colleges. These changes were approved by the Academic Senate. The report of the student trustees noted that many honors courses fulfill general requirements, but it is more difficult for students to obtain honors work within a particular area of specialization. Usually, this is done by permitting students to receive honors credit for a regular course through a special "honors contract" approved by the faculty member and the Honors Committee. The Honors Program has evolved from an idea to a dynamic reality in the past five years, from almost no students to about 450 students. It meets nationally recognized standards in the field. The program will continue to evolve as it responds to the suggestions made by students and to practice in the field. The Honors Program is emerging as a strength of the institution. Individualized Curriculum Program The University also offers an Individualized Curriculum Program, which enables students to design an alternative path to a degree. When existing curricula do not meet a student's educational goals, the student may develop a program of study with the help of a faculty committee. Approval procedures assure that Individualized Curricu- lum Programs meet general-education requirements and are of appro- priate scope and rigor. CHAPTER 5: ACCOMPLISHING THE MISSION 5-47 Combined B.S.1M.D. Program Youngstown State University is a sponsor of the or the astern Ohio Universities College of Medicine. Students enroll as candidates for the combined B.S. /M.D., a six-year program. After two years of college work at YSU, students with specified GPAs and MCAT scores are eligible for admission to the medical school. Upon completion of the program, students receive a B.S. from YSU and an M.D. from the medi- cal school, which is separately accredited by the North Central Associa- tion. The medical school is scheduled for a site visit in June, and infor- mation about strengths and weaknesses of the program can be obtained from its self-study report. GENERAL EDUCATION The University recognizes that a comprehensive education includes both the deep knowledge of a particular field and the broad knowledge provided by a general education. The present curriculum does not fulfill the institution's ideal of a comprehensive general-education program as defined by current literature in the field. However, the faculty have established the foundation for a new program by agreeing upon the purposes of general education at YSU. The purposes are to foster qualities such as curiosity, intellectual honesty, fairness, civility, and an openness to ideas and the sharing of knowledge; thinking that is critical, independent, and objective; integration of knowledge across disciplines; the ability to function effectively in a technological society; an understanding of the importance of studying the past and present; appreciation of literature and the arts as expressions of human cultures; recognition of the importance of acting as informed, responsible citi- zens of the world; and an attitude that learning is a personal and col- laborative process exercised over a lifetime. These purposes, as well as the goals for general education listed in Table 5.2, were adopted by the Academic Senate in 1994. 5-18 NORTH CENTRAL ASSOCIATION SELF STUDY - Table 5.2 General-Education Goals 1 1. Write and speak effectively. 2. Acquire, process, and present quantitative and qualitative inforrna- tion using the most appropriate technologies, including computers. 3. Reason critically, both individually and collaboratively; draw sound conclusions from information, ideas, and interpretations gathered from various sources and disciplines; and apply these conclusions to one's life and society. 4. Understand the personal and social importance of ethical reflection and moral reasoning. 5. Comprehend mathematical concepts and reason mathematically in both abstract and applied contexts. 6. Understand the scientific method-forming and testing hypotheses as well as evaluating results. 7. Realize the evolving interrelationships among science, technology, and society. 8. Grasp and appreciate artistic expression in multiple forms and contexts. 9. Understand the relationships between physical, mental, and emo- tional well-being and the quality of life of the individual, the family, and the community. 10. Understand the development of cultures and organizations of human societies throughout the world and their changing interrela- tionships with Western society. 11. Evaluate the impact of theories, events, and institutions on the social, economic, legal, and political aspects of society. 12. Comprehend and appreciate the development of diversity in America in all its forms. 13. Understand and appreciate the natural environment and the pro- cesses that shape it. CHAPTER 5: ACCOMPLISHING THE MISSION 5-49 The General Education Requirements Task Force asked academic departments in 1994-95 to determine whether the new goals were being addressed in existing courses within the current general-education requirements. The basic requirements, described in the 1997-98 Under- graduate Bulletin (pp. 54-55), are two courses (8 q.h.) in English compo- sition, three credits in physical activities, a three-credit course in health education, and 46 quarter hours distributed among the humanities, social studies, and science/mathematics. Responses received by the task force indicated that many courses were being offered, in both general educa- tion and the major, that contributed to reaching the goals. A subcommittee of the task force identified courses that, from their description in the Bulletin, appeared to contribute to the 13 goals. The subcommittee then analyzed the transcripts of 200 randomly selected graduates of 1993-94. This analysis indicated that a majority had taken classes that specifically dealt with goals 1,2,5,6,9, and 11. It was unclear whether goals 3,4, 7,8,10,12, and 13 had been included in their curricu- lum. The committee noted, however, that catalog course descriptions were inadequate to determine whether general-education goals were actually being addressed in the courses. Based on the information from academic departments and the analysis of transcripts, there appear to be many opportunities for students to achieve the new general-education goals. However, the current general requirements do not assure that all students do so. The new model cur- rently under consideration by the Academic Senate (see Appendix D) is designed to ensure that all students have a relatively similar general education. The model features integration of goals throughout the general-educa- tion program and across the curriculum. It is designed so that students will develop capabilities in writing, speaking, critical thinking, scientific in- quiry, mathematical reasoning, moral reasoning, and use of computers. Several characteristics distinguish it from the current program: upper-division courses and a senior capstone; writing-intensive courses across the curriculum; critical-thinking intensive courses across the curriculum; a mathematics requirement; a speech requirement; and four areas of understanding and appreciation- * natural sciences * personal and social responsibility * societies and institutions * artistic and literary expression. 5-50 NORTH CENTRAL ASSOCIATION SELF STUDY -. While the task force has been developing a new model to match the goals, faculty members have been working to achieve the goals within the existing program. The two required freshman composition courses embrace several of the general-education goals. The courses are directed toward goal 1, writing and speaking effectively. Both courses also include the development of critical-thinking strategies. English faculty, working with faculty from the Department of Computer Science and Information Systems, have redesigned the courses to incorporate the computer- technology component of goal 2. Composition I now includes general word processing and electronic communication skills, and Composition I1 includes electronic information retrieval skills. The science departments have begun a collaborative effort to reform their offerings for non-science majors. They are creating new investigative laboratory courses for non-science majors in each of the scientific disciplines. Each of the courses will have common goals of providing students with experiences in formulating and testing hy- potheses, collecting and analyzing data, thinking critically, and work- ing in cooperative groups to solve problems. The new courses will also include activities to improve studentsf oral and written communi- cation skills, mathematical skills, and use of computers. A grant proposal to support this reform has been submitted to the National Science Foundation; the new courses will be implemented whether or not external funding is obtained. During this time of transition from a cafeteria-style general-education program to a coherent, goal-directed program, assessment of student outcomes based on the new goals has begun. The assessment strategies and results are described in annual reports of the Assessment Council and in the Student Outcomes Assessment section that follows. STUDENT OUTCOMES ASSESSMENT In 1994, the University created an Assessment Task Force to develop the Academic Outcomes Assessment Plan, 1995, which North Central approved in February 1996. Consultant-evaluators who reviewed the plan offered suggestions to strengthen it. They noted that the timeline might be unrealistic and that certain topics needed clarification. Specifi- cally, they suggested more clarity regarding graduate outcomes; the link between assessment and program-improvement initiatives for both graduate and undergraduate programs; methods of measuring life-long learning, specialized knowledge within the discipline, and career success; the role of institutional offices outside of colleges and departments; and feedback to the departments regarding their assessment activities. The assessment program has continued to evolve. The following sections of the self-study report show that the questions raised by con- sultant-evaluators have been addressed. CHAPTER 5: ACCOMPLISHING THE MISSION 5-51 Assessment Council The original task force was reformulated as the Assessment Council, which has supervised implementation of the plan and continued to refine the assessment program. After NCA approved the University assessment plan in February 1996, the process of developing and approving departmental plans began. The Council asked colleges to appoint additional representatives to serve on review teams to evaluate the plans submitted by departments. In the past year, the Council decided to enlarge its membership to better accomplish its goals, and the reviewers became Council members. The Council also asked Student Government to appoint a student member for the first time in 1997-98. Department Assessment Plans The institutional assessment plan identified 16 outcomes to be as- sessed: career success, life-long learning, specialized knowledge within the discipline, and for undergraduates, the 13 general-education goals (see Table 5.2). The assessment plan reflects a philosophy of vesting responsibility for assessing specialized knowledge within the discipline at the department level. Each department was asked to specify outcomes for both undergraduate and graduate students. Departments submitted their plans to the Council, which either approved them or returned them to the departments for revisions. All departments have submitted plans, but not all have completed the revisions requested by the Council. There are currently 27 approved plans. Often, departments whose plans have not yet met all the criteria are conducting assessment activities, and they continue revising their plans as they learn more about assessment. The director of assessment and members of the Assessment Council provide consultation to depart- ments whose plans are not complete. Plans that meet the criteria established by the Council are approved through 1998-99. During that year, a rotating schedule will be announced so that a portion of the plans are reviewed by the Council each year. The rationale for the approval through 1998-99 was that the Council would learn from the advice of the North Central visiting team and subse- quently make improvements in the procedures, criteria, or format before the next cycle of review. Departments have adopted multiple assessment activities to evalu- ate specialized knowledge within the disciplines. These include stan- dardized exams; faculty-developed comprehensive exams; capstone courses; student work samples; portfolios; surveys of alumni, students, and employers; and evaluation of field-based experiences. Some de- partments assess one or more general-education goals, as well as career success and/or commitment to life-long learning, in addition to the goals of the specific major. 5-52 NORTH CENTRAL ASSOCIATION SELF STUDY -- Accountability for assessing achievement and acting on the information is monitored through annual assessment reports and a program-review process. The annual reports are submitted to the Assessment Council. To demonstrate the link between assessment and program-improvement initiatives, the report format asks departments to describe what has been learned from assessment of students and how they are incorporating the results into planning and programs. The reports document students' academic achievement and pro- vide information that is then incorporated into the self-studies for five-year program review. The Assessment Council summarizes the information from department reports to prepare an annual report for campus distribution. The reports provide evidence that students are attaining goals established by the departments. For example: College of Education students had a 99% passing rate on the profes- sional knowledge section of the National Teacher Examination. Nursing graduates have received 100% passing rates on the state board exams for two of the past five years and have the highest pass rate of any nursing program in Ohio. The Medical Assisting Technology program reported a 90% employment rate within three months of graduation. Additional examples can be found in the Student Assessment Annual Reports. Although student outcomes assessment has been unsystematic until recently, and the assessment program needs improvement, assessment efforts are beginning to have an impact on programs. On the basis of information obtained from assessment, departments have strengthened academic programs in a variety of ways. For example, engineering programs increased the number of oral presen- tations in classes in order to improve student outcomes in speaking. The Department of English revised its program for graduate assis- tants to provide more "hands-on" experience rather than observa- tion in the first quarter of the training program. The Department of Social Work created a new course in Cultural Diversity in Social Work Practice and incorporated more direct practice experiences in the methods courses. The College of Business developed a work plan to address student needs for more experience with computers. Proposals to the Academic Programs Committee this year included references to assessment information in the rationale for the change. These examples show that assessment is being used for teaching improvement and curriculum development. CHAPTER 5: ACCOMPLISHING THE MISSION 5-53 Assessing General Education As explained earlier, general education has consisted of a distribu- tion model without specific goals that could be assessed. However, with the articulation of a set of goals for all graduates, assessment of general-education outcomes is now underway. The initial plan of the General Education Requirements Task Force was to develop an assess- ment plan along with the general-education model. As predicted in North Central's critique, the timeline for implementing a comprehen- sive assessment of general education was somewhat unrealistic. Creation of the general-education model has taken more time than predicted, and the General Education Requirements Task Force re- vised its goal of designing an assessment program. Instead, the gen- eral-education proposal currently being considered by the Senate recommends the appointment of an administrative coordinator for general education and a General Education Committee. The coordina- tor and committee would design an assessment program with the help of the Assessment Council. During the transition between old and new programs, assessment of general education based on the new goals is being conducted by the Assessment Council and the Office of Institutional Research and Assess- ment. Assessment measures have included a quarterly Graduation Perception Survey and the ACT Alumni Outcomes Survey. The Council recognizes that these are indirect measures of student learning, and additional measures are planned. A subcommittee of the Assessment Council and the General Education Requirements Task Force has investi- gated standardized comprehensive tests of general education. Testing of a sample of students will begin next year, to be alternated in future years with administration of the Student Satisfaction Inventory and the Alumni Outcomes Survey. In addition to these comprehensive measures, specific general-education goals have been targeted for assessment in future years. (See Table 5.3.) Responses to the Graduation Perception Survey and the Alumni Outcomes Survey indicated that the University was more effective in helping students achieve some of the outcomes than it was in others. Respondents rated the University more highly in helping students acquire the foundation for a successful career, prepare for life-long learning, acquire and process information using appropriate technolo- gies, reason critically, and write and speak effectively. On the other hand, ratings were generally less positive for appreciating artistic expression/ reasoning mathematically, understanding global issues, and understand- ing scientific processes that shape the environment. Improvement in these areas is expected after implementation of the new general-educa- tion model, with its specific attention to artistic expression, mathematics, world cultures, and the scientific method. More details regarding achievement of each of the goals can be found in the summary reports of the Graduation Perception Survey and the Alumni Outcomes Survey and in the Student Assessment Annual Reports. 554 NORTH CENTRAL ASSOCIATION SELF STUDY - Table 5.3 Assessment Schedule 1997-2004 Assessment of Specific General Education Goals Acquire, process, and present quantitative and qualitative information using the most appropriate technologies, including computers Reason critically, both individually and collaboratively, draw sound conclusions from information, ideas, and interpreta- tions gathered from various sources and disciplines, and apply those conclusions to life and society Understand the personal and social importance of ethical reflection and moral reasoning Comprehend mathematical concepts and reason mathematically in both abstract and applied contexts Understand the scientific method; forming and testing hypotheses as Realize the evolving interrelationships among science, technology and society I Grasp and appreciate artistic expres- Understand the relationships between physical, mental, and emotional well-being and the quality of life of the individual, the family, and the community Understand the development of cultures and organizations of human societies throughout the world and their changing interrelationships with Western society Evaluate the impact of theories, events, and institutions on the social, economic, legal and political aspects of society Comprehend and appreciate the development of diversity in America in all its forms Understand and appreciate the natural environment and the processes that shaoe it CHAPTER 5: ACCOMPLISHING THE MISSION 5-55 Assessment Program Modifications Some departments have made much more progress than others in the development and implementation of outcomes assessment. Programs monitored by external accrediting agencies are typically further along in the process. In the past year, additional steps have been taken to provide more support for assessment efforts. The Office of Institutional Research and Assessment was transferred from the Division of Business and Financial Affairs to the Division of Academic Affairs effective July 1, 1997. The office reports to the assistant provost for academic planning, who has overall responsibility for the educational outcomes assessment program. A full-time staff person was reassigned to a new position, director of assessment. With this additional assistance, the assessment program is developing much more rapidly than in the first year. The Assessment Council has begun a quarterly newsletter and is developing a handbook to replace the original assessment-plan document. A consultant will visit the campus in April 1998 to conduct a workshop and work with the Assessment Council to improve the program. The Office of the Provost initiated Assessment Action Awards in 1997-98 to recognize programs for effective assessment activities. The Departments of English, Nursing, Physics and Astronomy, and Social Work were selected on the basis of quality of plans, data collection and reporting, and use of assessment information to make program improve- ments. The monetary awards of $1,000 can be used to make changes identified through the assessment program or for further development of assessment activities. These awards, in addition to the funds allocated through program review, help link budgeting to assessment. INTERNATIONAL EDUCATION Strategy 3 of YSU 2000 describes the University's commitment to expanding its international connections and activities. To that end, the Center for International Studies and Programs was established in 1995. The Center's mission is to support and be the catalyst for the internation- alization of the YSU campus; to direct and develop study-abroad and international cooperative programs; and to direct efforts to acculturate and aid international students and scholars at YSU. Although individual faculty have promoted an international perspective, the coordinated institutional commitment is new. With the assistance of the Center, relationships have been established with universities outside the United States. Formal agreements have been reached with St. Petersburg Forestry Academy, St. Petersburg Technical University, and the Institute of Management and Computer Technologies Training in Russia; the College of the Bahamas; and Changchun Taxation College in the People's Republic of China. S56 NORTH CENTRAL ASSOCIATION SELF STUDY -. The University has worked with Changchun Taxation College to develop master's programs in business and economics. The program will involve faculty from YSU teaching some courses at the Chinese campus, followed by Chinese students coming to YSU for the majority of the course work. A faculty member from Changchun has visited YSU this year, and the first YSU faculty will go to Changchun spring quarter. Students from China are scheduled to arrive at YSU in fall 1998. The Center for International Studies and Programs provides a Study Abroad Information Library to assist students and staff with planning overseas study, work, internship, and volunteer opportunities. Students have the opportunity to study in more than 60 countries. Traditionally, few YSU students have participated in international activities, but the number has begun to grow. ACADEMIC STANDARDS Academic Standing and Graduation Requirements Expectations for faculty performance have increased over the past few years, and now more is expected of students as well. The Aca- demic Senate has increased standards for student retention and graduation. The grade point average required for good academic standing has been increased and applies to all students entering in fall 1998. The previous standard was based on a sliding scale that required students to achieve a cumulative GPA of 2.0 by the time they com- pleted 75 quarter hours. The new GPA for good academic standing is 2.0 for all students. However, those with fewer than 48 hours will not be suspended unless they fall below 1.75. The old and new systems are detailed in the Undergraduate Bulletin (pp. 65-66). Though the higher standard applies to incoming students in 1998, a new policy of mandatory advising for current students with lower than a 2.0 GPA was implemented for the 1997-98 academic year. The new policy expands the number of students who must have an advisor's ap- proval of the course schedule. It mandates student-advisor contact for students whose cumulative GPA falls below 2.0 or whose quarterly GPA falls below 1.0. In spring 1997, the Academic Senate increased the upper-division credit-hour requirement for graduation from 60 q.h. to 72 q.h. Residency requirements were also strengthened. The previous requirements were that the last 30 hours leading to an associate degree and the last 45 hours leading to a baccalaureate degree must be completed at Youngstown State University. The new policy added that a minimum of 24 q.h. in the concentration area for the associate degree or in the major courses for the baccalaureate degree must be earned in residency. Additionally, a mini- mum of 32 upperdivision credit hours for the baccalaureate degree must be completed at YSU. CHAPTER 5: ACCOMPLISHING THE MISSION 5-57 Nontraditional Course Delivery Flexibly Scheduled Courses. The University also has policies and procedures to maintain the credibility of its credits and degrees as it offers more courses through nontraditional means. Youngstown State University offers some courses in nontraditional scheduling formats. Courses that do not meet for an entire academic term-or whose sched- ules are irregular, such as meeting less than once per week-are re- ferred to as flexibly scheduled courses and must have special approval. The Ohio Board of Regents required each university to establish a system for documenting that credit awarded was appropriate to the amount of student effort required. At YSU, departments wishing to offer flexibly scheduled courses submit applications that include information about contact hours and outside effort expected from students through assignments. The applications must be accompanied by syllabi that explain course objectives, student assignments, and evaluation policies. The guide- line for determining credit is that one quarter hour is equal to 1,500 minutes (30 50-minute class hours) of combined in-class and out-of- class student effort. The department chairperson, dean, dean of Graduate Studies for graduate courses, and assistant provost review and approve the respective applications. It has taken some time for all departments and faculty to be aware of this requirement, and it is sometimes viewed as unnecessary bu- reaucracy. Now, it is a routine procedure that helps the institution protect the integrity of the academic credit it awards. The applications for these courses are maintained in the Office of Institutional Research and Assessment. Distance Learning. The University does not offer any courses entirely through distance learning. Individual faculty sometimes supplement their classes with distance-learning techniques. With the completion of the Electronic Campus, instruction by distance learning will increase. A Task Force on Distance Learning has been jointly established by the YSU-OEA and the University administration. One of its primary concerns is the issue of faculty workload. It has also been charged to "investigate all forms of university-level instruction supported by electronic media and known generically as distance learning." The task force is aware of the Western Interstate Comrnis- sion for Higher Education Principles regarding distance education. As the University begins to use more distance-learning technology, it will develop the policies and procedures necessary to protect the credibil- ity of its credits and degrees. A report from the task force is due in January 1999. 5-58 NORTH CENTRAL ASSOCIATION SELF STUDY -. Professional Accreditation The University policy is to achieve and maintain accreditation of professional programs for which accreditation is available. Initial accredita- tions have been acquired since 1991 from the following accrediting bodies: Association of Collegiate Business Schools and Programs American Association of Medical Assistants National Accrediting Agency for Clinical Laboratory Sciences National Association of Schools of Art and Design National Association of Schools of Theatre. These accreditations are in addition to those already awarded by the following: National Council for Accreditation of Teacher Education Council on Accreditation of Counseling and Related Programs Accreditation Board for Engineering and Technology National Association of Schools of Music American Chemical Society Committee on Professional Training American Dietetic Association Council on Social Work Education Commission on Dental Accreditation National League for Nursing Commission on Accreditation of Allied Health Education Programs. Candidacy has also been granted for accreditation by the American Assembly of Collegiate Schools of Business and the Commission on Accreditation in Physical Therapy Education. STUDENT EVALUATIONS OF TEACHING Students evaluate faculty in all classes every winter quarter. Non- tenured faculty are also evaluated every fall quarter, and tenured faculty may volunteer for fall evaluation. A new student evaluation instrument, developed jointly by faculty and administrators, went into effect this academic year. Student evaluations provide one source of information, along with classroom observations and portfolio review, for the department chairs' evaluation of faculty and for tenure and promotion decisions. The current and preceding instruments were designed for development and evaluation of individuals and not to provide group data. CHAPTER 5: ACCOMPLISHING THE MISSION 5-59 However, the fall 1997 Student Satisfaction Inventory and the 1996 Image Survey provide broader data. YSU students rated satisfaction with instructional effectiveness at the national mean according to the Student Satisfaction Inventory composite scale. The national comparison-group rating was 5.00, and the YSU rating 4.99, on the 7-point scale. Two spe- cific areas with which YSU students expressed less satisfaction were content of major courses and concern shown by faculty for individual differences. On the other hand, YSU students expressed above-average satisfaction with the availability of faculty and receiving timely feedback about their progress. On the Image Survey, a majority of respondents ranked the quality of instruction, availability of faculty, and faculty respect for students as good or excellent. A majority of respondents to the Alumni Outcomes Survey expressed satisfaction with the quality of their major program. More than 75% were satisfied or very satisfied with overall quality of instruction, which received a mean score of 4.0 on a 5-point scale. Respondents were par- ticularly positive about class size relative to the type of course. Part in: Research and Scholarly Activity Youngstown State University encourages and supports research and scholarly activity that strengthen its educational and service missions. Several mechanisms are available to reward scholarship and to provide time and financial support for these endeavors. SUPPORT Office of Grants and Sponsored Programs The Office of Grants and Sponsored Programs helps faculty and staff obtain and effectively use external funds for research and other professional and service activity. It provides assistance by targeting funding opportuni- ties; disseminating funding information; and assisting with proposal devel- opment, budget preparation, proposal submission, and compliance over- sight. The office is staffed by a grants director and one support staff. The director reports to the dean of the School of Graduate Studies. Incentive Funds The indirect-cost rate approved by the appropriate governmental agency is applied to all grant applications. The dean of the School of Graduate Studies monitors the indirect-cost account, and the University 5-60 NORTH CENTRAL ASSOCIATION SELF STUDY - allocates indirect costs according to the following formula. Twenty-five percent of the amount generated by a college or unit is returned to the unit in a Research Incentive Account; normally, the individuals who obtained the grant are supported in their scholarly activities through this account. Fifty percent of the amount generated is allocated to the Institu- tional Research Incentive Fund to support grant-related initiatives. The remaining 25% is allocated to administrative support. Research Professors Each year, at least 15 faculty whose unsubsidized research is deemed worthy of support are designated Research Professors. They are selected by a committee of graduate faculty, chaired by the dean of the School of Graduate Studies. Research Professors have a one-third reduction in teaching load. They document their professional activities as Research Professors in reports filed with the Graduate dean. Reassigned Time In addition to the reassigned time granted to Research Professors, each college has a pool of workload hours to distribute as reassigned time for professional development and scholarship. Applicants are screened by a faculty committee chaired by the dean of the college. Individuals who are granted reassigned time submit a report of their accomplishments, providing additional evidence of faculty productivity. University Research Council The University Research Council offers grants of up to $5,000 to cover certain research-related expenditures. These competitive grants are awarded on the basis of merit and available funds. More than $31,000 was granted in 1996-97. Sabbaticals and Faculty-Improvement Leaves Faculty members can be granted leave to perform research, to undertake further education, to secure appropriate professional experience, or to perform appropriate discipline-related community service. Sabbaticals arc for three quarters; faculty-improvement leaves, for one quarter. These leaves are granted with full pay and benefits, and the University is required through the faculty's collective-bargaining agreement to budget funds for 16 sabbaticals and three faculty-improvement leaves each year. Reports of these leaves provide additional evidence of the scholarly activities of faculty. Presidential Academic Centers of Excellence in Research (PACER) During 1996-1997, the School of Graduate Studies, in cooperation with the colleges, reallocated significant internal resources to develop CHAPTER 5: ACCOMPLISHING THE MISSION 5-61 Presidential Academic Centers for Excellence in Research (the PACER program). The program has established three competitively funded PACER Centers proposed by faculty and recommended by a panel of external reviewers and the University Research Council. These centers focus on interdisciplinary research that promises to be competitive for extramural grant resources. Internal funds totaling $522,210 have been committed to this initiative for three years. The PACER Centers are the Mahoning River Basin Research Center, the Center for Historic Preserva- tion, and the Center for Photon-Induced Processes. PRODUCTIVITY The primary sources of information on the faculty's scholarly accom- plishments are the annual reports of each college and the School of Graduate Studies. During 1996-97, the Criterion 3 committee reviewed the 1995-96 annual reports and summarized the types and amount of scholarly activity. Faculty achievements included funded grants, refereed journal articles, editor-reviewed publications, books and book chapters, book reviews, literary works, presentations at conferences, exhibitions, performances, musical compositions, and other creative endeavors. Nearly 900 examples of scholarly and creative contributions were identi- fied in these annual reports, which are available for review. The dean of Graduate Studies reports annually on the status of external funding. These reports document an increase in grants sought and awards received. The processes of evaluation, tenure review, promotion, and post- tenure evaluation also document the scholarship of faculty members. Examples of tenure and promotion applications can be reviewed in the exhibit room and are available in individual personnel files. Part IV: Connections with the Community Youngstown State University provides leadership, knowledge, services, and activities to address the cultural, intellectual, technological, economic, and social needs of the region. Public service is the primary function of some campus units. Board policy encourages the establishment of partnerships with a broad range of public and private entities. Academic departments and individual faculty members are expected to integrate public service with their instructional and scholarly missions. Staff members participate in various community-service activities. The community-outreach activities of each college are described in the college profiles in this chapter as well as in college annual reports. The following programs are additional connections between the University and the surrounding region, 5-62 NORTH CENTRAL ASSOCIATION SELF STUDY UNIVERSITY OUTREACH The Office of University Outreach administers a variety of educa- tional programs, including College for the Over-Sixty, Elderhostel, the Institute for Learning in Retirement, Edutravel, YSU for Kids, noncredit courses, and customized training for companies in the Youngstown area. University Outreach is led by a director, who reports to the dean of the School of Graduate Studies. It is staffed by two program developers, two part-time program managers, and two support staff. University Outreach works with the colleges to facilitate delivery of credit courses at off-campus locations. Academic departments hire faculty and determine the curriculum. Off-site course offerings have recently expanded through the Metropolitan College concept. Metropolitan College The Metropolitan College was created as a response to the perceived need for more credit and noncredit courses at sites beyond the main campus. Courses had been offered at different locations over the years, including a long-standing evening program at a local high school. How- ever, the University had no permanent locations for these outreach efforts. A Metro Team, led by the dean of the School of Graduate Studies, worked throughout 1996-97 to coordinate development of new educa- tional opportunities. Metro College sites were opened during the last year to offer intro- ductory general-education courses and some graduate courses at three suburban locations: Southwoods Commons in Boardman; the Austin- town Plaza; and the Eastwood Mail in Niles. The Southwoods location houses 10 classrooms, a computer lab, and the offices of University Outreach. The Eastwood location contains one classroom; the Austin- town location, one classroom and a computer lab. Some individuals have questioned the efficiency of offering courses at several different locations when enrollment has been declining and the budget shrinking. Others believe that the addition of these sites will attract new students and provide more convenient access for many continuing students. Metropolitan College sites are funded on a self-supporting basis. An analysis of the costs, enroll- ment, class sizes, revenue, and demographics of students was con- ducted for fall 1997. In fall quarter, 583 students enrolled at the sites, and revenue exceeded expenses. Thirty percent of enrollees took classes at Metro sites only, and 31 of these were first-time YSU stu- dents. Average class size was slightly larger than that of main- campus classes. Relative to YSU students in general, Metro students were slightly more likely to be female and significantly more likely to be over age 25. CHAPTER 5: ACCOMPLISHING THE MISSION 5-63 At the- end of fall quarter, the University surveyed students enrolled at these sites to determine reasons for enrolling and degree of satisfac- tion. Responses were received from 330 students. The most frequent reason for enrolling was that the "location and time fit into my sched- ule." A few students (22 of the respondents) would have preferred to take the course at the main campus, but it was available to them only at the Metro site. Eighty-nine percent of respondents said they would encour- age others to enroll at their site. Monitoring the effectiveness of Metropolitan College sites will con- tinue with further student-satisfaction surveys and costhenefit analyses. A task force representing all colleges and divisions recently developed a statement of the Metropolitan College's mission and goals to guide future development. WORK-FORCE EDUCATION In addition to the activities of University Outreach, the University's educational resources are connected to the community through a new work-force-based education initiative begun at the urging of the business community. A faculty coordinator is working with colleges and busi- nesses to facilitate delivery of credit and noncredit classes at business locations. A pilot project offering business, English, and mathematics classes has been conducted at WCI Steel for the last four years. Several corporate-based courses are anticipated for next year. The Public Service Institute, one of the units in the Division of Devel- opment and Community Affairs, is charged with addressing problems of the regional community. It integrates professional staff, students, faculty, and other University resources to provide public service through basic and applied research and technical assistance and training for local government, social-service organizations, and business. The Public Service Institute is composed of three centers: the Center for Urban Studies, the Center for Human Services Development, and the Cushwa Center for Small Business Development. Their activities are directed toward enhancing the social stability, economic development, and envi- ronmental quality of the region. The Public Service Institute has been awarded more than $2.5 million since 1989 to address community needs. The institute staff consists of six University staff members and 28 grant- funded employees. 5-64 NORTH CENTRAL ASSOCIATION SELF STUDY -- Center for Urban Studies The Center for Urban Studies focuses on six areas: poverty reduc- tion, local technical assistance, economic development, urban and environmental planning, urban data services, and crime reduction. It also maintains a state-of-the-art geographic information system, pro- vides an opinion-polling and survey office, and administers an AmeriCorps program. The Trumbull Metropolitan Housing Authority (TMHA) Computer Learning Centers project is one example of the collaborative activities of the Center for Urban Studies. The Center, TMHA, Warren City Schools, and the Warren Police Department established computer learning centers at two housing development projects with funding from the U.S. Depart- ment of Housing and Urban Development. The learning centers serve an Adult Education Program, a youth program, and most recently a pre- school program. The goal of the Adult Education Program is to prepare residents for entry-level secretarial jobs. Upon completion of the six- month program, residents may also earn credits toward a college degree by taking an exam. Nearly all of the students who completed the first program are now employed. The youth program enables students to learn computing skills and use the computers to do homework. Evalua- tions show that the youth who participated in the program increased academic performance and self-esteem. Center for Human Services Development The Center for Human Services Development works with community health, social-service, and human-service agencies in identifying prob- lems, raising community-wide issues concerning human services, and addressing those problem areas and issues. Some of the services available are organizational strategic planning, community planning, leadership development, grant-application assistance, and program evaluations. Some organizations that have used the Center are the Youngstown/ Mahoning Valley United Way, Trumbull County United Way, Young- stown Hearing and Speech Center, YWCA Youngstown and Trumbull County, Salvation Army, Youngstown Police Department, and Young- stown Metropolitan Housing Authority. Cushwa Center for Small Business Development The Cushwa Center for Small Business Development assists small- business start-ups and existing business expansions by providing such services as development and marketing plans. Clients include profes- sional firms, manufacturers, and the service industry. The Cushwa Center has been particularly successful in helping dislocated workers become entrepreneurs and in helping employees of closed manufactur- ing firms purchase their places of work. The Center is located in down- town Youngstown, providing a University presence in the revitalization of the downtown area. CHAPTER 5: ACCOMPLISHING THE MISSION 5-65 The WYSU-FM mission is two-fold. One is to serve the community through classical music and other appropriate fine-arts programming, balanced and comprehensive news and information programs, and public-affairs programming unavailable on commercial radio. Parallel to that mission is the responsibility to be a positive representative of the University to the community and to promote the artistic and intellectual activities of the University. The station has a Community Advisory Committee and is planning to develop a volunteer support group. Though station membership has increased, it may soon reach a plateau, and additional strategies are needed to increase income. Providing enough staff members to develop University and local news features is a current challenge. WYSU is staffed with six full-time employees (a director, an associate director, a development associate, two announcer/producers, and a broadcast engineer) and three part-time employees (two announcer/producers and a broadcast engineer). SPECIAL LECTURES AND EVENTS Through the generosity of donors, YSU is able to bring nationally and internationally recognized leaders from many different fields to the students and the community. The Thomas Colloquium on Free Enterprise was established in 1981 by Mr. & Mrs. Paul J. Thomas to bring experts in the fields of finance, accounting, and business to campus. The series has featured such noted lecturers as Jane Bryant Quinn, a nationally recog- nized expert on personal finance; Ben and Jerry of ice cream fame; and economists Ben Wattenberg, Frank Cappiello, and Alfred Kahn. The Skeggs Lecture Series was established in 1966 in memory of Leonard Skeggs, Sr., a major figure in the early development of Young- stown State University. YSU has welcomed such notable speakers as Terry Waite, an internationally acclaimed conflict mediator most widely known for his five-year ordeal as a hostage in Beirut, Lebanon; George Will; Robert Ballard; William Proxrnire; William F. Buckley, Jr.; Jonas Salk; and Sam Irvin. The Schermer Scholar-in-Residence Program was established in 1980 through an endowment from the Frances and Lillian Schermer Charitable Trusts, administered by the Youngstown Zionist District of the Zionist Organization of America and B'nai B'rith Mahoning Lodge 339. The program memorializes the Schermer family of Youngstown and seeks to advance their interest in young people, education, the Jewish community, and the community at large. Each year, Schermer residencies bring to the YSU campus notable speakers and performing artists who explore con- temporary issues and interests in a series of public presentations. 5-66 NORTH CENTRAL ASSOCIATION SELF STUDY -. The lecture series and other special events, such as the annual Fourth of July celebration "Forte on the Fifty," strengthen the link between the campus and local communities. Part V: Inte ation of Teaching, Scholars % p, and Service Evidence of the institutional philosophy that teaching, scholarship, and service are fundamentally interrelated can be found throughout the University. Samples of faculty promotion and tenure portfolios that reflect this integration can be viewed in the exhibit room. University centers often bring together teaching, research, and commu- nity service. One example is the Paula and Anthony Rich Center for the Study and Treatment of Autism. This Center conducts a program each summer for autistic children. Teachers, enrolled in a graduate special- education course, work with the children while studying the syndrome of autism, and a faculty member from the Department of Psychology con- ducts research on the efficacy of methods used with the children. A second example is a dietetics course that has been taught several times. Students visited area nursing homes to collect data regarding the nutritional status of patients. The data were used in a faculty member's research regarding nutrition and aging. The students acquired research skills while learning about nutrition for the elderly, and the nursing homes received valuable information that could be used to improve patient care. Many other examples could be cited, and some are mentioned in the preceding college sections. In addition, there are numerous institution- wide activities to encourage and reward teaching, scholarship, and service that are mutually supportive. DISTINGUISHED PROFESSORS Each year, up to 18 persons are selected as Distinguished Professors, six on the basis of excellence in teaching, six on the basis of excellence in scholarship, and six on the basis of excellence in public service. However, for all categories, the selection committee considers overall contributions to the University in teaching, scholarship, and public service. Recipients are nominated by faculty, chairpersons, deans, and students. Consistent with the purpose of establishing connections with the community, the public-service category was inaugurated in 1995. Distinguished Profes- sors are awarded $1,500 and recognized at the spring Honors Convoca- tion. Their nomination materials, available for review, demonstrate that teaching, research, and service are interactive. CHAPTER 5: ACCOMPLISHING THE MISSION 5-67 STUDENT RESEARCH ASSISTANTS The Student Research Assistant program provides faculty with student help for research projects. Juniors and seniors, as well as gradu- ate students, with grade-point averages above 3.0 are eligible. In 1996-97, more than $60,000 was awarded to faculty to fund research assistants. Involving undergraduate students in faculty research strengthens under- graduate instruction and is an example of the philosophy of integrating teaching and research. QUEST Quest is an annual three-day celebration of the research and scholarly activities of faculty, staff, and students. Scholarly activities from the current academic year, in any state of development, may be presented. Presenta- tions include formal papers, demonstrations or experiments, discussion of works in progress, live performances, and panels. The University commu- nity and general public are invited. A poster/display room is an important part of the program. Student participation is encouraged and is an addi- tional example of the integration of instruction and research. The Deans' Quest Awards for Student Scholarship recognize the best presentation by an undergraduate and a graduate student in each college. Quest has continued to expand over the years. This year, there are 100 submissions for presentations, 70 displays, and 60 student applications for Deans' Quest Awards for the April event. Part VI: Services to Students The University provides student services that support the institu- tional mission and enhance the growth and development of students. These services arc offered through several organizational units, most of which are administratively part of the Division of Student Affairs. Many of these services are described in the Undergraduate Bulletin (pp. 1943). The Student Satisfaction Inventory (SSI), administered in fall 1997, found that YSU students are more satisfied than the national comparison group with campus support services (see Figure 5.1). ENROLLMENT SERVICES Recruitment and retention are becoming shared, campus-wide pro- cesses requiring the cooperation of many individuals. The concept and process of enrollment management at YSU are described in Chapter 6. 5-68 NORTH CENTRAL ASSOCIATION SELF STUDY - Figure 5.1 How Satisfied Are YSU Students Compared to Those at Other Four-Year Public Institutions? 0 YSU comparison Group Mean 0 1 2 3 4 5 6 7 Academic Advising Campus Climate Campus life Campus Support Services Concern for the Individual Instructional Effectiveness Recruitment and Financial Aid Registration Effectiveness Safety and Security UGl VIbG Excellence Student Centeredness Source: Noel-Levitz Centers, Inc., @ 1997. Used by permission. CHAPTER 5: ACCOMPLISHING THE MISSION 5-69 Enrollment Services, a unit in the Division of Student Affairs, has pri- mary leadership responsibility for basic functions of enrollment manage- ment, including initial recruiting, admitting, and registering of students. The unit recently reviewed its procedures and reorganized to serve students better. A series of changes are being made as a result of the recent formation of the Enrollment Management Council. Enrollment Services includes the Office of New Student Relations and the Office of Admissions, which have recently merged to form the Office of Undergraduate Recruitment and Admissions. The consolidated staff now includes 13 full-time employees and a large number of student employees. The office manages recruitment activities, described in the Recruitment section of Chapter 1, as well as admissions activities. This office will be enhanced with the addition of the Welcome Center, which is planned for completion in 1998-99. The Welcome Center will feature interactive technology so that visitors can obtain information about the University at any time. The Office of Registrar and Records is responsible for the quarterly Schedule of Classes, registration, identification cards, transcripts, student records, graduation processing, and exit interviews/surveys. The Student Online Advisement and Registration (SOLAR) system, established in 1992, has greatly improved the efficiency of registration procedures, eliminating long lines for manual registration. This com- puterized registration system allows students to use on-campus termi- nals or off-campus personal computers with modems to register for classes, obtain an advisor's approval for course selection, view their academic records, register vehicles, view their accounts, and perform other functions. The capabilities of SOLAR are described in the Sched- ule of Classes. Faculty and advisors also use the SOLAR system to access student records. A majority of alumni responding to the Alumni Outcomes Survey said they were satisfied or very satisfied with regis- tration procedures. The Office of Financial Aid and Scholarships administers all federal, state, and local financial assistance programs, including loans and work- study. It also manages the daycare reimbursement program. Financial assistance programs are an important factor in meeting the University's goals for access and diversity. More than 70% of the student body receive some form of financial aid. In 1996-97, this amounted to $36,413,006 to 10,022 students, averaging $3,633 per student. The office provides information to students and parents regarding costs and financial planning for college. A majority of respondents (53%) tothe Alumni Outcomes Survey did not express an opinion about financial aid counseling. Thirty-two percent were satisfied or very satisfied with financial aid counseling and related services, and 15% were dissatisfied. A minority of respondents (16%) disagreed with the statement "The financial aid available to me was adequate for my needs." 5-70 NORTH CENTRAL ASSOCIATION SELF STUDY -- According to the Student Satisfaction Inventory, YSU students are somewhat less satisfied than the national comparison group with recruit- ment, financial aid, and registration effectiveness, although these differ- ences are small (less than .20 on a 7-point scale). Particular issues of concern appear to be billing policies, drop/add policies, timing of finan- cial aid awards, and class scheduling conflicts. On the other hand, stu- dents were more satisfied than the national comparison group with the helpfulness of personnel involved in registration. Further investigation will be required to determine the reasons for the lower ratings on billing and drop/add policies. The timing of financial aid awards has already been revised to inform students of their awards earlier, and the Division of Academic Affairs is developing a two-year course calendar to assist students in avoiding scheduling problems. Services to students will also be improved by the recently opened Enrollment Center, which provides students a single location for han- dling enrollment-related concerns and activities. The Center provides access to registration, financial aid, and the bursar in recently remodeled space in Meshel Hall, which is conveniently attached to a parking deck. ORIENTATION New students and their families are introduced to expectations and opportunities at the University through the Student Orientation, Advise- ment, and Registration (SOAR) program. The SOAR one-day orientation was first implemented in 1996. Before 1996, orientation programs were less extensive, and fewer students participated. The goals of SOAR are to ease the transition to college, acquaint students with college life and the YSU campus, introduce students to support services, facilitate connec- tions with other incoming students as well as with faculty and staff, and to provide academic advising and registration. The program, includes separate sessions for family members, designed to familiarize them with YSU and to answer their questions. An Orientation Team, consisting of representatives from Academic Affairs and Student Affairs, serves in an advisory capacity to orientation coordinators, who are responsible for implementing the program. SOAR program sessions are largely conducted by peer orientation leaders, upper-class students who are extensively trained to facilitate sessions, assist with registration, and serve as resource persons. Each student and participating family member evaluates the SOAR program. Results are shared with the Orientation Team and staff, the Student Affairs Advisory Council, the Council of Deans, and other faculty and staff who assist with the program. Changes that will be implemented in the 1998 program as a result of the past two years' evaluations include better coordination of placement testing and orienta- CHAPTER 5: ACCOMPLISHING THE MISSION 5-71 tion; more timely communication with students regarding participation in SOAR; a campus-safety session for students and parents; more time for students to meet with academic advisors and representatives from the colleges; more structured small-group discussion sessions; and a more comprehensive evaluation of the program, including mailed surveys and focus groups. Students who completed the Student Satisfaction Inventory rated their satisfaction with new-student orientation services 4.81, com- pared to the national mean score of 4.75. ACADEMIC ADVISING Academic advising is provided by a combination of professional staff advisors assigned to each college and faculty advisors in the students' major programs. The systems for providing advising differ by college. Academic advising is available for all students and required for some, including all students who have accumulated fewer than 48 credit hours and those who are not in good academic standing. There are heavy demands on staff and faculty advisors during registration periods. The change to the semester system is expected to enhance the quality of advising. It will also reduce the number of registration periods per year and increase the interval between them so that student advising sessions can be distributed over a longer time period. Students express satisfaction with advising. Sixty-eight percent of students responding to the Image Survey rated the quality of academic advising as good or excellent. A majority of alumni (58%) were satisfied or very satisfied with academic advising, according to the Alumni Out- comes Survey. Student Satisfaction Inventory results show that YSU students are more likely than students at other institutions to believe that their advisors are knowledgeable about requirements. ACADEMIC SUPPORT SERVICES Academic support services are provided through the Center for Student Progress, which includes First-Year Student Services, Adult Learner Services, Tutoring Services, and Multicultural Student Services. Other services are the Writing Center and the Mathematics Assistance Center in the College of Arts and Sciences and the Reading and Study Skills Lab in the College of Education. The important role these units play in achieving access and diversity is discussed in Chapter 7: Integrity. Information about Maag Library and academic computing services can be found in Chapter 4: Resources. The Writing Center, operated by the Department of English, provides individual tutorials, writing workshops, and class presentations. It is staffed by a coordinator, part-time English faculty, a student supervisor, 5-72 NORTH CENTRAL ASSOCIATION SELF STUDY - and student tutors. In the past year, the Writing Center has expanded its services related to the use of computers in composition. The Center began offering tutoring sessions for online services and obtained an e- mail address that is devoted solely to tutorials via e-mail. Student use of the computer lab increased this past year. The Mathematics Assistance Center administers placement testing in mathematics and provides tutoring. Although overall enrollment has declined since 1987, the number of tutoring sessions was greater in 1996-97 than in 1987-88. The Center serves more than 1,300 stu- dents per year. The Reading and Study Skills Laboratory, part of the Department of Counseling in the College of Education, provides diagnostic testing, workshops, and individual tutoring to approxi- mately 450 students per quarter. Student Tutorial Services provides individual and group tutoring for lower-division courses other than mathematics and composition. The number of students served by Student Tutorial Services has held steady since 1995 and averages 800 students per year in 4,000 contact hours. Since enrollment has de- clined, these figures indicate that the office is serving proportionally more students. According to the Student Satisfaction Inventory, YSU students are more satisfied with academic support services than are their peers at other institutions. Tutoring services, with a mean score of 5.09, was one of the few individual items to receive a mean score above 5.0 on the 7- point SSI scale. On the Alumni Outcomes Survey, 51% of graduates expressed no opinion or a neutral opinion regarding satisfaction with academic support services such as tutoring. However, 39% were satisfied or very satisfied. Those expressing no opinion might not have used the services. The Image Survey found about 22% of interviewees had used developmental/tutorial services and almost all (18.9% of the total sample) rated them good or excellent. HOUSING SERVICES During the late 1980s, the University began to expand its housing in response to increasing student demand. With only 236 beds, YSU was unable to accommodate the number of students who wished to live on campus. Two new residence halls (Lyden House in 1990, Cafaro House in 1995) were constructed; three others (Weller House, Wick House, and Kilcawley House) were refurbished; and Christman Dining Commons was built. These facilities raise the total number of residential spaces to 886. Successful marketing and close attention to student satisfaction have created a 225% increase in the number of students living on campus since 1989. In fall 1997, the occupancy rate was 87%, and the rate is expected to exceed 90% for fall 1998. The University Scholars CHAPTER 5: ACCOMPLISHING THE MISSION 5-73 Programxhe addition of three women's sports, and the University's efforts to recruit students from a wider geographic area continue to increase the demand for housing. A new housing project, Campus Village, is expected to provide accommodations for an additional 400 students by fall 2000. Surveys, focus groups, and parent surveys are used to monitor satisfaction with housing. Each fall, residents complete a questionnaire. Typically, the overall safety of the housing facilities receives the highest rating. Quiet areas, satisfaction with the rooms, enjoyment of living environment, and courteousness of staff receive high ratings. The lowest- rated area is usually food service. In addition, residents participate in a Residence Hall Association and on a Dining Services Committee, a Resident Advisor Advisory Board, a Student Employee Advisory Board, and a Housing Contract Review Board, all of which provide information about student satisfaction. Improvements are made in response to student suggestions. Examples include the addition of fitness rooms, computer labs, upper-class floors, flexible meal plans, change machines, and a convenience store. In addition, Housing Services sponsors more than 200 programs and activities each year to enhance residents' educa- tion and development. Residents' responses to the Student Satisfaction Inventory were separately analyzed and compared to those of YSU students who do not live in campus housing and to the national norms. Students who live on campus are significantly more satisfied with their residential environ- ment than the national norm. YSU residential students are also more satisfied with their entire educational experience than are the national comparison groups or nonresidential students at YSU. COUNSELING The mission of the University Counseling Center (UCC) is to provide highquality counseling, consultation, and educational programming for YSU students, staff, and faculty and to provide graduate training for counselors. The Center is staffed with two licensed counseling psycholo- gists, a licensed professional counselor, a secretary, counseling interns, and graduate assistants. The UCC became a unit of the Department of Counseling in the College of Education in 1996. It was formerly Counseling and Testing Services in the Division of Student Affairs. The change was made to integrate the education of graduate students and to use the expertise of counseling faculty effectively in providing counseling services. The director of the UCC is a faculty member of the Department of Counsel- ing. The focus of the past year has been on developing the necessary procedural, programmatic, and structural changes necessary for this new model of education and service. 5-74 NORTH CENTRAL ASSOCIATION SELF STUDY -. The UCC provides services in six areas: counseling, crisis interven- tion, consultation, training, programming, and a resource library. The staff conducted more than 1,000 counseling sessions, 40 crisis interven- tions, and 70 educational programs in 1996-97. Analysis of Image Survey and Alumni Outcomes Survey results indicates that students who use the services are highly satisfied. In the Image Survey, fewer than 20% of students responded to the question about counseling services because many respondents had not used them; however, more than 70% of those who expressed an opinion rated the services good or excellent. Only 4% of alumni responding to the Alumni Outcomes Survey expressed dissat- isfaction with personal counseling services. The University Counseling Center is currently located in Jones Hall. The conditions are less than ideal because the Department of Counseling is in another building, and the space in Jones Hall was not designed for supervision of counseling interns. By fall 1998, the UCC and the Depart- ment of Counseling will move into space specifically designed for their needs in the new Beeghly College of Education building. This new space will permit the expansion and improvement of services. STUDENT HEALTH CLINIC The Student Health Clinic is staffed with a full-time registered nurse and one part-time registered nurse. The University contracts for physician services with a local hospital. Physician coverage has recently increased from 15 hours to 20 hours a week. Traffic in the clinic continues to grow. Visits this year have increased approximately 33% compared to last year. The Health Clinic closely monitors student needs through a comment card. It also conducted a student survey in 1995 and used the information to improve services, such as expanding the number of hours physicians are available. The linage Survey and Alumni Outcomes Survey indicate that the majority of students do not use this service, an expected response for a commuter campus. However, those who do use it express a high level of satisfaction. On the SSI, YSU students rated the competence of health services staff higher than the national norm (4.92 compared to 4.68), a difference statistically significant at the .001 level. Fewer than 3% of alumni expressed dissatisfaction with health services on the Alumni Outcomes Survey. KILCAWLEY CENTER Kilcawley Center is the community center for students, staff, and faculty. Many services for students are located there. Kilcawley houses the bookstore, the Women's Center, the Center for Student Progress, a bank, the Graphics Center, computer laboratories, study and social CHAPTER 5: ACCOMPLISHING THE MISSION 5-75 lounges, a variety of food services, Student Government and Student Activities offices, meeting rooms, and other services. In 1995, the entire University community was surveyed regarding existing and potential new services. Consultants reviewed the operation and made recommen- dations for improvements, and comparisons were made with student centers at other colleges and universities. As a result of these analyses, several improvements were made. The most visible improvements have been in the food services. The Wood Dining Company, as part of its food-service contract with the University invested $400,000 to renovate and expand food-service areas. This included renovation of the Terrace Food Court and Noodles Restau- rant and creation of The Bagel Stop. Several new services were added: a full-service copy center, a music/ CD store, and a branch of a travel agency. Existing services continue to be improved. Bytes and Pieces, an open computer lab, is upgraded fre- quently to provide new technology. Kilcawley Center has built new meeting rooms and refurbished existing spaces to respond to increasing demand for quality meeting and seminar rooms. The Presidential Suite, containing three new meeting rooms, was opened in fall 1997. Despite these new rooms, however, the demand for meeting spaces in Kilcawley Center often cannot be met. The opening of Beeghly Hall in fall 1998 may relieve some of this demand. STUDENT ACTIVITIES The value of student learning outside the classroom is recognized and supported by a variety of student activities. Staffed by a director, a coordinator, and one clerical support staff, the Office of Student Activities provides a wide range of programming. It also plays a mentor/advisory role in the creation of new student organizations and the development of existing student groups. There are currently about 130 registered aca- demic, social, pre-professional, Greek, and honors organizations. A recent initiative coordinated by the Office of Student Activities is the Leadership Development program. Offered to all students, but particularly focusing on the needs of student leaders, the program pro- vides a series of one-day and half-day workshops. Students are chal- lenged with opportunities for personal development, skill development, and information about leadership at YSU. The majority of respondents to the Alumni Outcomes Survey reported little or no involvement in activities as a student. However, the low involvement does not appear to result from a lack of opportu- nities. More alumni (44%) agreed that there were many opportunities for involvement than disagreed (14%), though more than one-third 5-76 NORTH CENTRAL ASSOCIATION SELF STUDY - were neutral about this item. The lack of involvement may be due to the multiple roles held by many students. Students completing the Student Satisfaction Inventory rated the item "I can easily get in- volved in campus organizations" significantly lower (4.67) than the national mean (4.85). This pattern of satisfaction with opportunities available, but low participation, is also indicated by the Image Survey. More than two-thirds of those interviewed (69%) indicated nonparticipation in campus social activities, but 24% said that social activities were good or excellent. CAMPUS RECREATION AND SPORTS Campus recreation includes the Open Recreation Program, the Intra- mural Sports Program, and the "Drop-In" Aerobic and Fitness Program. Campus recreation activities have increased over the past few years, partly due to the increased number of residential students. Open Recreation now operates seven days per week and offers increased accessibility to the Stambaugh Weight Room/Nautilus Center, Beeghly Fitness Center, Aquatic Center, gymnasiums, rac- quetball complex, and outdoor track and tennis facilities. Hours of access and program participants have increased 29% in 1997-98 from the levels of 1996-97. The Intramural Sports Program conducted 10 team sports leagues and six individual and dual tournaments in the first two quarters of 1997-98. This involved more than 4,000 student participants in 853 scheduled contests. The Drop-In Aerobics and Fitness program offers 15 sessions per week. More than 500 partici- pants are registered. YSU students also have the opportunity to participate in several team sports. Intercollegiate athletic teams are fielded in nine women's sports: track and field, basketball, cross-country, soccer, swimming and diving, volleyball, tennis, golf, and softball. Men's intercollegiate teams include baseball, basketball, cross-country, football, golf, tennis, and track and field. Cricket, soccer, cycling, volleyball, and racquetball are also offered as club sports. Student recreation and sports activities appear to be meeting student expectations. The three individual items on the Student Satisfaction Inven- tory that showed the smallest discrepancies between importance and satisfaction ratings were related to athletics and intramural activities: The intercollegiate athletic programs contribute to a strong sense of school spirit; a variety of intramural activities are offered; and males and females have equal opportunities to participate in intercollegiate athletics. The recent expansion of womenf intercollegiate athletics and in- creased interest in campus recreation are two factors leading to the need for improved facilities. Beeghly Center, built in the 1970s, is used CHAPTER 5: ACCOMPLISHING THE MISSION 5-77 for most intercollegiate athletics events, intramural and recreational activities, physical-activity classes, and entertainment events. A Beeghly Center Work Group has been appointed to evaluate existing uses of Beeghly Center and the system used to schedule events. This group is charged with recommending how the facility will best serve future needs of the University. Chaired by the dean of the College of Health and Human Services, it includes representatives of Special Events, University Facilities, Campus Recreation and Intramural Sports, Inter- collegiate Athletics, the Department of Human Performance and Exer- cise Science, and two students appointed by Student Government. Its final report is due in May 1998. CAREER SERVICES The mission of Career Services is to help students and alumni de- velop the skills necessary to determine career objectives, to achieve those objectives, and to become employed in a job suited to their aspirations and capabilities. This goal is an extension of the University mission of helping students live productive and fulfilling lives as individuals and citizens. The scope of this office's activities can be seen in annual reports, which document an increase in student use of Career Services over the past few years. In 1996-97, staff had individual sessions with 3,101 students, an increase of 75% over the figures from the previous year. Group presentations increased by 35%. More than 24,000 resumes were mailed to employers, and 778 on-campus interviews were held. The annual Survey of Career Services Users documents a steadily increasing level of satisfaction. The percentage who rated the services good or very good increased from 67% in 1993-94 to 81% in 1994-95 and 89% in 1995-96. However, compared to other support services, Career Services had the highest percentage of dissatisfaction (29%) on the Alumni Outcomes Survey. On the other hand, 32% of respondents were satisfied or very satisfied with the services. The reasons for the dissatis- faction expressed by alumni need to be determined and addressed. Career Services is in a period of transition. Because of promotions and resignations, the staff-which consisted of a director, four coordina- tors, and two secretaries prior to July 1,1997-now consists of two coordinators and two secretaries. A national search for the director's position is underway; however, the vacant coordinators' positions will not be filled at this time. With fewer coordinators, the operation of Career Services needs to be reconceived so that the office can fulfill the mission with available resources. Expanded use of technology may help compensate for reduced human resources. CareerNet, a totally integrated career center informa- 5-78 NORTH CENTRAL ASSOCIATION SELF STUDY - tion-management system, has recently been acquired for the office. Database technology, in conjunction with scanning and imaging technol- ogy, can present the qualifications and career preferences of students and alumni to employers. Resume referral can now be automated, and re- cruiting schedules can be built more quickly. OTHER SERVICES Youngstown State University assists underprepared students and underrepresented populations in achieving their educational goals. Services particularly designed for those purposes, such as the Office of Affirmative Action and Disability Services, the Women's Center, Multicultural Student Services, and Adult Learner Services, are dis- cussed in the Access and Diversity section of Chapter 7: Integrity. Part VII. Professional Development Professional development of staff, faculty, and administrators is encouraged in several different ways. Leave programs, travel funds, educational-reimbursement programs, tuition remission, workshops, and retreats support the development of the University's human resources. Collective-bargaining agreements guarantee certain professional-devel- opment opportunities. HUMAN RESOURCES TRAINING AND DEVELOPMENT A coordinator of training and development joined the Human Re- sources staff in 1994. An assessment of training needs of staff was con- ducted and a development program begun. Programs address supervi- sory development, staff development, mandated safety and regulatory programs, and coordination of computer training. In 1996-97 alone, there were more than 60 programs and more than 900 participants. The Train- ing and Development Catalogue 1996-97 provides a comprehensive listing of the types of training offered. Participants evaluate each training program, and a number of focus groups have been held to discuss effectiveness. Two of the programs in particular, the year-long supervisory-development series and the staff- development series, have received high praise from participants. The coordinator solicits suggestions for professional development programs from staff. Organizational development, the use of technology, and communications skills are areas in which training is needed. CHAPTER 5: ACCOMPLISHING THE MISSION 5-79 Because the requests for programs have increased, a proposal to create a separate department of training and development has been drafted and will be considered for funding in the next fiscal year. The entire Office of Human Resources, including training and development, will relocate to Jones Hall in the next few months. One advantage of this move is that the space will include a room dedicated to training. TRAVEL Academic departments are allocated $300 per faculty member for the Department Travel Fund. Department governance documents describe the method of allocating the money agreed upon by the faculty and department chairperson. In addition, each dean administers a faculty- development travel fund of $350 per faculty member. EDUCATIONAL LEAVE All employee groups have opportunities for leaves of absence to pursue education. Specific policies are detailed in each collective-bar- gaming agreement. Youngstown State University has the unusual policy of awarding faculty sabbaticals and faculty-improvement leaves with full pay. Members of the professional and administrative staff also may apply for staff-development leaves at full pay. In addition, unpaid leaves are granted for appropriate professional-development activities such as international teaching. TUITION-REIMBURSEMENT PROGRAMS Full-service faculty are expected to hold the terminal degree in their teaching assignment. Individuals who lack the appropriate terminal degree are reimbursed for expenses incurred in pursuit of the degree. The field of study, type of degree to be pursued, specific institution, and amount of reimbursement must be approved in advance by the provost. This unique benefit has strengthened the capabilities of the faculty during the past 10 years. All employees are encouraged to increase their knowledge by taking courses at Youngstown State University. Full-time employees may enroll in as many as 24 credit hours during the academic year and eight credit hours in the summer at no charge. In addition, there is a tuition-remis- sion program for noncredit continuing-education courses. Faculty may also apply to the Reimbursement for Advanced Studies Committee for support of education that will enhance the faculty member's teaching, scholarship, or service. The committee, whose mem- 5-80 NORTH CENTRAL ASSOCIATION SELF STUDY - bers are appointed by the faculty union and the administration, has a fund of $10,000 to allocate each year. The benefits of this program to the institution and the faculty can be seen in reports filed by the recipients. WORKSHOPS. PROGRAMS, AND RETREATS Numerous workshops, panel discussions, guest speakers, discus- sion groups, and video conferences are offered throughout the year. A Chairs' Development Committee plans professional-development activities for academic department chairpersons. These include meet- ings twice a quarter and an annual retreat. A major theme of these retreats has been evaluation of faculty. A committee of the administra- tive leadership team plans regularly scheduled retreats. These have included such topics as performance appraisal, enrollment manage- ment, and streamlining processes. Conclusions STRENGTHS Quality teaching is a priority. Small average class size facilitates instruction and is appreciated by students. Most classes, including undergraduate, lowerdivision courses, are taught by highly qualified full-time faculty. The University has implemented im- provements in teaching evaluation and development, including a new student evaluation of teaching instrument created by a joint committee of faculty and administrators. The University Scholars and Honors Programs provide opportuni- ties for faculty and students to engage in especially creative teach- ing and learning experiences. YSU offers professionaldevelopment opportunities for faculty, staff, and administrators. The University is proud of its fully paid sabbaticals and financial support for advanced degrees, which are rare, if not unique, in higher education. The University strengthens academic programs by submitting them for review by professional accreditation agencies. There is an increased emphasis on research and publication. The institution supports faculty in these endeavors through several mechanisms, including the recently established Office of Grants and Sponsored Programs. Many more faculty are now seeking and receiving external funding for scholarly and public-service projects. CHAPTER 5: ACCOMPLISHING THE MISSION 5-81 Expansion of programs, particularly at the graduate level, is an important service to the region, where the proportion of the popu- lation with graduate degrees is below the national average. Faculty and staff agree that the increase in graduate programming is a positive step for YSU. The recent adoption of higher academic standards for retention and graduation demonstrates the institution's commitment to high expectations for students. Effective student services support the educational mission. YSU compares favorably to other public universities in the areas of academic advising, campus life, campus support services, and service excellence. Youngstown State University is defining itself as more than a traditional "teaching institution" or a "research institution," but rather one that combines teaching, scholarship, and service to the community. There is widespread willingness within the University to collaborate with the community. Connections with the commu- nity have been strengthened by creation of the Division of Devel- opment and Community Affairs. Many employees donate their services and leadership to the community. The University is effectively delivering services to meet the needs of the community. A major undertaking in that regard is the devel- opment of the Metropolitan College. The work-force education effort and the Enrollment Center also illustrate that the University is becoming more sensitive to the needs of students and potential students. The colleges are building distinctive identities and focused agen- das within the framework of institutional mission and purposes. CHALLENGES AND RECOMMENDATIONS The adoption of a new general-education model, coinciding with a conversion to a semester calendar, will provide an exciting oppor- tunity for innovative curriculum development. Communication and cooperation among departments will be essential to recon- ceive all academic programs within the time available. The debate regarding new general-education requirements has been reasoned and productive. This concern for the greater good must continue to prevail over self-interest and fear of change. A system of student outcomes assessment has been established but needs to be refined. Support and encouragement are needed for academic departments to give outcomes assessment more atten- tion. The professionaldevelopment activities sponsored by the Assessment Council need to be increased and augmented by college and department efforts. The link between assessment and resource allocation must be more apparent. 5-82 NORTH CENTRAL ASSOCIATION SELF STUDY -. The Division of Student Affairs and the Division of Academic Affairs should discuss the expectations that each holds for the office of Career Services. Career Services must review its priorities and operations to determine how best to serve the career-develop- ment needs of students with fewer staff. Youngstown State University meets Criterion 3. The University is accomplishing its clearly defined purposes through academic programs, student services, and community-outreach activities. YSU promotes excellence in teaching and learning, advances knowledge and practice through research and scholarly activity, and serves the needs of the metropolitan region.