Disclosure: Dorothea Sawicki, Thomas Sharkey, Penny Poplin Gossiti, Bin Ning, and Constance Shriner do not have any financial interest or other relationship with any manufacturer of commercial product or service to disclose. No planning committee members Dr. Smith, Davis, Bennett-Clarke, Shriner or Brandy Brown have any financial interest or other relationships with any manufacturer of commercial product or service to disclose. UT Higher Learning Commission Accreditation and the Process of Self Study Commitment to Excellence in Education

UT Higher Learning Commission Accreditation and the Process of Self Study. Objectives: University members 1. Will be able to describe the process of the HLC self-study. 2. Will be able to identify the five criteria for self-study.

A review of history The University of Toledo was established in UT joined the State of Ohio university system in 1967 and is one of 13 state universities. The Medical College of Ohio was established in 1964, and was renamed the Medical University of Ohio in UT and the Medical University of Ohio merged in 2006.

Number of University of Toledo programs (2009) First professional: Medicine, law, pharmacy, occupational therapy, physical therapy As of fall 2009, 230 majors are offered across undergraduate colleges

Distance Learning (internet; last updated 4/15/2009) – 36 programs This listing is limited to programs that are delivered 100% asynchronously. Associate Degree in Accounting Technology Associate Degree in Business Management Technology Associate Degree in Computer Software Specialist Associate Degree in Information Services and Support Associate Degree in Marketing and Sales Technology Associate Degree in Programming and Software Development Associate Degree in Technical Studies BA in Liberal Studies BA or BS in Interdisciplinary Studies Individualized Programs BS in Criminal Justice BS in Information Technology BS in Nursing, RN to BSN Master of Liberal Studies ME in Early Childhood Education ME in Special Education/Early Childhood MS in Engineering MSN in Nurse Educator MSN, Psychiatric-Mental Health Clinical Nurse Specialist Nursing Education Certificate Program Post-Baccalaureate Certificate in Health Care Administration Psychiatric-Mental Health Clinical Nurse Specialist/Graduate Certificate Certificate in Accounting for Health Care and Non-Profit Certificate in Accounting Software Applications Certificate in Accounting Technology Certificate in Applied Organizational Technology Certificate in Business Management Technology Certificate in Computer Software Specialist Certificate in Diversity Management Certificate in Financial Accounting Certificate in Information Services and Support Certificate in Legal Secretary Certificate in Management Accounting Certificate in Marketing and Sales Technology Certificate in Programming and Software Development Certificate in Web Design

Our academic programs are regulated: -at the federal level (USDE) -at the state level (OBOR) -by a regional accreditation agency North Central Association of Colleges and Schools (NCA)

The NCA was founded in 1895 as one of six regional institutional accreditors in the United States. The NCA has two commission members: -The Higher Learning Commission (HLC) -The Commission on Public Schools (K-12) The HLC “accredits” by granting membership in the HLC and NCA to degree-granting educational institutions in the North Central region HLC is recognized by the US Department of Education and the Council on Higher Education Accreditation (CHEA). CHEA coordinates the major national accreditation agencies to ensure they use relatively consistent criteria for institutional accreditation. CHEA also plays a role in balancing between independence of higher education and government control. From J. Taylor, HLC 10/2009

The Higher Learning Commission region The Organization – Member Institutions - ±1,015 – Location - in 19 States Decision-Making Processes and Peer Reviewers Corps – Board of Trustees Members – Institutional Actions Council - 26 Members – Accreditation Review Council Members – Peer Reviewer Corps -© 1,200 Reviewers **Includes 4 UT faculty members From J. Taylor, 10/09

What is accreditation? Accreditation is external peer-review to assess quality assurance and quality improvement. The process uses the University’s own self-study and planning for continued improvement. Our self-study is evaluated by HLC peer-reviewers and the outcome determines reaccreditation. Maximum possible is 10 years. Two types of accreditation: University wide evaluation: institutional accreditation Specific programs: specialized accreditation

The University of Toledo: The Medical College of Ohio: 1922 – Accreditation granted Approval by OBOR 1977 – Accreditation continued Accreditation granted 1983 – Accreditation continued1986 – Accreditation continued 1992 – Accreditation continued1991 – Accreditation continued 2002 – Accreditation continued2001-Accreditation continued Merger between UT and MUO Next Comprehensive Evaluation On-Site Visit

What is the self-study process? The self-study process allows the institution to take a good look at everything we do as defined by the different criteria, how we do it and how well we do it. Two critical questions that must be answered: 1.To what extent, or with what level of quality, are we meeting the criteria? 2. What evidence supports our findings? “Describing…..evaluating……documenting”

Additional (special) part of our self-study: Revisting the merger and identifying/assessing the new opportunities it presents for meeting the future.

UT Self-study process Co-Chairs: Thomas Sharkey, Associate Professor, Business (MC) Dorothea Sawicki, Professor, Medicine (HSC) Co-chair group: Marcia King-Blandford, Assistant Vice Provost (MC) Penny Poplin-Gosetti, Interim Vice Provost, Academic Innovations, (MC) Bin Ning, Director, Institutional Research Steering Committee: co-chair group and the 5 Team Leaders Team One: Dr. Charles Blatz Team Two: Mr. Bryan Pyles Team Three: Dr. Constance Shriner Team Four: Dr. Charlene Czerniak Team Five: Dr. Mojisola Tiamiyu Web site:

Criterion team members were chosen for their knowledge and expertise of the criterion and core components. Criterion One: Team Leader, Charles Blatz, Professor, Arts and Sciences Team Liaison: P. Poplin Gosetti Team Members: Defne Apul (MC) Jeanne Brockmyer (MC) Walter Edinger (HSC) Barbara Floyd (MC) David Guip (MC) Wayne Hoss (MC) Saleh Jabarin (MC) Kristen Kieth (MC) Susan Palmer (BOT) Carter Wilson (MC) Bryan Yamamoto (HSC) Student representatives - TBD

-Criteria for Accreditation are organized under five major headings. - Role of the teams is data gathering and evidence collection. * Criterion One: Mission and Integrity. The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students. (core components are paraphrased] A.Clear articulation of the Mission A.Recognition of diversity among learners, other constituencies, the greater society A.University members understand the Mission A.Mission is supported throughout the University’s structures A.University protects the Mission **Provide Examples of Evidence

Criterion Two team leader: Bryan Pyles, Associate VP Financial Planning Team Liaison-B. Ning Lorinda Bishop (MC) Marcia Culling (MC) Bill Fall (BOT) Shandra Gore (HSC) Johan Gottgens (MC) Brenda Grant (MC) Tom Gutteridge (MC) Dan Klett (MC) Kevin Kucera (MC) Brenda Lee (MC) William Maltese (HSC) Bill McMillen (MC) Andrew Meszaros (HSC) Susan Pocotte (HSC) Ellen Pullins (MC) Student-TBA

* Criterion Two: Preparing for the Future. The organization's allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities. A.Realistic preparation for a future shaped by societal and economic trends B.Resource support for maintaining and strengthening educational programs C.Evaluation and assessment processes show effectiveness and continuous improvement D. Planning levels align with the Mission and the capacity to fulfill the Mission **Examples of Evidence

Criterion Three team leader: Constance Shriner, Associate Professor, College of Medicine Team Liaison: M. King-Blandford Susan Batten (HSC) Carol Bennett-Clarke (HSC) Rob Bruno (MC) Tamara Clark (MC) Ardella Croci (HSC) Melanie Dusseau (MC) Terribeth Gordon-Moore (MC) Noela Haughton (MC) Terri Hayes (MC) Anthony Koh (MC) Patsy Komuniecki (MC) Michele Martinez (MC) Ron Opp (MC) Bruce Poling (MC) Jeannine Rajan (HSC) Barbara Schneider (MC) Student-TBA

The University of Toledo: A. has clear statements of student learning outcomes that make effective assessment possible B. values and supports effective teaching C. creates effective learning environments [Student Affairs] D.Has resources supporting student learning and effective teaching **Examples of Evidence * Criterion Three: Student Learning and Effective Teaching. The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Criterion Team Four: Team Leader Charlene Czerniak, Director, Office of Research Partnerships Team Liaison: Dorothea Sawicki Team Members: Sherry Andrews (HSC) Sonny Ariss (MC) Jiquan Chen (MC) John Greenfield (HSC) Renee Heberle (MC) Samir Hefzy (MC) Ruth Hottell (MC) Ken Kilbert (MC) Barbara Kopp-Miller (HSC) Dan Kory (MC) Tom Kvale (MC) Jolene Miller (HSC) Holly Monsos (MC) Steve Peseckis (MC) Mary Jo Waldock (MC) Student representatives - TBD

*Criterion Four: Acquisition, Discovery, and Application of Knowledge. The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission. The University of Toledo: A.demonstrates it values a “Life of Learning” A.demonstrates the integral nature of knowledge and skill acquisition, and intellectual inquiry A.assesses the usefulness of curricula to students living and working in a global, diverse, and technological society A.supports responsible acquisition, discovery, and application of knowledge **Examples of Evidence

Criterion Team 5: Team Leader, Mojisola Tiamiyu, Associate Professor, Arts and Sciences Team Liaison: Thomas Sharkey Team Members: Jim Ferris (MC) Charlene Gilbert (MC) Pat Hogue (HSC) Morris Jenkins (MC) Lisa Kovach (MC) Barbara Miner (MC) Sudershan Pasupuleti (MC) Kelly Phillips (HSC) Brian Randolph (MC) Kathleen Salyers (MC) Sabrina Serratos (MC) Tina Skeldon Wozniak (Community member) Christine Smallman (MC) Linda L. Smith (MC) Steve Weathers (MC) Student Representatives - TBD

* Criterion Five: Engagement and Service. As called for by its mission, the organization identifies its constituencies and serves them in ways both value. The University of Toledo: A.learns from constituencies and analyzes its capacity to serve them B. has the capacity and commitment to engage with identified constituencies and communities C.demonstrates responsiveness to constituencies that depend on It D. services are of value to Internal and external constituencies **Examples of Evidence

It evaluates the whole university: all undergraduate and graduate programs It engages all constituencies It builds on processes we have in place or find we need to add It shows we have effective leadership and communication It presents Evidence of Fulfilling the Accreditation Criteria The findings of the self-study inform decision-making and future institutional development From J. Taylor 10/09 What makes an effective Self-Study?

What are the jobs (purpose and goals) of the self-study? 1. To address the HLC Criteria for Accreditation and the core components 2. Address challenges from the previous review 3. Address Federal compliance issues 4. Provide “Institutional Snapshot” 5. Provide supporting evidence [paper and/or electronic] From J. Taylor 10/2009

Challenges Cited in the Previous Reviews The University – There is no institution-wide, HLC approved Plan for the Assessment of Student Academic Achievement. Also noted in The institutional planning process does not clearly articulate and connect the University’s evolving mission, resource allocation, and measures of institutional effectiveness. The Medical School – Strategic planning does not drive decision making nor does it have measurable goals. -- Scholarships are limited to the School of Medicine. --The campus lacks a cohesive institution-wide student recruitment plan.

1.Credits, Program Length, and Tuition 2.Student Complaints 3. Transfer Policies 4.Verification of Student Identity [Online Correspondence] 5.Title IV Program and Related Responsibilities 6.Institutional Disclosures [Advertising and Recruiting Materials] 7.Relationship with Other Agencies 8.Public Notification of Evaluation Visit and Third Party Comment There are 8 Federal Compliance Items

Institutional Snapshot—numbers from a limited window of time in the year just before the HLC site visit. Will be done by Dr Ning, Institutional Research --Student Demography Headcounts --Student Recruitment and Admissions --Financial Assistance for Students --Student Retention and Program Productivity --Faculty Demography --Availability of Instructional Resources and Information Technology --Financial Data (

What is my role in the self-study if I am not a team member? Teams are responsible for gathering and assembling evidence to meet The 5 criteria. They will need to go to you to get evidence of research, teaching objectives and outcomes, service… Please assist this effort if you are asked for information/documents. If you have an idea that would help, please contact the team leader(s)! Why is this important? Institutional accreditation is important for all our programs, especially those that do not undergo individual program accreditation. HLC accreditation is required for LCME accreditation of the College of Medicine MD program, all biomedical science PhD/MS programs, and all HSHS accredited programs require that the institution itself have regional NCA accreditation. Individually program accreditation (e.g. speech-language pathology) may not include accreditation of an undergraduate program when graduate degrees are needed to enter the field. This provides that evaluation of the undergraduate part.

How can I follow the progress of the self-study? 1. The website: The draft of the self-study report will be ready in ~1 year and will be posted for all University members to read and comment This is to allow you to tell us what else builds our case for the excellence of the University’s programs and how the strategic plan can help to support excellence in the future. Thank you!