A.2. The institution evaluates all credit that it transcripts, including what it awards for its experiential learning or other forms of prior learning

Applicants who have attended other colleges and/or universities must have all official transcripts forwarded to the Admissions Office and have a minimum cumulative grade point average of 2.0 on a 4.0 scale. Courses accepted for transfer credit must meet the requirements of the selected major. Applicants with fewer than 45 transferable quarter hours or fewer than 30 semester credit hours must also submit an official final high school transcript. Credits accepted from another institution are recorded on the student’s permanent academic record, but grades are not transferred to the record. Only courses completed at CSU are included in the cumulative grade point average.

CSU accepts transfer credit from colleges and universities accredited by regional accrediting associations; credit consistent with state policies governing the Ohio Transfer Module and Transfer Assurance Guides; credit consistent with the guidelines of Ohio’s Post-Secondary Enrollment Options (PSEO) Program; and military credit per the guidelines of the American Council on Education (ACE). The Registrar determines whether the University accepts credit from other universities

Under Ohio law, the University is required to accept grades of “D” or better for transfer credit from state-assisted colleges and universities in Ohio (Credits from courses in which a grade of “D” was earned counts towards the 124 credits required for graduation. However, the student may need to repeat the course if Central State requires a “C” grade in the course.). Grades of “C” or better are generally acceptable from out-of-state schools. Department chairs determine whether credits accepted by Central State will be used to satisfy major requirements. Grades of “S,” “pass,” and “credit” are considered for transfer credit. Students who have received a baccalaureate degree from an accredited institution and who wish to pursue a second baccalaureate degree automatically receive 94 semester credit hours, be ranked as seniors, and required to complete a minimum of 30 semester credit hours at CSU to earn a second baccalaureate degree. An Advisor determines whether the student needs to take more than 30 credits to complete the second degree.

Ohio Transfer Module and Transfer Assurance Guides

As stated in Criterion Three, the Ohio Board of Regents, following the directive of the Ohio General Assembly, developed statewide policies, via the Ohio Transfer Module and Transfer Assurance Guides (TAGS), to facilitate movement of students and transfer credits from one Ohio public college or University to another. The purpose of the state policy is to avoid duplication of coursework, enhance student mobility throughout Ohio’s higher education system, and facilitate timely completion of the degree. Independent colleges and universities in Ohio may or may not choose to participate in the transfer policy, and students interested in transferring to an independent institution are encouraged to check with the college or University of their choice regarding transfer agreements. A complete explanation of the University’s transfer policy is provided in the CSU 2012-2014 Catalog (page 51).

Ohio’s Post-Secondary Enrollment Options Program (PSEOP) offers qualified high school students an opportunity to earn college credit and/or high school graduation credit through successful completion of college courses. PSEOP is open to Ohio students in grades 9 through 12 in public, community, and non-public high schools. Students must have a 3.0 GPA in the subject(s) they wish to study in the college curriculum. The program exposes students to rigorous academic options beyond the high school classroom. The two options for PSEOP are as follows:

• 
  Option A allows the high school student to choose, upon enrollment, college credit. In this case, the cost of the program is funded entirely by the student’s family.
  
• 
  Option B allows the student to receive both high school and college credit. Students choosing this option are not required to pay for tuition, books, materials or fees.
  

CSU awards transfer credit for military experience based on the American Council on Education’s (ACE) Guide to Evaluation of Educational Experiences in the Armed Forces. Veterans are directed to the Registrar’s Office if they are interested in receiving credit for military experience.

As described in the Criterion Three Chapter, CSU, through its faculty, academic administrators, and other personnel, maintains and exercises authority over the curriculum, to include determining course prerequisites, ensuring course rigor, setting expectations for student learning, ensuring appropriate faculty qualifications for all academic programs, etc. CSU faculty also ensures that students complete courses in the correct sequence after completing prerequisite courses with passing grades. CSU does not give credit for experiential or other forms of prior learning at this time except, as indicated in the previous section, for military credit.  Furthermore, students who were dismissed for academic or disciplinary reasons from another post-secondary school are not considered for admission to CSU until one calendar year after the date of the dismissal.

CSU faculty has the authority for the assignment of course grades. Indeed, assessment of student learning, including the assignment of grades, is one the most important rights and responsibilities of a faculty member. This policy is outlined in the 2012 CSU AAUP agreement as follows:  (1) faculty have the responsibility for assigning of grades; (2) students are to be free from prejudicial or capricious grading; and (3) grades may not be assigned or changed without faculty authorization.  Furthermore, it is stated that administrators are not to “substitute their judgment for that of the faculty concerning the assignment of a grade.  The review of a student grade is by faculty, under procedures adopted by faculty, and any resulting change in grade should be by faculty authorization.” 

In accordance with the above principles, CSU Administration and AAUP-CSU have agreed to the following practices:

a) The decision to change a student’s grade shall be made by the instructor of record unless the instructor is incapacitated or cannot be contacted or there is evidence of prejudicial or capricious grading.

b) Any change of grade made over the objection of the instructor shall be made by a committee of three tenured faculty within the discipline (or department when sufficient faculty are not available to serve) in which the grade was issued under procedures to be developed and adopted by the University Senate during the 2012-2013 academic year.  Once adopted, changes to these procedures must be developed and approved by the University Senate and the Provost.

c) Unless the instructor is incapacitated or cannot be contacted, no change of grade will be made without the instructor of record being informed.”

The complete Memorandum of Understanding on Changes of Grades is located in Appendix H of the AAUP Agreement.  This document is found in the evidence file under Criterion Three. When students appeal the grades they were assigned, the Academic Standards Committee, whose members consist of faculty, the Registrar and the Associate Vice President for Academic Affairs, has the responsibility and authority to review the appeal before it can override a student's grade.

In addition to having control over the assignment of grades, faculty exercises authority over the prerequisites for courses and rigor of courses.  Faculty has the authority to waive course pre-requisites for students on an individual basis.

The University Senate Committee on Academic Policy has the responsibility to insure all new and/or revised University courses and programs undergo a review process to insure quality control, pre-requisites and efficiency of program/course offerings within the University. The review is based upon the following criteria: 1) a clear course or program description, 2) reason for the request, 3) impact statement of the new program or course, 4) an indication of the appropriate student development level for a course (Freshman, Sophomore, Junior, Senior) 5) a list of learning outcomes for the program or course aligned with the University’s learning outcomes, 6) assessment instruments used to measure the learning outcomes, 7) a time line for assessment, 8) a place for describing the assessment results, 9) a place for describing actions taken based upon the results of the program assessment (See forms in Resource Room: 1. Academic Program Request Form; 2. Program Learning Outcomes Form; 3. Course Learning Outcomes Form).

Faculty members generate the APR which is reviewed by all program faculty. Once there is an agreement, the APR goes to the departmental level for review. The following steps then ensue:

1. 
   The department reviews the change(s) and votes on acceptance during a departmental meeting. If accepted, the APR is signed by the Department Chair and is then presented to the College Policy Committee. If the APR changes are not accepted at the departmental level, then the APR is returned to the program level.
   
2. 
   At the College Policy Committee, the APR is reviewed and voted on. If it is accepted, the APR is presented during a College meeting of the respective program. If accepted by the College, it is then signed by the College Dean and sent to the Senate’s Academic Policy Committee for review.
   
3. 
   The Academic Policy Committee reviews the APR (see Senate Committee Charge 2.7.2.3) and is voted on by the committee members (a majority rules). If the APR is approved (may be done with or without changes) the APR is then brought to the body of the Senate. However, if changes are needed, these changes must be completed prior to taking the APR to the Senate floor for a vote.
   
4. 
   Prior to the Senate meeting, the APR is sent to the faculty to be reviewed. The faculty is allowed one week to review the request. At the Senate meeting, the APR is presented and a discussion of possible changes is allowed. Once all questions or concerns have been voiced and answered, the APR is voted on. If the changes are requested at the Senate meeting, the APR is returned to the program or department for revision. Once accepted by the Senate, the President of the Senate signs the APR and submits it to Academic Affairs.
   
5. 
   The APR is then reviewed and if approved the APR is signed by the Provost. From there the APR then goes to the President of the University for a Signature. Once all of the signatures are obtained, the APR goes to the registrar, where it is officially recorded.
   

At any time during this process, the APR may not be approved. If this happens, the program from which it came will need to either revise the request and resubmit, or the faculty may decide to table the request. 

CSU has a history of working collaboratively with area school districts, businesses, and other stakeholders.  The University and its school and business partners collaborate to mentor CSU students. Individuals serving as mentors are selected from area communities such as Dayton, Trotwood-Madison, Springfield City, Xenia, and Cincinnati.  Mentors are identified through a process of discussion with social workers, businesses, manufacturing professionals, school administrators, and through evaluations received from candidates.  These very successful partnerships were conducted without a formal Memorandum of Understanding.  A list of school districts and businesses that have hosted CSU students for practicums, student teaching placements, or internships are presented in the evidence file. Each academic program that includes a clinical or internship experience has developed relevant and mutually beneficial agreements with stakeholders that outline the expectations and responsibilities of student participants.

Course syllabi communicate specific course requirements and expectations to students. Faculty members use course syllabi to organize class information and communicate the instructor's plan for conducting the course.    Syllabi include such elements as student learning outcomes, assessment strategies, scoring rubrics, policies and grading scale, attendance and tardy policies, academic Integrity/honesty policy, ADA policy, diversity statement, and amendment to syllabus statement, as determined by course faculty.  In addition, each syllabus must contain an alignment chart that demonstrates how course learning outcomes align with University/Program learning outcomes, accreditation standards and assessments.

Students use course syllabi as a guide to their learning.  The syllabus serves as a contract between students and faculty. Course syllabi is used for accreditation purposes, program review, curriculum development and review, student grade appeals, or other similar institutional uses that respect the intellectual property rights of faculty members. The Office of Planning and Assessment has developed and disseminated the syllabus outline and template that is used for each course taught by University faculty.  These documents, along with sample of syllabi, are available in the evidence file.

The Office of Academic Affairs has authority over faculty qualifications. It uses HLC guidelines to maintain quality on the quality of instruction provided by students. Credentials of faculty are reviewed at the time of hiring and on a regular basis to maintain compliance and academic integrity.

CSU offers high quality programs to its students, many of which are accredited by specialized professional associations or agencies. Below is a list of the degree programs at CSU with specialized program or unit accreditation, as well as future dates of on-site accreditation or re-accreditation visits. Four of the University's academic programs are accredited by their specific accreditation agencies:

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  Manufacturing Engineering (MFE), accredited by the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET), through a 6-year accreditation cycle. Reaffirmation of accreditation is due in spring 2014. The MFE program has been accredited continuously since 1991.
  
• 
  Music Program, accredited by the National Association of Schools of Music (NASM), through a 10-year cycle. Reaffirmation of accreditation is due in April, 2014.
  
• 
  Fine Arts Program, accredited by the National Association of Schools of Art & Design (NASAD) through a 5-year cycle. Reaffirmation of accreditation is due in 2014.
  
• 
  College of Education is accredited by the National Council for the Accreditation of Teacher Education (NCATE). Reaffirmation of accreditation is due in spring 2014.
  

CSU also has several other programs currently under review for candidacy for specialized accreditation. These include:

• 
  Business programs in the College of Business, through the Accreditation Council for Business Schools and Programs (ACBSP);
  
• 
  The Environmental Engineering program in the College of Science and Engineering, through the Engineering Accreditation Commission of the Accreditation Board for Engineering and Technology (EAC/ABET);
  
• 
  The Journalism and Mass Communication program in the College of Humanities, Arts and Social Sciences, through the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC); and
  
• 
  The Social Work program in the College of Humanities, Arts and Social Sciences, through the Council on Social Work Education (CSWE).
  

CSU's use of program data to improve programs is exemplified by the Manufacturing and Engineering (MFE) programs’ ability to track its graduates every year using a "Survey of Employers of CSU MFE Graduates in Selected Accredited Programs". Results of “Survey Responses from Employers of CSU ENE Graduates” are presented in MFE Table available in the Self-Study evidence file. Data indicated that MFE graduates have pursued related graduate degrees. This trend continues as approximately 40% of the 27 known recent graduates have enrolled or completed advanced degree programs in Engineering or Management in prestigious programs throughout the country.

The success of CSU graduates in the nation’s top graduate engineering programs, as well as direct feedback from the students, indicates that they are well prepared for advanced studies. The success trend of MFE alumni can be seen in both the Environmental Engineering program and the International Center for Water Resources Management Program. Alumni from these programs earn advanced degrees at MIT, University of Michigan, University of Minnesota, Virginia Tech, Rensselaer and University of Cincinnati. The tracking system for CSU’s MFE program is used as a model by other academic departments to complement alumni data received by the Assessment and Institutional Research office. CSU alumni data is provided in CSU Alumni Table in the Self-Study evidence file.

In addition to specific academic program surveys, the Office of Alumni Affairs and the Office of Career Services, requests that each graduating senior completes an exit form to track and collect data on University graduates. Surveys are given to new graduates at the time of matriculation. Follow-up surveys are sent to alumni six months after graduation and repeated at one and two year intervals. Results of these surveys are being complied.

4. B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning.

CSU provides educational opportunities for students in Ohio and from other states for 125 years. Student educational achievement and institutional improvement have resulted from a growing culture of assessment. Since the last HLC visit in 2003, the CSU culture of assessment has infused the teaching and learning environment and has led to substantive improvements in various areas, including the following:

• 
  General education curriculum
  
• 
  Discipline-specific curricula
  
• 
  CSU faculty’s pedagogical knowledge and skills
  
• 
  Instructional delivery methods
  
• 
  Instructional resources
  
• 
  Services provided to students
  

CSU has stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals as follows:

1. 
   Students communicate effectively.
   
2. 
   Students think critically.
   
3. 
   Students demonstrate an awareness of and ability to apply the scientific process.
   
4. 
   Students demonstrate an awareness of the roles cultural and social factors play in human achievement.
   
5. 
   Students demonstrate an acceptable level of competence in the chosen field of study.
   

The faculty (via the Senate Committee on Academic Policy) worked for over three years to develop the General Education Curriculum as the University converted from the quarter to semester academic calendar in Fall 2004. The University Faculty Senate approved the General Education Program in May 2004.

The University Senate Committee on Assessment of Teaching and Learning has developed an assessment process, consisting of five steps, which guides the institutional assessment of student learning, using specified performance indicators at the course, program and institutional levels. The five steps include (1) Identifying Outcomes, (2) Identifying assessment instrument(s) and methods, (3) Compiling assessment findings or results, (4) Using assessment data to take actions for improvement, and (5) Re-Assessing, if needed. This process allows faculty and staff who facilitate student learning to analyze results to determine course and program effectiveness and make indicated improvements. Figure 4.B.1 below represents CSU's assessment process.

Figure 4.B.1: CSU Assessment Process

Upon completion of the assessment process, direct assessment findings are used to determine the level of student achievement, assess the appropriateness and alignment of course and program learning outcomes with institutional learning outcomes, and identify curricular gaps. Data are also used to support recommendations for instructional changes and assess the need for additional resources to promote effective teaching and learning.

CSU’s Student Success Plan

In Fall 2006, the Ohio Board of Regents (OBR) required that all public colleges and universities to develop an academic assessment plan to assess student learning outcomes at the institutional, program, and course levels. In response, CSU’s faculty, led by the Senate Committee on Teaching and Learning, developed a comprehensive plan, and called the Student Success Plan, which was approved by the OBR in 2007. As required, this plan blends assessment at all levels of the institution into a single plan as follows:

CSU’s Student Success Plan is designed to guide assessment at institutional, program and course levels. Institution-level assessment is conducted by the Assessment and Institutional Research office under the supervision of the Office of Academic Planning and Assessment, in the Division of Academic Affairs. Program assessment is conducted by department chairs and faculty under the supervision of College Deans. CSU’s program review process utilizes twenty-five (25) essential questions to review every degree program offered at CSU within a five-year cycle. Course-level assessments are conducted by faculty members who teach the various courses. Every faculty member provides his/her department chair and the office of Academic Planning Assessment a summary of improvements made in the teaching and learning of their courses based on the course assessment results. Results of these course assessments are provided in the evidence file. To promote a culture of assessment on the CSU campus, a planning and Assessment Council was recently formed. The main function of the Council is to reviewing institutional, program and course assessment data and makes recommendations to the Provost and Vice President of Academic Affairs on ways to improve programs and services offered to students.