Request for Reaffirmation of Accreditation

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

Table 1.0: CSU Library Subscription Databases

Year	2009-2010	2010-2011	2011-2012
No. of Searches	2,189	3, 504	5,400
No. of Downloads	1,925	1,711	3,696

 Source: CSU Library

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

Table 1.1: Total Library Searches and Downloads by Year

Year	2009-2010	2010-2011	2011-2012
Searches	53,692	47,649	48,144
Downloads	16,465	15,967	19,162

Source: CSU Library

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

Since the 2003 HLC visit, the Division of Administration and Finance has developed a budgeting process that ensures the alignment of resources with the campus mission, plans, and priorities. Toward this end, the University appointed a Revenue Subgroup, comprised of representatives from every division, to annually review enrollment goals, tuition and fee rates, state funding projections, and strategic priorities. Based on the review, the subgroup makes recommendations to the president and the Cabinet on revenue projections and changes to be made to the budget each fiscal year. As part of this process, every division on the campus must also use the previous year’s expenditures and budgets as a baseline for developing subsequent years' expenditures and budgets consistent with the University’s strategic priorities. This process has also allowed the University to keep access to education affordable to the students it serves.

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

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  The new facility has created a better teaching and learning environment for faculty and students respectively. There is more office space for faculty offices and for advising students, in addition to the advising students received through the University College, established in 2011 for new first time and first generation as well as transfer students with undeclared majors.
  
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  This restructuring has resulted in better advising of students during and following their freshmen year as each student now has an assigned faculty advisor, first in the University College and then in his/her selected field of study within the college housing the his/her major.
  
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  Faculty in the College of Science and Engineering have developed and begun to offer more research-oriented programs in the new facility.
  
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  CSU’s faculty and staff in the College of Science and Engineering have collaborative Science Technology, Engineering and Mathematics projects with colleagues at the University of Dayton and Wright State University.
  
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  The university attracted over $2 million in state, federal and private funding since the 2003 visit to purchase research-grade scientific equipment for teaching; undergraduate research and collaborative STEM research with governmental agencies in and outside the state of Ohio. Major projects and funding levels are highlighted below:
  

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  Quality Enhancement of Science, Technology, Engineering and Mathematics Project (QUEST) funded by the National Science Foundation (NSF) acquired $194,000 in equipment for all STEM departments. The university provided a match of $41,000
  
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  Curricular Enhancements in Environmental Engineering (CEENE) project funded by NSF enabled the Water Resources Management (WRM) department to acquire advanced equipment for $106,000.
  
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  STEM UP-OUT Project funded by the National Nuclear Security Administration provided over $613,000.
  
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  Robotics Laboratory funded by the US Department of Labor, the Kettering Foundation and a private donation from Dr. James Elam for a total of $128,000
  
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  Center for Allaying Health Disparities through Research and Education (CADRE) project funded by National Institute of Health has provided about $360,000. The funding reestablished the Animal Care Facility, and established the Cell Culture Laboratory in the Natural Sciences Department.
  
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  LI-COR's 2005 Genomics Educations Matching Fund Grant Program provided $43,059 to acquire a LICOR DNA Sequencer.
  
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  Integrated Molecular Biology Laboratory Improvement Plan funded by the US Department of Education’s Minority Science and Engineering Improvement Plan (MSEIP) provided $83, 000.
  
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  Center of Excellence for STEM & STEM Education (STEM-X-ED), funded by Department of Defense has contributed $397,000.
  
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  Apply Remote Sensing Technologies to Water Supply Problems in the Western United States funded by the U.S. Department of Interior, Bureau of Reclamation provided $115,000.
  
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  Center for Human Performance and Sensor Applications funded by the State of Ohio through a regional consortium titled "The Institute for Development and Commercialization of Advanced Sensor Technology (IDCAST)" has received $250,000 for equipment and software for motion tracking studies.  
  

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

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  GSI laboratory equipment
  

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  FERROMATIK
  
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  Lathe/mil machine
  
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  H-6515-X Anaerobic Digester with PH Meter
  
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  Electronics
  
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  Science books
  
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  Japax Model DP-45CNC Conventional E.D. Machine
  
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  Model 5569 Table Mounted Materials Testing system
  
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  Kit to update and extend life of “Knee Mill”
  

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  Curricular Enhancements in Environmental Engineering (CEENE) (Water Resources Management)
  

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  ICP-MS system
  

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  Funding from STEM UP-OUT (All STEM Departments)
  

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  High performance digital spectrometer magnet/shim system, 56 unit machine
  
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  Plotter
  
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  Electric Industrial Oven
  
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  Thermotron Temperature/Humidity Chamber
  
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  Water Resources Management computer lab
  
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  Refurbished Instrumented Impact Testing System
  
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  Communications Upgrade
  
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  TGA standard temp furnace lab system
  
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  DNA sequencer equip
  
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  Gas Chromatograph/mass
  
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  Group asset: all new scales for lab renovation
  
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  Video conferencing system and installation
  

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  In the Robotics Laboratory (Manufacturing Engineering Department)
  

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  6 robots and controllers
  

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  In the Center for Allaying Health Disparities Through Research and Education (CADRE) (All STEM Departments except MFE)
  

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  Cell Culture Laboratory: Aseptic culture lab with cell cryopreservation facility used for Research and teaching.
  
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  Geospatial Data Base Center Laboratory: The GDBC implements the server for public health data for internet access and host the analysis modules and models on the server so as to “Create a GIS application once and reuse it in many different ways.
  
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  Animal Care Facility: This 900 square foot secured area in the DNS facility houses small animals (mice, rats, snakes) for classroom and research use. It has carefully controlled environmental conditions (light, humidity, temperature). It has shared usage with faculty and students on campus performing animal studies and provides a site not only for animal storage, but also for animal experimentation.
  
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  Psychology Testing Laboratory: The lab enables us to infuse research directly into our curriculum and assist our students to better prepare for post-graduate education. The Psychology Testing Laboratory will facilitate: developing student professional skills, conducting psychological research and conducting counseling, testing, and observation research
  
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  Human Exercise and Performance Laboratory (HEPL): The HEPL provides support for a number of our professional health education and physical education courses. The goal of HEPL is to build the research and educational capacity in the area of physical fitness, wellness, and disease prevention; especially as it relates to obesity, hypertension, and type II diabetes. The purpose of this training and research infrastructure is threefold: education, fitness testing, and investigation. The HEPL has BOD PO D Gold standard body with a computer cart, a Metabolic Cart, a Dual channel oxiplex TS, muscle measuring sensor with a portable personal computer and a Treadmill
  

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  Centf sorvall XTR 120V 60Hz
  
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  Universal micropolt reader/software locator JR w/ level monitor 120V & thermo 20 transfer vessel
  
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  NAPCO 800WJ C02 Inc. IR, mobile stand, NAPOCOWJ 8000 Inc., gas tank switch, NAPCO 8000 class II A24 115V package
  
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  Intercom/video camera with software
  

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  In the Department of Natural Sciences which houses Biology and Chemistry programs, the LI-COR's 2005 Genomics Educations Matching Fund Grant Program was allowed the University to upgrade Natural Science Labs with the following:
  
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  LICOR DNA Sequencer (purchased in 2005) for instruction and research $43, 060.
  

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  Integrated Molecular Biology Laboratory
  
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  SpeedVac Concentrator
  
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  ASC Econoclave Autoclave Model # EC1X2-150P450F-2S2P4T for $79,400
  
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  7500 CX Inductively Coupled Plasma and mass spectrophotometer system and installation services from Agilent Technologies Inc. for about $100,544
  

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  In the Center of Excellence for STEM and STEM Education (STEM-X-ED) which supports all STEM Departments in the College of Science and Engineering;
  

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  Interdisciplinary Molecular Laboratory equipment
  

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  Feeler VMP Machinery for MFE Department
  
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  Gaussian 09 Software
  
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  Computational Chemistry Research Laboratory
  
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  Advanced Mathematics Laboratory
  

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  Water Resources Management Enhancement
  
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    Through University funding support
    
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      Global Positioning System units (group)
      
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      Ratio Energy Balance system
      
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      Land sensor
      
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    Through grant funding support, for applied remote sensing technologies in solving water supply problems in the Western United States
    

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  DooLittle Trailer
  
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  Yahama ATV
  
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  Bowen Ratio Entergy Balance System
  
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  2 DLXTLCM Computers for Scaffold Mount
  

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  Resources for all STEM departments (including Center for Human Performance and Sensor Applications, Mathematics, Computer Sciences, Environmental Engineering and Water Resources Management
  

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  Modeling Software
  
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  Design Software
  

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  College of Science and Engineering: Appendix A-1: Department of Manufacturing Engineering - investment in laboratory equipment for QUEST and STEM-UP OUT Projects.
  
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  College of Science and Engineering: Appendix A-2: Department of Mathematics and Computer Science - investments in laboratory equipment for QUEST and STEM-UP OUT Projects.
  
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  College of Science and Engineering: Appendix A-3: Department of Natural Sciences - investments in laboratory equipment for QUEST and STEM-UP OUT Projects.
  
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  College of Science and Engineering: Appendix A-4: Water Resource Management - investments in laboratory equipment for QUEST and STEM-UP OUT Projects.
  

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

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

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

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

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  A new dean with experience in coordinating National Council on the Accreditation of Teacher Education (NCATE) accreditation was hired in 2011 to lead the College of Education.
  
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  A Number of full-time faculty were hired to teach in the College of Education to work directly with Professional Education students or teacher candidates who hold state-teacher licensure or have experience in K-12 education.
  
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  Curriculum for the Profession Education Program has been reviewed and strengthened.
  
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  A Praxis I Taskforce was formed, with members from the Office of Academic Affairs, University College, College of Education, College of Art, Humanities & Social Sciences and the College of Science & Engineering. The Taskforce reviewed and made recommendations to increase student enrollment in Professional Education program by having an early alert, advising students and providing tutoring for the pre-professional skills-test (PPST), in order to increase the number of students passing the PPST and entering the Professional Education program.
  
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  A Praxis II and Principles of Learning and Teaching (PLT) Taskforce was also formed by faculty and staff in the Colleges of Education, Humanities Arts and Social Sciences and Science Engineering to review existing processes and courses offered through these colleges for Education majors.  
  
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  Plato software was purchased to help students prepare for the PPST, as well as those who are preparing for Praxis II and the PLT, through collaborative funding support between the College of Science and College of Education.
  
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  Additional funding support through Title III was provided by the University to enhance these efforts to increase the number of CSU teacher candidates who are passing the Praxis to qualify for state-teacher licensure.
  
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  Professional development was developed for faculty in the College of Education and Professional Education program through Title III.
  
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  A Director of Teacher Education Advisement and Partnership (TEAP) has been hired to allow the College of Education to directly monitor and address teacher candidate advisement and increase candidates’ passing rate on the Praxis Examinations.
  

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

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

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

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

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

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

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  Demonstrate how the conceptual framework is being addressed throughout courses and the program. The five elements of the conceptual framework are integrated into each program within the College of Education. The conceptual framework and each element are an integral part of the newly developed Candidate Monitoring and Assessment System (CMAS). CMAS specifies performance expectations candidates must meet to progress through, and complete the program. CMAS includes for clearly delineated transition points: Transition point 1, Admission to the Program; Transition point 2, Admission to Methods (practicum); Transition point 3, Admission to Student Teaching (Clinical); Transition point 4, Program Completion or exit period. At each transition point, program requirements are aligned with the elements of the College of Education conceptual framework, relevant State and National Standards. Also at each transition point, are required exhibits or evidence of candidate performance relative to each program requirement, and the minimum level of acceptable performance for requirements.
  

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

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

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

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

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

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

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

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

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

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

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

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

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  Continue to develop extensive partnerships with public school systems. Partnership efforts include having practicing public school teachers co-teach courses with CSU faculty to bring a “real-world” perspective to the classroom. Develop a school core in which students become involved in the federal No Child Left Behind legislation. The College of Education to established partnerships with school districts within region, such as Dayton Public Schools and Wilmington Public School. The College has also established partnerships with other Colleges of Education in the area; Miami University, Wright State University and Ohio University. In particular, the partnership with Miami University provides for offering joint Master of Arts (MATS) and faculty exchange. The charge for the recently established 2013 Teacher Education Advisement and Partnership Center (TEAP-C) includes partnership development with school districts and colleges.
  
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  Continue to explore new student teaching initiatives and negotiate a partnership with the Dayton Public School District to develop modalities for teacher candidates to be placed in a full year student teaching experience in the district.
  
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  Set goals for students to pass the Praxis, by considering a motivational and an achievable timeframe for students to move from a 30% passing rate to the desired 100% passing rate. Some of the measures that have been put in place to allow the COE to achieve this goal to include the following:
  

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  During Spring 2012, each program coordinator developed the Praxis Content Practice Plan (PCPP) and the Praxis PLT Practice Plan (P4), which are specific plans tailored to support efforts to pass the Praxis Content and the Praxis Principal of Teaching and Learning (PLT) exams. Included in the plans are work sessions, outside classroom time, conducted by academic faculty to work on content specific information and test taking skills.
  
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  A Teacher Education Advisement and Partnership (TEAP) Center, offers students support in the area of test taking skills and strategies to successfully complete standardized assessment.
  
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  In the Fall 2012, the COE in partnership with the College of Science and Engineering purchased the PLATO learning system to assist students with preparation for the PRAXIS tests.
  

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  High expectations and standards have been set for students pursuing a career in education through CSU’s COE. Admission requirements to the teacher preparation program are being streamlined to consider admitting only and after could be higher than those for other academic majors. Enrolling high quality students into the program ensures better passing rates for the Praxis Examination. The College of Education appreciates the need to enroll high quality students who are academically prepared and have the appropriate dispositions to successfully complete their studies. In this regard, in Fall 2012, the College-specified requirements students must meet before they are admitted to any of the programs. The requirements include successful completion of 31 semester credit hours in the content, general education, and the following professional education courses: EDU 2262 – Foundations of Education; EDU 2264 – Multicultural Education; and EDU 2300 – Educational Psychology with a semester grade of no less than a “C,” maintain a minimum of 2.5 GPA, prepare a beginning program portfolio, and pass PRAXIS 1 (PPST) Examination. Candidates must also submit two letters of recommendation and three Disposition forms completed by their Central State University instructors. Candidates must successfully complete an interview for admission into the program.
  
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  Continue program assessment to ensure that the College of Education meets the needs of it students as future teachers, as well as meets national and state standards. Build strong feedback loops into the assessment processes to add more significant meaning to program improvements. The COE’s assessment system includes assessment of faculty, the unit, programs and student proficiencies. Faculty is assessed through course evaluations and annual faculty performance reviews. The unit is evaluated against the NCATE (CAEP) Standards 1-4. Programs are evaluated based upon student and PK-12 teachers who have mentored our students.
  
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  A Candidate Monitoring and Assessment System (CMAS) is also used to provide program-specific data from courses and field experiences. The students are evaluated through state-required (PRAXIS) and course assessment. Data collected from the Candidate Monitoring and Assessment system is analyzed and decisions are made based upon the results for program improvement. The College of Education clearly acknowledges the value of an assessment system that ensures student learning needs, state and national standards for teacher education are met. To this end, in Fall of 2011, the College formed an assessment committee. The committee led effort to revise the assessment system. The Candidate Monitoring and Assessment System (CMAS) were subsequently developed. The CMAS specifies learning experiences and performance expectations candidates must meet to progress through and complete the program. Each program has its own CMAS. Learning experiences within each program are aligned with state and national standards. Performance data generated through the implementation of the CMAS are analyzed by the program committee for each program. The result of the analysis informs program improvement initiatives.
  

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

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

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  A Faculty Development Office was created after the 2003 visit. This office was upgraded to a Center for Teaching and Learning with a Director who develops and facilitates workshops, Faculty Learning Communities, shares pedagogical content knowledge and skills among faculty, and works with the Associate Vice President for Planning and Assessment to develop targeted workshops on assessment of student learning outcomes.
  
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  Funding support was provided for faculty and instructional staff to attend and participate in off-campus workshops, conferences, and webinars on assessment of student learning.
  
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  A Process College was established under the Office of Human Resources. Through the Process College, Faculty and Staff present and share information that facility improvement of policies and procedures, as well as share information about staff evaluations as a form of performance assessment.
  
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  A Pedagogy Roundtable is available on-campus, sponsored by the College of Humanity, Arts and Social Sciences for faculty to discuss and share classroom assessment methods and strategies to improve student learning outcomes.
  
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  An Office of Planning and Assessment was established and an Associate Vice President hired to lead assessment efforts, develop a systematic program review process, and promote faculty engagement and a culture of assessment.
  
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  A Senate Committee on Assessment of Teaching and Learning consists of faculty serving as members of the Committee. The functions of the Committee are as follows:
  
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    Reviews the assessment process to see that all faculty understand and participate in assessment.
    
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    Reviews assessment efforts to assist faculty members to expand their knowledge of assessment in the general education and respective disciplines.
    
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    Makes recommendations for the revision and implementation of the CSU Assessment Plan.
    
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    Develops and utilizes metrics for measuring the academic health of the University.
    
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    Works with the Committee on Academic Policies to ensure that recommendations for changes in programs are based on assessment data
    
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    Works with the Associate Vice President for Planning and Assessment in the Division of Academic Affairs, and Directors of Assessment and Institutional Research, Online Learning, and Center for Teaching and Learning to promote assessment activities.
    
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  Most recently, a Planning and Assessment Council was formed, with faculty and non-faculty serving as staff to review institutional data from the Assessment and Institutional Research office so that appropriate data can be used to improve student learning, the learning environment and learning resources in curricular and co-curricular programs.
  
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  Specific assessment tools are being explored to improve CSU’s general education program. The Associate Vice President of Planning and Assessment and the Planning Assessment Council work closely with the Senate Committee of Teaching and Learning to explore best practices in assessment and adoption of specific assessment tools and methods such as the ETS’s proficiency profile and the Association of American Colleges and Universities (AAC&U)’s Valid Assessment of Learning in Undergraduate Education (VALUE) Rubrics so that consistent assessment data can be generated.
  
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  A systematic program review process was developed, which uses “25 Essential Questions” for review of every CSU degree program within a five year- cycle. Results of the program review will available in the Self-Study Resource Room.