Request for Reaffirmation of Accreditation

CSU recognizes the fact that students and families need to make careful and informed decisions about which institution is the best fit because of the rising costs of higher education and recently became a member of the Voluntary System of Accountability, which is manages by the Association of Public and Land Grant Universities and the American Association of State Colleges and Universities. CSU uses this system to disclose to the public its enrollment, retention and graduation rates. CSU information can be accessed at Central State University College Portrait. The VSA College Affordability Estimator meets the requirements of the Higher Education Opportunity Act and is designed for public 4-year universities. Information on the College Portrait further informs students and families seeking trustworthy data on campus safety, cost of attendance, academic programs, retention and graduation rates, admissions requirements, and other campus community details. Using this system, CSU is now able to help prospective students and their families to make informed decisions about attending CSU as the University of their choice.

1. 
   B. 1. The institution clearly articulates its mission through one or more public documents, such as statements of purpose, vision, values, goals, plans, or institutional priorities.
   

CSU’s website is available to members of the public who have access to the Internet. In addition to the copy which can be downloaded from the website, the Catalog is also available in print and electronic format as compact discs (CDs). Both forms are available through the Registrar's Office to students, faculty, staff, and any member of the public who requests a copy. To evaluate the extent to which CSU’s mission is articulated and understood by the University community, a survey of faculty, staff and administrators was conducted during the Self-Study process. The number of responders in the survey is shown in Table 1.4 below.

Table 1.B.1.Category and Number of Responders in a Mission Survey.    

Category of Responders	Number of Responses	Percentage of Total Responses
Student	303	67.3%
Staff	61	13.6 %
Faculty	60	13.3%
Administrator	26	5.8%
Total number of Responses	450	100%
Number of questions skipped	0	0%

Results of the survey of four hundred and fifty faculty, students, and staff, consisting of a representative sample of the campus community, demonstrate that about 86% (86.2%) of the faculty, students and students agree and about 3% (3.3%) disagree that CSU’s mission is clearly articulated in institutional documents such as the Catalog, Fact Book, Faculty and Student Handbooks, and on the University website. The remaining 10.4% were not sure.  About eighty-seven percent (87.2%) of the faculty, staff and students stated that the University’s mission is well publicized in one or more of the institutional documents. The high percentage of those unsure indicates a need for intentional and open discussions about the University’s Mission and development of institution-wide strategic initiatives that promote the mission. It also indicates need for clarity in the articulation of the mission. During the Self-study process, the University addressed this by discussing the mission of the University with students, staff, and faculty at Town Hall meetings, Senate meetings, departmental, Division, Cabinet and Board Meetings. CSU Board members also reaffirmed their commitment to CSU’s mission in writing as part of the Self-Study process. Figure 1.B.1 below provides results of the survey.

Figure 1.B.1: Results of the CSU Mission & Appropriateness of Programs Survey of CSU Students, Faculty and Staff

A similar survey was administered to determine if the variety of educational programs offered is appropriate for an institution of CSU’s size. Figure 1.B.1. provides a chart with the percentage of students, faculty and staff members who agreed, disagreed, or were not sure. Approximately seventy percent (69.6%) of the faculty, staff and students agreed that the program offerings are appropriate for CSU. Sixteen percent (16%) of the students, faculty, staff, and administrators disagreed, indicating they believe that CSU could offer more programs; the remaining 14.4% were not sure. These results are consistent with results obtained from the graduating senior survey which indicates that students wish more academic programs were offered at the University.

1. 
   B. 2. The mission document or documents are current and explain the extent of the institution’s emphasis on the various aspects of its mission, such as instruction, scholarship, research, application of research, creative works, clinical service, public service, economic development, and religious or cultural purpose.
   

 Information regarding opportunities for public service through volunteerism, internships, and the University's Cooperative Education program is also provided in the Catalog, to include requirements for programs that require field experience and clinical placements, such as Professional Education and Social Work.

CSU’s Strategic Plan implemented through its strategic initiatives were discussed earlier at the beginning of Criterion One, in relation to the various ways the University supports its mission. Like the University-Wide Master Plan, SAEM and the Universities Six Compelling Priorities are documents which support the mission of the University. The faculty Handbook and AAUP Agreement describe expectations of the faculty in areas of teaching and research and support the Mission of the University. These documents are described in greater detail in Criterion Two. As a state-supported institution, CSU does not promote religion or religious-based doctrines. The University has a very active Interfaith Ministry, described in the University’s mission documents. The University sponsors economic development activities through its National Environmental Technology Incubator (NETI), which works with academic departments in the Colleges of Science and Engineering and Business to promote economic development activities between CSU and Business Industries. The National Environmental Technology Incubator connects the University with the business and research community through the College of Science and Engineering’s Center of Excellence for Emerging Technology (CEET) and the Center of Excellence in STEM Education (STEM-X-ED).  

The NETI allows collaboration between CSU and other universities and research companies and industries in Ohio and the nation, such as the Ohio Department of Transportation, National Aeronautics Space Administration, U.S. Department of Education, U. S. Department of Health and Human Services, Office of Minority Health, U.S. Air Force, and the Harris Foundation. Detailed descriptions of CSU’s Centers of Excellence are provided in Core Component 1.D. CSU also has articulation agreements with selected community colleges and universities with professional schools. As a member of the Southwestern Ohio Council for Higher Education (SOCHE), CSU faculty and students have opportunities to take courses offered at other campuses through cross-registration.

 A survey was conducted to evaluate if the campus community is fully informed about the various ways the University promotes leadership and service through the educational programs and/or co-curricular activities provided to students. Figure 1.B.1 above provides a chart with the percentage of students, faculty and staff members who agreed, disagreed or were not sure if CSU prepares students from diverse backgrounds for leadership and service. Approximately eighty two percent (81.8%) of the faculty, staff and students agreed that the University prepares students for leadership and service and about ten percent (10%) disagreed. The remaining 8.2% were not sure if CSU prepares students for leadership and service. These results suggest that the University needs to develop programs that intentionally promote service learning and leadership. Results also suggest that information about service learning and civic engagement programs needs to be disseminated campus-wide to all students, faculty and staff so that everyone can become aware and find ways to support students participating in such programs. The University will proceed accordingly.

1. B. 3. The mission document or documents identify the nature, scope, and intended constituents of the higher education programs and services the institution provides.

Institutional documents that contain the mission of the University include the Catalog, Handbooks, University website, Fact Book, and the University’s strategic plan. These documents fully describe the nature, scope, and intended constituents of the University’s educational programs and services. Because the primary intended constituents of the University are its students, the CSU mission documents provide a brief history of the University and descriptions of the thirty four (34) undergraduate degrees and the graduate degree CSU offers; degree program requirements, including programs of study, credit hour requirements for the general education and  program curricula; the Ohio transfer module; online learning; the Honors Program; University College; library services; and detailed information about non-academic services such as the Health Center, Student Government, Residence Life, Greek Life, Athletics, Interfaith Ministry, Transportation, Career Services, and more. This information can also be found online on the University’s website at www.centralstate.edu . Information about the academic programs can be found under the Academic Affairs link on the University homepage. Information about non-academic programs and services can be found under the Student Affairs link on the homepage.

1. C. The institution understands the relationship between its mission and the diversity of society.

CSU understands the relationship between its mission and the diversity of society and plays an important role in promoting diversity not only on campus, but in the local communities surrounding the campus as well as in larger communities in the state of Ohio and around the country.

1. C. 1. The institution addresses its role in a multicultural society.

CSU, as Ohio’s only public Historically Black College and University (HBCU), serves predominantly African American students, and students from other racial and ethnic backgrounds who meet admission requirements. It is thus a multicultural institution that fully understands and appreciates its role in today’s multicultural society. In appreciation and value for diverse populations, students who attend CSU are from different geographic regions, socio-economic, gender, racial and ethnic backgrounds. Table 1.C.1. below provides the trend in the percentage of male and female undergraduate students, between 2007 -20011.

 Table 1.C.1. Percent of Male and Female Undergraduate Students           

Percent of Males and Females in the Undergraduate Programs
	2011	2010	2009	2008	2007
Males	49%	51%	51%	50%	50%
Females	51%	49%	49%	50%	50%

Source: CSU Fact Book 2011

Central State attracts an equal number of male and female students. This trend is uncommon with most institutions of higher education. Central State has relatively few (<1%) international students on campus. However, the University is exploring various ways to increase the international student population. A memorandum of agreement was signed in November 2010 with TEDA Polytechnic, a three-year Technical College near Tianjin, China, to enable students from TEDA to transfer to Central State to earn their baccalaureate degrees. Academic committees are working on the requirements students from TEDA will have to meet in order to transfer to and receive a CSU degree. These include demonstrating English proficiency and completing both general education and major requirements. At the start of the 2012-2013 school year, Central State hired a Director of Global Education to further internationalize the curriculum and enhance study abroad opportunities.

In recent years, CSU has attracted a growing number of veterans. As home to the oldest Reserve Officers' Training Corps (ROTC) Battalion at a Historically Black University, CSU has a strong military tradition. Table 1.C.2. below provides the number of undergraduate students who have served or returned from military service. 

Table 1.C.2. Number of Veterans Attending CSU from 2007 -2011

CSU was selected by the national Tom Joyner Program in 2012 as one of two HBCU’s that will serve returning military personnel who wish to complete their undergraduate degrees. Tuskegee University is the other HBCU selected by the Joyner Program. With this arrangement, the number of students at CSU who have served in the military is likely to increase in the coming years.

Central State faculty are also diverse. About 54 % of faculty is African American; 28 % white; and 9 % Asian; 67 % are male, 39 % female. The faculty is also international, hailing from Europe, Africa, and Asia as well as the United States. Nearly one in four faculty members holds at least one degree from an institution outside the United States (CSU 2012-2014 Catalog, p. 261-265).

Table 1.C.3.  Composition of the CSU’s Faculty/Instructional Staff by Gender and Ethnicity