Strengths, Challenges, and Recommendations Identified in the
Higher Learning Commission Self-Study*

Draft List 10-30-07
*Order of strengths, challenges, and recommendations does not reflect or imply priority order.

Criterion 1: Mission and Integrity

Criterion 1 (Mission and Integrity) Strengths

1S 1. The Youngstown State University Mission, Vision, Core Values, and Organizational Priorities—taken together—accurately, clearly, and broadly define the University’s mission.

1S 2. Since 1967, Youngstown State University has served a much-needed and special mission as the state’s only public master’s comprehensive university and one of only six open-admissions universities in Ohio.

1S 3. The University’s Mission, Vision, Core Values, and Organizational Priorities express a commitment not only to broad access but also to academic excellence. Although YSU is an open-admissions institution, it also has many excellent selective-admissions programs.

1S 4. YSU’s mission/commitment to be a student-centered and teaching-focused institution is clear and well supported by faculty and staff.

1S 5. Mission and planning documents at all levels of the University recognize the value of diversity among internal constituencies and in the world at large; increasing diversity and fostering an understanding of diversity are key institutional and curricular goals. (Diversity among campus constituencies has increased since the 1998 comprehensive visit.)

1S 6. The Board of Trustees and YSU faculty, staff, and administrators endorse and implement the University mission.

1S 7. Building on the University mission, during 2006-2007 departments and colleges within the Academic Division reviewed their programs and missions and formulated college strategic plans, culminating in construction of the University’s first division-wide academic strategic plan during spring 2007. The Board of Trustees formally approved The Academic Strategic Plan, 2007-2013 in June 2007.

1S 8. Administrators and Board of Trustees members report that budget decisions and other decision-making throughout the University are largely driven by the mission documents, including the Centennial Strategic Plan.

1S 9. Board, administrative, departmental, Academic Senate, and union structures support processes that enable the University to fulfill its mission.

1S 10. Within parameters of state law and Ohio Board of Regents guidelines, the University’s Academic Senate outlines procedures for creating and revising curriculum. Faculty and other academic leaders share responsibility for development and coherence of the curriculum.

1S 11. The Board exercises its responsibility to the public to ensure that the University operates legally, responsibly, and with fiscal honesty.

1S 12. Documents such as the University Guidebook, union contracts, the Professional Conduct Policy, departmental governance documents, and the Student Code of Rights and Responsibilities outline the rights and responsibilities of various campus constituencies.

Criterion 1 (Mission and Integrity) Challenges

1C 1. Rapid and substantial transformations at the regional and state levels (e.g., recent changes in the role and reporting structures of the Chancellor and the Ohio Board of Regents; creation in summer 2007 of the University System of Ohio; potential formation of a community college in the Mahoning Valley and a statewide community-college system; forthcoming recommendations of the Northeast Ohio Universities Collaboration and Innovation Study Commission; release of the Chancellor’s 10-year master plan for education in Ohio, expected in late March 2008) will likely result in fundamental changes in YSU’s mission and open-admissions role.

1C 2. Since YSU is an open-admissions institution, public perceptions of the University’s academic quality suffer (even though the academic performance and achievements of YSU students belie those perceptions).

1C 3. Despite mission documents and policies that support diversity, the need to increase percentages and retention of diverse populations remains.

1C 4. Despite core values that “honor the dignity and worth of all people” and call for “all conduct to be rooted in integrity, mutual respect, and civility,” labor-management relationships and campus morale have experienced long-term strain. Tension and perceptions of poor communication/feedback and of lack of participatory governance remain. Many faculty and staff feel that their work is not sufficiently “appreciated.”

1C 5. Although administrators and Board of Trustees members report that budgeting and other decisions are mission-driven, there is a widespread sense that the University needs to develop a more responsive, interactive, and transparent budgeting process to enable YSU to fulfill its mission and budgeting priorities during times of limited resources.

1C 6. Although the University Guidebook is being revised and placed online, the process needs to be completed promptly. Frequent updating, better indexing/searching, and online access will facilitate knowledge of current policies and procedures.

1C 7. Consistent implementation of policies and contracts is perceived as an issue, as evidenced by strikes in 2005 and by the number of grievances and arbitrations.

Criterion 1 (Mission and Integrity) Recommendations

1R 1. Continue to educate key state legislators and officials about the special mission of YSU and its importance in Northeast Ohio. This education will be essential (perhaps even more essential) even if YSU’s mission changes as a result of regional and state initiatives.

1R 2. Use findings of the Higher Learning Commission self-study and site-team evaluation—in conjunction with the new Academic Strategic Plan, the community college study, recommendations of the Northeast Ohio Study Commission, and the state’s forthcoming master plan—to refine or redefine the University’s mission; to develop YSU’s next institutional strategic plan; and to plan for successful transition to the refined or redefined mission.

1R 3. Develop and commit the necessary human and financial resources to support programmatic, structural, and other initiatives in the Academic Strategic Plan; in Northeast Ohio Commission and state plans; and in the University’s next institutional strategic plan.

1R 4. Continue efforts to diversify the campus, and find creative ways to improve understanding among individuals and awareness of diversity issues.

1R 5. Implement key recommendations made by the Diversity Subcommittee and the Office of Equal Opportunity and Diversity, e.g.:

· Provide and encourage ongoing training (e.g., awareness training, skill development, and diversity management) for faculty, staff, and administration.

· Work collaboratively to implement diversity and internationalization goals in the Academic Strategic Plan.

1R 6. Evaluate and improve interactive communication and feedback among administrators, faculty, staff, and students.

1R 7. Commit to genuine collaborative decision-making at all levels to improve labor-management relations and campus morale. Involve all constituencies in decision-making, clarify processes, and abide by them.

1R 8. Continue efforts to make the budget and budget decisions “transparent.” Make constituencies aware of how the budget is developed and implemented.

1R 9. Improve orientation and training of new and continuing administrators, faculty, and staff, so that all employees understand the YSU mission and “culture.”

1R 10. Complete the revision and online posting of University Guidebook policies. Develop procedures to ensure frequent and timely posting, as well as dissemination to campus constituencies.

Criterion 2: Preparing for the Future

Criterion 2 (Preparing for the Future) Strengths

2S 1. Through careful planning and environmental scanning, Youngstown State University has increased enrollment to its highest level in 13 years, helping to meet access and diversity goals while reducing ramifications of steady declines in state funding.

2S 2. The University has an attractive, safe urban campus in a surprisingly park-like setting.

2S 3. Youngstown State University benefits from strong capital planning and vision, as well as collaborative, innovative partnerships (e.g., with Wick Neighbors, Inc.; downtown’s DeYor Performing Arts Center; the Beecher Center for Technology and the Arts; the Disaster Recovery Service; the Northeast Ohio Universities College of Medicine; and the Youngstown City School District) that serve constituencies while reducing the financial burden to the University and its respective partners.

2S 4. The University is proactive in trying to control costs and increase efficiency (e.g., request for audit by the Auditor of State; contract with Johnson Controls to contain utility costs by improving energy efficiency; formation of Health Care Advisory Task Force to explore ways to control health care costs).

2S 5. Youngstown State University has a history of financial conservatism resulting in low expenditures, the lowest tuition among comparable Ohio public universities, low debt, and maintenance of healthy reserves.

2S 6. The University has launched—and is on target to meet—a $43 million, three-year Centennial Capital Campaign to fund endowments for student scholarships, academic programs, professorships, and areas of emerging excellence ($19 million); capital improvements, including a new building for the College of Business, updated engineering and science laboratories, and an indoor athletic practice facility ($21 million); and increased annual giving ($3 million).

2S 7. YSU’s strong financial-aid program supports the University’s mission of access and affordability. The YSU Foundation provides hundreds of need-based, designated, and performance-based scholarships, including 160 full-expense scholarships for the Leslie H. Cochran University Scholars program. (The Foundation provided funds to more than 3,000 students in 2006-07 alone.)

2S 8. YSU has a dedicated, experienced, and productive workforce.

2S 9. YSU’s major planning documents—Centennial Strategic Plan, Enrollment Management Plan, Technology Master Plan, and Campus Master Plan—are coordinated, interrelated, and mission-focused, enhancing the University’s capacity to fulfill its mission. Progress on achieving goals is assessed and goals are updated at least annually.

Criterion 2 (Preparing for the Future) Challenges

2C 1. A two-year state-mandated tuition freeze, declines in state share of instruction (14.7% between FY 2000 and FY 2006), uncertainties at the state level, and unfunded state and federal mandates (e.g., increases in minimum-wage, postage, and travel-reimbursement rates) make it difficult to budget and plan. Changes in the state’s approach to overseeing and financing higher education make the amount and mechanisms for state funding uncertain.

2C 2. The balancing act between fluctuations in enrollment, decreasing state support, and the desire to restrain tuition makes it difficult to fund new initiatives and maintain existing programs and services.

2C 3. A large percentage of students enter YSU underprepared, requiring remedial coursework that places additional strain on limited resources.

2C 4. Many employees express mistrust in YSU’s budgeting process and executive decision-making. Many completing the March 2007 campus climate survey disagreed that the University’s planning and patterns of financial allocation show that YSU values learning for students, staff, and faculty.

2C 5. Limited discretionary funds make it difficult to make the budgeting-planning process more participatory.

2C 6. The campus has many deferred-maintenance projects (e.g., Ward Beecher repair; paint, carpeting, and furniture for offices and classrooms).

2C 7. Space use needs to be reviewed, taking into consideration factors such as needs of new programs, conversion of some classrooms into labs, and construction of new buildings.

2C 8. The budget contains no provision for equipment-replacement funding.

2C 9. YSU’s employee position-classification system is outdated.

2C 10. Although the ERIP provides opportunities for individuals and the University, managing it is a challenge. Approximately 200 staff members will have retired between April 2006 and March 2008, with uneven effects across departments and loss of knowledge and “institutional memory.”

2C 11. Banner planning and implementation have increased workload and stress for many individuals on campus.

Criterion 2 (Preparing for the Future) Recommendations

2R 1. Determine, document, and communicate university policies and procedures on allocation of financial and human resources.

2R 2. Make information about decision-making authority readily available.

2R 3. Work through the Office of Human Resources to strengthen employee services and training. Implement an employee-development program with targeted training for groups such as faculty, staff, department chairs, and supervisors. Align training with the administration’s expectations for employee job performance.

2R 4. Develop a process (beyond existing awards) to recognize and reward outstanding employee performance.

2R 5. Review and update the employee-position classification system.

2R 6. Develop and implement a university-wide equipment replacement program.

2R 7. Review space utilization, taking into consideration the needs of services and programs.

2R 8. Improve policies and procedures to manage risk—including threats to health, safety, and/or property. Implement a “risk-management” program (e.g., proactive security procedures; business-continuity and disaster-recovery plans) to preserve assets, both human and physical, in the face of potential threats or loss.

2R 9. Continue to improve communication among campus constituencies. Explore ways to standardize message/announcement priorities.

Criterion 3: Student Learning and Effective Teaching

Criterion 3 (Student Learning and Effective Teaching) Strengths

3S 1. YSU is committed to excellence in teaching (e.g. Distinguished Professorships).

3S 2. Students at YSU consistently perform well on national, state, and licensure exams. Students earn high honors at national competitions in various disciplines. Also, a relatively high number of students have obtained prestigious national awards and scholarships.

3S 3. Programs and centers that support student learning have well-qualified staff, provide effective services within the limits of their resources, and work well together.

3S 4. YSU’s same institution freshman-to-sophomore retention rate for first-time, full-time, degree-seeking students exceeds both the average for all public institutions in Ohio and the average for open-admissions public 4-year institutions in Ohio.

3S 5. The campus has developed an infrastructure for assessment, clarified its assessment processes, and gained momentum in gathering assessment data. The position of Director of Assessment was changed to a full-time position in 2006. There has been an increase in staffing, support, and space for the Office of Assessment

3S 6. The University has made great strides in outcome-centered teaching and learning, as evidenced by the explicitly and publicly stated learning outcomes available for all six colleges. Publishing these outcomes in the Undergraduate Bulletin and/or on departmental websites ensures easy access for interested students and the community.

3S 7. Every academic department conducted program reviews in 2006-2007. The comprehensive program review process provided a substantial and important foundation for development of YSU’s Academic Strategic Plan.

3S 8. The University Scholars and Honors programs attract excellent students and provide individualized attention to parents, prospects, current students, and alumni.

Criterion 3 (Student Learning and Effective Teaching) Challenges

3C 1. Leadership and resources for faculty development have been inconsistent. Discontinuance of the CATALYST program may hinder faculty development in areas of teaching-learning scholarship. Without an organized, central office to coordinate faculty development related to teaching, these faculty-development activities remain episodic and scattered. More significantly, their effects cannot be leveraged for institution-wide improvements.

3C 2. The existing student course evaluation form provides limited information to individual faculty. Moreover, chairs’ strategies and skills for evaluating teaching vary widely, leaving some faculty with insufficient information or support for improving their teaching.

3C 3. Part-time instructors teach an increasing proportion of the University’s students. Although most part-time instructors are very well qualified, they are provided with minimal resources to support their work as teachers or their professional development. The compensation for part-time instructors has not changed for many years.

3C 4. Numerous reports consistently indicate that substantial resources are needed to support academic advising.

3C 5. The Conditional Admission Policy requires additional monitoring and support.

3C 6. Important academic support programs for students do not have sufficient staffing, space, and resources.

3C 7. Some faculty are reluctant to pursue scholarship of teaching and learning out of concern about whether it will be perceived favorably for tenure and promotion decisions.

3C 8. Despite substantial improvements in assessment processes during the past 10 years, departmental assessment reports do not always provide substantial data on student learning, and feedback loops for program improvement need to be strengthened.

3C 9. There are insufficient honors courses, and the guidelines for the honors thesis are incomplete.

Criterion 3 (Student Learning and Effective Teaching) Recommendations

3R 1. Implement the faculty development initiatives in the Academic Strategic Plan. Provide visible, institutionally supported programs and services to assist full-time and part-time faculty in improving their teaching and their scholarship of teaching and learning.

3R 2. Address and improve the full-time/part-time faculty ratio, and increase the presence of full-time faculty members in the classroom.

3R 3. Increase the compensation for part-time faculty.

3R 4. Put into action the “advising” recommendations in the Academic Strategic Plan to improve the effectiveness of and support for advising university-wide (e.g., increase advising staff and provide coordination of university-wide advising, offer training and ongoing professional-development opportunities for professional and faculty advisors).

3R 5. Create a follow-up committee that would meet after the Higher Learning Commission accreditation review in 2008 to facilitate and ensure follow-up on specific recommendations provided by the self-study and the Higher Learning Commission.

3R 6. Provide financial support to departments and programs for substantive and effective engagement with assessment processes.

3R 7. Communicate clearly to faculty and department chairs how assessment reports and other related documents, such as annual reports and plans, will be reviewed and used.

3R 8. Strategically implement the internship portions of the Academic Strategic Plan. Increase the quality and quantity of internship opportunities. Develop and provide adequate support for campus-wide coordination of student internships, co-ops, and field placements.

3R 9. Strategically reallocate funds to ensure that services that directly support student learning and faculty development have adequate resources.

3R 10. Increase institutional commitment to distance education, and provide central coordination of and support for distance education. Increase enrollment in distance-learning courses and programs. Embed assessment of distance education within the existing program assessment processes for each academic department.

3R 11. Clarify how scholarship of teaching and learning will be weighed by departments, college committees, deans, and the provost in tenure and promotion decisions.

3R 12. Involve the YSU OEA and appropriate constituencies in developing and implementing improved methods for evaluation of teaching.

3R 13. Provide more honors courses rather than relying on contract honors hours, and provide better guidelines about the honors thesis.

3R 14. Develop funding and a clear process for maintaining and upgrading all instructional technology, including hardware and software used in classrooms, labs, and faculty offices. Define clearly who is responsible, practically and financially, for maintaining and upgrading classroom technology.

3R 15. Establish a system to involve stakeholders, especially those who lead programs and centers that support teaching and learning, in planning related to their services and resources.

Criterion 4: Acquisition, Discovery, and Application of Knowledge

Criterion 4 (Acquisition, Discovery, and Application . . . ) Strengths

4S 1. Faculty and student scholarly and creative work is widely disseminated to the larger community through many publications, presentations, performances, and media events. These achievements are publicly recognized in a variety of ways (e.g., Distinguished Professors, Board Resolutions, Honors Convocation).

4S 2. Through its negotiated union contracts, the University provides excellent employee-development opportunities, including paid and unpaid staff-development leaves; reimbursement for advanced study and terminal degrees; reassigned time for professional development, scholarship, including the scholarship of teaching and learning, and distance-learning projects; $500 per bargaining-unit faculty member for professional-development travel; and up to 10 fully paid faculty sabbaticals, 16 one-semester faculty-improvement leaves, and 18 research professorships annually.

4S 3. Undergraduate students have numerous opportunities to participate in research through courses, employment, and special programs. Quest, research scholarships, the research assistant program, and travel support for conference presentations recognize and reward student research.

4S 4. The increase in external funding during the past few years provides evidence of the growing capacity of the faculty to conduct research.

4S 5. The University implemented an innovative learning-outcome-based general education program in 2000. The outcomes specifically address intellectual inquiry, social responsibility, diversity, technology, and global awareness. A coordinator, budget, and University-wide committee provide support and on-going development.

4S 6. There are numerous co-curricular organizations and programs to enhance student leadership, scholarship, service, creativity, and professionalism.

4S 7. Graduating students consistently indicate on the Graduation Perception Survey that the institution has prepared them well for life-long learning.

4S 8. College boards of visitors and many program-specific advisory boards provide student, alumni, and employer input regarding the currency and relevancy of the curriculum.

4S 9. The University offers a large number of programs that have been accredited by their specialized accrediting agencies. Professional accreditation requires frequent curricular evaluation and documentation that graduates are prepared to work in a diverse, global, and technological society.

4S 10. Diversity topics are embedded in general education, major courses, and electives. The formal curriculum is supplemented by many programs and organizations that celebrate diversity.

4S 11. Students have many opportunities (internships, clinical experiences, independent study, capstone projects, research courses, etc.) to demonstrate that they have mastered the knowledge and skills necessary for independent learning and the ability to function in a diverse, global, and technological society.

4S 12. Maag Library and OhioLINK provide excellent support for research and study by students, faculty, and staff.

4S 13. The importance of preparing students for a diverse society is a shared campus value. More than 90% of respondents to the Campus Climate Survey agreed that it is very important for students to gain knowledge of and appreciation for racial/ethnic groups other than their own.

Criterion 4 (Acquisition, Discovery, and Application . . . ) Challenges

4C 1. Although a strong general education program is in place, continuing financial support and evaluation are needed to maintain and develop the program.

4C 2. Not all departments have fully implemented their assessment plans for general education courses and reported assessment results.

4C 3. Analyses using the Degree Audit System indicate that not all students complete 100% of the general education requirements. Course substitutions and exemptions are frequently made for students who were enrolled prior to 2000, as well as for transfer students. Maintaining the integrity of the program without increasing the hours needed for the degree is often difficult. Some programs have not developed the required “intensive” courses for the major. The decision rules for granting exemptions are not uniform across colleges.

4C 4. Embedding diversity content throughout the curriculum (rather than requiring specific “diversity courses”) makes analyses of the curriculum content and assessment of diversity-related outcomes difficult.

4C 5.     The Maag Library budget has remained flat, while the cost of library materials has increased approximately 10% per year.

4C 6. Ensuring full compliance with policies and procedures regarding external funding is difficult.

4C 7. According to the March 2007 Campus Climate Survey, many employees do not agree that the University’s financial allocations support a life of learning for faculty, staff, and students.

Criterion 4 (Acquisition, Discovery, and Application . . . ) Recommendations

4R 1. Encourage academic departments to increase opportunities for students to fulfill the writing-intensive, oral-communication intensive, and critical-thinking intensive requirements of the general education program.

4R 2. Consider a more centralized system of granting exemptions for general education requirements.

4R 3. Identify additional ways Academic Affairs and Student Affairs can collaborate to develop desirable student skills and attitudes.

4R 4. Recognize the centrality of general education when developing budget priorities.

4R 5. Encourage academic programs without advisory boards to establish them.

4R 6. Clarify and assess diversity outcomes of courses and co-curricular activities, communicate findings to appropriate stakeholders (e.g., Diversity Council), and use results to strengthen programs.

4R 7. Analyze the impact of inflation and limited funding on library services.

4R 8. Provide more pre- and post-award grant assistance to ensure compliance with external funding regulations. Clarify and enforce consequences for failure to comply.

4R 9. Continue efforts to provide students with international experiences and contacts. Increase international student enrollment, as well as the number of students who study abroad.

Criterion 5: Engagement and Service

Criterion 5 (Engagement and Service) Strengths

5S 1. Commitment to civic engagement and community service is clearly articulated in the Mission, Vision, and planning documents. There is a long institutional history of planning for engagement (YSU 2000, YSU Centennial Plan).

5S 2. The current and former University presidents have modeled commitment to engagement and service. They have contributed time, expertise, and leadership to address important community issues through collaborative partnerships (e.g., Youngstown 2010).

5S 3. Acquiring land, demolishing derelict houses, and improving the University’s physical plant (e.g., development of the Courtyard Apartments) have benefited the neighborhood, as well as the University.

5S 4. The University has many outreach initiatives (e.g., Students Motivated by the Arts, Small Business Development Center), including a unit, the Public Service Institute, specifically charged with addressing problems of the region.

5S 5. Engagement and service are well integrated into planning and activities of colleges, departments, and units.

5S 6. The University is the premier source for intellectual and artistic programming in the region (e.g., lecture series; theater, art, music programming; WYSU-FM).

5S 7. Collaborative ventures with K-12 education (e.g., English Festival, Tech Prep) and higher learning institutions (e.g., Masters in Public Health consortium) make effective use of scarce resources and enhance the economic, educational, and cultural capacity of the region.

5S 8. The University’s physical facilities are open to and extensively used by the community.

5S 9. For more than 10 years, the University has recognized exemplary “discipline-related public service” with the Distinguished Professor in Public Service award.

5S 10. New programs (e.g., Electric Utility Technology, Physical Therapy) have been created at the request of, and to serve the needs of, local employers.

5S 11. Capital campaign and annual fund donations indicate that the community values and supports the University.

Criterion 5 (Engagement and Service) Challenges

5C 1. The constrained University resource base makes it impossible to respond to all the numerous community needs and opportunities for involvement. Engagement activities are often the result of soft-money availability or individual faculty/staff interests, rather than conscious prioritization.

5C 2. Because engagement activities are so numerous and diffused throughout the institution, it is difficult to collect data or assess the collective impact of such activities. Improved coordination and focus could prevent duplication of effort, as well as omissions, and align activities with resources and strategic intent.

5C 3. Although employee diversity has increased, it does not reflect the composition of the immediately surrounding community.

5C 4. Development of the Metropolitan College’s services (off-campus credit courses, non-credit courses, workforce development, etc.) has been hindered by frequent changes in leadership, lack of communication channels with the academic units, changes in physical location, and fluctuations in institutional emphasis on these services.

5C 5. Tenure and promotion guidelines do not always include the scholarship of engagement. Thus, the creation or use of pedagogies that engage students with external communities may not always be rewarded.

5C 6. Few faculty and students are aware of the Ohio Learning Network. Therefore, students fail to benefit from the possibility of earning a degree by combining YSU on-site courses and distance-learning courses offered by OLN institutions.

Criterion 5 (Engagement and Service) Recommendations

5R 1. Use the Carnegie Foundation for the Advancement of Teaching’s Community Engagement 2008 Documentation Framework to assess and plan YSU’s advancement as an engaged institution.

5R 2. Continue the emphasis on engagement in the next institutional strategic plan. Prioritize engagement commitments; and link unit plans, reporting structures, personnel decisions, and budget planning to priorities.

5R 3. Develop and expand reward structures for faculty, students, and staff who serve external constituencies.

5R 4. Improve institutional management of engagement through improved coordination, data collection, and assessment. Designate an office or individual to support/coordinate engagement activities by academic and other units.

5R 5. Provide faculty and staff development focusing on collaboration and the “Scholarship of Engagement.”

5R 6. Assess the effectiveness of the new organizational structure for Metropolitan College functions. Improve connections with campus units, and clarify priorities, roles, and responsibilities.

5R 7. Publicize the benefits of the Ohio Learning Network to current and potential students.