| Eren Johnson | Chair, Professor and Associate Dean College of Education and Applied Science |
| Gene Young | Executive Chair, Professor of English and Chair, Department of English |
| Joe Thomas | Editor, Assistant Professor of English |
| Mary Berry | Assistant Professor of Library Science Chair, Department of Library Science |
| Joey Chandler | Director of Undergraduate Admissions |
| Margaret Farnworth | Acting Dean, College of Criminal Justice |
| Jaimie Hebert | Assistant Professor of Mathematics |
| Rex Isham | Professor of Physics |
| William Kilbourne | Professor of Marketing |
| Sharon Lynch | Assistant Professor of Education |
| Donna Owens | Field Experiences Coordinator |
| Kelly Richards | Student |
INTRODUCTION
FINDINGS OF THE UNDERGRADUATE PROGRAM COMMITTEE
4.2.1 UNDERGRADUATE ADMISSION
4.2.2 UNDERGRADUATE COMPLETION REQUIREMENTS
4.2.3 UNDERGRADUATE CURRICULUM
4.2.4 UNDERGRADUATE INSTRUCTION
4.2.5 ACADEMIC ADVISING OF UNDERGRADUATE
COMPLIANCE TABLES: SECTIONS 4.2.1-4.2.5
SUMMARY OF RECOMMENDATIONS AND SUGGESTIONS: SECTIONS 4.2.1-4.2.5
The University Mission Statement identifies "excellence in instruction" as "foremost in enhancing the educational process." It further emphasizes a "community of teaching scholars" to carry out the instructional goal of offering "a wide range of academic studies . . . to prepare students for meaningful careers that will contribute to their personal welfare and to the cultural and economic development of the state, the nation, and the world" (1998-2000 Undergraduate Catalogue 92-93). Furthermore—as articulated in the official description of the baccalaureate core the institution is committed to providing quality undergraduate training in effective communication, quantitative thinking skills, and scientific methodology, in addition to an appreciation of the visual and performing arts, an understanding of United States history and political processes, and studies in the social and behavioral sciences. To achieve these goals, the undergraduate program provides a comprehensive, interdisciplinary baccalaureate core which supports each of the academic programs and the six academic degrees available at Sam Houston State University.
The following sections report the Undergraduate Program Committee’s findings in the five major areas outlined in Section 4.2 of the SACS Criteria for Accreditation: Undergraduate Admission (4.2.1), Undergraduate Completion Requirements (4.2.2), Undergraduate Curriculum (4.2.3), Undergraduate Instruction (4.2.4), and Academic Advising of Undergraduate Students (4.2.5). The Committee addresses "must" statements from each of the sections and, in the order in which the statements appear in the Criteria, reports on the University’s compliance or noncompliance with these imperatives. Following each series of "must" statements and findings, the Committee makes recommendations and/or offers suggestions, according to the University’s compliance status.
1. General admission policies must be established by the governing board on recommendation of the administration. The board is responsible for deciding the size and character of the student body. Implementation of specific admission policies, however, is the responsibility of the administration and faculty of the institution (Criteria 24).
The Undergraduate Program Committee determined that the University complies with this criterion.
As stated in the Rules and Regulations of The Texas State University System Board of Regents , "Student admissions standards, entrance requirements, and degree qualifications shall be determined and prescribed by each university subject to the approval of the Board" (VI-1). Undergraduate Admission standards are established as academic policy. The Academic Policy Council, Faculty Senate, Council of Academic Deans, Vice President for Academic Affairs, Associate Vice President for Academic Affairs, President of the University, and Board of Regents all participate in the process of determining policy.
2. The unit responsible for administering the policies must be clearly identified (Criteria 24).
The Committee established that the University complies with this criterion.
The unit responsible for administering admission policies is the Office of Undergraduate Admissions, headed by the Director of Undergraduate Admissions. That officer is accountable to the Associate Vice President for Academic Affairs, who is accountable to the Vice President for Academic Affairs, who is accountable in turn to the President.
3. In those institutions in which various subdivisions maintain separate admission requirements, there must be institution-wide coordination of all admission policies and procedures (Criteria 24).
The Committee determined that the University complies with this imperative.
Admission requirements are universal for the entire University. Separate requirements are mandated only for admission to the Teacher Education Programs, as spelled out in the 1998-2000 Undergraduate Catalogue (284-91). These programs require a 2.5 GPA on all college work attempted.
4. Admission policies must be consistent with the educational purposes of the institution (Criteria 25).
5. They must include qualitative and quantitative requirements that identify students who demonstrate reasonable potential for success at the institution (Criteria 25).
The Undergraduate Program Committee determined that the University complies with both of these criteria.
The educational purposes of SHSU are declared in the mission statement found in the 1998-2000 Undergraduate Catalogue (92-94).
The catalogue clearly states entrance requirements (13-16): A beginning freshman must have a high school diploma or GED and either graduate in the top half of his or her class or score at least 21 on the ACT or 900 on the SAT (1010 recentered SAT I).
The average retention rate for beginning freshmen for the period 1992-97 was 62%. Rates are tracked annually by SHSU’s Office of Institutional Research and published in its Mini-Profiles booklet. A Fall 1993 study by the Office of Institutional Research on "Admissions Standards & Student Performance" examined the relationship between admission criteria and first-semester grade point average and showed clear and significant relationships between admissions criteria used by SHSU and academic performance.
6. An institution admitting students with deficiencies in their preparation for collegiate study must offer appropriate developmental or remedial support to assist these students (Criteria 25).
7. Diagnostic testing should be an important element of a developmental or remedial program (Criteria 25).
The Committee found that the University complies with these criteria.
Prior to enrolling in coursework at SHSU, students must take the Texas Academic Skills Program (TASP) Test, which serves as one diagnostic tool and as a minimum performance standard. Any student who performs below the specified standard for a TASP section must participate continuously in a remedial program until he or she passes that section. This remedial program is administered by appropriate departments on campus: Students who do not pass the writing section must enroll in English 031, Developmental English; students who do not meet the standard for the reading section must enroll in Reading 031, Developmental Reading; and students who do not pass the mathematics section must enroll in Mathematics 031, Developmental Mathematics I.
Foreign students whose native language is not English must make a score of 550 on the Test of English as a Foreign Language (TOEFL) to be admitted; students who fail to meet this standard are permitted to enroll only in English as a Second Language classes, which meet twenty hours per week.
The office of Student Counseling Services provides diagnostic testing for study skills and offers instruction and individual counseling for study skills. Additionally, Counseling Services informs faculty of accommodations needed by students with disabilities.
The Learning Assistance Center (LAC), which provides SHSU students with the learning skills, tools, strategies, and tutorial support needed for success in college, is integral to the coursework required for remedial courses. Students use the LAC materials to prepare for the TASP Test, to review basic mathematics concepts, to review basic writing and grammar skills, to increase reading comprehension, and to develop basic study skills. Mathematics, reading, and writing skills can be improved at the LAC through tutoring, computer-assisted instruction, and video tutorials.
8. Each institution must regularly evaluate its admission policies (Criteria 25).
9. It is the responsibility of the institution to ensure that its recruiting activities and materials accurately and truthfully portray the institution (Criteria 25).
The Undergraduate Program Committee determined that the University complies with these imperatives.
The Office of Institutional Research’s aforementioned study "Admissions Standards & Student Performance" (imperative #5, above) finds a clear correlation between entrance requirements and academic success.
The Board of Regents does review admission policies, having done so in 1995 and again in 1998. A result of recent evaluation is the Provisional Admissions Program, under which students who did not meet regular admission requirements were allowed to seek full admission into SHSU through a "one-time" opportunity to complete twelve semester hours with a 2.0 grade point average. This initiative was well-intentioned, but after three semesters of the program it became clear through the very low retention rates of provisional students that the program was not working as expected, and the University returned to the previous standards.
While the institution does "regularly evaluate its admissions policies," these evaluations are less systematic than would be desired; in addition, they are not evaluated at established intervals. The Committee suggests that a faculty committee, perhaps the existing committee which assists the Director of Undergraduate Admissions and Admissions staff with any admissions appeals, be charged with regularly reviewing and evaluating admission policies.
University personnel involved in admissions and recruitment are responsible for producing accurate materials and truthfully representing University programs and activities. Descriptions of SHSU academic programs and admissions standards are published in catalogues, after having been reviewed and verified by the Associate Vice President for Academic Affairs. A survey of student opinion regarding recruitment materials showed that only 8% considered some aspect misleading.
SHSU is a member of the Texas Association of Collegiate Registrars and Admissions Officers (TACRAO) and the Texas Association for College Admission Counseling (TACAC), which provide annual professional development workshops for admissions staff. These associations also promote professional practices and ethical standards for the membership.
Through its President’s Task Force on Student Retention, SHSU is currently revising informational material and forms to make them more "user-friendly." Other activities of the Task Force also aim to ease the recruitment and admissions process (for example, by relocating key offices, establishing a centrally located visitor/information center, and creating within the Division of Academic Affairs a centralized administrative structure for all front-end services related to admissions).
10. To be admitted to degree programs, applicants must show evidence of high school graduation or other successful experiences which reasonably predict their ability to make satisfactory progress at the institution (Criteria 25).
The Committee determined that the University complies with this criterion.
As stated in the 1998-2000 Undergraduate Catalogue (13-15), to be admitted to undergraduate degree programs at SHSU, a beginning student must (1) have a high school diploma from an accredited high school or GED equivalency and (2) either graduate in the top half of his or her high school class, or score a 21 or above on the ACT (900 or above on the SAT/1010 on the recentered SAT). Students who meet neither of the above criteria may be admitted provisionally, after completing twelve hours of summer work with no grade below C.
11. Each institution must assess and justify the appropriateness of experiences offered in lieu of a high school diploma (Criteria 25).
The Committee found that the University complies with this criterion.
Sam Houston State University requires a high school diploma or GED of all applicants. Compliance is satisfied by the fact that the University does not admit students who have not earned a high school degree ( 1998-2000 Undergraduate Catalogue 13-15).
12. Procedures established for implementation of institutional admission policies must be followed in the admission of all students (Criteria 25).
The Committee found that the University complies with this "must" statement.
All students are subject to the same policies delineated in the undergraduate catalogue.
13. The institution must provide evidence that it selects students whose interests and capabilities are consistent with the admission policies (Criteria 25).
14. An institution’s admission and retention policies should not be compromised to maintain a desired enrollment (Criteria 25).
The Undergraduate Program Committee determined that the University complies with these imperatives.
Sam Houston State University selects students whose aptitude and preparation correspond with its goals and policies, as evidenced by its retention rates (see criterion #5, above) and by the academic performance of beginning freshmen (see criterion #7, above). The University does not as a matter of policy compromise its standards for admission and retention to increase enrollment. For example, the Provisional Admissions Program (see criterion #9, above) was recently curtailed after review. Admissions standards have, in fact, been raised five times since 1978.
In his inaugural address in 1996, the incoming president announced that retention of students would become a University priority; significant progress has since been made toward improving retention while maintaining standards. The President’s Task Force on Student Retention has put forward substantive initiatives (in addition to those already mentioned), for example that students under provisional admission not be allowed to drop courses; that such students undergo more intensive advisement; that attendance in remedial classes be formally mandated and that students be suspended from these classes after three absences, subject to one appeal; that better records be kept of all interventions with these students and of their adherence to requirements imposed; and that, especially for their benefit, there be better integration, under a centralized Academic Enrichment Center, of services provided by the Learning Assistance Center, Student Counseling Services, and the future Writing Center (recently funded by a $450,000 grant).
15. An institution must clearly define and publish its policy on the admission of transfer students (Criteria 25).
16. The policy must include the following: the requirement for official transcripts of credits earned from all institutions of higher education previously attended; qualitative and quantitative criteria determining the acceptability of transfer work; criteria regarding the award of advanced standing, whether by credit earned at another institution, by advanced placement examinations, or through experiential learning; and conditions governing admission in good standing, admission on probation, and provisional admission (Criteria 25).
The Committee determined that the University complies with these "must" statements.
SHSU’s policy on the admission of transfer students is clearly defined in the 1998-2000 Undergraduate Catalogue (16-18).
The catalogue stipulates that applicants must submit official transcripts for all post-secondary credits previously earned (16). It also spells out the qualitative and quantitative limits determining acceptability of transfer work. The limit of transfer work from a junior or community college is sixty-six hours, plus four hours of physical education activity. Criteria regarding granting of advanced standing and credit by examination appear in the 1998-2000 Undergraduate Catalogue (84-87). Sam Houston State accepts testing from the Advanced Placement Program of the College Entrance Examination Board and from the subject exams of the College Level Examination Program (CLEP); the 1998-2000 Undergraduate Catalogue specifies the course credit awarded from these tests (84-87).
Conditions governing admission in good standing and provisional admission are covered in the catalogue so, too, are those for probationary admission (14-16). Students who are suspended from another college or university are ineligible for admission to Sam Houston State University.
17. Institutions which award credit based on advanced placement or other examinations; training provided by non-collegiate institutions, such as armed forces and service schools; professional certification, or experiential learning must meet the following conditions governing the award of such credit: (1) The amount of credit awarded is clearly stated and is in accord with commonly accepted good practice in higher education. (2) Credit is awarded only in areas offered within the current curriculum of the institution, and is appropriately related to the student’s educational programs. (3) Decisions regarding the awarding of credit and the determination of such credit are made by qualified faculty members at the institution, or according to procedures and standards approved by qualified faculty. The institution demonstrates that assessment procedures verify that the credit awarded is appropriate (Criteria 25-26).
The Undergraduate Program Committee determined that the University complies with this comprehensive criterion.
Sam Houston State University awards credit only for satisfactory performance on standard state and national examinations such as the Advanced Placement tests of the College Entrance Examination Board and the College Level Examination Program (only CLEP subject tests, not CLEP General Exams, are acceptable for credit). The 1998-2000 Undergraduate Catalogue discusses policies governing the award of all such credit, including criteria, amount of credit, and the existing Sam Houston State University courses for which credit is awarded (84-87).
Credit for nontraditional learning is available in one of only two ways: through the national DANTES Program (Defense Activities for Non-Traditional Education Support), an extension of the CLEP program, and for military training, based on the American Council on Education’s Guide to the Evaluation of Educational Experiences in the Armed Services. In either case, department chairs make final determinations about the number of credit hours awarded for such nontraditional learning.
18. In awarding credit for prior experiential learning, the institution must (1) award credit only for documented learning which demonstrates achievement of all outcomes for specific courses in an approved degree program; (2) award credit only to matriculated students, identify such credit on the student’s transcript as credit for prior experiential learning, and upon request of another institution, document how such learning was evaluated and the basis on which such learning was awarded; (3) ensure that credit for prior experiential learning does not duplicate credit already awarded or remaining courses planned for the student’s academic program; (4) adopt, describe in the appropriate institutional publications, implement, and regularly review policies and procedures for awarding credit for experiential learning; and (5) clearly describe, and establish the validity of, the evaluation process and criteria for awarding credit for prior experiential learning (Criteria 26).
The Committee determined that the University complies with this comprehensive imperative.
The Department of Technology is the only department which awards college-level credit for prior experiential learning. Students may earn up to thirty hours of college credit for prior experience as part of the Bachelor of Science degree in Industrial Technology leading to State Board for Educator Certification (SBEC) certification in Trade and Industry. Students pursuing this type of program typically are seeking teacher certification for vocational programs such as cosmetology or building trades. The courses for which students may receive credit from prior experiential learning are Industrial Technology (IT) 360, 361, 362, 363, 364, and 365, described in the 1998-2000 Undergraduate Catalogue (330). Students may obtain credit for IT 360 and 361 (Related Science, Mathematics, and Technology in Occupations) through written examination; for IT 362 and 363 (Manipulative Skills in Occupations) through manipulative demonstration of proficiency; and for IT 364 and 365 (Knowledge of Related Subjects in Occupational and Personal Qualifications) through oral demonstration of proficiency.
Prior experiential learning is documented through employer interviews, written verification, and telephone conversations with former employers. Before credit is awarded, verification of employment and proficiency in the field are evaluated through a three-level check: by faculty of the Department of Technology, by the Admissions Office, and by the Dean of Education and Applied Science. This process ensures that the credit does not duplicate credit already awarded for remaining courses in the student’s academic plan. Credit for prior experiential learning is recorded on the student’s transcript the semester prior to graduation.
19. The institution must inform transfer students of the amount of credit which will transfer, preferably prior to their enrollment, but at least prior to the end of the first academic term in which they are enrolled (Criteria 26).
The Undergraduate Program Committee found that the University complies with this criterion.
Policies governing transfer admissions, including guidelines for resolving disputes regarding transfer credit, are clearly stated in the 1998-2000 Undergraduate Catalogue (17-19). The Texas Higher Education Coordinating Board’s "Transfer of Credit Policies" and its Curricula and Community College General Academic Course Guide Manual govern these policies. Students are informed of transferable credit as part of the application process; an analysis of submitted transcripts is mailed to each prospective student before that process is complete.
20. Coursework transferred or accepted for credit toward an undergraduate degree must be completed at an institution accredited as degree-granting by a regional accrediting body for higher education at the time the coursework was completed (Criteria 26-27).
The Committee determined that the University complies with this imperative.
SHSU evaluates and accepts credit only from generally recognized accredited academic institutions and is assisted by the American Council on Education’s guide Accredited Institutions of Postsecondary Education in reviewing the accreditation standing of each institution.
21. When "block" credit is awarded . . . the institution must demonstrate that any such "blocks" have been reviewed on a course-by-course basis. . . (Criteria 27).
22. [E]xceptions must be adequately justified by the institution and must include documentation that the credit awarded represents collegiate coursework relevant to the degree, with course content and level of instruction resulting in student competencies at least equivalent to those of students enrolled in the institution’s own undergraduate degree programs; and coursework taught by faculty members qualified to teach the appropriate degree level. In assessing and documenting equivalent learning and qualified faculty, an institution may use recognized guides which aid in the evaluation for credit. Such guides include those published by the American Council on Education, the American Association of Collegiate Registrars and Admissions Officers, and the National Association of Foreign Student Affairs (Criteria 27).
The Committee determined that the University complies with these imperatives.
"Block" credit is reviewed course-by-course by Admissions staff as well as chairs of the academic departments relevant to the course in question. If SHSU denies the transfer of credit for a particular course, the student is notified in writing of the decision. The Texas Higher Education Coordinating Board’s rules and regulations for transfer disputes are listed in the 1998-2000 Undergraduate Catalogue (17-19).
23. There must be clearly defined policies regarding the academic dismissal, suspension and readmission of students (Criteria 27-28).
24. Readmission of students dismissed or suspended for academic reasons must be consistent with the academic policies of the institution (Criteria 28).
The Committee found that the University complies with these criteria.
The 1998-2000 Undergraduate Catalogue (32-33) provides definitions and guidelines governing treatment of academic probation and suspension. Students who drop below the 2.0 grade point average which constitutes good academic standing at Sam Houston State University are placed on probation; failure to achieve 2.0 after the next semester results in suspension for at least one semester. Students must appeal for readmission in writing. Their petitions must be approved by the appropriate academic deans, who may impose binding stipulations on courses to be taken that semester. Beyond this, individual colleges establish their own procedures, requirements, and guidelines.
A survey question asking academic chairs and coordinators whether they believe that University policy regarding dismissal, suspension, and readmission is applied consistently yielded the results indicated in Table 4.2.1:
Table 4.2.1
Policies for Dismissal, Suspension, and Readmission: Department Chair/Library Interview Survey
Response to statement: "SHSU policy is consistently followed with respect to [academic dismissal, suspension, and readmission]."
in dismissals
in suspensions
in readmissions
Disagree
17% 26% 30% Not disagree, agree, agree strongly
82% 73% 69% While some differences exist from college to college, the application of readmission policy is consistent with the academic policies of the institution.
Having determined that the University complies with the imperatives in this section of the Criteria, the Undergraduate Program Committee has no recommendations. The Committee has two suggestions, however:
The Office of Institutional Research should produce an annual updated report on "Admissions Standards & Student Performance."
While the institution does comply with SACS criteria by providing regular evaluation of its admissions policies, this regularity is accidental rather than systematic. A faculty committee, perhaps the existing committee on admissions appeals, should be charged with regularly and systematically reviewing and evaluating admission policies.
1. In each degree program there must be an appropriate sequence of courses leading to the degree (Criteria 28).
The Undergraduate Program Committee determined that the University complies with this criterion.
Sam Houston State University is authorized to award six baccalaureate degrees: BA, BAAS, BBA, BFA, BM, and BS. A complete list of all baccalaureate degrees offered by the University is listed in the 1998-2000 Undergraduate Catalogue (41-43). The descriptive entries for each college and department indicate the specific requirements and an orderly sequence of courses leading to the degrees offered in that curricular area.
In actual operations, the orderly sequence is ensured by a combination of catalogue descriptions, advising, and information otherwise distributed ad hoc to students. Reference to any department’s degree plan in the undergraduate catalogue reveals that orderly progress through the core curriculum and major field requirements is spelled out in year-to-year suggested course loads and sequences. These patterns are supported by the system of prerequisites (both reflected in catalogue descriptions and reviewed as part of the curriculum revision process). Furthermore, departmental advisors check students’ orderly progress through their degree programs, and most departments publish and distribute separate handouts that describe courses and course sequences in greater detail. Finally, certain programs monitor and oversee course sequence by having established formal procedures for admission into program stages or components. For instance, the teacher certification component of the degree in Education offered by the College of Education and Applied Science (as outlined in the 1996-1998 Undergraduate Catalogue [276-78] and expanded for the 1998-2000 Undergraduate Catalogue[284-91]) has established thresholds, deadlines, and procedures for admission into the Educator Preparation Program, the elementary and secondary "methods blocks," and student teaching. These practices—regularly and widely published—strengthen the orderly and rational sequence of courses at this institution.
The orderly sequence of courses is ensured by the activities of curriculum committees operating at various levels throughout the University: Course additions or changes in the course descriptions are initiated at the department level and are approved first by the departmental curriculum committee, then by the college curriculum committee, and next by the University Curriculum Committee. They proceed then to the Vice President for Academic Affairs, to the Academic Affairs Council, and to the President, whose responsibility it is to present the curriculum package to the Board of Regents for final approval. In addition, certain curricular changes must be approved by the Texas Higher Education Coordinating Board.
2. An institution must publish the requirements for each degree it awards (Criteria 28).
The Committee found that the University complies with this "must" statement.
Specific requirements for the general baccalaureate core are listed in the 1998-2000 Undergraduate Catalogue (38-43). Specific degree requirements for each academic major are published in the appropriate departmental sections of the catalogue.
3. The requirements must be appropriate to the degree offered . . . (Criteria 28).
The Committee found that the University complies with this criterion.
The system of curricular review described above (see criterion #1) includes review not only of specific proposed courses, but also of how those proposed new courses fit into the larger curriculum. In addition, all existing degrees have been reviewed and approved by the Coordinating Board.
4. [The requirements] must specify the total credits, the number and distribution of general education credits, the number of credits to be earned in the major or area of concentration, the number of electives, standards for satisfactory progress, and other degree requirements (Criteria 28).
The Undergraduate Program Committee determined that the University complies with this imperative.
The specific requirements for the baccalaureate core, as well as well as the core requirements for the separate baccalaureate degrees, are listed in the 1998-2000 Undergraduate Catalogue (38-43). Each individual program listing includes the total number of credit hours required, the number and distribution of general education (core curriculum) requirements, the number of credits to be earned in the student’s major and minor fields of study, the range of the number of hours of elective credit, and other requirements specific to the degree. Standards for satisfactory progress vary across the University. For instance, both the Educator Preparation Program and the Criminal Justice Program have standards for admission, and the Department of Athletics systematically monitors the academic progress of all athletes. Appropriate requirements are ensured through the catalogue specifications and through the curriculum review process at the departmental, college, and University levels.
5. Undergraduate programs must contain a basic core of general education courses (Criteria 28).
6. A minimum of 15 semester hours for associate programs and a minimum of 30 semester hours for baccalaureate programs are required for degree completion (Criteria 28).
The Committee found that the University complies with these imperatives.
The basic core of general education courses required for all undergraduate degrees is listed in the 1998-2000 Undergraduate Catalogue (39-43). The core consists of 52-54 hours.
7. The core must include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics (Criteria 28).
The Committee determined that the University complies with this criterion.
Under the criteria of the 1998-2000 Undergraduate Catalogue (38-43), the core curriculum requires five three-hour courses from the humanities/fine arts; three three-hour courses from social/behavioral sciences; one three-hour course in mathematics; and two four-hour courses from the natural sciences.
8. The institution must demonstrate that its graduates of degree programs are competent in reading, writing, oral communication, fundamental mathematical skills and the basic use of computers (Criteria 28).
The Undergraduate Program Committee found that the University complies with this "must" statement.
Successful completion of coursework in the baccalaureate core (1998-2000 Undergraduate Catalogue 38-43) ensures competency in reading, writing, oral communication, and fundamental mathematics skills, the first three in required English courses and the last in required mathematics. In addition, "writing enhanced" courses are a universal graduation requirement (1998-2000 Undergraduate Catalogue 38). To satisfy this requirement, each student must complete six courses with the "W" suffix, which signifies that the course is "writing enhanced" (that is, a course in which 50% or better of the final evaluation comes from writing assignments). The student completes two "W" courses in beginning composition, two in her or his major, and two in disciplines outside the major. The second of these three requirements ensures that each department provides courses that are writing intensive. The program is overseen by the Across-the-University Writing Program Committee.
Computer proficiency has been addressed by the University with a major computer technology initiative which makes state-of-the-art computer hardware, software, and instruction available to all students. Moreover, a quantitative literacy course has been newly added to the curriculum; in this option, students concurrently take a specially designed course in Math 164 (College Mathematics) and CS 133 (Introduction to Computers). There is, however, no specific core curriculum requirement that guarantees coursework addressing computer skills, though some programs do require it. In a recent survey, 78.2% of SHSU alumni agreed or strongly agreed that they had been prepared well in writing, and 79.1% agreed or strongly agreed they had been prepared well in oral communication. The respective percentages for math and computer skills, however, were 36.2% and 23.8 % (although it should be noted that 16.0% and 44.5%, respectively, declared that these skills are "non-applicable").
9. An institution must clearly define what is meant by a major or an area of concentration (Criteria 28).
The Undergraduate Program Committee found that the University complies with this criterion.
A major is clearly defined in the 1998-2000 Undergraduate Catalogue as a "grouping of related subject matter courses which characterizes and distinguishes a principal field of study" (35).
10. [The institution] must state the number of credits required for each [major or area of concentration] (Criteria 28).
The Committee found that the University complies with this "must" statement.
The 1998-2000 Undergraduate Catalogue states that the general University requirement for a major in a given subject is at least thirty semester credit hours (35); individual program listings specify the number of hours required for each major.
11. An adequate number of hours with appropriate prerequisites must be required in courses above the elementary level (Criteria 28).
The Committee found that the University complies with this imperative.
The 1996-1998 Undergraduate Catalogue stipulates that all graduates must have completed at least forty advanced credit hours (course numbers 300-499) (35); effective in the fall of 1998, students must complete forty-two advanced credit hours for a degree ( 1998-2000 Undergraduate Catalogue 37). Individual course listings in the catalogue include statements of prerequisites, if any. A reading of these listings shows that most advanced courses have prerequisites listed in the catalogue. Prerequisites are also handled and overseen as a part of academic advising.
12. For degree completion, at least 25 percent of semester credit hours, or the equivalent quarter hours, must be earned through instruction by the institution awarding the degree (Criteria 28).
The Committee determined that the University does not comply with this imperative.
The 1998-2000 Undergraduate Catalogue states that to obtain a bachelor’s degree from SHSU a student must complete a minimum of thirty hours in residence and that each degree must consist of a minimum of 124 academic hours (37-38). This falls below the 25% threshold.
13. All courses, other than those identified by the institution as developmental/remedial, offered by an institution for credit must be acceptable as requirements or electives applicable to at least one of its own degree or certificate programs or must be clearly identified on transcripts as not applicable to any of the institution’s own degree or certificate programs (Criteria 28).
The Committee determined that the University complies with this "must" statement.
All nondevelopmental/nonremedial courses offered at SHSU apply to one or more degree plans. The baccalaureate core, revised in Fall 1994, is listed with all degrees offered by SHSU in the 1998-2000 Undergraduate Catalogue (38-43). The specific requirements for each college and department are listed in orderly sequence by courses leading to the degrees at SHSU.
The Undergraduate Program Committee found that the University complies with all but one of the imperatives in this section of the Criteria. To address the instance of noncompliance, the Committee makes the following recommendation:
The number of hours in residence required for graduation from Sam Houston State University should be raised to a figure at least equaling 25% of total credit hours.
The Committee also offers the following suggestion:
While it may be demonstrated that graduates of the University receive adequate basic computer skills through coursework and other means, it would be desirable to consider means by which this component of the academic program might be strengthened.
1. Curricula must be directly related and appropriate to the purpose and goals of the institution and the diploma, certificate, or degree awarded; to the ability and preparation of the students admitted; and to the financial and instructional resources of the institution (Criteria 29).
The Undergraduate Program Committee determined that the University complies with this criterion.
Curricular offerings for all undergraduate degree programs are described in the undergraduate catalogue. Details about individual programs are provided in college and departmental brochures.
Curricular offerings serve to meet the University’s mission, which, stated in the 1998-2000 Undergraduate Catalogue , is to provide "academic programs to enable its students to become informed, thoughtful, and productive citizens with the skills necessary to evaluate issues critically and to appreciate the cultural and aesthetic values of life . . . . Excellence in instruction is considered foremost in enhancing the educational process" (92). The catalogue indicates further that
To fulfill its commitment to excellence in instruction, the University seeks to:
Proclaim a unity of knowledge by emphasizing the mutual interdependence of all studies. Provide a strong liberal arts framework for all instructional programs. Provide pre-professional, professional, and technical training in a variety of specialized programs. Offer a wide range of academic studies in both undergraduate and graduate programs to prepare students for meaningful careers that will contribute to their personal welfare and to the cultural and economic development of the state, the nation, and the world. Provide a professional staff to assist the student body in academic, career, and personal counseling. Provide a supervised extracurricular program offering students opportunities to develop interests and skills in group activities and leadership through participation in student government, interest-centered organizations, social groups, honor societies, and athletic, forensic, journalistic, and fine arts activities. (93) Curricular offerings are consistent with instructional resources. The average class size is typically less than forty-five students and there is one professor for approximately every twenty-one students.
2. The institution must have a clearly defined process by which the curriculum is established, reviewed, and evaluated (Criteria 29).
3. This process must recognize the various roles of the faculty, the administration, and the governing board (Criteria 29).
The Undergraduate Program Committee found that the University complies with these imperatives.
The Coordinating Board exercises final responsibility for approving the number and types of degrees and the number and nature of departments and colleges through which the curriculum is administered. Approval of curriculum updates or changes must be received from the Board of Regents prior to review by the Coordinating Board. Deliberations concerning curricular matters must have been completed at the departmental, college, and University levels prior to review by the Board of Regents .
Annual curricular reviews are initiated by the Vice President for Academic Affairs and overseen by the dean of each college. Curriculum committees are organized at the department level by the chair or coordinator of each unit. (This process is defined in Section B-11 of The Faculty Handbook, "Curriculum Development and Evaluation.") The departmental-level curriculum committee is charged with reviewing the curriculum, making suggestions for changes in existing curricula, and presenting recommendations for new courses and degree options. These committees report to their appropriate departmental chairs.
College-level curriculum committees, organized by deans, review all requests that originate in their departments and determine whether or not the proposed requests harmonize with both the various roles and scopes of the departments in the college and the mission statement of the University. The college-level committee also determines that the requests do not in any way result in overlaps in offerings among the departments within the college.
At the University level, the Standing Curriculum Committee is charged with responsibility for reviewing the curriculum submissions to determine if information provided for all requests for new courses is complete, for analyzing proposed additions and changes in course titles in the interest of identifying areas of possible duplication, and for working toward a resolution of potential problems before the next level of review. Subsequent action of the Academic Affairs Council represents an advisory recommendation to the Vice President for Academic Affairs. Any conflicts between the final recommendations of the Academic Affairs Council and reports originally submitted by the deans are resolved individually between the Vice President and the appropriate dean. The curriculum report which bears the endorsement of the Vice President for Academic Affairs is presented to the President for inclusion in the annual President’s Report to the Board of Regents , The Texas State University System .
4. For each major in a degree program, the institution must assign responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field (Criteria 29).
The Committee found that the University complies with this criterion.
Department chairs and program coordinators are formally assigned and approved at the discretion of the respective deans and the Vice President for Academic Affairs. The chair assumes primary responsibility for curriculum development and review, with appropriate departmental input. (Most departments have formal curriculum committees.) All chairs and coordinators at the University are qualified in the academic fields which they administrate.
5. At least one full-time faculty member with appropriate credentials, as defined in Section 4.8.2, must have primary teaching assignment in the major. In those degree programs for which the institution does not identify a major, the above requirements apply to a curricular area or a concentration (Criteria 29).
The Committee found that the University complies with this "must" statement.
Each major or program at Sam Houston State University has at least one full-time faculty with appropriate credentials with primary teaching assignment in that major or program.
6. The governing board must be responsible for approving the number and types of degrees; the number and nature of departments, divisions, schools or colleges through which the curriculum is administered; and the extent to which the institution should offer distance learning programs (Criteria 29).
The Committee determined that Sam Houston State University complies with this imperative.
In Texas, all program and curricular decisions must be approved by the Texas Higher Education Coordinating Board, but the official "governing board" of the University is the Board of Regents of The Texas State University System . The Board of Regents is responsible for approving all degrees, programs, and such attendant educational issues as distance learning.
7. The administration and faculty must be responsible for the development of academic programs recommended to the governing board (Criteria 29).
8. They are also responsible for implementing and monitoring the general curriculum policy and the academic programs approved by the board (Criteria 29).
9. There should be an institution-wide process to coordinate programmatic and curricular changes (Criteria 29).
10. The institution should avoid the unwarranted proliferation of course offerings and degree programs (Criteria 29).
11. The development of new educational programs should be considered only after the institution has completed a needs assessment and identified resources to support the programs (Criteria 29).
12. The institution should proceed only after careful review by appropriate faculty and administrative bodies, approval by the governing board, and any necessary review and approval by state agencies or other agencies (Criteria 29).
The Committee determined that the University complies with all of these imperatives.
Criteria 2 and 3 of this section, addressed above, describe procedures for review and approval of new course offerings and degree programs. Annual curricular reviews originate at the departmental level, within a curriculum committee organized by the dean of the college. College-level curriculum committees, organized by deans, determine that the requests are not redundant with offerings among the departments within the college. At the University level, the Standing Curriculum Committee is responsible for analyzing proposed additions and changes in course titles in the interest of identifying areas of possible duplication. Part of this committee’s consideration is an assessment of needs and resources. (For instance, a representative of the Newton Gresham Library serves on the committee and reviews all proposals for adequacy of library resources.) Subsequent action of the Academic Affairs Council represents an advisory recommendation to the Vice President for Academic Affairs. The curriculum report which bears the endorsement of the Vice President for Academic Affairs is presented to the President for inclusion in the President’s Report to the Board of Regents, The Texas State University System. The unwarranted proliferation of course offerings is avoided by a systematic policy at SHSU that deletes courses from the curriculum which have not been taught in three consecutive years.
13. Curricula intended to provide basic preparation for students who will subsequently transfer to another institution must be designed to consider the institutions to which these students transfer (Criteria 30).
14. Associate and baccalaureate degree-granting institutions should work cooperatively to develop articulation agreements (Criteria 30).
15. The agreements should be evaluated periodically to ensure an equitable and efficient transfer of students (Criteria 30).
The Undergraduate Program Committee determined that the University complies with these criteria.
Curricula for students transferring out of Sam Houston State University, which are designated "preprofessional," are designed to meet the general requirements necessary for these students to transfer readily to the institutions in which they will pursue the terminal degrees. These programs are coordinated in the office of the Dean of the College of Arts and Sciences by the Preprofessional Advisor (1998-2000 Undergraduate Catalogue 45-59). In addition, the Texas Higher Education Coordinating Board is in the process of mandating changes to the core curricula of all state institutions, with an aim toward establishing greater standardization of transfer articulations. A Core Curriculum Committee has been formed at this institution to study the current core and to respond to Coordinating Board recommendations.
16. "Inverted," "two plus two," and similar programs must include an adequate amount of advanced coursework in the subject field (Criteria 30).
The Committee determined that the University complies with this "must" statement.
The Vocational Education Program, which leads to the Bachelor of Applied Arts and Sciences Degree, is designed for students who have majored in a vocational-technical program at a community college (1998-2000 Undergraduate Catalogue 275). Students desiring to major in a technical specialty area for the Bachelor of Applied Arts and Sciences must present evidence of the development of an area of technical specialty with an Associate of Applied Arts and Sciences degree from a junior/community college. Sixty-six semester hours may be transferred from another educational institution. These hours should include thirty-six to forty-eight hours in "block" coursework in an organized technical program. Students desiring to major in a technical specialty area for the Bachelor of Applied Arts and Sciences must also complete a baccalaureate degree plan from residence and transfer credit which contains a minimum of 128 semester credit hours and includes the following: (1) thirty-six semester hours of advanced level credits; (2) an eighteen-hour minor in a field related to the student’s technical specialty; and (3) completion of 52-54 hours in general education.
17. Institutions which enter into programmatic partnership with secondary schools which result in the award of college credit, such as technical and dual enrollment programs, must ensure that the credit awarded is at the collegiate level and is in compliance with the Criteria and with Section IV in particular (Criteria 30).
18. Partnerships must be evaluated regularly by the participating institution of higher education (Criteria 30).
19. The participating institution must assume full responsibility for the academic quality and integrity of partnerships as measured by the Criteria (Criteria 30).
These criteria do not apply to Sam Houston State University.
College credit for courses taken in secondary schools is not awarded at SHSU at the present time, although such programs are currently under consideration.
Sam Houston State University does not award credit through any secondary schools. SHSU assumes responsibility for the academic quality of all courses offered within institutional partnerships. In cases of institutional partnerships, the same faculty are used and the same course contents covered as those at SHSU.
Having determined that the University complies with all of the imperatives in this section of the Criteria, the Undergraduate Program Committee has no recommendations.
1. Instructional techniques and policies must be in accord with the purpose of the institution and be appropriate to the specific goals of an individual course (Criteria 30).
The Undergraduate Program Committee determined that the University complies with this imperative.
The Sam Houston State University Mission Statement defines the institution as a "multi-purpose state university" and stipulates that among its goals it will "maintain excellence in instruction" (1998-2000 Undergraduate Catalogue 92). With an academic structure emanating from the Texas Higher Education Coordinating Board, through the Board of Regents, and thence to the University organizational structure supporting undergraduate instruction, Sam Houston State University is largely successful in accomplishing the objectives laid out in this mission and goals statement. Faculty and administration are generally aware of institutional purpose regarding instruction, and specific measures and programs are in place to accomplish that purpose. From developmental education programs and Learning Assistance Center support for less well prepared students through the Honors Program and the Academic Distinction Program for students with excellent backgrounds, the University provides a comprehensive set of programs and policies to support the entire range of undergraduate instruction. Additionally, the University’s active involvement in such organizations as The Renaissance Group and its recently intensified efforts to stimulate and encourage the development of effective instructional technologies—by such means as making available course reassignment for innovations in instructional technologies—underscore its commitment to instructional excellence. (Please note: After this chapter of the report was written, the University terminated its agreement with The Renaissance Group.)
Specific efforts to improve undergraduate instruction include various initiatives for instructional excellence. Significant among these is the foundation of a Center for Innovative Learning, for which a new director has recently been hired. Such initiatives are also programmed into the operational structure of the University. For instance, academic policy stipulates that "each department chair is responsible for the effective and efficient operation of the instructional programs under his/her authority." In addition, the Faculty Evaluation System (FES), which feeds into all tenure and promotion decisions and into the still-developing post-tenure review system, depends heavily on evaluation of teaching results reached by a comprehensive system of measurements. (The FES is described in Academic Policy Statement 820317.) Finally, the University has consistently supported such instructionally friendly practices as maintaining small class sizes and rewarding excellence among both students and teachers.
2. Instruction must be evaluated regularly and the results used to ensure quality instruction (Criteria 30).
The Committee determined that the University complies with this criterion.
Academic Policy Statement 820317 ("The Faculty Evaluation System") calls for annual evaluation of teaching by both students (FES Form 2) and by the department chair (FES Form 1). Since the Faculty Evaluation System fundamentally informs all tenure, promotion (Academic Policy Statement 800722), and merit raise decisions, and, furthermore, since these two teaching ratings represent a minimum of 40% of the total evaluation score of each faculty member, teaching evaluation is clearly significant in the institutional lives of all teaching faculty. In recent years, the chair evaluation of teaching has become more methodical than in years past. The chair of each department now evaluates each faculty in four sub-areas: preparation for teaching, evaluation of student achievement, response to individual student needs, and professional demeanor. In addition, the recommendations of an ad hoc committee on teaching evaluation have become part of the Faculty Evaluation System (Academic Policy Statement 820317) to the extent that teaching files (or portfolios) are suggested and guidelines provided for their contents and production. Some departments have fully incorporated teaching files into their annual evaluation; others have continued as before.
Despite sound policies for the evaluation of teaching, the translation of teaching evaluation results into improved teaching remains uncertain. Academic Policy Statement 820317 stipulates that the chair hold an annual conference with each faculty member and that evaluation results and strategies for improvement should be discussed at that time. In most departments, however, this conference (which is of limited duration and during which all aspects of the faculty member’s performance are discussed) often does not provide sufficient guidance toward the improvement of teaching.
3. Students must be provided written information about the goals and requirements of each course, the nature of the course content, and the methods of evaluation to be employed (Criteria 30).
The Undergraduate Program Committee found that the University complies with this criterion.
The principal record of written information about an individual course is, naturally, the course syllabus. Each semester, department chairs are expected to collect syllabi for all courses and forward them through the deans’ offices to the Office of the Vice President for Academic Affairs, where they are kept on file. Those files demonstrate that adherence to this practice varies widely from college to college and department to department. It does appear from the files of syllabi and from discussions with department chairs, however, that the letter of this statement is being fulfilled. Still, inconsistencies exist from college to college in the preparation and content of syllabi. While the syllabi in all colleges faithfully detail course content, few in any college go into the depth necessary to explain adequately the "nature of the course content." Finally, while the great majority of syllabi detail the percentages and basic types of evaluation, very few indeed provide any meaningful discussion of the rationale for various assessments.
4. Methods of instruction must be appropriate to the goals of each course and the capabilities of the students (Criteria 30).
The Committee determined that the University complies with this "must" statement.
One component of the chair evaluation of faculty in the Faculty Evaluation System is an examination of how a faculty member responds to individual student needs. There exists a general awareness in the departments and among the teaching faculty of the need to connect methods of instruction to the structure of a particular course. In addition, the University provides support for students with special needs through the Counseling Center and the Learning Assistance Center.
5. Experimentation with methods to improve instruction must be adequately supported and critically evaluated (Criteria 30).
The Committee determined that the University complies with this imperative.
Sam Houston State University has encouraged and supported experimentation with pedagogical approaches and continues to do so. With the advancing role of technology in teaching, the University has implemented a new program to promote computer instruction in the classroom. To this end, those who develop and implement special technologically related classes are given a $2,000 salary increment, which provides incentive for such experiments. (Please note: This new program is currently under review, with significant changes to be recommended by the Council of Academic Deans.) The computer services department also offers educational programs for faculty on the use of available computer technology and software so faculty can develop skills that can be transferred to the classroom. These short courses are offered every semester. Within the College of Business Administration, as was mandated for its accreditation, a separate research area has been designated which includes research in new teaching technologies and formats. This is now included as part of the faculty member’s research evaluation and is considered equal to other types of research. The outcome of such research is presented in a paper that becomes a part of the college working paper series and is available to all other faculty.
6. An institution must use a variety of means to evaluate student performance (Criteria 30).
The Undergraduate Program Committee established that the University complies with this criterion.
Evaluation of student performance is the primary responsibility of each faculty member teaching a class. The type of evaluation depends upon the type of class (for example, lecture, lab, or studio) and includes written essay exams, standardized objective exams, oral presentations, and projects. Performance evaluations occur at multiple times during the semester and must include a final evaluation at the end of the semester. Testing methods are frequently included in the syllabus which an instructor submits to the department chairperson for her or his evaluation for each class each semester. This practice allows some control for uniformity of standards among instructors and classes. In addition to standard testing procedures, writing-enhanced classes generally require extensive written reports and projects that are critically evaluated by the instructor. Evaluation of this writing, which stands in addition to usual testing procedures, must be included as at least 50% of the student’s overall evaluation.
A systematic sample of forty syllabi was taken to determine the proportion that provided information about grading policies and performance criteria to the student. The results of the sample indicate that 90% of syllabi include grading policies and 85% included in the policies the criteria by which grades would be determined.
7. Evaluation must reflect concern for quality and properly discern levels of student performance (Criteria 30).
The Committee determined that the University complies with this "must" statement.
Academic Policy Statement 820317 stipulates that "evaluation of student achievement" represent 10% to 20% of the department chair’s evaluation of each faculty member’s teaching. This and other such initiatives represent specific attempts over the last five years to increase faculty awareness of the need for well-considered measurement of student progress. While these have been positive developments, faculty and department chairs and coordinators are in different stages and postures of response. A review of syllabi and discussions with faculty and chairs reveal that in some departments there is considerable attention paid the evaluation of student performance, while in others there is very little. The trend, however, is steady progress toward improved evaluation across the instructional program.
8. An institution must publish its grading policies . . . (Criteria 30).
9. [I]ts grading practices must be consistent with policy (Criteria 30).
The Undergraduate Program Committee determined that the University complies with these imperatives.
The University grading system and policy are published in the 1998-2000 Undergraduate Catalogue (31-32). Grading practices in individual courses vary among instructors and courses; course-specific grading policies are stated on the course syllabus or class policy for each specific course.
Students have the opportunity to evaluate their instructors and course policies using the Sam Houston State University Evaluation Report, FES Form 2 (The Faculty Handbook, Academic Policy Statement 820317). This evaluation contains four questions (numbers 16-19) pertaining specifically to grading policies and practices.
10. The institution must evaluate the effectiveness of its instructional program by a variety of techniques, which may include the following: use of standardized tests and comprehensive examinations, assessment of the performance of graduates in advanced programs or employment, and sampling of the opinions of former students (Criteria 31).
The Committee found that the University complies with this criterion.
Each department has completed or is in the process of completing a Departmental Institutional Effectiveness Study. These documents contain goals and objectives for the department and proposed plans to evaluate the department’s progress toward these goals. The collected Institutional Effectiveness Reports are reviewed by the Director of the Office of Institutional Research and kept on file in the Office of Institutional Research. Every report contains evaluation techniques designed to address the effectiveness of instructional programs.
Many techniques are used at SHSU to determine the effectiveness of instructional programs, but no method is common to all academic units. Some departments collect and review scores from exams such as ExCET, CPA, GRE, GMAT, and departmental exit exams. Most departments also conduct alumni, student, and/or employer surveys that query the respondents’ opinion regarding the effectiveness of the program. The University also conducts faculty, student, and alumni surveys that address these matters. The results of these surveys are reported to each department chair, and the results are to be used in updating the Institutional Effectiveness Reports.
11. Courses offered in non-traditional formats, e.g., concentrated or abbreviated time periods, must be designed to ensure an opportunity for preparation, reflection and analysis concerning the subject matter (Criteria 31).
12. At least one calendar week of reflection and analysis should be provided to students for each semester hour, or equivalent quarter hours, of undergraduate credit awarded (Criteria 31).
13. The institution must demonstrate that students completing these programs or courses have acquired equivalent levels of knowledge and competencies to those acquired in traditional formats (Criteria 31).
The Committee determined that the University complies with these imperatives.
According to Academic Policy Statement 860110, all courses at Sam Houston State University categorized as "nontraditional" are subject to the same approval process as traditional courses, including approval by the departmental curriculum committee, college curriculum committee, University Curriculum Committee, the Board of Regents, and the Texas Higher Education Coordinating Board. To meet approval, each nontraditional course must meet the same guidelines as a traditional course. Upon approval, course descriptions and approval forms are kept on file in the office of the dean for the college overseeing the department that is offering the non-traditional course. Furthermore, the Vice President for Academic Affairs reviews all proposed short course offerings on a semester-by-semester/summer school basis. Faculty members who teach these courses are required to follow the same University policies on grading and instruction as faculty teaching traditional courses. Students taking these nontraditional courses have the same opportunities to evaluate the instruction and policies using the Sam Houston State University Evaluation Report, FES Form 2, as they do for traditional courses.
Academic Policy Statement 860110 stipulates that courses must include a minimum of forty-five contact hours and requires a minimum duration of three weeks for a three-credit course.
14. Effective instruction depends largely upon the maintenance of an environment conducive to study and learning. Therefore, an institution of higher education must provide for its students a learning environment in which scholarly and creative achievement is encouraged (Criteria 31).
The Undergraduate Program Committee determined that the University complies with this criterion.
The institution offers a variety of programs to encourage scholarly and creative achievement:
Assistance to students outside of the classroom is one means of encouraging study and learning. The EXCEL student enrichment series is offered to all students committed to leadership, academic success, and University involvement. Approximately forty workshops are presented by highly qualified faculty, staff, and administrators. These workshops will help students develop methods to achieve their maximum academic potential, to gain a cooperative edge in the job market after graduation, and to create excellent professional and personal opportunities. The SAMentors Program is designed specifically to assist minority students and international students in negotiating the transition to college. The opportunity for mentoring in this program is formally extended to all minority and international freshmen and transfer students. The Sam Houston State University Counseling Center provides assistance to students with disabilities, advice in selecting a major or minor field of study, and individual services such as personal counseling and study skills. The Learning Assistance Center, housed in the Newton Gresham Library, provides tutoring in subject areas and individual assistance with writing and mathematics. The Newton Gresham Library, along with the Peabody Memorial Library, is the heart of a modern technology system that provides information resources for students, faculty, and scores of school districts. Other student service areas include public safety, child care service, health services, recreational sports and activities, students’ legal services, and career services. (For more information, see the self-study report of the Committee on Student Development Services.) The Across-the-University Writing Program was established to enhance the practice of writing in and across the disciplines. One unique feature of this program is the "writing-intensive" graduation requirement, which stipulates that each student must complete six writing-intensive courses—two in composition, two in the major, and two outside the major (see section 4.2.2, criterion #8, above). The Across-the-University Writing Program also sponsors a variety of development workshops and activities for students and faculty. The University further provides a full range of well-outfitted computer laboratories, each staffed with student assistants and each featuring hours which are convenient for student users. All students at the University are provided with computer accounts and a full range of instructional support. The University is host to a variety of excellent Internet resources, including several national discussion groups. Intellectual growth is promoted through a variety of means, including prominently the Distinguished Lecturer Series. Recent lecturers include historian Arthur M. Schlesinger, Jr.; Zbnigniew Brzezinski, Professor of Government, Columbia University; John Kenneth Galbraith, Professor of Economics, Harvard University; author and journalist Liz Carpenter; Lech Walesa, President of the Third Polish Republic; and Former President of the United States George Bush. In addition, a variety of workshops, discussion groups, and forums are available to students and faculty. Finally, several individual departments present symposia and less formal gatherings that afford students the opportunity to join faculty in intellectual and creative enrichment.
Responses to Question 16 of the 1998 Student Survey indicates that over 79% of the students at Sam Houston State University enjoy being students on the SHSU campus.
15. In certain professional, vocational and technical programs (for example, allied health programs), clinical and other affiliations with outside agencies may be necessary. In all such cases, learning experiences for which credit is awarded must be under the ultimate control and supervision of the educational institution (Criteria 31).
The Committee found that the University complies with this imperative.
Sam Houston State University provides opportunities for learning experiences for which credit is awarded. The Industrial Technology Program consists of an eighteen-hour segment of proficiency examinations. The prerequisite for this segment is the approval of the department chair. More information about the program can be found in the 1998-2000 Undergraduate Catalogue (330).
The College of Criminal Justice offers an internship to undergraduates. The student who qualifies serves for a minimum of three months in an approved criminal justice or social agency, preferably between the junior and senior years. More information can be obtained through the Internship Coordinator in the College of Criminal Justice.
The Environmental Science Program, which sponsors another important internship program, places students with government agencies, hospitals, and various corporations.
The largest of all programs requiring off-campus learning experiences is Teacher Education. All undergraduate student candidates for certification spend an entire semester student teaching in their major and/or minor fields. A University liaison meets with the student teachers and public school mentors and ultimately is responsible for the supervision of the student teacher.
16. The institution must demonstrate that an effective relationship exists between curricular content and current practices in the field of specialization (Criteria 31).
The Committee found that the University complies with this "must" statement.
At Sam Houston State University the relationship between curricula and specialized professions is reflected in the current practices of various programs. For example, in the Journalism Program, beginning students are required to work on the student newspaperThe Houstonianwith the principal emphasis being placed on experience in current practice in the field of journalism. Upper-class students, besides hands-on experience with the newspaper, now have the opportunity for internships, such as the recently announced ten-week internship with CBS News in New York. Other journalism internships are available with newspapers, public relations firms, corporations, non-profit groups, and governmental agencies.
In the freshman year, students in Radio/Television take a balance of courses in production, performance, and theory. In this coursework, these students are exposed to current practices through an emphasis on current technologies such as nonlinear editing and digital audio.
The Teacher Education Program is accredited by the State Board for Educator Certification (SBEC) as a fully compliant "field-based" program. This accreditation is fundamentally based on demonstration of verifiable connections between curriculum and current practice. In fact, the Teacher Education Program has undergone significant restructuring to support this emphasis. Furthermore, all certifying students must pass the appropriate Examination for Certification of Educator in Texas (ExCET), an examination expressly designed to test students’ knowledge of current practices.
In addition, several programs endeavor to hire faculty who have appropriate academic qualifications and experience in the field. Prominent among these are the Environmental Science Program, which offers classes taught by a state environmental inspector; the General Business and Finance Program, which hired a chair with considerable experience in banking; and the College of Criminal Justice, which employs several academically qualified faculty who also have experience in criminal law or as criminal justice practitioners. Curricula at Sam Houston State University are carefully linked with current practices.
17. An institution must demonstrate that program length, clock hours or credit hours, and tuition and fee charges are appropriate for the degrees and credentials it offers (Criteria 31).
The Committee determined that Sam Houston State University complies with this "must" statement.
The University demonstrates that program length, clock hours or credit hours, and tuition and fee charges are appropriate for the degrees and credentials it offers by the process followed for course approval. Courses must meet departmental approval, college approval, University approval, Board of Regents approval, and finally Texas Higher Education Coordinating Board approval. This is a set policy that can be found in Section 5, Curriculum Procedures-University Operations.
Having determined that the University complies with the imperatives in this section of the Criteria, the Undergraduate Program Committee has no recommendations. To ensure the continued success of academic programs, however, the Committee offers the following suggestions:
Procedural steps should be implemented to ensure closer adherence in the academic departments to the policies governing the evaluation of teaching.
The University should implement structures for the more comprehensive and meaningful evaluation of teaching, specifically ensuring that teaching evaluations are used to improve the quality of instruction.
While current practices regarding syllabi generally satisfy the requirements of the Criteria, the University should encourage faculty (and, as necessary, offer developmental training) to construct syllabi which more thoroughly and meaningfully introduce students to the goals, requirements, content, and evaluation methods of each course.
1. Each institution must conduct a systematic, effective program of undergraduate academic advising. A qualified advisor should be assigned early in the student’s program and should recognize the individuality of students and their particular needs and goals. Advisors should be proficient in using data to help determine students’ major fields of interest, should have access to each advisee’s records, and should have appropriate training or background experience to carry out their responsibilities effectively (Criteria 32).
The Undergraduate Program Committee determined that the University complies with this comprehensive criterion.
Each department at Sam Houston State University is responsible for providing suitable advising for its majors and minors. This charge includes the provision of a sufficient number of advisors so as to distribute the advising load equitably. In general, departments have clearly complied, although the advising loads in certain individual departments and in certain colleges are higher than is desirable. Table 4.2.5 indicates the number of students per advisor in the various colleges and in the General Studies Program. These figures, provided by the Office of the Associate Dean of the College of Arts and Sciences, are for the fall of 1998:
Table 4.2.5
Average Number of Students per Advisor
Advising Area
Average Number of Students
General Studies 23 College of Arts and Sciences 30 College of Business Administration 35 College of Criminal Justice 117 College of Education and Applied Science 42 The figures on the table do not include the advising assignment for the Teacher Education Program, which reflects its 671 majors as being advised by a single individual. In fact, the Teacher Education Program provides an advising infrastructure whereby students receive programmatic advice at different times and for different program components rather than being advised by a single individual. Likewise, the College of Criminal Justice provides an alternative structure whereby students are advised in a central advising office with certain advisors from among graduate students and faculty who receive reassignment for advising duties. In other colleges, the advising loads vary somewhat from department to department. For instance, in the Department of History, the chair advises all seventy-eight majors, while in English the load (eighteen students per advisor) is spread out among ten major advisors. Certain departments have majors whose numbers so outweigh available faculty that providing a "reasonable" number of advisees per advisor is not feasible. For example, the Department of General Business and Finance, which has only eleven advisors, must contend with over seven hundred majors. Since the advent of the Mandatory Advising Program, advising has been assigned automatically by computer. This, in addition to careful oversight by the Associate Dean of the College of Arts and Sciences, has helped ensure—with few exceptions—a reasonable number of advisees per advisor across the University.
2. An institution must ensure that the number of advisees assigned to faculty or professional staff is reasonable (Criteria 32).
The Committee found that the University complies with this "must" statement.
Each department at Sam Houston State University is responsible for assigning advisees to an advisor; the department chair has the responsibility for assuring that this is a reasonable assignment. For General Studies students, several faculty members have volunteered to serve as advisors. The students are assigned to faculty advisors randomly by computer to assure that each faculty advisor has approximately the same number of advisees. Indications are that the number of advisees for each advisor is a reasonable number.
3. An effective orientation program must be made available to all full- and part-time undergraduate students (Criteria 32).
The Committee found that the University complies with this criterion.
The New Student Orientation Programs for incoming freshmen and transfer students is conducted by the Division of Student Services from the Office of the Associate Vice President for Student Services and Dean of Student Life. These programs are available to all students, and attendance is voluntary rather than mandatory.
4. Orientation and advisement programs must be evaluated regularly and used to enhance assistance to students (Criteria 32).
The Committee determined that the University complies with this criterion.
Both the orientation program and advisement program are evaluated annually by the offices responsible for their administration. If the results of the evaluations indicate that adjustments are necessary, appropriate changes are made.
Having determined that the University complies with all of the imperatives in this section of the Criteria, the Undergraduate Program Committee has no recommendations.
4.2.1: Undergraduate Admission
| Imperative | Statement of Compliance | Supporting Documentation |
| 1. General admission policies must be established by the governing board on recommendation of the administration. The board is responsible for deciding the size and character of the student body. Implementation of specific admission policies, however, is the responsibility of the administration and faculty of the institution. | Compliance |
1998-2000 Undergraduate Catalogue Rules and Regulations, The Texas State University System |
| 2. The unit responsible for administering the policies must be clearly identified. | Compliance | The Faculty Handbook (Section A-6 and Appendix I, "Organizational Chart, SHSU Office of the Vice President for Academic Affairs") |
| 3. In those institutions in which various subdivisions maintain separate admission requirements, there must be institution-wide coordination of all admission policies and procedures. | Compliance | 1998-2000 Undergraduate Catalogue (13-16; 284-91) |
| 4. Admission policies must be consistent with the educational purposes of the institution. | Compliance |
1998-2000 Undergraduate Catalogue (13-16) "Mission Statement," 1998-2000 Undergraduate Catalogue (92-94) |
| 5. They must include qualitative and quantitative requirements that identify students who demonstrate reasonable potential for success at the institution. | Compliance |
1998-2000 Undergraduate Catalogue (13-16) Office of Institutional Research Document, "Admission Standards and Student Performance" |
| 6. An institution admitting students with deficiencies in their preparation for collegiate study must offer appropriate developmental or remedial support to assist these students. | Compliance |
"Texas Academic Skills Program (TASP)," 1998-2000 Undergraduate Catalogue (25-26) Learning Assistance Center Catalogue (75) Learning Assistance Center Brochure ESL Center Procedures Handout "TASP Guidelines," SHSU Web Page: http://galois. shsu.edu/~webpages/TASP_Guidelines.html |
| 7. Diagnostic testing should be an important element of a developmental or remedial program. | Compliance |
Self-Study Alumni Survey "Texas Academic Skills Program (TASP)," 1998-2000 Undergraduate Catalogue (25-26) Institutional Effectiveness Report, Learning Assistance Center Institutional Effectiveness Report, Student Counseling Services |
| 8. Each institution must regularly evaluate its admission policies. | Compliance |
Institutional Effectiveness Report, Office of Admissions Office of Institutional Research Document, "Admission Standards and Student Performance" |
| 9. It is the responsibility of the institution to ensure that its recruiting activities and materials accurately and truthfully portray the institution. | Compliance |
Self-Study Student Survey Minutes of the President’s Task Force on Student Retention |
| 10. To be admitted to degree programs, applicants must show evidence of high school graduation or other successful experiences which reasonably predict their ability to make satisfactory progress at the institution. | Compliance | 1998-2000 Undergraduate Catalogue (13-16) |
| 11. Each institution must assess and justify the appropriateness of experiences offered in lieu of a high school diploma. | Compliance |
1998-2000 Undergraduate Catalogue (13-16) Student Records |
| 12. Procedures established for implementation of institutional admission policies must be followed in the admission of all students. | Compliance |
1998-2000 Undergraduate Catalogue Student Records |
| 13. The institution must provide evidence that it selects students whose interests and capabilities are consistent with the admission policies. | Compliance |
Minutes of the President’s Task Force on Student Retention Office of Institutional Effectiveness Mini-Profiles |
| 14. An institution’s admission and retention policies should not be compromised to maintain a desired enrollment. | Compliance |
Minutes of the Provisional Admissions Program Minutes of the President’s Task Force on Student Retention |
| 15. An institution must clearly define and publish its policy on the admission of transfer students. | Compliance | 1998-2000 Undergraduate Catalogue (16-19) |
| 16. The policy must include the following: the requirement for official transcripts of credits earned from all institutions of higher education previously attended; qualitative and quantitative criteria determining the acceptability of transfer work; criteria regarding the award of advanced standing, whether by credit earned at another institution, by advanced placement examinations, or through experiential learning; and conditions governing admission in good standing, admission on probation, and provisional admission. | Compliance |
1998-2000 Undergraduate Catalogue (14-16; 32-33; 84-87) Student Records |
| 17. Institutions which award credit based on advanced placement or other examinations; training provided by non-collegiate institutions, such as armed forces and service schools; professional certification, or experiential learning must meet the following conditions governing the award of such credit: (1) The amount of credit awarded is clearly stated and is in accord with commonly accepted good practice in higher education. (2) Credit is awarded only in areas offered within the current curriculum of the institution, and is appropriately related to the student’s educational programs. (3) Decisions regarding the awarding of credit and the determination of such credit are made by qualified faculty members at the institution, or according to procedures and standards approved by qualified faculty. The institution demonstrates that assessment procedures verify that the credit awarded is appropriate. | Compliance |
1998-2000 Undergraduate Catalogue (84-87) Student Records Interview with Director of Admissions Interview with Coordinator of Testing |
| 18. In awarding credit for prior experiential learning, the institution must (1) award credit only for documented learning which demonstrates achievement of all outcomes for specific courses in an approved degree program; (2) award credit only to matriculated students, identify such credit on the student’s transcript as credit for prior experiential learning, and upon request of another institution, document how such learning was evaluated and the basis on which such learning was awarded; (3) ensure that credit for prior experiential learning does not duplicate credit already awarded or remaining courses planned for the student’s academic program; (4) adopt, describe in the appropriate institutional publications, implement, and regularly review policies and procedures for awarding credit for experiential learning; and (5) clearly describe, and establish the validity of, the evaluation process and criteria for awarding credit for prior experiential learning. | Compliance |
1998-2000 Undergraduate Catalogue (330) Student Records Form NTEC 101N, "Application for Non-Traditional Education Credit" Form NTEC 102WV, "Verification of Work Experience" |
| 19. The institution must inform transfer students of the amount of credit which will transfer, preferably prior to their enrollment, but at least prior to the end of the first academic term in which they are enrolled. | Compliance |
1998-2000 Undergraduate Catalogue (16-18) Interview with Director of Admissions Coordinating Board, "Transfer of Credit Policies" Coordinating Board, "Curricula on Community College General Academic Course Guide Manual" |
| 20. Coursework transferred or accepted for credit toward an undergraduate degree must be completed at an institution accredited as degree-granting by a regional accrediting body for higher education at the time the coursework was completed. | Compliance | 1998-2000 Undergraduate Catalogue (15-23) |
| 21. When "block" credit is awarded . . . the institution must demonstrate that any such "blocks" have been reviewed on a course-by-course basis . . . . | Compliance | Student Records |
| 22. Exceptions must be adequately justified by the institution and must include documentation that the credit awarded represents collegiate coursework relevant to the degree, with course content and level of instruction resulting in student competencies at least equivalent to those of students enrolled in the institution’s own undergraduate degree programs; and coursework taught by faculty members qualified to teach the appropriate degree level. In assessing and documenting equivalent learning and qualified faculty, an institution may use recognized guides which aid in the evaluation for credit. Such guides include those published by the American Council on Education, the American Association of Collegiate Registrars and Admissions Officers, and the National Association of Foreign Student Affairs. | Compliance |
1998-2000 Undergraduate Catalogue (16-19) Student Records |
| 23. There must be clearly defined policies regarding the academic dismissal, suspension and readmission of students. | Compliance |
1998-2000 Undergraduate Catalogue (32-33) "Academic Suspension Procedures," College of Criminal Justice "Memorandum on Student Suspensions," College of Education and Applied Science "Memorandum on Readmission," College of Business Administration Readmission Form, College of Arts and Sciences Student Records |
| 24. Readmission of students dismissed or suspended for academic reasons must be consistent with the academic policies of the institution. | Compliance |
Self-Study Chair/ Coordinator Survey Interview with Dean of the College of Arts and Sciences Student Records |
Imperative | Statement of Compliance | Supporting Documentation |
| 1. In each degree program there must be an appropriate sequence of courses leading to the degree. | Compliance |
1998-2000 Undergraduate Catalogue (37-43) Suggested Course Sequences in Individual Departments, 1998-2000 Undergraduate Catalogue (95-338) |
| 2. An institution must publish the requirements for each degree it awards. | Compliance | 1998-2000 Undergraduate Catalogue (37-43) |
| 3. The requirements must be appropriate to the degree offered . . . . | Compliance |
1998-2000 Undergraduate Catalogue (37-43) The Faculty Handbook (Section B-11, "Curriculum Review Process") |
| 4. [The requirements] must specify the total credits, the number and distribution of general education credits, the number of credits to be earned in the major or area of concentration, the number of electives, standards for satisfactory progress, and other degree requirements. | Compliance |
1998-2000 Undergraduate Catalogue (37-43) Major Requirements for Individual Departments, 1998-2000 Undergraduate Catalogue (95-338) |
| 5. Undergraduate programs must contain a basic core of general education courses. | Compliance | 1998-2000 Undergraduate Catalogue (37-43) |
| 6. A minimum of 15 semester hours for associate programs and a minimum of 30 semester hours for baccalaureate programs are required for degree completion. | Compliance | 1998-2000 Undergraduate Catalogue (37-38) |
| 7. The core must include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. | Compliance | 1998-2000 Undergraduate Catalogue (37-43) |
| 8. The institution must demonstrate that its graduates of degree programs are competent in reading, writing, oral communication, fundamental mathematical skills and the basic use of computers. | Compliance |
1998-2000 Undergraduate Catalogue (37-43) Self-Study Alumni Survey Memorandum, "New Introductory Course in Math and CS" (March 18, 1998) |
| 9. An institution must clearly define what is meant by a major or an area of concentration. | Compliance | 1998-2000 Undergraduate Catalogue (35) |
| 10. [The institution] must state the number of credits required for each [major or area of concentration]. | Compliance | Major Requirements for Individual Departments, 1998-2000 Undergraduate Catalogue (95-338) |
| 11. An adequate number of hours with appropriate prerequisites must be required in courses above the elementary level. | Compliance |
1998-2000 Undergraduate Catalogue (35) Major Requirements for Individual Departments, 1998-2000 Undergraduate Catalogue (95-338) |
| 12. For degree completion, at least 25 percent of semester credit hours, or the equivalent quarter hours, must be earned through instruction by the institution awarding the degree. | Noncompliance | 1998-2000 Undergraduate Catalogue (37) |
| 13. All courses, other than those identified by the institution as developmental/ remedial, offered by an institution for credit must be acceptable as requirements or electives applicable to at least one of its own degree or certificate programs or must be clearly identified on transcripts as not applicable to any of the institution’s own degree or certificate programs | Compliance | 1998-2000 Undergraduate Catalogue (37-43 |
Imperative | Statement of Compliance | Supporting Documentation |
| 1. Curricula must be directly related and appropriate to the purpose and goals of the institution and the diploma, certificate, or degree awarded; to the ability and preparation of the students admitted; and to the financial and instructional resources of the institution. | Compliance |
1998-2000 Undergraduate Catalogue Departmental Publications Registrar Reports |
| 2. The institution must have a clearly defined process by which the curriculum is established, reviewed, and evaluated. | Compliance |
Annual Correspondence from the Vice President for Academic Affairs The Faculty Handbook (Sections B-11 to B-12) |
| 3. This process must recognize the various roles of the faculty, the administration, and the governing board. | Compliance |
Annual Curriculum Directives from the Vice President for Academic Affairs The Faculty Handbook (Sections B-11 to B-12) |
| 4. For each major in a degree program, the institution must assign responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. | Compliance |
Department Faculty Listings, 1998-2000 Undergraduate Catalogue Personnel Files (Available in the Office of the Vice President for Academic Affairs) |
| 5. At least one full-time faculty member with appropriate credentials, as defined in Section 4.8.2, must have primary teaching assignment in the major. In those degree programs for which the institution does not identify a major, the above requirements apply to a curricular area or a concentration. | Compliance |
Department Faculty Listings, 1998-2000 Undergraduate Catalogue Personnel Files (Available in the Office of the Vice President for Academic Affairs) |
| 6. The governing board must be responsible for approving the number and types of degrees; the number and nature of departments, divisions, schools or colleges through which the curriculum is administered; and the extent to which the institution should offer distance learning programs. | Compliance | Rules and Regulations, The Texas State University System |
| 7. The administration and faculty must be responsible for the development of academic programs recommended to the governing board. | Compliance |
The Faculty Handbook (Sections B-10 to B-12) Curriculum Committee Records |
| 8. They are also responsible for implementing and monitoring the general curriculum policy and the academic programs approved by the board. | Compliance | The Faculty Handbook (Sections B-10 to B-12) |
| 9. There should be an institution-wide process to coordinate programmatic and curricular changes. | Compliance |
The Faculty Handbook (Sections B-10 to B-12) Curriculum Committee Records Memorandum from the Vice President for Academic Affairs |
| 10. The institution should avoid the unwarranted proliferation of course offerings and degree programs. | Compliance |
The Faculty Handbook (Sections B-10 to B-12) Curriculum Committee Records |
| 11. The development of new educational programs should be considered only after the institution has completed a needs assessment and identified resources to support the programs. | Compliance |
The Faculty Handbook (Sections B-10 to B-12) Curriculum Committee Records |
| 12. The institution should proceed only after careful review by appropriate faculty and administrative bodies, approval by the governing board, and any necessary review and approval by state agencies or other agencies. | Compliance |
The Faculty Handbook (Sections B-10 to B-12) Curriculum Committee Records |
| 13. Curricula intended to provide basic preparation for students who will subsequently transfer to another institution must be designed to consider the institutions to which these students transfer. | Compliance | 1998-2000 Undergraduate Catalogue (19-24; 45-59) |
| 14. Associate and baccalaureate degree-granting institutions should work cooperatively to develop articulation agreements. | Compliance | 1998-2000 Undergraduate Catalogue (16-24) |
| 15. The agreements should be evaluated periodically to ensure an equitable and efficient transfer of students. | Compliance | 1998-2000 Undergraduate Catalogue (16-24) |
| 16. "Inverted," "two plus two," and similar programs must include an adequate amount of advanced coursework in the subject field. | Compliance | 1998-2000 Undergraduate Catalogue (275) |
| 17. Institutions which enter into programmatic partnership with secondary schools which result in the award of college credit, such as technical and dual enrollment programs, must ensure that the credit awarded is at the collegiate level and is in compliance with the Criteria and with Section IV in particular. | Not Applicable | |
| 18. Partnerships must be evaluated regularly by the participating institution of higher education. | Not Applicable | |
| 19. The participating institution must assume full responsibility for the academic quality and integrity of partnerships as measured by the Criteria. | Not Applicable |
Imperative | Statement of Compliance | Supporting Documentation |
| 1. Instructional techniques and policies must be in accord with the purpose of the institution and be appropriate to the specific goals of an individual course. | Compliance |
"Mission Statement," 1998-2000 Undergraduate Catalogue (92-94) Departmental Institutional Effectiveness Reports Course Syllabi The Faculty Handbook (Appendix V, "Academic Policy Statements," Policy #820317, "General Features of the Faculty Evaluation System") |
| 2. Instruction must be evaluated regularly and the results used to ensure quality instruction. | Compliance |
The Faculty Handbook (Appendix V, "Academic Policy Statements," Policy #820317, "General Features of the Faculty Evaluation System") FES Forms 1 and 2 |
| 3. Students must be provided written information about the goals and requirements of each course, the nature of the course content, and the methods of evaluation to be employed. | Compliance |
1998-2000 Undergraduate Catalogue (26-32) Course Syllabi |
| 4. Methods of instruction must be appropriate to the goals of each course and the capabilities of the students. | Compliance |
The Faculty Handbook (Appendix V, "Academic Policy Statements," Policy #820317, "General Features of the Faculty Evaluation System") Course Syllabi |
| 5. Experimentation with methods to improve instruction must be adequately supported and critically evaluated. | Compliance |
The Faculty Handbook (Appendix V, "Academic Policy Statements," Policy #820317, "General Features of the Faculty Evaluation System") Course Syllabi FES Forms 1 and 2 Self-Study Faculty Survey |
| 6. An institution must use a variety of means to evaluate student performance. | Compliance |
The Faculty Handbook (Appendix V, "Academic Policy Statements," Policy #820317, "General Features of the Faculty Evaluation System") Course Syllabi |
| 7. Evaluation must reflect concern for quality and properly discern levels of student performance. | Compliance |
The Faculty Handbook (Appendix V, "Academic Policy Statements," Policy #820317, "General Features of the Faculty Evaluation System") Course Syllabi |
| 8. An institution must publish its grading policies . . . . | Compliance | 1998-2000 Undergraduate Catalogue (31-32) |
| 9. Its grading practices must be consistent with policy. | Compliance |
The Faculty Handbook (Appendix V, "Academic Policy Statements," Policy #820317, "General Features of the Faculty Evaluation System") FES Forms 1 and 2 Course Syllabi |
| 10. The institution must evaluate the effectiveness of its instructional program by a variety of techniques, which may include the following: use of standardized tests and comprehensive examinations, assessment of the performance of graduates in advanced programs or employment, and sampling of the opinions of former students. | Compliance |
Departmental Institutional Effectiveness Reports Self-Study Alumni Survey |
| 11. Courses offered in non-traditional formats, e.g., concentrated or abbreviated time periods, must be designed to ensure an opportunity for preparation, reflection and analysis concerning the subject matter. | Compliance |
The Faculty Handbook (Academic Policy #860110) Course Syllabi |
| 12. At least one calendar week of reflection and analysis should be provided to students for each semester hour, or equivalent quarter hours, of undergraduate credit awarded. | Compliance |
The Faculty Handbook (Academic Policy #860110) Course Syllabi |
| 13. The institution must demonstrate that students completing these programs or courses have acquired equivalent levels of knowledge and competencies to those acquired in traditional formats. | Compliance |
The Faculty Handbook (Academic Policy #860110) Course Syllabi SHSU Schedule of Classes |
| 14. Effective instruction depends largely upon the maintenance of an environment conducive to study and learning. Therefore, an institution of higher education must provide for its students a learning environment in which scholarly and creative achievement is encouraged. | Compliance |
1998-2000 Undergraduate Catalogue Item 16, Self-Study Student Survey Interviews with Program Administrators Interview with Director of the Across-the-University Writing Program SHSU Web Page: www.shsu. edu |
| 15. In certain professional, vocational and technical programs (for example, allied health programs), clinical and other affiliations with outside agencies may be necessary. In all such cases, learning experiences for which credit is awarded must be under the ultimate control and supervision of the educational institution. | Compliance |
"List of Professional Accreditations," 1998-2000 Undergraduate Catalogue (inside back cover) Interview with Dean of the College of Education and Applied Science |
| 16. The institution must demonstrate that an effective relationship exists between curricular content and current practices in the field of specialization. | Compliance |