Criterion Two:

The institution has effectively organized the human, financial and physical resources necessary to accomplish its purposes.

Governance (Secretary to the Board of Trustees only)

• How has the unit developed? Present a brief statement regarding its development. Describe the organizational structure of the unit. How are tasks and duties assigned and monitored? Describe the responsibilities of staff/faculty and how they function in the operations of the unit.

• What is the decision-making process within the unit? Is the process formalized? Is there consensus within the unit with regard to the process?
• What are the procedures for planning and implementing change? Are there annual self-review mechanisms with the unit? If there are, describe them.
• What evidence indicates that the unit's organizational approach is/is not working? What evidence exists that clients are satisfied with services offered? If the evidence indicates organizational changes and improvements are needed, describe how they will be made.

• What is racial/ethnic background by personnel classification (i.e. faculty, professional staff, civil service, etc.)? What is the male/female ratio?
• How many part-time faculty/staff members are used by the unit? How are they selected and evaluated?
• How many support staff members serve the unit? Is the number sufficient to complete the mission and objectives of the office? Are graduate assistants assigned to the unit? How many? Are student aides assigned to the unit? How many? How are their responsibilities determined?
• Does the unit house the appropriate faculty/staff? Does it house appropriate support personnel? How is the performance of faculty/staff assessed? What unit criteria have been established for retention, promotion, and tenure? How are faculty/staff without appropriate credentials evaluated, reappointed or supported to earn appropriate credentials? What evidence suggests that the unit's staffing plan is functioning appropriately? What changes and improvements need to be made?

• How much contact do students, faculty and staff have with this area? Are they pleased with the services provided? How does the office interact with university vendors? Are they satisfied with the university's payment schedule and services? Explain.
• Is the university audited by an external firm annually? How is the firm selected? Are both compliance and financial issues addressed in this audit? What kinds of audit findings have been identified? How have they been addressed?
• How do the Financial Affairs and Budget offices work together to generate spending plans? Are the plans based on current expense patterns? Or, are plans developed based on the long-term strategic plan that the university has in place?
• Is information available to provide long-term analysis of spending patterns and/or trends? Is the information used to determine reallocations? How are this information and related decisions communicated to the university community?
• Describe the process by which budget plans are submitted to the state? Who is involved in the planning? What is the approval process? How is input gathered? How are allocations determined?
• What evidence do you have that operations and processes are functioning properly? Based on your answers to the questions in both finance sections, what changes need to occur in your unit? Describe how your unit has begun to undertake actions to accomplish these changes?

• During the same period, what university services (committees, senate, etc) did the faculty staff provide?
• How are students involved in research or scholarly activities in the unit's programs and activities?
• Are the research and scholarly activities of the unit adequate for an institution with CSU's mission? What are the unit's plans for the future in the areas of research and scholarly activities?

• What offices and classrooms are under the control of the unit? What specialized facilities and spaces are available to the unit?
• What special equipment is available to the unit?
• Are the physical facilities and equipment adequate to meet the needs of the unit? If they are not, what will it require to attain adequacy? What would the expected gains be if additional facilities or equipment were provided? What would the expected losses be if additional facilities or equipment were not provided? By what process can additional space be requested?

• What are the educational objectives of each of those programs?
• Are the programs certified or seeking professional certification/accreditation?
• Explain how your objectives and learning outcomes compare with the guidelines of your unit's professional association?
• Explain how your unit evaluates courses to determine if they are related to learning outcomes? What is the frequency of the evaluation? Who is involved?

• Assessment of Educational Purposes
  
  • Do you have an assessment plan? What are the assessment instruments for your program?
  • How is assessment information shared with the faculty and staff? With students? How is feedback integrated into the assessment plan?
  • How are high expectations for learning communicated to students? How often do students engage in discussions about their learning with faculty? What have been the results? How frequently do faculty/staff hold discussion about student learning?
  • What specific changes as a result of assessment have been implemented, and what evidence do you have that they are working?
  • Is the assessment plan linked to your budgetary process? How have assessment results impacted your budgetary process?
  • What evidence exists to support that your unit has implemented assessment activities and have made improvements? List changes that have occurred as a result of assessment.

• What opportunities does your program provide for students to work with local agencies or community and neighborhood organizations to assist in the development of socially and economically viable and sustainable communities? What activities are conducted by your personnel in this area?
• How does your program facilitate students' preparation for advanced training and licensure in a profession? What activities are conducted by your personnel to facilitate students' preparation and licensure?
• How does your program extend opportunities for participation to members of the university community as well as the community at large? What activities are your personnel involved with to encourage these kinds of participation? What resources from the community are utilized by the unit? Physical resources? Financial resources? Human resources? Other?
• What community services have the members of the unit provided during the 1997-1998 through 2001-2002 period as part of official university business?

• Identify the non-traditional programs in your unit. Describe the objectives of each one. Do the programs offer baccalaureate degrees? If so, explain the requirements. How many students are involved in each program? What amount of time is needed to complete program requirements? What are the graduation rates?
• How is learning assessed? What evidence indicates students are learning? What are the outcomes of your assessment? Describe the measures. What actions have been taken to improve the program after analyzing assessment results?
• How are faculty selected for the program? How are they evaluated? How are faculty involved in teaching and assessing learning? How are faculty involved in curriculum and program development?

• What procedures and policies exist to assure program and course quality? Describe the process for assessing the effectiveness of the program/courses? What are the strengths and weaknesses of this process?
• What procedures exist to ensure the integrity of the student learner? How do you ensure student ownership of assignments and course work? How are students able to access the university's services and supports?

Improvements, Modifications and Changes

• In what ways does your graduate program differ from your undergraduate program? What must your graduate students be able to accomplish that you would not expect undergraduates to accomplish?
• What are the required qualifications for graduate faculty in the following areas:
• Educational attainment?
• Provision for faculty development?
• Attendance at professional meetings?
• Continued research and other scholarly activities?
• What opportunities do graduate students in your program have to demonstrate and practice their scholarship (i.e., theses, research projects, internships).
• What are the opportunities for student-faculty interaction and discussion outside of the classroom?
• What is the procedure for academic advising in your program? Is there a mentor for each student? How is student progress tracked within the program? Are students kept apprised of their progress and given feedback other than by course grades?
• How do you provide information to your students about the rules and regulations (e.g., course requirements, deadlines, etc.) of your program? Do you have a departmental handbook? Do you utilize student orientation sessions?
• How is the quality of the courses in your graduate program monitored? Do students have an opportunity to give input toward program changes?
• What is the governance structure for your graduate program, and how is it reviewed?
• What information for recruitment purposes does your unit make available to the general public regarding your graduate program?
• Assessment of Graduate Education
• Do you have an assessment plan? What are the assessment instruments for your program?
• How is assessment information shared with the faculty?
• What specific changes as a result of assessment have been implemented and what evidence do you have that they are working?
• Is the assessment plan linked to your budgetary process? How have assessment results impacted your budgetary process?
• Do you have plans for instituting a new graduate program? If so, please describe the plan.
• How have your assessment activities improved student learning and/or improved your curriculum? What evidence exists to document that student learning has improved and that program improvements have taken place?

• How do the library and learning resources departments support your academic program? How adequate are these resources? What else must be done to improve support for your program?
• How are library and learning resources departments integrated into the instructional programs of the unit? How do you assess whether students are using the library and learning resources facilities, staff, and materials? How does the library contribute to student learning?
• How is the unit utilizing the library and learning resources departments in course development and curriculum issues? How can this process be improved?

• How do you track student use of services, programs, and facilities?
• What strategies and methods are used to assess students' wants and needs for services, programs and facilities?
• What method(s) are used to determine student satisfaction with the services, programs and facilities provided?
• How do the university's support services facilitate student success? In particular, do you refer students to and utilize the following offices: Counseling Center, Academic Support, the Writing Center, Women's Resource Center, Career Development Center, and Student Support Services? Please be specific.
• How does your unit encourage students to cultivate professional behavior and foster student responsibility?
• What kind of orientation is given for your program(s)? Aside from the university's basic skills tests, what types of placement testing occur in your unit for new and continuing students?
• How are students advised? How frequently, and by whom? How are faculty advisors trained and evaluated? How are students advised for graduate and professional schools?
• How are students advised for careers? Do you utilize student or peer mentors? What do mentors contribute to the program? Who are they, and how are they selected?
• What kind of tutorial experiences are provided to students who need assistance? For how long?
• What kind of student publications exist? Who contributes and is responsible for the publications? What kind of content do the publications contain?
• What kinds of clubs exist? How do students participate in extracurricular activities?
• What kinds of scholarships and awards does your unit fund? Describe the selection processes and criteria as well.
• How does the unit identify students with special needs or disabilities? How are these needs addressed?
• How does your program communicate health and safety information to students, faculty, staff, and the community?
• How does your program utilize information services? Are faculty and staff members equipped with computers and other needed technology? If not, please elaborate on additional needs in terms of computers, technology, and information services.

• Describe the enrollment of your unit for the last three years. List and explain your unit's current enrollment goals. Distinguish between annual and long-term goals.
• Briefly explain the enrollment plan and include an explanation of your enrollment strategies. Explain the preferred student profile and strategies for recruitment.

• How does the senior administration support marketing and recruitment?
• Explain the composition and purpose of your unit's enrollment committee.
• Describe staff/faculty responsibilities for marketing and recruiting.
• Explain the committee's relation to the Office of Admissions, other academic departments and support services.
• Explain the environmental factors (internal and external) that may hamper or promote your marketing and recruitment efforts.
• Describe how the recruitment market is determined and how the recruitment strategies are implemented.
• What evidence indicates that the unit's marketing and recruitment strategies are working?

• Describe the yearly retention and graduation rates for your program for the 1999-2000, 2000-2001, 2001-2002.
• Describe the obstacles and issues related to student retention (success) in your unit. Describe your unit's retention goals and strategies. How are they related to the university's effort?
• What is the organizational structure for your unit's retention efforts? Describe your units faculty/staff responsibilities. How are faculty/staff who participate in retention activities recognized, rewarded or celebrated?
• How are high expectations for student learning communicated? Explain how your unit's retention activities contribute to student learning.
• Describe how audits of key services and program areas are done.
• Describe your unit's early intervention activities and how students are monitored and tracked.
• Describe the strategies that are used to determine whether the customers (students) are satisfied with the services offered. Describe the process for handling student complaints. What evidence suggest that your unit's retention activities are working?

• Explain how the long-range strategic plans were developed in your unit? How were faculty and staff involved in the process?
• How realistic are your unit's plans? How are concerns and opportunities identified in the planning process?
• How does planning prepare your unit's to face the major factors that affect your unit's stability?
• Describe how your unit uses planning and assessment processes to improve programs.

• Describe how your unit has used assessment results to improve student learning or improve your unit's operation.
• Describe the process by which your unit develops its budget. Explain how your unit has used assessment results to make budget decisions.
• Describe how assessment results have or have not led to budget reallocations in your unit. How has your budget been modified or not modified? How have funds been reallocated to improve areas in which weaknesses were discovered? What evidence exists to document that assessment results are used to make budget planning and reallocation decisions? Display specific budget reallocations tied to assessment in Table 5 which is located in the appendix.
• Describe how your unit has sufficient resources: (financial, physical and human) to position it for future growth. If these resources are lacking, explain the impact on your unit.

• Please identify your primary internal constituents (faculty, staff, students) that your unit (department, division, program, office) serves.
• If your unit serves students, do you have a grievance procedure for students? If so, describe the procedure and identify the document and page number that contains it.
• Does your unit have a grievance procedure for faculty/staff? If so, describe the procedure and identify the document and page number that contains it.
• Does your unit have procedures to resolve internal disputes? If so, describe the procedures and identify the document and page number that contains them.
• Does your unit have policies regarding equity of treatment, Affirmative Action, and other non-discriminatory practices? If so, describe the policies and identify the document and page number that contains them.
• Does your unit have a policy against sexual harassment? If so, describe the policy and identify the document and page number that contains the policy.
• Based on your answers to the above questions, what changes need to occur in your unit? Describe how your unit has begun to plan for and undertake actions to accomplish these changes.

• Please identify the primary external constituencies (community groups, organizations, business or government agencies) that your unit serves.
• Please identify briefly your unit's mission to these constituencies.
• If your unit represents itself externally through publications, do you utilize the university's Publications Policy and Procedures Manual? How does your unit demonstrate adherence to this policy?
• Does your unit engage in exchanges (scholarly, fiscal, collegial) with other institutions of higher education? If so, please identify these types of exchange. What guidelines are used by your unit to ensure that such activities are conducted in a responsible manner consistent with your mission? And where can these guidelines be found, including the page numbers. What evidence supports that your practices are consistent with these policies?
• What resources does your unit share with other institutions? Does your unit receive appropriate support for such resource sharing?
• Does your unit utilize any online resource sharing mechanism? If so, please identify such mechanisms. What guidelines are used by your unit to ensure that such activities are conducted in a responsible manner consistent with your mission? And where can these guidelines be found, including the page numbers.
• What evidence supports that your practices are consistent with these policies?
• If necessary, does your unit have oversight processes for monitoring any contractual relationships with external constituencies? Where can these be found, including the page number? Do such oversight processes include monitoring for the following policies in contractual relationships: affirmative action, non-discrimination, and sexual harassment? If so, describe these policies. Where can these policies be found, including the page numbers? Describe how your practices are consistent with these processes.

• Please identify the primary external constituencies (community groups, organizations, business or government agencies) that your unit serves.
• Please identify briefly your unit's mission to these constituencies.
• If your unit represents itself externally through publications, do you utilize the university's Publications Policy and Procedures Manual? How does your unit demonstrate adherence to this policy?
• Does your unit engage in exchanges (scholarly, fiscal, collegial) with other institutions of higher education? If so, please identify these types of exchange. What guidelines are used by your unit to ensure that such activities are conducted in a responsible manner consistent with your mission? And where can these guidelines be found, including the page numbers. What evidence supports that your practices are consistent with these policies?
• What resources does your unit share with other institutions? Does your unit receive appropriate support for such resource sharing?
• Does your unit utilize any online resource sharing mechanism? If so, please identify such mechanisms. What guidelines are used by your unit to ensure that such activities are conducted in a responsible manner consistent with your mission? And where can these guidelines be found, including the page numbers.
• What evidence supports that your practices are consistent with these policies?
• If necessary, does your unit have oversight processes for monitoring any contractual relationships with external constituencies? Where can these be found, including the page number? Do such oversight processes include monitoring for the following policies in contractual relationships: affirmative action, non-discrimination, and sexual harassment? If so, describe these policies. Where can these policies be found, including the page numbers? Describe how your practices are consistent with these processes.
  

• Does your unit maintain relationships with intercollegiate athletics? With student associations? With governmental agencies? Or, with any external business enterprises or their subsidiaries? If so, describe these relationships.
• What policies or procedures does your unit employ to govern such relationships? Where can these policies or procedures be found and on what page number? What evidence support that your practices are consistent with these policies? Describe any process that reviews consistency between policies and practices. Explain the findings.

• How often (monthly, quarterly, biannually, yearly) does your unit communicate these policies to its constituencies? Through what mechanisms does this communication occur?
• Does this communication of policy contain references to other offices and programs within the university which may assist in this process? In what documentation can these references be found, including the page number?
• If your primary constituencies include students, are they notified of the existence of the Ombudsman Office, Judicial Affairs, and/or the EEO/AA policies of your unit? In what documentation can these references be found? What page number can these be found?
• Are they notified of the existence of the Counseling Center, Wellness Center, or other center to assist with their needs? In what documentation can these references be found, including the page number?