Higher Learning Commission Self-Study:Highlights of Survey ResultsUniversity Assessment and Student Learning
Higher Learning Commission The Higher Learning Commission (HLC) is part of the North Central Association of Colleges and Schools (NCA). NCA is one of six regional institutional accreditors in the USA. Through its Commissions, the NCA accredits educational institutions in 19 states.
The Higher Learning Commission • accredits the institution as a whole, not its individual programs. • verifies a university has the resources, policies and people to offer its educational programs.
The Higher Learning Commission The HLC provides five major Criteria for Accreditation. These define necessary attributes of an organization accredited by the HLC. In order to merit accreditation, an organization must present reasonable and representative evidence of meeting all Criteria. In this slide show, we demonstrate how the results of surveys are used for this purpose.
The Five Criteria of the Higher Learning Commission are: • Mission and integrity • Preparing for the future • Student learning and effective teaching • Acquisition, discovery, and application of knowledge • Engagement and services
Criterion 1: Mission and Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.
Criterion 2: Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.
Criterion 3: Student-learning and Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
Criterion 4: Acquisition, discovery, and application of knowledge The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.
Criterion 5: Engagement and Services As called for by its mission, the organization identifies its constituencies and serves them in ways both value.
The University Mission • is central to each of the 5 criteria. • was updated to reflect the University’s commitment to diversity in its programs, faculty, students, and services.
Proposed Mission of Rush University The mission of Rush University is to teach, study and provide the highest quality health care, using a unique and interdisciplinary practitioner-teacher model for health sciences education and research, while reflecting the diversity of its communities in its programs, faculty, students, and service.
Data Sources used in the Self-Study Multiple data sources were used to gather evidence of how well Rush University meets the accreditation criteria. The purpose of this presentation is to highlight data obtained through surveys of Rush students, faculty, and alumni.
Rush University Surveys Respondents were selected using a stratified random process to ensure the four colleges were equally represented. Multiple surveys were created for students and faculty to minimize time demands for respondents. Efforts were made to ensure minority students were adequately sampled.
Student Satisfaction Surveys Student surveys focused on satisfaction in these three areas: • Academic programs • University services • Campus climate & student engagement
Rush University Student Surveys * Students were over-sampled for the survey on campus climate to ensure a better representation of minority students.
Combined Response Rates on Student Surveys • Across colleges • CHS: 16%-18% • CON: 27%-32% • GC: 7%-9% • RMC: 41%-50% • Across ethnicity • Asian: 18% • Black/AA: 4% • Hispanic/Latino: 2% • White: 64% • Other: 1% • No response: 11% • Across levels • Baccalaureate: 21% • Masters: 28% • Clinical doctorate: 44% • Research doctorate: 6% • Across genders • Female: 65% • Male: 25% • No response: 10%
Rush University Student Surveys Satisfaction rates are depicted in bar charts on succeeding slides. 80% satisfaction or agreement was our standard. Typically, such standards are set lower at other institutions. Rates reflect the combined percent of ‘satisfied’ or ‘very satisfied’ ratings.
Student Satisfaction with the Academic Programs • > 80% of Rush students feel that: • Faculty are knowledgeable, supportive, respectful, and ethical; have best interests of students at heart; really care about teaching. • Advisors are available, knowledgeable about their programs, and aware of services. • Evaluation and grading are fair, accurate, and useful in helping them improve their performance. • Courses have adequate rigor, breadth & depth of content, and variety of learning experiences.
Student Satisfaction with the Academic Programs • < 80% of students feel that: • The majority of their faculty use effective teaching-methods, stimulate critical thinking, and provide an environment conducive to learning
Student Satisfaction withCampus Climate > 80% of students • Are satisfied with the overall quality of campus life, responsiveness of administrators, and student support services • Feel that their personal rights are honored and respected, and that there is an environment of respect regardless of diversity • Have a sense of belonging to their departments and programs
Student Satisfaction withCampus Climate < 80% of students • Have a feeling of ‘community’ at Rush University • Have adequate opportunity to interact with students from other programs and disciplines
Student Satisfaction withUniversity Services • Students were generally satisfied with many aspects of student services: • Accuracy of information provided by the office • Accessibility/availability of staff • Helpfulness and attitude of staff • Hours of operation, • Promptness of responses
Overall Student Satisfaction • In general, Rush students are satisfied with: • Overall quality of their academic programs • How well their programs are fulfilling their expectations • How well their programs are preparing them to assume the roles and responsibilities associated with their degree. • Their decision to attend Rush. • 85% are likely to recommend Rush to others.
Faculty Surveys * Note: One third of Rush faculty members were invited to complete each of the first three surveys. All were invited to complete the fourth survey. Faculty response rates were lower than for Rush students.
Focus of Faculty Surveys • Program quality • Professional role enactment • Work environment • Leadership • Diversity
Faculty Satisfaction with Program Quality • Rush faculty are satisfied with the quality of: • Teaching within their colleges. • Scholarship and professional competence of colleagues in their college • Overall research within their college • Students admitted to their graduate and/or undergraduate programs • Rush faculty believe the reputation of Rush in Chicago and Illinois is good or excellent, but less known outside of the state.
Work Worth • > 80% faculty feel: • that their work provides them with a sense of achievement • satisfied with faculty morale • recognized for their teaching • < 80% faculty feel: • recognized for their scholarship or their service to their college, university, & community
Faculty Role and Career Development • < 80% faculty felt satisfied with: • Opportunities to develop skills in improving teaching effectiveness of student learning • Opportunities to improve their research and publication skills • Adequacy of mentoring for research development • Adequacy of mentoring for teaching effectiveness
Faculty Development Needs Note: Higher numbers = greater need
Faculty Satisfaction with the Work Environment • > 80% of faculty: • Were satisfied with the climate of the work environment • Felt personal rights are honored and respected regardless of diversity • Felt there is mutual respect between faculty • Have a sense of belonging in their departments and college.
Faculty Satisfaction with the Work Environment • < 80% of faculty: • Feel a strong sense of a “faculty community” at Rush • Have adequate opportunities to interact with other disciplines • Have adequate opportunities to form collaborative relationships. • Believe there is equality in salary, workload, opportunity for advancement, and performance evaluations. Differences are associated with gender.
Faculty Satisfaction with Rush University Leadership • > 80% of faculty: • Are satisfied with leadership at the university, college, and department or division levels. • Feel administrators are accessible and responsive to concerns of faculty and students • Are satisfied with their ability to participate in faculty governance.
Faculty Satisfaction with Rush University Leadership • < 80% of faculty: • Feel there is a clear vision for the future direction of Rush University • Are satisfied with how the University Council represents faculty concerns • Are satisfied with opportunities to influence policies at the University & college levels
Faculty Satisfaction with Diversity at Rush • > 80% of faculty feel that: • there is respect for diversity at Rush • the university makes an effort to recruit and retain a diverse student body. • < 80% of faculty feel that: • the University’s efforts to recruit and to retain a diverse faculty group are satisfactory.
Alumni Survey Rush graduates from the last decade were invited via email or by mail to participate in a web-based survey. The survey had five areas of focus: • Employment history • Scholarly productivity • Professional and service contributions • Continued engagement with Rush • Overall satisfaction
Alumni Survey: Response rates Based on responses to emails, we had a 28% response rate (N=465). This is in the upper range of response rates as compared with other schools’ recent surveys of alumni (which range from 10% to 30%). Response distribution: • CHS-15%, CON-45%, GC-5%, RMC-35% • 25% male; 75% female • 78% Caucasian, followed by Asians, African Americans, and Latino/Hispanics • The majority of respondents (88%) graduated in the last 5 years. • 13% have received more than one degree from Rush.
Alumni: Employment History • Nearly all obtained positions related to their field of study & have stayed in the health field, even when changing roles. • Many alumni hold leadership positions • More than 33% hold appointments in a college or university • The majority of their time is spent in practice (2/3), followed by teaching , research, and administration • The majority remained in the Chicago metropolitan or surrounding area. • Approximately 25% are still employed at Rush or within the Rush system. • More than 55% work with medically-underserved populations.
Alumni: Numbers of Scholarly Works • 33% have created scholarly works. These alums have: • Presented over 374 papers and 233 posters locally, regionally, and nationally or internationally • Published or have in press over 634 manuscripts (29% clinical, 31% research), abstracts, editorials, reviews, or book chapters. • Alumni currently have another 91 scholarly works under review for publication.