INSTITUTIONAL PORTFOLIO.

Assessment

Each IUPUI academic and administrative unit is encouraged with developing goals aligned with the principal elements of the campus mission and with assessing its progress toward those goals annually. Annual unit reports placed on the Web include evidence of such progress. Campus progress toward mission-related goals currently is summarized in the performance indicators on this Web site and in a printed annual performance report. The next iteration of the IUPUI Institutional Portfolio will incorporate the annual performance report, making information on mission-related progress available to all IUPUI constituents on the Web 24 hours a day, 365 days a year.

Faculty are responsible for assessing student learning in each degree program. Each IUPUI school designates one or more faculty representatives for the campus-wide Program Review and Assessment Committee (PRAC), which meets monthly to provide information, support, and oversight for implementation and assessment of the Principles of Undergraduate Learning, as well as for assessment in the major. Annual school reports prepared by PRAC members and posted on the PRAC Web site describe assessment processes, findings, and improvement efforts in each department and/or school. Surveys of enrolled students, alumni, faculty, staff, and employers conducted by the Office of Information Management and Institutional Research provide the schools and departments with indirect evidence of student learning that serves to supplement the direct measures employed in each department. Student transcripts follow accepted practices, such as those outlined by the American Association of Collegiate Registrars and Admissions Officers.

Review teams are composed of two or three experts in the discipline(s) being reviewed who hold faculty rank at institutions outside Indiana, two IUPUI faculty from disciplines other than the one being reviewed, and one or two community representatives. After reading a self-study submitted by the department, the reviewers spend two-and-a-half days on campus interviewing faculty and administrators who hold informed perspectives on the unit under review. The review team provides a report on the department"s strengths and challenges, which is reviewed by department faculty for up to six months. The department provides a written response to the dean of its school, who then calls a meeting that includes the Dean of the Faculties and the Vice Chancellor for Planning and Institutional Improvement. At this meeting, all parties confer to find ways to support the department in making any changes that appear warranted.

Assessment processes and results, with links to evidence and examples, are discussed more fully in the special emphasis self-study on learning and teaching.

Graduate Programs

IUPUI"s graduate programs are overseen by the Office of the Vice Chancellor for Research and Graduate Education acting through the Graduate Office. Graduate courses are proposed, developed, reviewed, approved, and implemented through mechanisms separate from those applying to undergraduate courses. Both new courses and substantially changed or renamed courses are required to undergo a formal approval process, which is administratively supported through the Graduate Office.

The approval of graduate courses is a function of the Curriculum Subcommittee of the Graduate Affairs Committee (GAC). The GAC is composed of graduate faculty and administrators from all schools at IUPUI and is co-chaired by the Vice Chancellor for Research and Graduate Education and the Associate Dean/Director of the Graduate Office at IUPUI. Information designed to guide faculty through the course approval process is posted on the Graduate Office Web site. That site also clearly explains that not only Graduate School courses, but also graduate-level courses in schools not associated with either Indiana or Purdue graduate schools, go through the same process.

Graduate students are expected to be involved in research, scholarship, and creative activity. Nearly all Graduate School degrees, even those at the master"s level, require a thesis or dissertation. Some master"s degrees awarded outside the Graduate School do not require a thesis, but most require other evidence of scholarly or creative activity within the field. For example, for the Master of Planning in the School of Public and Environmental Affairs(PDF) , students must complete a requirement for a portfolio. The Master of Science in Music Technology program requires a multi-media project or an internship. Research courses are explicit requirements for many graduate degree programs.

No graduate credit is given for "life experience" or for correspondence courses. Only courses listed in the Bulletin or specifically allowed by it may be counted for the requirements for a degree offered by the University Graduate School.

Graduate programs are subject to the same assessment policies and requirements as undergraduate programs. Thus, schools/departments are responsible for developing statements of learning outcomes for each graduate program, for assessing for those outcomes, and for reporting the results of those assessments and subsequent improvement efforts. Information about assessment processes and results for graduate programs is incorporated into each school"s annual assessment report, which is posted to the PRAC Web site.

Effective Teaching and Related Faculty Development and Incentives

Teaching and learning are at the heart of IUPUI"s tripartite mission and we view continuous professional development as an essential component of a successful faculty career. Our post-tenure review policy , for example, in place since 1999, emphasizes ongoing professional development for senior faculty. IUPUI"s Office for Professional Development (OPD) , one of the most extensive such programs in the country, provides individual support for faculty teaching, a wide array of group developmental experiences for faculty, and leadership for campus-wide teaching initiatives.

OPD programs enjoy high regard among campus faculty; in 2001-2002, OPD recorded 4,441 instances of participation in their programs among full- and part-time faculty. In 2002, OPD and University College were recognized in the Hesburgh Award competition for the Gateway Program , an initiative that combines new kinds of support for students with faculty development related to teaching courses that enroll large numbers of first-year students. The program, which is discussed in detail in the Learning and Teaching self-study, has resulted in measurable increases in retention from the first to the second year.

Teaching is evaluated extensively at IUPUI, as discussed in the special emphasis self-study on Teaching and Learning and the December 2000 Interim Report on Teaching Effectiveness (PDF) . While we do not use a common student course evaluation form across the campus, each school has developed its own form that is administered at the end of the semester. A pilot test of a common mid-term evaluation-to be used formatively to improve instruction-was conducted in Spring 2002. Although OPD"s mission is not primarily remedial, faculty who receive less than satisfactory teaching evaluations may be referred to OPD for individual assistance.

Depending on the school and department, faculty may also participate in peer review of teaching, development of teaching portfolios, and other types of formative and summative evaluation of teaching. Satisfactory teaching performance is a minimum requirement for hiring, tenure, promotion, and merit increases; excellent teaching can serve as the primary basis for tenure, promotion, and merit increases. In recent years, approximately one-third of tenure and promotion awards have been made on the basis of excellence in teaching. Again, rewards, incentives, and professional development for teaching are discussed in detail in the special emphasis self-study on learning and teaching.

Though an indirect measure of teaching effectiveness, student satisfaction is monitored closely. In 2001, 84 percent of respondents to a campus survey were satisfied or very satisfied with the "overall quality of instruction," while 82 percent were satisfied with the "quality of teaching by faculty in your major area." In 2000 and 2002, the National Survey of Student Engagement was administered to samples of IUPUI first-year and senior students. Seniors gave higher-than-average ratings, when compared to our urban peer institutions and/or to doctoral-intensive institutions, to items related to such areas as level of academic challenge, active and collaborative learning, student interactions with faculty members (especially electronic interactions), enriching educational experiences, and supportive campus environment. In the most recent version of the IUPUI Faculty Survey, the Office of Information Management and Institutional Research included questions on teaching practices that correspond to questions on the same practices on the NSSE, in order to develop more solid data on the use of research-based, effective teaching strategies at IUPUI.

Professional Development for Administrators and Staff

The Office for Professional Development supports programs for the development of chairs, academic deans, and vice chancellors through its Administrative and Organizational Development unit . Programs include the Chairs" Symposium and the Deans" Academy. Human Resources Administration (HRA) provides year-round training programs and services that are designed to recruit, develop, and retain qualified staff. HRA staff also administer benefit programs for faculty and staff and serve as a resource for faculty and academic administrators on human resources issues. In the most recent staff survey , 73 percent of staff agreed or strongly agreed that "my supervisor is supportive of my attending training to further my job skills" and 69 percent agreed or strongly agreed that "the training I have attended for my present job has helped me perform my job better." But only 52 percent agreed or strongly agreed that "I am satisfied with the kinds of training currently available to me."

Student Services

Enrollment Services , a unit that includes the Offices of Admissions, Financial Aid, and Scholarships, is responsible for cultivating, recruiting, admitting, and enrolling undergraduate students from diverse cultural backgrounds and supporting them with scholarships and financial aid services. The Offices of the Registrar and the Bursar are not located within Enrollment Services administratively, but the directors of all these offices work in close collaboration, with the aim of providing seamless services to students.

Once students arrive on campus, a wide range of advising and other academic support services and resources are available to them through University College for beginning students and through their home schools and departments for more advanced students. Student satisfaction surveys indicate that students are fairly satisfied with the quality of the various services available to them, but we are working to improve student services and resources with the larger aim of developing a more welcoming, inclusive, and engaging campus environment. Our work in this area is discussed extensively in the special emphasis self-study on learning and teaching.

The Office of the Vice Chancellor for Student Life and Diversity , initiated in 1999, has as its mission to provide "student-centered services, consulting, facilities, learning experiences and programs for students, faculty, staff, alumni and the community," thus contributing "to an intentionally inclusive, accessible campus community" and inspiring "educational, personal, social and professional achievement." The offices within this division include Adaptive Educational Services, Counseling and Psychological Services, Student Life and Diversity Programs, the Dean of Students office, Housing and Residence Life, and Campus Community Programs. This office has just released its first strategic plan , including statements of mission, vision, goals, strategies, objectives, and deadlines, and is in the process of defining how its progress and accomplishments will be assessed.

Delivery of Educational Services to the Community

The delivery of educational and other services to the community is discussed in more detail in both special emphasis self-studies. The Community Learning Network is the campus office through which most educational programs designed for community outreach, including the AS and BS in General Studies, are delivered both face-to-face and at a distance. The Master of Business Administration and the MS in Music Technology are offered online, and substantial portions of three nursing degrees-the RN-BSN, RN-MSN, and MSN-are available via the Web. Through an initiative entitled " IUPUI Online " the campus is developing a campus-wide strategy to make additional courses and degree programs available via the Web and other media. (Please see the " Status of Distance Education at IUPUI " report for a discussion of IUPUI"s use of good distance learning practices.)

Research, Scholarship, and Creative Activity

All faculty members and librarians with faculty status at IUPUI are expected to engage in research, scholarship, and creative activity appropriate to the discipline. Documentation of such activity is a required element of every promotion and tenure dossier (PDF) and of the activity report (PDF) that faculty submit each year. Faculty at IUPUI have ample opportunities for professional development to enhance their skills in research and grantsmanship through the Office of Research and Graduate Education and OPD.

Much of our research is related to the civic engagement component of our mission. For example, in addition to the extensive health sciences research carried out by the Schools of Medicine , Nursing , and Dentistry in coordination with community partners, the School of Science and the Center for Urban Policy and the Environment conduct research on local environmental issues. Interdisciplinary initiatives, institutes, and programs, such as the Center on Philanthropy and the POLIS Center study policy issues related to philanthropic giving and urban life. The School of Music and the Herron School of Art serve as key cultural resources for the Indianapolis community, with the latter ranked "Best of Indy" by Indianapolis Magazine in 2002 .

IUPUI is in compliance with standards for research on human subjects. During this past year, Research and Graduate Education developed over 28 Standard Operating Procedures for research on human subjects in order to clarify current procedures for human research studies, created a new IRB to handle the increasing number of protocols for medical research, and submitted a successful proposal to NIH to improve the infrastructure at IUPUI for Human Subject Research protection programs. A full-time auditor was added to the staff and charged with proactively monitoring research projects that involve human subjects. (See Accomplishments of Research and Graduate Education 2001-2002. (PDF) )

Civic Engagement

Civic engagement, as we envision it, goes beyond the typical "service" expectations of faculty to focus on working in partnership with the local community, as well as with broader communities around the state, nation, and world, to improve the quality of life across many domains. While our mission statement defines civic engagement as the third major area of our mission, along with teaching and learning and research, scholarship, and creative activity, it is not distinct from these areas, but rather overlaps with them. For example, our educational programs emphasize student work in the community and, as noted above, many faculty focus their research, scholarship, and creative activity on community issues.

Capitalizing on IUPUI"s proximity to downtown Indianapolis and the state capitol, most departments include internships, practica, and field work as key components of their educational programs. We place a strong emphasis on service learning and have a well-developed Center for Service and Learning that has received several national awards. The IUPUI University Library is linked with other public libraries in Central Indiana and is considered a valuable information resource within the community.

As is discussed in detail in the special emphasis self-study on civic engagement, IUPUI is working toward clearer recognition of its contributions to the community, which tends to confuse IUPUI schools with their counterparts in Bloomington and West Lafayette. Our community Board of Advisors has been especially helpful in this regard. One indication that community members value our role in Central Indiana is the unexpected success of our first development campaign . Over the course of the campaign, the fundraising goal has been raised twice and we exceeded our stated goal of $700 million 21 months before the campaign is scheduled to end in Spring 2004.

Indiana University-Purdue University Columbus (IUPUC)

IUPUC"s stated vision is "to be the recognized source of Indiana University and Purdue University degrees and programs in southeastern Indiana." Its mission is "to identify and respond to post-secondary education needs and enhance the quality of life of the residents of our 10-county service area by providing Indiana University and Purdue University degrees, programs, courses, and faculty expertise." IUPUC has approval to offer four IU and Purdue associate degrees, six bachelor"s degrees, and one master"s degree. New degree programs are developed and approved by the same process as that followed by IUPUI. Courses and programs emphasize the Principles of Undergraduate Learning. A Senior Assessment instrument surveys students" perceptions of the teaching/learning of the PULs during their career at IUPUC.

Enrollment services and additional support units provide assistance for IUPUC students. For example, the IUPUC Student Services Center includes the offices of Admissions, Enrollment, Financial Aid, and the Registrar. The IUPUC Business Office provides accounting, budgeting and bursar services. The campus employs an on-site counselor to assist with psychological problems that may be affecting student success.

IUPUC faculty have begun to develop and use two-way interactive technology for distance education courses, such as those offered by the I-Core program in business. Indiana Higher Education Telecommunication System (IHETS) courses have been offered on the campus for many years. Use of distance-delivered educational courses and programs is expected to grow exponentially in the coming years.

Strengths include:

• Accomplished faculty--characterized in such terms by external reviewers in virtually every program review--many of whom have received national and international recognition and most of whom share their expertise in collaborative efforts that cross disciplinary lines.
The broad array of academic programs that students can choose among--from the Indiana University Schools of Medicine and Allied Health, Dentistry, Nursing, Social Work, and others to Purdue University schools of Science and Engineering & Technology--including a range of academic programs designed to meet community needs. A range of new academic programs, including more than 30 graduate certificate programs, designed to meet community needs-most developed without new state funds. Dual-degree options such as the JD-MBA and JD-MHA, the MD-MPH, the MLS-MPA, and the MSN-MPH. University College, its learning communities for students not yet affiliated with a school, and the many forms of academic support and assistance it offers to students The campus-wide Principles of Undergraduate Learning that define the knowledge and skills all undergraduates should attain and that are integrated in statements of expected competence in each major. An agreed-upon "core" curriculum (formerly the CLAS Curriculum) for Liberal Arts and Science majors that also serves as the basis for general education in most other schools. Senior capstone courses in most major fields. A strong record of success in accreditation of professional programs. Well-defined and improving structures and processes for assessing student learning of core skills (the PULs) and of the major. Increasing student quality as indicated by improved levels of academic preparation. Substantial improvement in retention statistics over the past two years. Annual unit goals and progress reports explicitly tied to the campus mission. Strong collaboration with the Community College of Indiana (CCI) that includes referring students with weak academic preparation to CCI, but bringing them back to IUPUI as they meet specified expectations (see the Passport Program). New methods of course and degree delivery such as the online MBA. Teacher preparation programs delivered primarily in Professional Development Schools in the community as opposed to on-campus classrooms. A locally-developed online course management system (OnCourse) that is used by 70 percent of the faculty. Successful processes for recruiting graduate/professional students, notably the Summer Research Opportunity Program. New and expanding student support resources and student life programs. High-quality, comprehensive professional development programs for faculty and rewards and incentives for effective teaching. A dramatic increase over the past decade in contract and grant income, as well as private support. Influential community advisory boards for the campus and for most schools, and some departments, with members who are willing and highly qualified to provide advice about degree programs. A strong and growing service learning program and student involvement in clinical experiences and community internships in many major fields. Efforts of the Financial Aid and Scholarship Programs Advisory Committee (FASPAC) to increase scholarships and maximize all forms of financial aid for students.

Challenges include:

• The complexity of administering a campus with 21 schools, representing two universities, and offering such a broad range of programs from two-year associate degrees to Ph.Ds and post doctoral experiences.
Continuing to develop new degree programs without additional state funding. Implementing developmental programs that will promote success for IUPUI"s many under-prepared students. Continuing to raise our low undergraduate retention and persistence-to-graduation rates under challenging circumstances. Making "core campus" schools (in which the faculty in Indianapolis and Bloomington are one faculty, with the same standards for promotion and tenure) work when the faculty are separated by 55 miles and function in institutions with different missions. Ensuring that every faculty member works to develop at least some of the Principles of Undergraduate Learning in every undergraduate course, that students understand this is happening, and that every student develops the expected knowledge and skills. Ensuring that all faculty members understand the purposes of assessment and participate in assessment and improvement efforts. Developing meaningful student life programs in the absence of on-campus student housing (only 350 beds are available for 29,000 students, though an additional 2650 beds should become available within five years) and a true student center (development of a student center also is underway).