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Assurance ArgumentJohn Carroll University

1/7/2019

John Carroll University - Assurance Argument - 1/7/2019

1 - Mission

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

1.A - Core Component 1.A

The institution’s mission is broadly understood within the institution and guides its operations.

1. The mission statement is developed through a process suited to the nature and culture of theinstitution and is adopted by the governing board.

2. The institution’s academic programs, student support services, and enrollment profile areconsistent with its stated mission.

3. The institution’s planning and budgeting priorities align with and support the mission. (Thissub-component may be addressed by reference to the response to Criterion 5.C.1.)

Argument

The University’s abbreviated mission statement reads, “As a Jesuit Catholic university, John Carrollinspires individuals to excel in learning, leadership, and service in the region and the world.” TheUniversity’s Board of Directors, faculty, staff, and students work collaboratively to ensure thismission may be realized.

1. The mission statement is developed through a process suited to the nature and culture of theinstitution and is adopted by the governing board.

John Carroll University reaffirmed its historical mission as a Jesuit Catholic university in the 2007University Mission Statement and accompanying document, Mission, Vision, Core Values, andStrategic Initiatives. These documents were the result of a year-long, campus-wide collaborativeprocess initiated by then-president Rev. Robert Niehoff, S.J. As one example of the collaborationinvolved in the process, members of the University community were provided an opportunityto participate in open hearings. The documents were approved by the University’s Board of Directorsin May 2007.

In 2014, the University Strategic Planning Group acknowledged the steadfastness of the UniversityMission Statement, and affirmed the continuing adequacy and appropriateness of the VisionStatement and the Core Values as the foundation for the 2015-2020 Strategic Plan, as can be seen bythe placement of Mission, Vision, and Values as the starting point in the planning process diagramin the Strategic Planning Guide.

2. The institution’s academic programs, student support services, and enrollment profile areconsistent with its stated mission.

The University’s academic programs are consistent with the institution’s Jesuit Catholic mission asevidenced by the strong connection between program-level intended student learning outcomes(referred to internally as learning goals) and the University Learning Goals. The University


Learning Goals of Intellect, Character, Leadership, and Service emerged directly from the mission(“learning, leadership, and service in the region and the world”) in a cross-divisional collaborativeprocess undertaken through the Provost’s Council and involving the entire campus community.Learning goals of all academic programs (including the new Integrative Core Curriculum)must align with the institutional goals, and additionally the Academic Program Review process asksprograms to discuss explicitly their relationship to the University’s mission.

All undergraduate students participate in an integrated core curriculum that strongly reflects themission, vision, and core values of the institution, featuring a liberal arts approach rooted in Jesuitprinciples of social justice, ethics, philosophy, and religious studies, as described in more detail insection 3.B.1 and 3.B.2.

A clear alignment exists between the mission and academics in the University’s three signatureprograms: the Honors Program, the Leadership Scholars Program, and the Arrupe Scholars Program,which align with learning, leadership, and service, respectively. Each program is inspired by thelearning goals and mission, and each program is focused on developing the student’s intellectualgifts and talents to be leaders and change agents in service to others in the wider society. There are,in addition, a number of other academic programs with a strong connection to mission; these includea major and minor in Peace, Justice, and Human Rights; a graduate program in NonprofitAdministration; and an interdisciplinary minor in Population and Public Health.

An additional connection between academic programs and the institution’s mission can be seen inthe work of the Center for Service and Social Action (CSSA), a mission-driven academic center thatconnects academic course work with experiential community-based learning and service in the city ofCleveland. The CSSA Annual Report demonstrates mission in action, shows alignment with theUniversity learning goals, and illustrates how their work supports the academic priorities of anengaged campus. During the 2017-2018 academic year 1,787 students engaged in academic service-learning activities, providing a total of 138,783 hours of service to the community.

The University’s student support services are consistent with the mission of the institution and areencapsulated in the university-wide commitment to the Jesuit value cura personalis (usuallytranslated as “care for the whole person”). Accordingly, the University provides student supportservices for the mind, body, and spirit through various programs in Student Affairs, AcademicAffairs, and Campus Ministry. In each area, the program-level learning outcomes are aligned withthe University Learning Goals of Intellect, Character, Leadership, and Service and their constitutiveobjectives. :

Student Affairs Annual Report demonstrates the mission alignment of all units within thedivision: the Center for Career Services, the University Counseling Center, the Student Healthand Wellness Center, the Center for Student Diversity and Inclusion, Residence Life, the Officeof the Dean of Students, Police Department, Fraternity/Sorority Life, the Violence Preventionand Action Center, the Office of Student Engagement, Liturgical Music and Musical Arts, theDepartment of Recreation, and Intercollegiate Athletics.Student Accessibility Services provides accommodations and support for students with specialneeds.Campus Ministry provides spiritual support to students as an expression of mission. An excerptfrom their Assessment Plan shows alignment with the University Learning Goals and theirAdministrative Program Review Self-Study discusses mission alignment and other detailsincluding immersion trips and retreats.The CARE Team is a cross-divisional unit, comprised of the Dean of Students (chair), Director


of Student Financial Aid, Office of Academic Advising, Assistant Dean of Boler College,University Counseling, Student Accessibility Services, and a representative from ResidenceLife. This group is responsible for paying attention to students who are struggling or in crisisand need extra care from the institution. Integrated and coordinated outreach is provided tostudents and their families by the CARE Team. The CARE Team approach embodies themission through pastoral care and attention to the whole person and the support needed intimes of crisis. A team approach ensures responsive, integrated care of the student and family.

The University’s enrollment profileis consistent with its Jesuit Catholic mission as a four-year,private, not-for-profit university whose Carnegie classification is Master’s College and Universities(larger programs). The majority of students are full-time undergraduate students; however, there area significant number of graduate students on campus, most of whom are part-time. In light of ourmission “to welcome people of all faiths and no faith,” we welcome all who are interested in ourmission and enroll a plurality of people from different religious, economic, racial, and ethnicbackgrounds as evidenced by the following figures:

3,076 undergraduate students, 451 graduate students, and 28 post-baccalaureate students, whorepresent 32 states and 25 countries.52% of undergraduate students live on campus.The student body is 58% percent Roman Catholic, 10% non-Catholic Christian, 1% Jewish,1% Muslim, and 9% other, with nearly 20% not reporting.The undergraduate population is 15% non-white or multiracial, including 4% black or AfricanAmerican, and 4% Hispanic.Over 21% of incoming students are Pell-eligible and 10% of incoming students are firstgeneration students.485 students are registered with Student Accessibility Services, a number that has tripled since2012.

3. The institution’s planning and budgeting priorities align with and support the mission. (Thissub-component may be addressed by reference to the response to Criterion 5.C.1.)

As mentioned in sub-component 1 above, the University’s mission served as the foundation for thedevelopment the institutional strategic plan, Promise and Prominence: John Carroll University’sStrategic Plan 2015-2020. The plan identifies three goals: Academic Excellence for Student Learningand Success, Faith that Does Justice, and Engaged Campus Community.

As part of the regular planning and budgeting cycle, the University Strategic Planning Group(USPG) meets to identify, prioritize, and allocate resources (e.g., human, fiscal, space) for specifictactics that advance the goals of the Strategic Plan. The USPG submits the tactics, prioritization, andresource allocation plans to the Senior Leadership Team for approval and implementation. TheUSPG monitors and reports back on campus progress in advancing these tactics. These processesensure that budgeting remains aligned with strategic priorities, which are in turn closely connectedwith mission. Detailed information about the entire strategic planning process is provided in section5.C below.

Sources


106-Campus Ministry Self Study 2017106-Campus Ministry Self Study 2017 (page number 8)107-Core10-Annual_Report_2018_web118-presidential e-mail on mission vision core values strategic initiatives119-CSSA Annual Report 201611-Student Accessibility Services12-Mapping-Campus-Ministry-Learning-Goals-to-University-Learning-Goals13-Strategic Plan14-USPG Community Meeting14-USPG Community Meeting (page number 31)15-USPG-Monitoring-Spring-20181-John Carroll University Mission Statement2-Vision Mission and Core Values3-May-BOD-Minutes3-May-BOD-Minutes (page number 2)4-USPG-Minutes-9-11-145-StrategicPlanningGuide_v25-StrategicPlanningGuide_v2 (page number 3)6-University Learning Goals7-Academic Assessment Information Guide7-Academic Assessment Information Guide (page number 8)8-APR Self Study Guidelines


1.B - Core Component 1.B

The mission is articulated publicly.

1. The institution clearly articulates its mission through one or more public documents, such asstatements of purpose, vision, values, goals, plans, or institutional priorities.

2. The mission document or documents are current and explain the extent of the institution’semphasis on the various aspects of its mission, such as instruction, scholarship, research,application of research, creative works, clinical service, public service, economic development,and religious or cultural purpose.

3. The mission document or documents identify the nature, scope, and intended constituents ofthe higher education programs and services the institution provides.

Argument

1. The institution clearly articulates its mission through one or more public documents, such asstatements of purpose, vision, values, goals, plans, or institutional priorities.

The University clearly articulates its mission, vision, core values and strategic priorities in a numberof interrelated documents that are readily available to faculty, staff, students and other interestedstakeholders in print and online. Indeed, some are physically posted in public places. As evidence, weidentify the major mission documents and provide examples of where they appear:

The University Mission Statement is available in its entirety in printed publications suchas Undergraduate and Graduate Studies Bulletins, the Employee Handbook, and mission-related brochures. It is also available online throughout the University website,including the homepages of the Office of Mission and Identity, UndergraduateAdmission, the Alumni Office, and the Department of Theology & Religious Studies.The abbreviated University Mission Statement appears ubiquitously across campus andin key university documents, including the Student Handbook. Additionally, it appearson the back of all University business cards and as a framed print in many Universityoffices.The Mission, Vision, and Core Values Statement is available online and is printed as apamphlet for distribution across campus and to prospective students, faculty, and staff.The University Learning Goals are printed in pamphlet form for widespread display anddistribution and emphasized to new students as they frame the content and structureof New Student Orientation and New Student Convocation. They are also availableonline, are prominently displayed on campus in banner form in the main lobby of theAdministration building, and are part of major university celebrations.Promise and Prominence: John Carroll University’s Strategic Plan 2015-2020 exists inprinted form and is available online, as is the related document, The Strategic Plan forInclusive Excellence.The University was invited to participate in a pilot process with the Association of JesuitColleges and Universities to study the University’s relationship with its mission; theresulting Mission Examen and Reaffirmation and related documentation are availableonline.


2. The mission document or documents are current and explain the extent of the institution’semphasis on the various aspects of its mission, such as instruction, scholarship, research,application of research, creative works, clinical service, public service, economic development,and religious or cultural purpose.

The currency of the University Mission, Vision and Core Values document is evidenced by its reviewand reaffirmation during the 2014-2015 strategic planning process, involving the UniversityStrategic Planning Group, the Senior Leadership Team and President, and the Board of Directors.

The Strategic Plan’s three goals and related objectives explain the extent of the University’s currentmission-based emphases on teaching, learning, and research (goal 1); faith-based commitment topromote justice for local and global communities through inclusive excellence (goal 2); and themodeling of an effective, efficient learning community committed to serving the greater good (goal3). The specific objectives connecting to each goal are summarized below:

Goal 1: Academic Excellence for Student Learning and Success animates the Ignatiantraditions of intellectual rigor, local and global citizenship, and support for student learningand well-being. Objectives focus on the Integrative Curriculum, Distinctive AcademicPrograms, Investment in Faculty, Experiential Education, and Student Thriving

Goal 2: Faith That Does Justice charges the University to address social challenges facing ourlocal and global communities through the Ignatian model of reflection and action. Objectivesfocus on Jesuit Catholic values of peace, justice, and sustainability; Interreligious Dialogue;and Inclusive Excellence

Goal 3: Engaged Campus Community challenges us to sustain a dynamic and collaborativeworkplace by embracing the Ignatian ideal of magis (often rendered as “the greater good”).Objectives focus on Individual Well-Being, Integrated Planning, Continuous Improvement,Enhanced Technology, Improved Collaboration, and Strategic Alliances.

The goals and the objectives of the plan are realized through an annual process of defining,prioritizing, and budgeting strategic tactics for each goal.

The Mission Examen and Reaffirmation document and the visiting team’s report illustrates the waysin which the the mission informs academic life, campus culture, service to the community, service tothe local church, and institutional integrity.

3. The mission document or documents identify the nature, scope, and intended constituents ofthe higher education programs and services the institution provides.

The various documents identified in sub-component 1 above outline the nature, scope, andconstituents of the University’s programs and services: primarily students, faculty and staff, but alsocommunity partners, alumni, and other benefactors.

The Mission Statement identifies the University as “a co-educational institution that providesprograms in the liberal arts, sciences, education, and business at the undergraduate level and inselected areas at the graduate level.” As such, the University consists of students, most of whom areundergraduates, who participate in an integrative curriculum grounded in the liberal arts and and invarious academic programs in the College of Arts and Sciences or the Boler College of Business.

The Mission Statement specifies that the constituencies of the University include “students and


faculty from different religious backgrounds and philosophies”, as well as “Jesuits and colleagueswho are inspired by the vision of Saint Ignatius Loyola.” In both the Mission Statement and theStrategic Plan, the University identifies itself as student-centered but with an emphasis on theteaching, research, and student services that facilitate student success. The third goal of the StrategicPlan (Engaged Campus Community), particularly, embraces all faculty and staff.

In light of its commitment to form “women and men for and with others” the University includesamong its key constituents the community partners who host our students involved in service-learning. Additionally, the University works diligently to remain connected with alumni. Theinstitution’s relationships with alumni often result in internship and other career opportunities(including mentoring) for current students. Similarly, the Advancement division builds strongrelationships with the University’s other benefactors.

Sources

120-New Student Transition Map to Learning Goals121-NewStudentConvocation.201813-Strategic Plan2018-2020-GRADUATE-BULLETIN-002-12018-2020-GRADUATE-BULLETIN-002-1 (page number 5)21-JCU business card22-Vision Mission Core Values and Strategic Initiatives23-University Learning Goals25-Inclusive-Excellence-Strategic-Plan-2018-web26-JCU Mission and Examen-201627-Board Resolution - Adoption of Strategic Plan - 12-9-201529-USPG Community Meeting 201829-USPG Community Meeting 2018 (page number 27)33-Current Community Partners41-Employee Handbook41-Employee Handbook (page number 9)93-University Mission and IdentityCommunity-Standards-Manual-2018Community-Standards-Manual-2018 (page number 6)John Carroll University Examen Visting Team Report_FinalUndergradBulletin2018_Final-2.21.18UndergradBulletin2018_Final-2.21.18 (page number 5)


1.C - Core Component 1.C

The institution understands the relationship between its mission and the diversity of society.

1. The institution addresses its role in a multicultural society.2. The institution’s processes and activities reflect attention to human diversity as appropriate

within its mission and for the constituencies it serves.

Argument

1. The institution addresses its role in a multicultural society.

The University’s Mission Statement addresses the institution’s role in a multicultural society byincluding the following statements:

“The University community is enriched by scholarship representing the pluralistic society inwhich we live.”“Commitment to the values that inspired the Spiritual Exercises promotes justice by affirmingthe equal dignity of all persons.”“John Carroll University welcomes students and faculty from different religious backgroundsand philosophies. Dedicated to the total development of the human, the University offers anenvironment in which every student, faculty, and staff person may feel welcomed.”

The current Strategic Plan includes the following objectives, which highlight the University’sattention to human diversity: the integrative curriculum (discussed in further detail in sub-component4 below), interreligious dialogue, and inclusive excellence. As an extension of the overall StrategicPlan, the University recently adopted a Strategic Plan for Inclusive Excellence. The plan calls forattention to institutional structures and leadership, curriculum and cultural competency training,recruitment and retention efforts, and climate to further efforts in diversity and inclusion. Among the2019-2020 culminating tactics of this plan is the development of a strategic enrollment plan (98).

The University’s diversity statement reads:

John Carroll University welcomes all expressions of diversity that are in keeping with theIgnatian tradition of fostering an inclusive, compassionate, and respectful environment for ourstudents, faculty, staff, administrators, and guests. Within this tradition, John Carroll Universityvalues the unique qualities in all individuals and the opportunity to learn from their many lifeexperiences. Our pursuit of excellence demands that we come to understand and embrace therichness of ideas and ways of thinking each person brings to the university community. We arecommitted to creating a campus climate in which our differences are explored openly andrespectfully.

We seek to enable all members of the John Carroll community to develop their intellectual,spiritual, and vocational interests. This can only be realized in an environment that recognizesboth the distinctiveness of each person’s experience and the common humanity that unites usall, taking full advantage of everyone’s talents, skills, backgrounds, and perspectives.


In our recruitment efforts, curriculum, programs, and all campus activities, we seek to reflectthe following dimensions of diversity: race, age, ethnicity, disability, gender, nationality, sexualorientation, gender identity, socio-economic background, veteran status, religion or spiritualaffiliation, and intellectual perspective.

This diversity statement connects the University’s commitment to diversity with our mission-drivenvalues. Some examples of the University’s diversity commitment and initiatives include:

Racial diversity: In fall 2018, 14.4% of all undergraduates were students of color. People ofcolor comprise 16% and 15% of staff and faculty members, respectively.Religious diversity: 40% of undergraduates self-report as non-Catholic.Socioeconomic diversity: More than 20% of John Carroll students are Pell eligible. In 2017-2018, 10% of students were first-generation college students.The Strategic Plan for Inclusive Excellence articulates the University’s commitment to“Improve the recruitment, retention, and thriving of students, staff, and faculty fromunderrepresented demographic and socioeconomic groups.”The University established a three-year Postdoctoral Teaching Fellowship (105) program in2016, with the primary aim of diversifying our faculty while providing mentorship in teachingand scholarship to early-career academics. Four Fellows have participated thus far, and aprocess has been approved to convert a post-doc position into a tenure-track line, as the budgetallows.The Department of Theology and Religious Studies is hosting a post-doctoral fellow inDiversity and Christian Social Ethics. This position is sponsored through the ClevelandFoundation.The Center for Student Diversity and Inclusion is hosting a post-masters fellow to provideadditional support, training, education and development for under-represented and minoritystudent populations served by the Center.

Relevant objectives of the four University Learning Goals that explicitly address diversity include:Graduates will demonstrate a capacity to engage in respectful civil discourse; understand, value, andrespect their own and others’ talents, unique characteristics, and socio-cultural identities; actcompetently in a global and diverse world; and work actively toward creating a more inclusive,welcoming, and just community.

As articulated in the strategic mission priorities section of the 2016 Mission Examen andReaffirmation document, the University was recognized for its strength in addressing access andaffordability issues in the region for those normally excluded from higher education. The process alsoaffirmed the five priorities related to the strategic goal of a Faith that Does Justice, including:“Enable all members of the University community to explore, deepen, and share their faith orworldview in dialogue with people of all cultural and faith backgrounds” and “Improve the diversityof the faculty, staff, and student body in order to foster a culture of inclusive excellence.”

2. The institution’s processes and activities reflect attention to human diversity as appropriatewithin its mission and for the constituencies it serves.

John Carroll has many institutional policies and processes in place that ensure respect for diversityand difference. These documents are found in the Human Resources Policies and Procedures, FacultyHandbook, and Student Code of Conduct. Policies include: the Hate-Free Policy, Family and MedicalLeave Act Policy, Procedures for Hiring Full-Time Faculty, Title IX resources, Equal EmploymentOpportunity/Affirmative Action Statement, Mandatory Reporting Policy, Non-discrimination Policy,


and Sexual Harassment and Interpersonal Violence Policy and Complaint Resolution Process.

As a federal contractor, the University maintains an Affirmative Action Plan for faculty and staff,which provides an annual statistical analysis of the University’s workforce in relation to employmentof diverse workers, and helps provide goals and direction for improving the diversity of applicantpools and of the workforce overall.

All employee job postings include the Equal Employment Opportunity statement, and performanceevaluations for staff members assess their promotion of a culture of inclusion. The Faculty CouncilCommittee on Finance, Faculty Compensation, and Work-related Policies has been charged withrevising the annual faculty self-evaluation, and a question about efforts to support diversity andinclusion will be incorporated.

The University provides training and support to faculty and staff in a variety of ways that addresshuman diversity. For example, the Division of Student Affairs offers an online professionaldevelopment program to all of their staff members on diversity and inclusion that includes podcasts,book clubs, and articles relevant to higher education as well as opportunities for reflection anddiscussion. The University has also routinely provided Safe Zone training for faculty and staff tosupport LGBTQ+ students. The Stop Bias campaign allows staff, faculty, and students to reportincidents of bias to the University so they can be investigated and appropriate action can be taken.The Mandel Foundation annually awards funds to John Carroll University for the purpose of fundingcampus projects that advance diversity and inclusion on campus. The Department of HumanResources engages TAMS Group, a diversity consulting firm, to analyze data on demographics of theUniversity workforce and identify areas with under-utilization of women and underrepresentedpopulations, so the University is better able to diversify our hiring process. Beginning in fall 2018,the University is offering implicit bias training to all faculty and staff in every division. Diversity inrecruitment and hiring remains a priority, particularly for faculty hires. The HR Training Seriesincludes sessions on hiring practices to promote diversity. The Strategic Plan for Inclusive Excellenceand the overall Strategic Plan contain items related to diversity in recruitment and hiring.

There are a large number of on-campus centers, offices, and committees that reflect attention tohuman diversity at the University. Support systems for faculty members include the Faculty of ColorOrganization and the Women’s Caucus. Staff Council offers a number of Employee Resource Groupswhich include opportunities for staff of color and LGBTQ+ employees to share their experiencestogether. The Center for Student Diversity and Inclusion offers a wide variety of programming andsupport services to students of diverse backgrounds. The Office of Global Education organizes28 study abroad experiences every year. The Office of Financial Aid offers a variety of scholarshipsto students from diverse backgrounds. The University has been awarded the designation of MilitaryFriendly School annually since 2009. The MELT Peer Mentor Program facilitates direct contact withhistorically underrepresented students in order for them to become successful and fully engaged in allaspects of their educational experiences. Student Accessibility Services provides accommodations andsupport for students with disabilities. The Diversity, Equity, and Inclusion Committee wrotethe Strategic Plan for Inclusive Excellence and are now engaged in its implementation in an advisorycapacity. The Title IX office offers support for victims of sexual harassment and assault and providestraining sessions for the campus community.

Campus Ministry offers a variety of programs that attend to human diversity: their ImmersionProgram offers seven-to-ten day domestic and international travel experiences that focus on socialjustice, education, community, service, and spirituality—approximately 160 students, staff, andfaculty members are involved every year. The Boler College of Business has an agreement with


the University of Sacred Heart in Gulu, Uganda through which a full-time MBA student from USH issupported to enroll at JCU and USH employees are hosted in an effort to enhance the technologyinfrastructure at USH.

One particular area of programming and support provided through Campus Ministry addressesinterfaith dialogue and student support. For example, Explore is a bi-weekly program that offersstudents the opportunity to participate in different non-Catholic and non-Christian worshipexperiences around the area. Various panel discussions take place through the academic yearfeaturing students of different faith backgrounds. Themes have included the afterlife, care forcreation, and holiday traditions. In 2015, Campus Ministry helped to create a Muslim prayer space inthe library, and Shabbat dinners are offered about once a month in conjunction with the Jewishstudent group. The University was awarded an Interfaith Youth Corps Grant for the 2017-2018academic year, which allowed the University to expand programs to students of various faithtraditions.

The wide variety of student organizations at the University offers students ways to connect withpeers who share their interests or cultural affiliation. Examples include African Dounia, Asian PopCulture Club, Black Students in Action, Latin American Student Association, LGBTQA+Allies, Minority Association for Pre-Medical Students, and Muslim Student Society. Additionally,student government itself focuses attention on human diversity. The Diversity Programming Fundensures that a portion of the Student Activity Fee monies is allocated to support programming thatfocuses on raising awareness and promoting a culture of inclusiveness related to one or more of thefollowing areas: race, ethnicity, gender, religion, ability, or socioeconomic status. Studentorganizations or other groups may apply to receive this funding for programs. The Student Unionrecently created the position of Vice President of Diversity, Equity, and Inclusion. Many campusstudent leadership opportunities offer diversity training as well. These include ResidentAssistants, Center for Service and Social Action liaisons, and Recreation & Intramurals.

Three ongoing cross-divisional efforts also reflect attention to human diversity. In 2015, the U.S.Department of Education awarded the University a First in the World program grant, totaling nearly$1.3 million. John Carroll is the only university in Ohio to receive the funding. First in the Worldgrants are designed to develop innovative strategies with the goal of improving academic outcomesand retention rates for students at colleges and universities. In 2018, the National ScienceFoundation awarded John Carroll $640,000 through the Scholarships in STEM (S-STEM) program.The goal of the grant is to increase the enrollment and graduation of academically high-performingstudents who have demonstrated financial need, particularly among first-generation college studentsand underrepresented minorities, including transfer students.

Finally, the University is developing a Strategic Enrollment Plan for Diversity by 2019-2020 as partof the Strategic Plan for Inclusive Excellence, Goal 3, Objective B.

Sources

104-Veteran Friendly Distinctions105-POSTDOC FORMAL ANNOUNCEMENT117-Uganda -JCU MOU


122-Sample Annual Performance Evaluation122-Sample Annual Performance Evaluation (page number 3)123-Faculty-Council-minutes-3-October-18123-Faculty-Council-minutes-3-October-18 (page number 4)124-FACULTY AAP125-DCNEO-Introduction-Preliminary-Reading126-2018 HR Training Series Descriptions – Human Resources Department127-Diversity in Plans127-Diversity in Plans (page number 3)128-Interfaith Student Panels131-EEO-AA-Policy-2.5.2018132-Staff Affirmative Action Plan26-JCU Mission and Examen-201626-JCU Mission and Examen-2016 (page number 44)34-University Mission Statement – University Mission and Identity35-Strategic Plan – University Strategic Planning Group35-Strategic Plan – University Strategic Planning Group (page number 2)36-Inclusive-Excellence-Strategic-Plan-2018-web36-Inclusive-Excellence-Strategic-Plan-2018-web (page number 3)37-JCU Diversity Statement – Inclusive Excellence at JCU39-University Learning Goals – Assessment41-Employee Handbook42-Faculty Handbook43-Community-Standards-Manual-201843-Community-Standards-Manual-2018 (page number 7)44-Hate Free Policy45-Maternity Leave Policy46-Faculty Hiring Procedures August 201146-Faculty Hiring Procedures August 2011-HL46-Faculty Hiring Procedures August 2011-HL (page number 2)47-Title IX48-EEO-AA-Policy-201849-Mandatory-Reporting-for-Incidents-of-Sexual-Harassment-Interpersonal-Violence_12_07_201650-Non-Discrimination-Policy-201651-Sexual-Harassment-and-Interpersonal-Violence-Policy-Complaint-Resolution-Process-201654-Anisfield-Wolf Post-Doctoral Fellowship – Department of Theology and Religious Studies55-Study Abroad56-Center for Student Diversity and Inclusion57-Student Accessibility Services58-DEI59-Inclusive-Excellence-Strategic-Plan-2018-web60-Campus Ministry Immersion Experience Program62-Title IX63-African Dounia64-Asian Pop Culture Club65-Black Students in Action66-Latin American Student Association67-LGBTQA+ Allies


68-Minority Association of Pre-Medical Students69-Muslim Student Society70-Available Funding – Center for Student Diversity and Inclusion71-Vice President for Diversity Equity and Inclusion – Student Union72-LAUNCH73-First in the World Grant Program74-NSF S-STEM MIRRORS Scholars75-Employee Resource Groups – Staff Council76-Stop Bias Campaign – Inclusive Excellence at JCU77-Mandel Grants – Inclusive Excellence at JCU92-CSSA Student Liaison Training Agendas94-Historically Underrepresented Group – Student Scholarships96-Safe Zone97-Student Programming – Center for Student Diversity and Inclusion


1.D - Core Component 1.D

The institution’s mission demonstrates commitment to the public good.

1. Actions and decisions reflect an understanding that in its educational role the institution servesthe public, not solely the institution, and thus entails a public obligation.

2. The institution’s educational responsibilities take primacy over other purposes, such asgenerating financial returns for investors, contributing to a related or parent organization, orsupporting external interests.

3. The institution engages with its identified external constituencies and communities of interestand responds to their needs as its mission and capacity allow.

Argument

1. Actions and decisions reflect an understanding that in its educational role the institution servesthe public, not solely the institution, and thus entails a public obligation.

John Carroll University excels in serving the public good locally and globally. This commitment isclearly articulated in the University’s abbreviated mission statement, in that we inspire “individualsto excel in learning, leadership, and service in the region and the world.”

The University demonstrates a commitment to the public good by offering a number of programs andcertificates that meet community or constituent needs:

The Nonprofit Administration Graduate Program expands students’ abilities to innovate in theirorganizations and impact their communities. Students enhance their current skills and prepare fortheir future leadership roles as social change agents. The program prepares students to serve theirorganizations and their communities by teaching leadership, team-building skills, ethical values andpractices, nonprofit financial and resource management models, as well as planning, strategy, anddevelopment tools. Students develop the skills necessary to lead, change, and advance social justice.The program also offers workshops for the community each year.

The University’s Clinical Mental Health Counseling program has recently received a grant that willsignificantly increase John Carroll’s capacity to train students to serve as leaders in the field ofintegrated behavioral health in medically-underserved communities in Northeast Ohio. In 2018, theUniversity launched a new program, the Substance Use Disorders Counseling Certificate program.Substance Use Disorders Counseling is a growing field that directly benefits local communities. TheLicensed Chemical Dependency Counselor and Licensed Independent Chemical DependencyCounselor credentials are highly valued by employers in Ohio, especially given the rise of the opioidepidemic.

The University is an active participant in the state of Ohio’s College Credit Plus program, withapproximately 50 high school students taking courses on campus in fall 2018. This dual-enrollmentprogram allows high school students to earn college and high school credits simultaneously. Theprogram helps encourage and support a pathway to college by combining opportunities withmentoring and support. Additionally, it lessens the burden of the cost of higher education to students.


Early Literacy is a documented need in the city of Cleveland. Dr. Cathy Rosemary, co-chair of theDepartment of Education & School Psychology and Professor of Education, developed a research-based early learning intervention program, The Carroll Reads Early Literacy Program, to helpchildren develop the skills to identify letters and sounds and acquire proficiency in reading. Eachyear 40-50 tutors work with more than 100 children in one-on-one sessions every week. The programmakes a significant contribution in helping children acquire skills, read on grade level and meet thestate’s “third-grade reading guarantee.”

The University is the home to the Ignatian Spirituality Institute, which offers a two-year program inspiritual direction, a form of spiritual guidance in the Ignatian spiritual tradition. It is the onlyprogram of its kind in the region, and its interns and alumni offer spiritual direction to John Carrollstudents, staff, and faculty, as well as community members.

The Arrupe Scholars Program (also discussed in 1.A.2. above) is a mission-based scholarship andlearning opportunity tailored specifically towards creating leaders for social action. Rooted in thewisdom of our 450-year-old Jesuit heritage, this program produces graduates that are both trained inthe academic study of inequality and committed to using their knowledge and abilities for thepromotion of justice.

The Center for Service and Social Action (CSSA) coordinates the weekly engagement of over 1700students annually who commit to service in the community. CSSA actively partners with more than75 nonprofit and community organizations. Community partners determine the needs that theywould like to see the University address through student engagement. Annually, more than 70academic courses contain a service-learning component that connects the academic content with realhardships that need to be addressed in the community. Approximately 40 faculty members regularlyinclude a service-learning component in their courses, which are offered in 14 different disciplines.

The University also serves the public good through the pursuit of sustainability and fair tradeinitiatives. The University is committed to protect and preserve the earth and ensure the quality oflife for future generations in a manner consistent with our Jesuit mission. The 2017 UniversitySustainability Report highlights key initiatives.

2. The institution’s educational responsibilities take primacy over other purposes, such asgenerating financial returns for investors, contributing to a related or parent organization, orsupporting external interests.

John Carroll University is recognized by the United States Department of the Treasury as exemptfrom federal income tax under section 501(c)(3) of the Internal Revenue Code, and as such strictlyabides by the exemption requirements found at Exemption Requirements - 501(c)(3) Organizations.As a result, the University does not engage in activities that result in private benefit or generatingfinancial returns for investors. The University also does not engage in operations unrelated to ourcore purpose of education.

The University is a sponsored work of the Society of Jesus. The University is, in many ways,supported in mission and spirit by its parent organization, rather than the University supporting theSociety financially. As part of the ongoing support for the educational mission of the University, theProvincial of the Society of Jesus (Midwest Province) convenes the regional leaders from Jesuiteducational institutions annually. The leaders of 10 Jesuit-sponsored ministries spend a dayconvening, addressing current realities, and setting the course for future strategic engagements inline with the Jesuit mission and educational apostolate.


The Jesuit Midwest Province supports and guides the University (primarily through the Office ofMission and Identity) via the Assistant Provincial for Higher Education. The Assistant Provincialconducts an annual visit with wide consultation of faculty and staff across the university. Thepurpose of this relationship is to provide support and affirmation of the effectiveness of theeducational purpose and mission and its centrality to the functioning of the University.

3. The institution engages with its identified external constituencies and communities of interestand responds to their needs as its mission and capacity allow.

As an expression of its mission to serve the region and the world, the University regularly engageswith local and global partners.

One of the primary means through which the University engages with local partners is service. TheUniversity has a strong tradition of service to the Cleveland community and beyond. The Meet CLEprogram is part of the new student orientation process for first-year students and introduces newstudents to the wider community and the culture of service at the heart of the University’s mission.The University has cultivated relationships with various entities and organizations in Cleveland’sHough community, dating back to the 1960s. A new initiative, JCU in the City, represents an effortto strengthen the institution’s commitment to this community, honor the longstanding relationships,and work together collaboratively to address the needs identified by the community.Additionally, alumni chapters in Cleveland and around the country actively engage with theircommunities for service projects all year long.

John Carroll students annually contribute more than 135,000 hours of service to the greaterCleveland community with an estimated economic impact of $3.2 million. Part of that serviceincludes an annual University-wide day of community service, the Jesuit Day of Service, whichbenefits organizations and agencies in the greater Cleveland area. This collaborative event engages10 local Jesuit organizations in city-wide service with more than 800 participants. The Boler Collegeof Business also holds an annual Boler Community Day in which faculty, staff, business majors, pre-business majors and business minors join together in service at a variety of sites throughout theCleveland area. Additionally, the Department of Accountancy is instrumental in the VolunteerIncome Tax Assistance Program, which offers free tax help to low-to-moderate income and non-English speaking people.

The University seeks to leverage its teaching, research, and service for a greater good and works withcommunity partners to advocate for change. The University invites its community partners toan annual meeting held on campus to seek their feedback, provide opportunities for engagedconversation, and strategize effective opportunities for mutual engagement and collaboration. Theevent is held every August and is planned by a coordinating committee comprised of communitypartners, staff and faculty.

Another way the University engages with the community is to offer the use of campus facilities andmeeting spaces free of charge to outside groups on an ongoing basis. A wide range of outside groups,from the Ohio Fair Trade Expo to the Board of Elections, use the amenities of the campus to hosttheir events.More than 15 large conferences or community events take place on campus in a givenyear. An important tactic in the Strategic Plan has been to strengthen the University’s relationshipwith the city of University Heights, its home and namesake. Since early 2017, University officialshave met monthly with the Mayor’s office. The University has also hosted elections, debates andother City events, and a community concert series at little to no cost to University Heights, ShakerHeights or other organizations.


Sources

102-Exemption Requirements Section 501(c)(3) Organizations103-IRS Determination Letter109-Meet CLE – Center for Service and Social Action110-John Carroll University - Alumni Chapter Service Projects_Initiatives111-Jesuit Day of Service112-CSSA Annual Report (2018)112-CSSA Annual Report (2018) (page number 4)113-Fair Trade - Campus Ministry114-Community_Partner_Meeting_2018115-JCU as host for local events116-Volunteer Income Tax Assistance129-Substance-Use-Disorder-Proposal130-CSSA Newsletter-2018130-CSSA Newsletter-2018 (page number 6)81-Nonprofit Administration Program82-Clinical Mental Health Counseling83-John Carroll University receives $1.3 million federal grant to address Ohio’s opioidepidemic84-Certificate (Undergraduate Graduate and CEU)85-High School Students - College Credit Plus86-Carroll Reads87-Ignatian Spirituality Institute88-2017-Report-on-Sustainability-at-JCU90-Boler Community DayDan McDonald SJ Schedule 2018


1.S - Criterion 1 - Summary

The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

Summary

John Carroll University's mission is the cornerstone of its operations. The mission statement itself iswidely available to all campus constituents. The mission is often discussed and is key to a number ofUniversity processes, including strategic planning, academic operations and assessments (via theUniversity Learning Goals), respect for diversity, and service and community outreach.

Sources

There are no sources.


2 - Integrity: Ethical and Responsible Conduct

The institution acts with integrity; its conduct is ethical and responsible.


The institution operates with integrity in its financial, academic, personnel, and auxiliary functions;it establishes and follows policies and processes for fair and ethical behavior on the part of itsgoverning board, administration, faculty, and staff.

Argument

John Carroll University’s policies and processes help the University operate with integrity andmaintain a culture of ethical and responsible conduct. The University has restructured its high-level,cross-divisional committees and policy-making process. This new structure has assisted theUniversity in operating with integrity in its financial, academic, personnel, and auxiliary functions.

The University has engaged in a number of initiatives to foster integrity of policies and processes.The University has adopted policies to ensure fair and ethical conduct by the Board, includingcomplying with the Code of Regulations, the Board Conflict of Interest Policy, and annual conflictdisclosure requirement.

In the 2016-17 academic year, the University Committee on Collaborative Governance—comprisedof a member of the Board of Directors, the Faculty Council chair, the Academic Vice President andProvost, and a facilitator from the Association of Governing Boards—engaged in a year-long reviewof University governance structures and established a new University committee structure tostreamline the numerous overlapping University committees into four overarching committeesengaged in the primary work of the University: the University Committee on Administrative Policies,the University Committee on the Student Learning Experience, the University Committee onEducational Policies, and the University Committee on Resource Allocation. These committeesreview policies related to administrative policies, learning, academic policies, and financial resourceson a regular basis. The committees include representation from faculty, staff, students andadministration who provide input on policies and processes. Various other University committeesreport to these four overarching committees. This structure ensures a unified, collaborative, andcohesive process for consideration of key issues for the University.

Per a resolution of the Board of Directors, the University engaged in the process of reviewing andupdating various governance documents, which began in the 2017-18 academic year. This includesthe Faculty Handbook, Faculty Council Constitution, Staff Council Constitution, Code ofRegulations, and Human Resources Policies and Procedures.

The new committee structure has allowed the University adopt a more systematized and transparentset of policies and processes that help to ensure the integrity and ethical conduct in its financial,academic, personnel, and auxiliary functions.


The Board of Directors has established policies and practices to ensure the financial integrity of theUniversity. These policies and practices include a Conflict of Interest Policy for the Board ofDirectors and an annual Board Conflict of Interest Disclosure Form; regular financial review andreporting to the Finance Committee of the Board by the Executive Vice President and ChiefFinancial Officer; and reporting and review of University finances to the full Board of Directors. TheBoard’s Finance Committee is responsible for providing oversight of policies and strategies thatensure the fiscal stability and long-term economic health of the University, and reviews, advises, andmakes recommendations to the Board on all matters related to the financial status of the University,including endowment spending; debt policy; review of operating and capital budgets; review oflargest vendors; and progress of all capital projects. The Executive Vice President/Chief FinancialOfficer provides a financial report to the Finance Committee at each of its meetings. The FinanceCommittee regularly presents its report and recommendations to the full Board of Directors. TheChief Financial Officer also provides a report several times a year to the full Board of Directors.

The Board’s Investment Committee meets quarterly to evaluate investment policies, practices, andreporting to ensure the University’s investments are managed consistently to meet operating needsand the needs of future generations of students. The Committee oversees investment performanceconsistent with a Statement of Investment Policy and recommends to the full Board approval ofinvestment managers and advisors, and the annual spending rate.

The University’s financial performance and stability are rated on a regular basis by Moody’sInvestors Service, the corporation that provides credit ratings, research, and analysis of corporateentities and non-profit institutions. On July 24, 2018, Moody’s revised upward the University’srating’s outlook from negative to “stable” and affirmed its A3 rating, based on its analysis of theUniversity’s improvements related to debt and cash-on-hand.

In relation to financial issues, the University engages in best practices for financial reporting andaccounting by utilizing BKD, an external auditor who specializes in higher-education accounting toprepare financial statements and provide an opinion on financial controls. Since the last HLC review,the University’s external auditors determined that the University is in compliance with generallyaccepted accounting principles and issued an unqualified opinion that financial statements presentfairly, in all material respects, the consolidated financial position of John Carroll. The Board ofDirectors reviews and approves the audited financial statements annually in a Board resolution.

The University’s Business Office also has established policies and procedures that ensure financialintegrity on the part of the institution and all employees. Key examples include policiesabout purchasing, purchase cards, and travel expenses. The Business Office ensures that policies arefollowed by regularly conducting reviews and audits of expenses, such as purchasing card audits.

The Board’s Advancement Committee adheres to the Gift Acceptance Policies, and the AdvancementOffice complies with the Donor Bill of Rights.

In addition, the University requires that all employees complete an annual conflict-of- interestquestionnaire and disclosure to ensure that employees disclose any financial or personal interests thatmay affect decision-making or purchases made on behalf of the University. The University reviewsall conflict disclosures and develops a management plan to address any conflicts of interest. Forexample, if an employee or the employee’s family member was engaged in outside business activitieswith the University, the employee would have to disclose that financial interest on the annualquestionnaire, and the University would create a written management plan detailing the controls inplace to ensure that the employee was not involved in decision-making or financial transactions


regarding that outside business activity. Faculty working on federally sponsored programs are heldto more stringent standards involving disclosure

Academic integrity affects faculty, students, and the University as a whole. Faculty are expected toact with integrity in their teaching, scholarship, and research as delineated in the Faculty Handbook,particularly relating to academic freedom, professional responsibilities, and conflicts of interest inresearch. For example, full-time faculty members may not accept outside teaching appointments thatwould interfere with their responsibilities to students and the University. Faculty also are obligatedto comply with University regulations and policies, such as the Copyright Policy and Universityresearch policies governing research activities. In addition, the Conflict of Interest Policy and annualconflict disclosure process help ensure academic integrity as well as financial integrity. For example,a faculty member would not be permitted to vote on the tenure or promotion of a family member.

Students are notified each semester of the requirements of academic integrity in the Student Code ofConduct, including the Student Academic Honesty Policy, which is required to be presentin syllabi and enforced by the faculty and academic divisions. Sanctions are provided appropriate tothe infraction, in that faculty members may impose a sanction ranging from a zero for the assignmentto failure of the course. In egregious cases or cases of repeated dishonesty, additional penalties mayinclude suspension or dismissal from the University. Academic appeals by students are heard atmultiple levels as part of an established written process. This includes appeals of charges of academicdishonesty and a policy and procedure for appeals of course grades, which are included in theUndergraduate Bulletin.

The University posts its notice of compliance with the Family and Educational Rights and PrivacyAct (FERPA) in the University student Community Standards Manual, the Undergraduate Bulletin,and the Graduate Studies Bulletin, as well as providing information on the Registrar’s Office website.Employees must receive FERPA training prior to accessing the University’s electronic recordsmanagement system, and the University offers annual training sessions as part of their HumanResources educational series.

The University has established a number of policies applicable to all employees that help ensureintegrity and ethical conduct in personnel matters; these policies are available on the HumanResources website. Examples include the Code of Ethics, Sexual Harassment and InterpersonalViolence Policy, Mandatory Reporting Policy, Non-Discrimination and Non-HarassmentPolicy, Conflict of Interest Policy, and Information Technology Resources Policy.

The Human Resources Policy Review Committee meets bi-weekly to review new personnel-relatedpolicies and to revise existing policies; this committee has updated or adopted more than 50 HumanResources Policies in the last three years. New or revised personnel policies are circulated to theUniversity community to obtain input and provide notice to current employees about the new orrevised policy.

Policies related exclusively to faculty are set out in the Faculty Handbook. Faculty policies andrelated documents, particularly those related to hiring, tenure, and promotion, are also available onthe website of the Office of the Provost and Academic Vice President.

Applicants for staff employment follow a standard Human Resources recruitment process, includinga review of professional credentials, references, and criminal history. All new staff employees certifyin writing that they are aware of the policies and the obligation to comply with them.


In the spring semester of 2018, all faculty and staff were required to complete online Title IXtraining on sexual harassment and interpersonal violence, to educate faculty and staff onresponsibilities under the University’s Mandatory Reporting Policy to report sexual harassment andinterpersonal violence. The Title IX Office and other offices also offered other in-person educationalsessions on Title IX and the Minors on Campus Policy, to help faculty and staff develop skills torecognize, report, and respond to concerns about sexual harassment and sex discrimination that maybe conveyed to them.

The University has a number of mechanisms to permit individuals to report unethical or unlawfulconduct, or violations of University policy. Ethics Point is an anonymous reporting hotline. TheUniversity’s Bias Reporting System may be used to report potential discrimination or bias on campus.Reports of violations of Title IX of the Education Amendments related to sexual misconduct, such assexual harassment or sexual violence, may be reported via the Title IX Reporting Form and Title IXwebsite, which can be accessed via a link in the footer of every University webpage. These systemsare available to every member of the University community, including students.

Additionally, both staff and faculty have grievance processes, which permit staff and faculty to raiseissues or concerns about potential violations of University policy. The Faculty Grievance Policypermits faculty to attempt to resolve concerns about personnel-related issues and have a formalgrievance heard by a faculty panel if the issue cannot be resolved. Faculty may grieve personnel-related decisions, such as misapplication of a Faculty Handbook provision, denial of tenure, or adiscriminatory practice. The Staff Grievance Policy permits staff to raise concerns about a violationof a University policy or procedure and have the issue resolved by the department head or via aGrievance Review Committee. Examples of staff grievances include violation of a policy on workhours or an allegation of discrimination.

The University requires integrity in dining services, landscaping, the bookstore, and cleaningservices. Agreements with outside vendors require compliance with the law and with Universitypolicies and procedures, such as the Non-Discrimination Policy. Consistent with its Jesuit Catholicmission, the University requires ethical and respectful treatment of contracted employees working oncampus. For example, the University recognizes exceptional work of contracted employees as part ofthe Staff Council recognition program. In addition, contracted employees can report alleged sexualharassment under the University’s Sexual Harassment and Interpersonal Violence Policy, so thatreports can be investigated and appropriate action taken and coordinated with the outside contractor.

The University maintains integrity in auxiliary functions through a variety of University offices. The Office of Regulatory Affairs and Risk Management and Office of Legal Affairs monitorcompliance and advise the Board, administrators and supervisors, and other employees on changes inregulatory and legal requirements. These offices, in conjunction with Human Resources,have sponsored trainings for supervisors and all employees on legal compliance with employmentlaws, emergency management, and FERPA.

The University President provides an annual compliance notice to the University community toadvise on policy and regulatory requirements, including dissemination of the Clery Report, andnotification of the University’s revised Sexual Harassment and Interpersonal Violence Policy,and Mandatory Reporting Policy. This notice includes information on Student ConsumerInformation.

The University’s Information Technology Office has established a Security Task Force to monitorinformation technology security issues, alongside the University’s IT security officer. An audit of IT’s


security systems recently found that the University effectively maintains the security of its IT systems.The Information Technology Resources Policy, which applies to all faculty, staff, and students,governs the appropriate use and security of the University’s IT Resources.

The John Carroll University Police Department (JCUPD) operates a state-authorized policedepartment, enforcing laws on University property. The JCUPD assists the University in maintaininga safe and secure learning and working environment for the campus community.

In summary, John Carroll University utilizes its policies and processes to ensure the integrity of itsoperations. The University’s Jesuit mission requires the maintenance of ethical operations in allaspects of the University.

Sources

100-MHR352 Syllabus Fall 18100-MHR352 Syllabus Fall 18 (page number 7)10-Faculty Handbook - Conflict of Interest in Research11-Conflict of Interest Policy for Faculty and Staff122-Copyright Policy129-Board Minutes of financial updates129-Board Minutes of financial updates (page number 3)12-Student Conduct System130-University Committee on Administrative Policies131-UCSLE13-Academic Dishonesty146-Finance Committee Minutes - 2017-2018147-Finance Committee Charge148-Statement of Investiment Policy149-Investment Committee Charge14-Undergraduate Bulletin appeal processes150-Moodys Press Release152-Travel Policy154-Banner user checklist155-FERPA Training - HR156-Departmental Tenure and Promotion Policies157-Title IX - Online Training Announcement158-HR Training Series-Building a Culture of Care by Responding to Sexual Harassment159-Faculty Handbook - Faculty Grievance Procedures15-Community Standards Manual_FERPA160-Contract Compliance evidence161-Contracted Employees Recognition162-IT Security Assessment163-JCUPD16-Undergraduate Bulletin_FERPA17-Graduate Studies Bulletin_FERPA186-Faculty Handbook - No Outside Teaching


187-Research Related Policies – Office of Sponsored Research189-Non-Discrimination-Policy-08.201818-FERPA190-JCU-Gift-Acceptance-Policies-and-Procedures191-Our Donor Bill of Rights192-Sept.-2018-Board-Book192-Sept.-2018-Board-Book (page number 33)19-Resource Policies20-HR Acknowledgment of Policies21-HR Policy Review Committee Procedures22-Sexual Harassment and Interpersonal Violence Policy23-Mandatory Reporting Policy24-Non-Discrimination and Non-Harassment Policy25-Information Technology Resources Policy26-HR Policies - Listing of updated or adopted policies27-Staff Grievance Process28-Faculty Handbook - Procedures Policies29-Faculty-Related Policies2-Financial statements evidence30-HR Recruitment Process31-Faculty-Hiring-Procedures-August-201132-Ethics Point33-Bias Incident Report34-Sexual Harrassment-Interpersonal Violence Report Form35-Title IX36-Code of Regulations37-Regulatory Affairs and Risk Management38-Legal Affairs Services39-Human Resources Listing of Trainings Provided3-Board Resolution approving audited financial statements40-Annual Compliance Notice41-Clery Report42-Student Consumer Information43-Security Task Force evidence44-University Committee on Collaborative Governance45-Board Resolution on Governance Documents46-Faculty Council Constitution47-Staff Council Constitution49-Conflict of Interest Policy for the Board of Directors4-UCRA Charge50-Code of Ethics55-UCEP5-Purchasing Policy6-P-Card Policy7-Faculty Handbook8-Faculty Handbook - Academic Freedom Responsibility8-Faculty Handbook - Academic Freedom Responsibility (page number 14)92-Board Conflict Disclosure Form9-Faculty Handbook - Professional Responsibilities



The institution presents itself clearly and completely to its students and to the public with regard toits programs, requirements, faculty and staff, costs to students, control, and accreditationrelationships.

Argument

John Carroll conveys complete and accurate information to its students and the public by a variety ofmeans.

Detailed descriptions of the University’s academic programs and academic requirements areavailable in the Undergraduate Bulletin and Graduate Studies Bulletin, which are released inalternating years. The Undergraduate Bulletin appears in both a paper and an online version;the Graduate Studies Bulletin is largely an online publication, with paper copies available as needed.A recently approved proposal from the University Committee on Educational Policies will move theUndergraduate Bulletin to an entirely online format that will make it more responsive to programchanges. Academic program and requirement descriptions also can be accessed on the University'swebsite, where each academic department and program has its own webpage.

Information about faculty and staff is primarily presented in the Undergraduate and GraduateStudies Bulletins and on the University website. Full-time faculty are listed in the Undergraduateand Graduate Studies Bulletins with their title, rank, undergraduate and graduate degrees, and yearsof service at John Carroll. The Undergraduate Bulletin also lists part-time faculty/lecturersand graduate assistants for the spring semester preceding its publication. Faculty listings also can befound in the separate department sections on the University website. Furthermore, the UndergraduateBulletin includes a listing of the University’s Board of Directors’ members, administrativeofficers, associate and assistant academic deans, administrative and professional staff, the membersof Campus Ministry, and the athletic administration and coaching staff. An up-to-date guide toUniversity personnel is the online directory, which also includes faculty listings. The Provost’s Officemaintains a listing of all full-time faculty members.

Tuition and fees, as well as a more detailed breakdown of costs to students, can be found both inthe Undergraduate and Graduate Studies Bulletins and on the University website. When a tuitionincrease is approved by the Board of Directors, students are notified via letter from the President. Thewebsite also includes a Net Price Calculator that enables students to determine more precisely thecost of attending John Carroll. Likewise, the Undergraduate and Graduate Studies Bulletins, as wellas the website, include information (and, in the case of the website, forms) regarding financial aid.

In addition, the University website includes a section entitled Student Consumer Information, whichis provided in accord with the Higher Education Opportunity Act. It is intended to help studentsmake informed decisions during the college selection process and become more aware of the relevantpolicies, procedures, and reporting requirements of the University. The wide variety of materialaccessible here is divided into subdivisions on General Institutional Information, Student FinancialAssistance, Health and Safety, and Student Outcomes. All of this information is in keeping with theHigher Learning Commission (HLC) Policy on Student Consumer Protection.


Information about University control can be found in the Undergraduate and Graduate StudiesBulletins, specifically, in the opening sections entitled “General Information.” More detailedinformation is available on the University website, in particular, the section entitled About [theUniversity], which is accessible from the University homepage.

Information about accreditation can be found in the sections expressly devoted to that topic, inthe Undergraduate and Graduate Studies Bulletins and on the University website. When the HLCplaced John Carroll on notice early in 2015, that information appeared, as required, on the websiteand in the next edition of the Undergraduate Bulletin (2015-2017) and Graduate Studies Bulletin(2016-2018).

Sources

142-Graduate Bulletin-2016184-Undergraduate Bulletin - HLC Notice185-Graduate Studies Bulletin - HLC Notice194-Tuition Increase Letters52-Undergraduate Bulletin - Academic Programs Requirements53-Graduate Studies Bulletin - Academic Programs Requirements55-UCEP56-Software Proposal58-Undergraduate Bulletin - Full-time Faculty59-Graduate Studies Bulletin - Full-time Faculty60-Undergraduate Bulletin - Part-time Faculty61-Undergraduate Bulletin - Graduate Assistants62-Undergraduate Bulletin - Board of Directors63-Undergraduate Bulletin - Administrative Officers64-Undergraduate Bulletin - Assoc Asst Deans_Campus Ministry65-Undergraduate Bulletin - Admin Prof Staff66-Undergraduate Bulletin - Athletics67-Online Directory68-Full-Time Faculty Lists - 2016-201869-Undergraduate Bulletin - Tuition Fees70-Graduate Studies Bulletin - Tuition Fees Financial Aid71-Tuition and Fees72-Student Aid Calculator73-Undergraduate Bulletin - Financial Aid74-Student Enrollment and Financial Services75-John Carroll Student Consumer Information76-Undergraduate Bulletin - General Information77-Graduate Studies Bulletin - General Information78-About the University79-Undergraduate Bulletin - Accreditation80-Graduate Studies Bulletin - Accreditation81-Accreditation



The governing board of the institution is sufficiently autonomous to make decisions in the bestinterest of the institution and to assure its integrity.

1. The governing board’s deliberations reflect priorities to preserve and enhance the institution.2. The governing board reviews and considers the reasonable and relevant interests of the

institution’s internal and external constituencies during its decision-making deliberations.3. The governing board preserves its independence from undue influence on the part of donors,

elected officials, ownership interests or other external parties when such influence would not bein the best interest of the institution.

4. The governing board delegates day-to-day management of the institution to the administrationand expects the faculty to oversee academic matters.

Argument

John Carroll University’s Board of Directors engages in independent and unbiased decision-makingto assure that the best interests of the University are met and to assure that the University operateswith integrity. The Board retains authority to provide independent direction to the University’sleadership and delegates day-to-day operations in writing to the leadership based on the Board’sdirection.

Upon the recommendation of the Board of Directors, appointments are affirmed by a Board ofMembers, consisting of the Rector of the Jesuit Community of John Carroll University, two membersof the Jesuit Community of John Carroll University, and the President.

1. The governing board’s deliberations reflect priorities to preserve and enhance theinstitution.

Under the Code of Regulations and annual Resolution of Delegation of Authority, the Board retainsauthority to approve the following: conferral of degrees; conferral of honorary degrees; annualoperating and capital budgets; tuition and housing costs; and audited financial statements.Additionally, the Board approves the appointment of the President; the University’s governancestructure; oversight of investment and retirement plan activities, approval of Faculty Handbookrevisions; sale or acquisition of real property; and capital campaigns.

The Board recently exercised its authority to select the President by appointing the new President ofthe University upon the recommendation of a presidential search committee that was comprised ofBoard members, administration, staff, faculty, and students. The Board’s decision was documented ina Board resolution. The Code of Regulations provides that the President reports to and serves at thepleasure of the Board. The compensation and performance of the President are reviewed by the Boardvia the Executive Committee.

The Board’s deliberations reflect priorities to preserve and enhance the institution. The University’sBoard of Directors meets four times annually to review the University’s activities and priorities andto provide direction to ensure the long-term health and vitality of the institution. The Board ofDirectors acts by resolutions and retains minutes to assure that its directions and activities are


documented.

For example, the Board reviewed the University’s current Strategic Plan prior to its adoption in 2016,and this document sets the University’s priorities and guides its direction. In the past year, the Boardpassed a resolution directing the University to review all governance documents, including thegoverning documents for the Board, faculty, staff, and Human Resources. This resolution is currentlybeing implemented by various groups to improve and update the governance structure and documentsfor the University. The Board also approved the Strategic Plan for Inclusive Excellence. Furtherevidence relating to the Board’s deliberations can be found in sections 5.A.5 and 5.B.1 below.

2. The governing board reviews and considers the reasonable and relevant interests of theinstitution’s internal and external constituencies during its decision-making deliberations.

The Board reviews and considers the reasonable and relevant interests of the institution’s internaland external constituencies during its decision-making. The Board of Directors has committees thatgenerally meet just prior to each full Board meeting to receive reports from the vice presidents andreview each of the pertinent areas related to governance of the University, including finance; audit;academic affairs; student affairs; advancement; corporate governance and nominating; executivecommittee; investment; mission and identity; property, facilities and technology; andmission. Faculty Council, Staff Council, and student representatives serve on most Board committeesto provide perspectives from their constituencies and report back to those constituencies. Thecommittee members provide input to the vice presidents and administrators who are liaisons to thecommittees. These Board committees report on their deliberations to the full Board. At least once ayear the Chairs of Faculty and Staff Councils and Student Union provide reports to the full Board.The Board also considers relevant interests of external constituencies such as the province of theSociety of Jesus; the Cleveland Catholic Diocese; prospective students; alumni; donors; and localmunicipalities. For example, all Board members are provided a copy of the Statement of SharedPurpose of the University and the Midwest Province of the Society of Jesus and the John CarrollUniversity Jesuit Community Corporation. This statement describes the Board’s roles andresponsibilities related to promoting the Jesuit mission; electing a President; and fostering a positiverelationship with the Jesuit Province and the Cleveland Catholic Diocese.

3. The governing board preserves its independence from undue influence on the part of donors,elected officials, ownership interests, or other external parties when such influence would not bein the best interest of the institution.

The Board maintains independence from undue influence from external officials and entities throughthe composition of the Board and its processes. The Board consists of up to 50 members whorepresent a wide range of backgrounds, professions, and affinity groups, including alumni and non-alumni; Jesuits and non-Jesuits; and directors who reside in Cleveland and locations across thecountry or around the world. The University Code of Regulations sets term limits of three consecutivethree-year terms for continuation on the Board, resulting in a systemized turnover of Boardmembership. This ensures constant renewal of the Board by the presence of new Board members whohave fresh ideas and perspectives and who are members of different affinity groups. New Boardmembers participate in an orientation on fiduciary duties and Board obligations.

The Board of Directors utilizes a Conflict of Interest Policy and Conflict Disclosure process thatassures that Board members are not involved in decision-making for the University when they have afinancial or personal conflict of interest concerning the matter being considered by the Board.


4. The governing board delegates day-to-day management of the institution to theadministration and expects the faculty to oversee academic matters.

The Board appropriately delegates day-to-day management of the institution to the administration,specifies the authority of the Board, and delegates authority to the officers in the Code of Regulations. Additionally, the Board annually delegates specific authority to the officers in its Delegation ofAuthority resolution.

The Board makes clear the expectation for the faculty to oversee curricular and other academicmatters by delegating this authority to the faculty and the Faculty Council in the Faculty Handbook. Policies and processes related to the faculty responsibilities in this respect are presented in section5.B.1.

In summary, the Board of Directors of John Carroll University operates in an independent andautonomous manner in making decisions consistent with the University’s Code of Regulations.

Sources

144-Board Orientation materials164-Presidential Search Committee Roster165-Board minutes - examples of faculty staff committee representation166-Staff Council Minutes - 2017-2018188-Statement of Shared Purpose36-Code of Regulations45-Board Resolution on Governance Documents49-Conflict of Interest Policy for the Board of Directors82-Board Resolution - Delegation of Authority83-Board Resolution - President84-Code of Regulations - President_VPs Authority85-Board Resolutions - 2017-201886-Board Minutes - 2016-201887-Board Resolution - Strategic Plan88-Board of Directors89-Board of Directors90-Code of Regulations - Term Limits92-Board Conflict Disclosure Form93-Faculty Handbook - Delegation



The institution is committed to freedom of expression and the pursuit of truth in teaching andlearning.

Argument

As a Jesuit Catholic university, John Carroll inspires individuals to excel in learning, leadership, andservice in the region and the world.

Freedom of expression is a key component of the campus community. The University’s Vision,Mission, Core Values and Strategic Initiatives Statement supports “an inclusive community wherediffering points of view and experience are valued as opportunities for mutual learning.” TheUniversity encourages students to protest and rally, to contribute to discussion, debate, investigation,and/or artistic expression, and to foster understanding and tolerance.

Faculty and staff policies also support freedom of expression and the pursuit of truth. The FacultyHandbook includes a statement on Academic Freedom and Responsibility, which emphasizes theimportance of academic freedom in both teaching and research: “Freedom in research is fundamentalto the advancement of truth. Academic freedom in its teaching aspect is fundamental for theprotection of the rights of the teacher in teaching and of the student to freedom of learning.”

The pursuit of truth is a core value at John Carroll whereby there is “a commitment to learning inorder to create an environment of inquiry which embraces Jesuit Catholic education as a search fortruth where faith and reason complement each other”. This pursuit of truth in learning begins withthe University’s core curriculum. The integrative core curriculum at John Carroll Universityprioritizes the search for truth by helping students develop the skills to identify the relevant groundsfor establishing knowledge, finding the appropriate data to build such claims, refining the criticalthinking skills necessary to hone truth claims, and developing the communication skills by which toarticulate them clearly, effectively, and ethically. Courses in the Philosophy Department’s Knowledgeand Reality category help shape relevant grounds. A host of core classes, including the naturalscience and social science distributions, expose students to key tests of knowledge claims. In thehumanities distribution, students are asked to measure the signifier against the signified (that is,considering how perceptions can distract us from reality). Critical thinking skills are a pervasivelyreferenced learning objective used throughout the core to test knowledge claims in a vast array ofcontexts. The Linked courses required of all students (two thematically-related co-requisite coursesfrom different departments) demonstrate a commitment to tackling complex problems that requiredifferent disciplinary and epistemological approaches to get us closer to the truth. We believe that toget at the truth of a particular problem, we have to use multiple tools at our disposal. Finally, thefoundational skills--the abilities to write well, speak well, and reason with numbers--help studentsrefine their abilities to communicate competently and ethically. In all of these ways, the integrativecore seeks to help students discover, understand, and advocate truth.

Academic excellence is promoted through the University’s signature programs—the HonorsProgram, the Arrupe Scholars Program, and the Leadership Scholars Program—whose enrollmenthas expanded in the last few years. All students are held to rigorous standards for academic honesty,as spelled out in the Undergraduate and Graduate Studies Bulletins and also in the Community


Standards Manual.

The learning experience continues outside of the classroom as well. For example, theannual Celebration of Scholarship enables students to disseminate their academic accomplishmentsthroughout the larger University community through poster displays, panel presentations, and artisticperformances. The Jesuit emphasis on the development of the whole person is exhibited in themany extracurricular opportunities with which the University provides students; these include notonly athletics and student clubs but also the many guest speakers (171, 172, 173, 174) brought tocampus by academic departments and programs, representing a wide range of expertise andperspective. With the well-organized support of the Center for Service and Social Action, faculty canteach, and students can take, service-learning courses, which anchor social-justice projects within anacademic and reflective context. Finally, the University is respectful of, and responsive to, issues thatengaged students bring to the table. For example, in 2015, members of the University’s SeniorLeadership Team—including the President himself—agreed to meet on a regular basis withrepresentatives of Black Students in Action, who were moved to act by developments at universitiesaround the country. The ensuing discussions resulted in measures to enhance the representation ofdiversity in the John Carroll curriculum.

Sources

102-Faculty Handbook - Academic Freedom107-Core108-Signature Scholarship Programs109-Undergraduate Bulletin - Academic Honesty110-Graduate Studies Bulletin - Academic Honesty111-Community-Standards-Manual-2018111-Community-Standards-Manual-2018 (page number 36)112-Celebration of Scholarship-2016113-Activities and Organization115-Service-learning116-John Carroll University Commitment to Inclusiveness168-Speaker Policy169-Hate Free Policy171-Catholic Studies Lecture Series172-Wrongful Conviction Speakers-Fr. Kookoothe Joe DAmbrosio173-Past Mellen Series Speakers174-Lecture on human evolution-Agustín Fuentes_Ph.D183-Community Standards Manual - Protest and Rally195-Vision_Mission_and Core Values7-Faculty Handbook


2.E - Core Component 2.E

The institution’s policies and procedures call for responsible acquisition, discovery and application ofknowledge by its faculty, students and staff.

1. The institution provides effective oversight and support services to ensure the integrity ofresearch and scholarly practice conducted by its faculty, staff, and students.

2. Students are offered guidance in the ethical use of information resources.3. The institution has and enforces policies on academic honesty and integrity.

Argument

John Carroll University ensures that faculty, students and staff acquire, discover and applyknowledge responsibly by providing oversight, guidance, and established procedures to enforcepolicies on academic honesty.

1. The institution provides effective oversight and support services to ensure the integrity ofresearch and scholarly practice conducted by its faculty, staff, and students.

The University has support services, policies, and procedures to ensure ethical and educationalresearch. The University’s Office of Sponsored Research provides direction and support for researchactivities undertaken by faculty, staff, and students. A recently hired director brings to the officeextensive experience in sponsored research, grants, and contracts. In addition, theUniversity’s Institutional Review Board reviews and monitors research involving human subjects toensure compliance with applicable laws and the conduct of ethical and responsible research, and itrequires CITI training prior to research approval. The University’s Institutional Animal Care andUse Committee (IACUC) ensures that research involving animals conforms to legal requirementsand ethical obligations. The IACUC conducts semi-annual facility inspections and program reviews.In addition to internal stakeholders, the IACUC’s membership includes an ethicist, externalrepresentatives, and a veterinarian.

2. Students are offered guidance in the ethical use of information resources.

Students are provided guidance in the ethical use of information resources through faculty members’in-class discussions; the Library Staff’s guidance and resources; and educational information relatedto conducting research. This topic is discussed in more detail in 3.D.5.

3. The institution has and enforces policies on academic honesty and integrity.

The University utilizes and enforces policies on academic honesty and integrity with faculty, staff,and students. The University has an extensive Copyright Policy applicable to faculty and staffmembers, which is posted with the Human Resources Policies. Students are bound by the University’sStudent Academic Honesty Policy and the Information Technology Resources Policy. The UniversityLibrary, via its staff and website, provides resources on academic honesty and responsible research.The First-Year Writing Program instructs students in the appropriate use of intellectual propertypertaining to plagiarism, and it maintains a list of resources for the University community.Additionally, courses taught by faculty across the disciplines are expected to address plagiarism.


Faculty are bound by the University’s Faculty Handbook requirements regarding research andscholarship. The Faculty Handbook provides procedures for warning faculty members and methodsfor disciplining Handbook violations.

Staff and faculty are bound by the University’s Code of Ethics, which requires ethical and lawfulconduct related to academic and operational activities, and outlines reporting obligations and options.

To summarize, John Carroll University assures that faculty, students and staff acquire, discover, andapply knowledge responsibly through these policies, procedures, resources, and educational activities.

Sources

111-Community-Standards-Manual-2018111-Community-Standards-Manual-2018 (page number 36)117-Office of Sponsored Research118-IRB119-IACUC120-Research Guides121-Library122-Copyright Policy125-Faculty Handbook - Research Requirements175-Director of Sponsored Research176-CITI Training – Office of Sponsored Research177-IRB Minutes - 2017-2018178-IACUC Minutes - Fall 2017179-Plagiarism182-Faculty Handbook - Warnings and Discipline25-Information Technology Resources Policy50-Code of Ethics



The institution acts with integrity; its conduct is ethical and responsible.

Summary

John Carroll University acts with integrity in its academic, operational, personnel, and governanceactivities. It ensures its conduct is ethical and responsible through its policies, processes, andpractices related to academics, operations, personnel, communication, and governance. Indeed, as aJesuit Catholic University, integrity, ethics, and social responsibility are at the core of our missionand fundamental to all of our policies, regulations and actions with regard to all of our stakeholders.

Sources



3 - Teaching and Learning: Quality, Resources, and Support

The institution provides high quality education, wherever and however its offerings are delivered.


The institution’s degree programs are appropriate to higher education.

1. Courses and programs are current and require levels of performance by students appropriate tothe degree or certificate awarded.

2. The institution articulates and differentiates learning goals for undergraduate, graduate, post-baccalaureate, post-graduate, and certificate programs.

3. The institution’s program quality and learning goals are consistent across all modes of deliveryand all locations (on the main campus, at additional locations, by distance delivery, as dualcredit, through contractual or consortial arrangements, or any other modality).

Argument

3.A. The institution’s degree programs are appropriate to higher education.

John Carroll University’s undergraduate and master’s degree programs are current and academicallyrigorous. All programs, whether delivered on-campus, online, or through approved partnerships,undergo a regular process of external review and are approved by the Ohio Department of HigherEducation. In addition, selected programs are externally accredited by separate accrediting bodies. All programs have approved learning goals appropriate to the level of degree or certificate awarded. The University’s quality is often also validated by external ranking; for example, the Universityrecently moved up two places in the U.S. News rankings to #4 in the Midwest.

1. Courses and programs are current and require levels of performance by students appropriateto the degree or certificate awarded.

Faculty at John Carroll University maintain the currency of academic programs. Academicdepartments and programs revise both their undergraduate and graduate curricula in response toassessment data collected yearly and through the Academic Program Review (APR) process. Newprograms are added in response to disciplinary standards, trends in higher education, and societalneeds. For example, Math and Computer Science designed a new Data Science program as a result ofthe recommendations from their departmental APR. Additionally, the Counseling program addeda Substance Abuse Disorder certificate and concentration within their existing Master’s degree tomeet the demand for this certification in response to the state’s opioid epidemic. The Boler College ofBusiness revised its Business Logistics major to become a Supply Chain Management program inorder to align with current disciplinary practice. Indeed, the current plan to restructure the BolerCollege by creating two new schools (for Accountancy and Information Science and for Leadershipand Social Innovation) within it shows a commitment to currency and innovation.

Additionally, the new program proposal and approval process provides a further check on both


currency and required levels of performance for programs. All new programs are proposed by faculty,vetted by faculty and other campus constituents in a formal process which includes open hearingsand/or discussion on the university learning management system, and approved by faculty vote.

Similarly, there are a number of systemic factors that ensure the currency of courses. AcademicProgram Review requires a discussion of curriculum and the inclusion of course syllabi. Departmentchairs are directed to review syllabi each semester to ensure compliance with University policies,rigor, and currency (see also the discussion of rigor in 4.A.4.). Individual faculty members keep theircourses current through course revision and selection of textbooks and other course materials,including readings.

Finally, a number of University policies ensure that levels of performance are appropriate for thedegree. All students must meet the University’s criteria for good academic standing atthe undergraduate (15) or graduate level (16). Admission to select programs is met through courseprerequisites and/or grade requirements (for example, Biology, the Boler College ofBusiness, Communication, Education, Psychology, and Sociology).

All undergraduates must complete at least 120 credit hours of study to earn a Bachelor’s degree. Allgraduate degree programs meet, or exceed, the requirement of 30 credit hours of graduate level work. The university adheres to federal standards for number of contact hours per credit hour awarded. Formore specialized programs that are externally accredited, such as Education, Accountancy,and Counseling, students must meet additional standards to successfully complete the program.

2. The institution articulates and differentiates learning goals for its undergraduate, graduate,post-baccalaureate, post-graduate, and certificate programs.

The learning goals for all undergraduate, post-baccalaureate, post-graduate, certificate, and graduateprograms are articulated on the University’s website as well as published in the Undergraduateand Graduate Bulletins. The University has a number of programs that offer degrees at multiplelevels:

Accountancy (B.S. and M.S.)Biology (B.S. and M.A./M.S.)English (B.A. and M.A.)Humanities (B.A. and M.A.)Mathematics (B.S. and M.A./M.S.)School Psychology (M.Ed. and Ed.S.)Theology and Religious Studies (B.A. and M.A.)

Each of these has differentiated learning goals by level.

3. The institution’s program quality and learning goals are consistent across all modes ofdelivery and all locations (on the main campus, at additional locations, by distance delivery, asdual credit, through contractual or consortial arrangements, or any other modality).

A regular cycle of program review and program assessment ensures ongoing attention to consistencyof program quality and learning goals. All syllabi are required to articulate the learning goals of thecourse, major, the University, and the Integrative Core Curriculum, as appropriate. Departmentchairs and program directors review all departmental syllabi to ensure consistency in their programs.The Deans and academic departments retain copies of all syllabi for courses offered in their


programs.

Each instructor in multi-section courses uses a common set of learning goals. For example, allsections of COMM 125 and EN 125 have a common set of learning goals from the course-to-university level. Courses offered in either hybrid or online modalities share a common set of learninggoals as their in-class equivalents, as evidenced by Spanish 102, as do courses offered in multiplelocations, such as Philosophy 210 and 240 at Borromeo Seminary and on-campus, and Italian 101courses taught in Rome and on-campus.

The University’s participation in the state of Ohio’s dual credit program (College Credit Plus) isstructured in such a way as to ensure that learning goals and program quality are consistent. All dualcredit courses contain a mix of high school students and traditionally enrolled undergraduates andare treated in all ways like traditional undergraduate courses (see 3.C.2. for CCP facultyqualifications).

Sources

10-Protocol for New Program Approval11-GUIDE FOR ACADEMIC PROGRAM REVIEW12-Department-chair-job-description13-Course Currency19-John Carroll University Credit Hour Policy final1-Partnerships in Advanced Study - Undergraduate Admission2018-2020-GRADUATE-BULLETIN-002-12018-2020-GRADUATE-BULLETIN-002-1 (page number 6)2018-2020-GRADUATE-BULLETIN-002-1 (page number 7)2018-2020-GRADUATE-BULLETIN-002-1 (page number 107)214-IT101 common learning goals215-SP102 on campus and hybrid learning goals216-Common Learning Goals in EN12521-Bachelor of Accountancy22-Comprehensive Exam23-Program Learning Goals – Assessment243-John Carroll University Moves Up to 4 Ranking from U.S. News and World Report - JCUNewsroom244-New Boler Schools26-Differentiation of undergraduate and graduate learning goals28-Academic-Assessment-Information-Guide29-Syllabus Information for CAS Courses2-Academic-Program-Review-Information-Guide31-COMM 125 syllabi33-PL main campus and Borromeo syllabi34-Non-Degree Seeking Students - Undergraduate Admission3-John Carroll_Institutional Reauthorization_Approved_5.13.164-Accreditation5-Program Learning Goals – Assessment


6-Curricular Change from Assessment7-Bachelor of Science in Data Science8-Bachelor of Science in Supply Chain Management9-Substance Use Disorders CounselingUndergradBulletin2018_Final-2.21.18UndergradBulletin2018_Final-2.21.18 (page number 86)UndergradBulletin2018_Final-2.21.18 (page number 116)UndergradBulletin2018_Final-2.21.18 (page number 122)UndergradBulletin2018_Final-2.21.18 (page number 152)UndergradBulletin2018_Final-2.21.18 (page number 187)UndergradBulletin2018_Final-2.21.18 (page number 190)UndergradBulletin2018_Final-2.21.18 (page number 230)UndergradBulletin2018_Final-2.21.18 (page number 239)UndergradBulletin2018_Final-2.21.18 (page number 399)UndergradBulletin2018_Final-2.21.18 (page number 413)



The institution demonstrates that the exercise of intellectual inquiry and the acquisition, application,and integration of broad learning and skills are integral to its educational programs.

1. The general education program is appropriate to the mission, educational offerings, and degreelevels of the institution.

2. The institution articulates the purposes, content, and intended learning outcomes of itsundergraduate general education requirements. The program of general education is groundedin a philosophy or framework developed by the institution or adopted from an establishedframework. It imparts broad knowledge and intellectual concepts to students and developsskills and attitudes that the institution believes every college-educated person should possess.

3. Every degree program offered by the institution engages students in collecting, analyzing, andcommunicating information; in mastering modes of inquiry or creative work; and indeveloping skills adaptable to changing environments.

4. The education offered by the institution recognizes the human and cultural diversity of theworld in which students live and work.

5. The faculty and students contribute to scholarship, creative work, and the discovery ofknowledge to the extent appropriate to their programs and the institution’s mission.

Argument

3.B. The institution demonstrates that the exercise of intellectual inquiry and the acquisition,application, and integration of broad learning and skills are integral to its educational programs.

Intellectual inquiry and the acquisition, application, and integration of broad learning and skills arekey to the John Carroll University experience, in large part due to the University’s general educationprogram, the Integrative Core Curriculum. However, all academic majors at all levels engage withinquiry and broad learning, and so do learning experiences outside of the classroom and thoseattributed to professional development. Indeed, NSSE results indicate that experiential learning andprofessional development are hallmarks of a John Carroll education. In 2016, BloombergBusinessweek ranked the Boler College of Business #1 in the nation for career readiness, an accoladeto which the Boler Professional Development program contributes. The Center for Career Serviceshas been expanding professional development offerings with the College of Arts and Sciences withan eye toward College-wide implementation in 2019.

1. The general education program is appropriate to the mission, educational offerings, anddegree levels of the institution.

In 2009, the University convened the Academic Planning Task Force to reimagine the liberal artscomponents of a John Carroll education. The result was the Integrative Core Curriculum, whichwas approved by the faculty in 2013 for implementation in 2015-16. The Integrative CoreCurriculum, grounded in the Jesuit philosophy of higher education and aligned with theinstitutional mission and identity, creates communities of shared inquiry and foregrounds theresponsibility our students have as global citizens, entrusted stewards of the earth, and creators of justsocieties. As the centerpiece of all undergraduate degrees, it consists of 49 credits (for most students)informed by the Jesuit tradition in higher education and is designed to meet the needs of 21st century


global citizenship. For eloquentia perfecta, excellence in oral and written communication, we drawon other components of the Jesuit approach to education: the formal study of philosophy, broadengagement with global cultures, and an interdisciplinary approach to critical thinking and problemsolving. The Core also embraces the rich Jesuit history of instruction in Theology and ReligiousStudies; Philosophy; Creative and Performing Arts; and Issues in Social Justice. The Core also meetsand exceeds the national standards articulated in LEAP,the AAC&U’s essential learning outcomesfor undergraduate programs, including Critical and Creative Thinking, Ethical Reasoning andAction, Civic Knowledge and Engagement, and Intercultural Knowledge and Competence. Thesame competencies developed in the Integrative Core are reinforced and deepened in the major,culminating in a capstone experience.

The Integrative Core is appropriate to the University’s educational offerings. Programs in theCollege of Arts and Sciences actively celebrate the liberal arts tradition, and each department hascourses that satisfy Core requirements. The Boler College of Business makes the Integrative Core akey factor in establishing the distinctiveness of its programs.

The Integrative Core is appropriate to the University’s degree levels. As opposed to an associate’s-level institution, the general education curriculum in bachelor’s programs is integrated throughout astudent’s academic program. A foundational competency in written communication is a prerequisitefor the Integrated Courses (Engaging the Global Community and Linked Courses). In addition, threeof the core requirements are actually program-specific and delivered within a student’s major: thecapstone, an additional writing course, and an oral presentation experience. Similarly, courses frommost core categories can be used to satisfy major or minor requirements.

2. The institution articulates the purposes, content, and intended learning outcomes of itsundergraduate general education requirements. The program of general education is grounded ina philosophy or framework developed by the institution or adopted from an establishedframework. It imparts broad knowledge and intellectual concepts to students and develops skillsand attitudes that the institution believes every college-educated person should possess.

The purposes, content, intended learning outcomes, and grounding philosophy of the IntegrativeCore Curriculum were first presented in the Academic Planning Task Force report that was approvedby the faculty in 2013. They are presented to students via the website and Undergraduate Bulletinand to faculty in the Faculty Guide to the Core.

The first step in the process of developing a new core was the faculty’s creation of AcademicLearning Goals for the University. The new Integrative Core Curriculum was subsequently designedto meet these goals:

Demonstrating an integrative knowledge of human and natural worldsDeveloping habits of critical analysis and aesthetic appreciationApplying creative and innovative thinkingCommunicating skillfully in multiple forms of expressionActing competently in a global and diverse worldUnderstanding and promoting social justiceApplying a framework for examining ethical dilemmasEmploying leadership and collaborative skillsUnderstanding the religious dimensions of human experience

The philosophy undergirding the curriculum was explained by the APTF in this way:


These nine learning outcomes, while articulated in the declarative language that is linked toassessment, are rooted in the fundamental Jesuit heritage of the University and the particularhistory of John Carroll University. The learning outcomes are essentially value statementsabout what the University deems to be essential for each student’s educational experience. Thecurricular model proposed here intentionally ensures that these nine learning outcomes are met—not superficially, but in multiple places and times throughout the student’s undergraduateyears so that the skills, knowledge, competencies, and values they seek to instill are reiterated,deepened, and actualized.

The principles underlying the basic structure of the Core are as follows: The Core highlightsfoundational competencies in writing, oral expression, and quantitative analysis, and ensures thatthese competencies are re-iterated and refined in subsequent courses both in the Core and in majorrequirements. The Core includes courses that provide students with a solid grounding in thehumanities, the social sciences, and the natural sciences. The distribution courses provide these basicintroductions to disciplines in these areas.

The Core includes integrated coursework that combines more than one content area and requiresstudents to hone critical thinking and problem-solving skills that cross disciplines. Integratedcourses create communities of shared inquiry and foreground the responsibility our students have asglobal citizens, entrusted stewards of the earth, and creators of just societies. The integratedcoursework prepares students to participate, as leaders, in a world marked by increasing complexity,greater collaboration and interdependency, and intra-professionalism.

The Core develops students’ intercultural competence through its focus on global studies andlanguages: for example, students demonstrate competency in a language other than English, andcomplete coursework in “Engaging the Global Community.” The Core also emphasizes humandiversity with courses devoted to issues in social justice.

The Core underscores essential principles of Ignatian pedagogy by valuing the rich history of Jesuiteducation with its emphasis on currency, relevance, communication skills, care for the learning ofeach student, discernment, and justice. The Core also highlights disciplines that are traditionally partof the Jesuit heritage in higher education with courses in Philosophy, Theology & Religious Studies,and Creative and Performing Arts. Courses on issues in social justice also consider importantquestions about justice and ethics.

In sum, the Core Curriculum engages learners to bring new knowledge into being through their studyand collaboration and do so with the realization that all knowledge has the capacity to raise ethicalquestions, and that the questions they raise and answer are meaningful and liberating.

The relationship between the learning outcomes and the structure of the Core is elucidated in theattached chart. All courses which carry Core credit must be approved by the Core Committee.Committee approval processes and deliberations reflect intense attention to learning goals.

3. Every degree program offered by the institution engages students in collecting, analyzing,and communicating information; in mastering modes of inquiry or creative work; and indeveloping skills adaptable to changing environments.

By virtue of participation in the Integrative Core Curriculum, all students in undergraduate degreeprograms are engaged in a variety of skills. The learning outcomes for the Core Curriculum requirestudents to master modes of inquiry through repeated engagement with collecting, analyzing, and


communicating information at multiple points during their academic careers, beginning withfoundational competencies in oral expression, written expression, and quantitative analysis, andconcluding with their capstone experience in the major. The Integrative Core requires all students toparticipate in creative work through the Creative and Performing Arts requirement. The AcademicLearning Goals, which drive the Core, are themselves not strictly disciplinary, but rather, are preciseskills that are adaptable to changing environments.

The Graduate Studies Learning Goals ensure that all graduate students are engaged in deepening therequisite skills for their program of study. Additionally, the mapping work completed as part of theinstitution’s assessment academy project reveals that these skills are an important part of the learningexperience in each program.

4. The education offered by the institution recognizes the human and cultural diversity of theworld in which students live and work.

The University’s curriculum, particularly the Integrative Core, attends to human diversity in anumber of ways. The Integrative Core Curriculum prepares students for complexity, change, andsocial responsibility in today’s diverse world. The Core requires students to take at least one coursedevoted to issues in social justice and another course dedicated to engaging the global community. Italso develops students’ intercultural competence through its focus on languages and cultures.

The University offers a number of majors, minors, and concentrations that highlight particularelements of human diversity:

Sociology concentrations in Aging Studies and Diversity, Culture, and Inclusion.International Business with Language and Culture (interdisciplinary major).East Asian Studies (interdisciplinary major and minor).Majors and minors within the department of Classical and Modern Languages and Cultures(including French & Francophone Studies, German, Spanish & Hispanic Studies, as well ascoursework in Chinese, Italian, Japanese, and Slovak).Peace, Justice and Human Rights (interdisciplinary major and minor).Gender, Sexuality, and Women's Studies (interdisciplinary major and minor).

Additionally, a number of departments offer a wide range of courses touching various aspects ofhuman diversity; examples include Biology, Counseling, English, History, Mathematics, PoliticalScience, Psychology, Sociology & Criminology, and Theology & Religious Studies. The Universitysupports the Tuohy Chair of Interreligious Studies, the Nursi Chair in Islamic Studies, Islamic Artand Culture Week, and hosts a Muslim-Catholic dialogue every other year.

5. The faculty and students contribute to scholarship, creative work, and the discovery ofknowledge to the extent appropriate to their programs and the institution’s mission.

The University’s research expectations for tenured and tenure-track faculty are describedin departmental tenure and promotion guidelines, and evidence that faculty are meeting theseexpectations are found in the bibliographic listings in Faculty Notes. All full-time faculty have a 4/4teaching load (68), which is typically reduced to a 3/3teaching load (69) for faculty who are activelyproducing research or relevant creative work. John Carroll faculty maintain research collaborationswith local, national, and international colleagues. Faculty support for research is provided by theUniversity through departmental budgets and through the Grauel sabbatical Fellowship Program andSummer Research Fellowships. External funding has been acquired through the National Science


Foundation, the Department of Health and Human Services, the Department of Defense,the Department of Education, and the State of Ohio. Smaller local and regional grants have also beenacquired. For example, Mandel grants that enrich the student experience in relation to inclusiveexcellence are often awarded to individual faculty and program at the university.

Opportunities for faculty and student research collaboration exist across the institution. Support forundergraduate and graduate student research and conference presentations is available through theProvost’s Office and Deans’ offices. Students serve as co-authors on faculty publications, presenttheir research and creative work at the annual Celebration of Scholarship, at concertsand performances, and through on-campus media venues, like the Carroll Review, CarrollNews, JCTV, and WJCU.

Sources

213-Size of the Core213-Training-Series_2017_12_15_2016_Final_AJT218-The Department of Counseling receives 1.3 million dollar federal grant225-CAPA courses227-ISJ Course Listing.pdf228-EGC Course Listing.pdf229-Nursi Chair in Islamic Studies – Nursi Chair in Islamic Studies at John Carroll University230-11th Annual Week of Islamic Art and Culture April 16-19 2018 – Nursi Chair in IslamicStudies231-Tuohy Chair of Interreligious Studies232-JCTV-4 – Tim Russert Department of Communication and Theatre234-Core Alignment and CrossReference234-John Carroll University Moves Up to 4 Ranking from U.S. News and World Report - JCUNewsroom251-Diversity Course Examples258-Mandel Grants for inclusive excellence35-Academic Planning Taskforce II36-Integrative Core Curriculum37-Proposals-Faculty Council38-College of Arts and Sciences Professional Development Program and Schedule – Center forCareer Services40-NSSE17 High-Impact Practices (JCU)41-Boler Professional Development Program42-Boler School of Business Ranks First Nationally in Preparing Students for Jobs - JCUNewsroom43-Characteristics of a Jesuit Education44-University Mission Statement – University Mission and Identity45-Essential Learning Outcomes Association of American Colleges and Universities46-Core Learning48-Core Goal Integration49-APTF-Curriculum-Report-FINAL-April-201350-Integrative Core Curriculum


52-Faculty-Guidelines.Integrative-Core-Curriculum.updated-Summer-201853-Faculty-Guidelines.Integrative-Core-Curriculum-approval processes54-Integrative Core Committee Discussions57-Graduate Studies Learning Goals58-Graduate Alignment66-Departmental Tenure and Promotion Policies67-Self Evaluation Form70-Faculty Notes71-Faculty Notes for Grauel and Summer Fellowships72-NSF S-STEM MIRRORS Scholars73-First in the World Grant Program74-Choose Ohio First75-Research Opportunities76-Guidelines for Colleran-Weaver Research Fellowships77-Student Research Grants78-A Celebration of Scholarship80-Sweet Carrollines and Rhapsody Blue81-The Dennis Lane One Act Play Series82-The John Carroll Review83-The Carroll News84-WJCUUndergradBulletin2018_Final-2.21.18UndergradBulletin2018_Final-2.21.18 (page number 67)



The institution has the faculty and staff needed for effective, high-quality programs and studentservices.

1. The institution has sufficient numbers and continuity of faculty members to carry out both theclassroom and the non-classroom roles of faculty, including oversight of the curriculum andexpectations for student performance; establishment of academic credentials for instructionalstaff; involvement in assessment of student learning.

2. All instructors are appropriately qualified, including those in dual credit, contractual, andconsortial programs.

3. Instructors are evaluated regularly in accordance with established institutional policies andprocedures.

4. The institution has processes and resources for assuring that instructors are current in theirdisciplines and adept in their teaching roles; it supports their professional development.

5. Instructors are accessible for student inquiry.6. Staff members providing student support services, such as tutoring, financial aid advising,

academic advising, and co-curricular activities, are appropriately qualified, trained, andsupported in their professional development.

Argument

3.C. The institution has the faculty and staff needed for effective, high-quality programs and studentservices.

With a 13:1 student-to-faculty ratio, John Carroll provides intensive and individualized instructionin small classroom settings, holding students to the highest academic standards. Additionally,faculty mentor students outside of the classroom in a host of roles, including as academic advisorsand facilitators of experiential learning. The University also employs an impressive cadre of staffmembers who provide high-quality student services. Just as our students are held to the highestacademic standards, so are individual faculty (as evidenced by the annual evaluation process) anddepartments and programs (as evidenced through Academic Program Review and AdministrativeProgram Review). Faculty and staff have opportunities for professional development workshopsoffered by a variety of offices on campus (described in detail in sub-component 4 below).

1. The institution has sufficient numbers and continuity of faculty members to carry out boththe classroom and the non-classroom roles of faculty, including oversight of the curriculum andexpectations for student performance; establishment of academic credentials for instructionalstaff; involvement in assessment of student learning.

In fall 2018, John Carroll University employed 167 full-time tenured and tenure-track faculty, 8administrators with faculty status, 5 faculty librarians, 12 visiting faculty, 5 post-doctoral fellows,and 253 part-time faculty. As seen in the Fact Book, the number of full-time equivalent faculty(FTE) has remained fairly stable over the past ten years, indicating a sufficient number of faculty tocarry out classroom obligations (2017 saw faculty FTE of 249 and 2018 was 270). However, theUniversity’s headcount of full-time faculty has declined in absolute numbers and also relative to thenumber of part-time faculty over the past decade, mirroring national trends. The Fall 2010 student-


to-faculty ratio was 14:1, a higher number than the current 13:1. This comparison is evidence of anappropriately-sized faculty for our student enrollment.

The University maintains a solid number of tenured faculty who remain at the institution for asignificant number of years (if not until retirement). Every fall semester from 2010 to 2017 saw lessthan 10% faculty turnover. This fact supports our claim that there is sufficient continuity of faculty.

Since 2015, the University has embarked on strategic hiring in alignment with the Strategic Plan andinformed by Academic Program Review, which addresses questions of program staffing, and plansfor hiring (see 4.A.1) are reflective of changes in student interest. Each department’s AcademicProgram Review has an assessment of current student needs and the adequacy of current staffing forboth classroom and non-classroom roles (governance, departmental functioning, and advising).

Curriculum oversight is maintained by two bodies: the Faculty Council Committee on AcademicPolicies and the Integrative Core Committee, whose voting members are all faculty. Regularprocesses of program review and learning outcomes assessment ensure ongoing faculty oversight ofprogram curricula and expectations for student performance. Faculty numbers in regard toassessment of student learning, specifically, are discussed in section 4.B.4. Finally, departmentchairs and deans (all faculty or administrators with faculty status), as discussed in sub-component 2below, are intimately involved in the establishment of credentials for instructional staff.

2. All instructors are appropriately qualified, including those in dual credit, contractual, andconsortial programs.

The University follows a specific hiring procedure to ensure appropriate qualifications andcredentials for full-time faculty and part-time instructors. Qualifications and credentials for allinstructors are reviewed at the department, Dean, and Provost levels, and all faculty CVs are held inthe Office of the Provost. Official transcripts from degree-granting institutions are required prior toissuing faculty contracts (CVs and transcripts are available to the review team upon request).

Typically, new tenure-track faculty members are hired at the rank of assistant professor and areexpected to hold a terminal degree in the field. In fall 2018, 94.9% of full-time faculty had aterminal degree. Some tenure-track hires are made prior to the awarding of the terminal degree(typically for candidates nearing the completion of their dissertation); these hires are brought in atthe rank of Instructor until the degree is completed. The letters of appointment for Instructorsinclude stipulations requiring the completion of the degree within a specified window of time.

Visiting faculty, part-time faculty, and other University employees selected to teach courses for creditare expected to hold at least a master’s degree or the equivalent in their field or to possess relevantprofessional experience (typically in courses in pre-professional programs). Even so, 45.8% of part-time faculty in fall 2018 had a terminal degree.

The only other instructors of record not discussed above are the graduate assistants (GAs) selected toteach first-year writing courses in the English department. New English GAs receive extensiveprofessional development and other training prior to teaching their first course, which occurs in theirsecond semester of enrollment. During the fall semester of the first year, new GAs work 8hours/week in the Writing Center, shadow a first-year writing course, and enroll in EN 588 TeachingPracticum and EN 589 Studies in Composition and Rhetoric. These graduate courses are offered bythe Writing Center Director and the Director of First-Year Writing, respectively. Additional trainingoccurs beyond the first semester as GAs continue the EN 588 course and Writing Center work.


Throughout their entire program, English GAs meet monthly to reflect on their teaching, share ideasand strategies, and learn about resources from various student services representatives.

The University’s participation in the state of Ohio’s dual credit program (College Credit Plus) isstructured in such a way as to ensure that the University maintains control over faculty qualifications.All dual credit courses are taught on the main campus by University faculty, as part of their regularload, who are hired through the standard process. All dual credit courses contain a mix of highschool students and traditionally enrolled undergraduates and are treated in all ways like traditionalundergraduate courses.

3. Instructors are evaluated regularly in accordance with established institutional policies andprocedures.

All tenured and tenure-track faculty submit an annual self-evaluation which is evaluated by thedepartment chair and the dean. Tenure-track faculty have their classroom teaching evaluated bytenured members of their department. Both the Boler College of Business and the College of Arts andSciences have a procedure in place for evaluating contractual instructors. Part-time faculty wereconsulted during the development of the College of Arts and Sciences evaluation procedures. TheCollege of Arts and Sciences’ model is new and will be fully implemented in Spring 2019. Allstudent evaluation of courses will be embedded in Canvas, our Course Learning System. English GAsare formally evaluated by the Writing Center Director who provides written evaluation followingmultiple course visits during their program.

4. The institution has processes and resources for assuring that instructors are current in theirdisciplines and adept in their teaching roles; it supports their professional development.

The University supports faculty professional development through Grauel teaching and researchfellowships, summer teaching and research fellowships, and funding for travel toprofessional conferences and primary research sites. The University invests in resources,including OhioLink, available through Grasselli Library; these resources facilitate currency indiscipline via access to extensive book, periodical, and electronic journal reserves. Tenure andpromotion guidelines, as well as the annual self-evaluation process, ensure disciplinary currency andteaching effectiveness. Resources for teaching effectiveness, including the Center for Teaching andLearning and the Center for Digital Media, are being evaluated for currency and efficacy by theUniversity Strategic Planning Group. Faculty who intend to offer service-learning courses receivesupport and training that is provided by the Center for Service and Social Action. Other workshopsare offered through the Office of Academic Advising & Student Services, Information TechnologyServices, the Core Curriculum Committee, and the Office of Institutional Effectiveness. In responseto the expressed needs of part-time faculty, each college has established a Part-Time FacultyAdvisory Board; enhanced resources available for professional travel; and instituted a part-timefaculty teaching award. As part of the First in the World grant program, the University provided13 faculty development workshops that included topics such as pedagogy, student learning, andassessment; the sum of attendance numbers for these workshops was 182 (all part-time faculty).

5. Instructors are accessible for student inquiry.

All full-time faculty are contractually obligated to hold six office hours per week. Part-time facultymembers (Boler and CAS) make themselves available to students in person before or after class inoffices provided by department, by telephone, and/or by email, particularly during final exam week.Information Technology Systems (ITS), in collaboration with Google, provides a Gmail interface for


student, faculty, and staff email. Students can also contact faculty directly through Canvas, theUniversity’s learning management system.

6. Staff members providing student support services, such as tutoring, financial aid advising,academic advising, and co-curricular activities, are appropriately qualified, trained, andsupported in their professional development.

John Carroll University maintains a number of offices which provide student support. In theAcademic Affairs division, these offices include: Academic Advising, the Boler Dean’s Office, Officeof the Registrar, Student Accessibility Services, Center for Global Education, Grasselli Library &Learning Commons, the Language Learning Lab, and the Writing Center. In the Student Affairsdivision, most professional staff have a Master’s degree in a relevant field. These Student Affairsoffices include the Office of the Dean of Students, the Health and Wellness Center, UniversityCounseling Center, Athletics, Campus Ministry, the Center for Student Diversity & Inclusion, theCenter for Career Services, Recreation, the Office of Student Engagement, Liturgical Music andMusical Arts, and the Office of Residence Life. In the Enrollment Division, these offices include theOffice of Financial Aid and Student Enrollment Services.

All staff members in these units are appropriately qualified, trained, and supported in professionaldevelopment. As part of the recent restructuring efforts described in section 5.A.1, every jobdescription was reviewed for accuracy, and every person was evaluated for fit with their position.Moving forward, the Human Resources hiring procedures ensure that qualifications are a centralconsideration for all University positions. Ongoing training and support for professional developmentoccur through the HR Training Series, as well as divisional and departmental efforts.

Sources

100-Faculty Self-Evaluations101-BCOB PT evaluation process102-CAS PT evaluation procedure103-Faculty Research104-Grauel Faculty Fellowship105-Summer Research Fellowship106-Financial Assistance for Research107-OhioLINK Resources108-Research109-Tenure and Promotion111-Feb-15-2018-USPG-minutes112-Center for Digital Media113-CSSA support and training for faculty who teach service learning114-Workshops116-Resources – Part Time Instructor Resources117-First in the World PT Faculty Dev119-BCOB Class Management and Syllabus Policy120-Syllabus Information for CAS Courses121-Gmail – Information Technology Services


122-JCU Hiring Guide_Feb_19.docx123-Professional Development206-Travel Request Form213-Training-Series_2017_12_15_2016_Final_AJT219-Fast-Facts-17-18220-2018-19-JCU-Final-Fast-Facts223-CDS_2017-2018233-Standing Committees of the Faculty Council239-PTFAC_2_9_2018 minutes252-1819 Full Time Faculty Turnover85-2018-19-JCU-Final-Fast-Facts86-Common Data Set86-Common Data Set (page number 24)86-Common Data Set (page number 25)87-Office of Academic Advising and Student Services88-Internships and Research89-FACT-BOOK_2016-201789-FACT-BOOK_2016-2017 (page number 76)90-Welcome New Faculty91-StrategicPlan_FINAL_spreads92-Strategic Plan hiring93-The ICC Committee94-Faculty Hiring Procedure95-Part-Time-Hiring-Checklist98-Non-Degree Seeking Students99-Tenure and PromotionFacultyHandbookApril2014FacultyHandbookApril2014 (page number 67)



The institution provides support for student learning and effective teaching.

1. The institution provides student support services suited to the needs of its student populations.2. The institution provides for learning support and preparatory instruction to address the

academic needs of its students. It has a process for directing entering students to courses andprograms for which the students are adequately prepared.

3. The institution provides academic advising suited to its programs and the needs of its students.4. The institution provides to students and instructors the infrastructure and resources necessary

to support effective teaching and learning (technological infrastructure, scientific laboratories,libraries, performance spaces, clinical practice sites, museum collections, as appropriate to theinstitution’s offerings).

5. The institution provides to students guidance in the effective use of research and informationresources.

Argument

John Carroll supports student learning through offices and programs across the institution, includingthe Writing Center, the Learning Commons, Academic Coaching, Student Accessibility Services,and the University Counseling Center. Ongoing faculty development in pedagogy is supported by theProvost and Dean’s offices, as well as by the Office of Mission and Identity, Center for Service andSocial Action, and through attendance at professional conferences devoted to teaching in theirdiscipline.

1. The institution provides student support services suited to the needs of its studentpopulations.

John Carroll University’s approximately 3,000 undergraduates are overwhelmingly of traditionalcollege age, largely residential, 15% students of color, and approximately half male and half female. Suiting this population, the student support services that are offered provide support for academicneeds, health and wellness, social and emotional needs, and career planning. Academic supportincludes accommodations through Student Accessibility Services, peer tutoring at the LearningCommons, consultations with the Writing Center, academic coaching, and pre-major advisingoverseen by the Office of Academic Advising & Student Services and Boler Dean’s office. Majoradvising is provided for undergraduates by faculty in their academic department. Support for studenthealth and wellness is provided by the Student Health & Wellness Center, the University CounselingCenter, the Coordinator of Student Wellness, the Violence Prevention & Action Committee, GrasselliLibrary’s Wellness in the Stacks initiative, and the Department of Recreation. Additional services areavailable through Campus Ministry, the Dean of Students Office, the Center for Student Diversity &Inclusion, the Office of Residence Life, and the Center for Career Services.

Even groups with relatively small numbers receive specific support. The Center for Student Diversity& Inclusion is a key player in this area. Programming for commuter students is available throughthe Office of Student Engagement. Programming support for international students is provided bythe Center for Global Education and includes a Soft Landings Program with academic and culturalsupport. United States military veterans are supported through a student veterans organization,


veteran alumni networking, a veterans lounge, and a veterans welcome session and orientation.

2. The institution provides for learning support and preparatory instruction to address theacademic needs of its students. It has a process for directing entering students to courses andprograms for which the students are adequately prepared.

The institution provides learning support to address academic needs, as described in sub-component1 above; however, the University offers no preparatory instruction courses. Instead, a careful processof placement and close advising relationship ensure students are directed to courses and programs forwhich they are well prepared. Faculty work with students during new student orientation to ensureproper course selection and program exploration. Students who have struggled academically are ableto take an Applied Strategic Learning course that is taught by one of the Academic Coaches or anacademic advisor. Additionally, an optional course called Purpose and Place: Exploring Campus,Community, and Self is offered to ease the transition to college and promote student engagement. Atnew student orientation, all entering students are directed to enroll into writing, mathematics, andforeign language foundational courses for which they are appropriately prepared.

Students are placed either into English 125: Seminar in Academic Writing, the University’sstandard one semester composition course, or English 120/121: Developmental Writing 1 and2, if the English Department determines that the student requires a two-semester compositionsequence. Students whose program of study requires Calculus are placed either into Mathematics 135:Calculus and Analytic Geometry 1 or into Mathematics 133/134: Calculus and AnalyticGeometry 1A/1B. The two-semester, credit- bearing course sequences that carry CoreCurriculum credit in writing and calculus provide the necessary scaffolding for student success.In 2015, the Department of Classical and Modern Languages and Cultures overhauled itslanguage placement examinations to properly place students into a level of their chosenlanguage.

Changes to the SAT/ACT prompted the Director of First Year Writing and Writing Center Directorto work with Enrollment to ensure appropriate writing placement in Fall 2018. The Department ofMathematics is also reviewing its math placements.

STEM department chairs also review academic records of all incoming students to determine anappropriate selection of first-year STEM courses for each student and which students are qualified toparticipate in the Honors sections of Biology and Chemistry courses. Students selected for the threesignature programs (Honors, Arrupe Scholars, and Leadership) are registered for courses specific toeach program. In addition, chairs and faculty review high school/college transcripts and standardizedtest scores for all incoming students and guide them during the course selection process at newstudent orientation during the summer.

3. The institution provides academic advising suited to its programs and the needs of itsstudents.

Since 2013, the institution has used a cohort advising model to meet the needs of its first- andsecond-year students. The College of Arts and Sciences (CAS) and Boler College of Business(BCOB) actualize this program in slightly different ways. In the fall semester of the first year, ~15advisees in CAS meet with faculty in group format for 4-5 cohort advising sessions. In these sessionsstudents are advised of available campus services, learn about the Core Curriculum, practicevocational discernment, and develop a four-year academic plan. In the BCOB, ~50-70 advisees meet


with a professional advisor 5-6 times during the first semester and learn about the same universityopportunities and vocational discernment as well as being introduced to the Boler ProfessionalDevelopment Program. BCOB faculty are available to act as mentors during this time of cohortadvising, and they are available to meet with students.

Additionally, students individually consult regularly with their assigned academic advisor (or facultymentor in the Business College) for the first 3-4 semesters of enrollment, or until they declare amajor. These consultations include course selection, as well as vocational/professional school advice.

The pre-major cohort advising program collected data from a student survey that has been used in theprocess of advising program review; recommendations for changes by external reviewers fromNACADA are currently under consideration.

Once CAS students declare a primary major, they are assigned a faculty advisor in their academicdepartment. Currently, BCOB students are given a faculty member as primary advisor after theirthird semester; however, the recent addition of another professional advisor will allow the BCOB tomove students to faculty for advising following their fourth semester. Faculty are regularlyoffered workshops to support their work in academic advising. In addition, graduate and post-baccalaureate students are advised by their program faculty.

STEM students who receive Choose Ohio First or NSF S-STEM scholarships have an extended two-semester cohort advising model with peer mentoring and professional development byrequiring Entering Science and Entering Research courses. Undergraduates interested in pre-healthprograms participate in additional advising through the Pre-Health Professions program.

In 2017, the University administered an Academic Advising survey module as part of theadministration of the National Survey on Student Engagement. Results showed that pre-major andmajor advising are broadly comparable to peer institutions on such indicators as frequency ofconsultation and adequacy of results.

4. The institution provides to students and instructors the infrastructure and resourcesnecessary to support effective teaching and learning (technological infrastructure, scientificlaboratories, libraries, performance spaces, clinical practice sites, museum collections, asappropriate to the institution’s offerings).

The University provides to students and instructors the infrastructure and resources necessary tosupport effective teaching and learning. All classrooms used at the University have instructionaltechnology available for use and are supported by Information Technology Services, particularly theCenter for Digital Media. The University uses Canvas as its learning management system to supporteffective teaching and learning, and as the infrastructure for online and hybrid course offerings.

The number and type of Biology, Chemistry, Physics, Exercise Science, Psychology, Mathematics &Computer Science, and Boler College of Business laboratory and computer spaces available areadequate to meet the needs of faculty and students. Scientific teaching and research laboratories areaided by a Central Scientific Stores and Laboratory Support Services. In addition, the Department ofModern Languages & Cultures and the Tim Russert Department of Communication & Theatre Artsoperate the Language Learning Center and the JCU Television Studio, respectively. In connectionwith their Bloomberg Market Concepts certification program, the Boler College of Business makesa Bloomberg Terminal available to students.


The Department of Counseling and the Department of Education & School Psychology haveestablished partnerships with third-party clinical sites, supervised and assessed by John Carrollfaculty. In addition, each program has handbooks (209 and 210) to guide and support students duringthese internships.

Grasselli Library and Breen Learning Center has an array of resources to support faculty and studentresearch including updated holdings, access to research databases and electronicresources, interlibrary loan, and the OhioLink catalog.

Kulas Auditorium, Marinello Little Theatre, Muldoon Atrium, and Donahue Auditorium areavailable for music, dance, and theatre performances as well as other University presentations.

As part of the University Strategic Planning process, the Facilities Planning Space Committee hasbeen tasked with identifying University priorities in managing current and future space and otherinfrastructure needs. Academic program reviews have revealed other priorities that have beenaddressed. Substantive examples include:

1. In the Fall of 2017, the Burton Morgan Foundation Creativity and Entrepreneurship Classroomwas opened in the Grasselli Library.

2. Laboratory space intended to meet the needs of students in Exercise Science (Room E335 inthe Dolan Science Center) was created in the Fall of 2017. Dolan Science Center W116 wasalso redesigned/repurposed for Exercise Science.

3. Ongoing fundraising for the Library’s Learning Commons.4. Ongoing refurbishment of classrooms in the Administration Building.

5. The institution provides to students guidance in the effective use of research andinformation resources.

As part of the Integrative Core Curriculum, students are required to take foundational courseworkin academic writing and principles of communication, which introduce them to the effective use ofresearch and information resources. Assessment results show that students are generally applying theskills they learn in their major research papers in their Foundational Writing courses. These skillsare reiterated in the major and culminate in the capstone experience during senior year. The academic librarians at Grasselli Library offer additional guidance and support throughout thestudents’ academic careers. Published guides include Distinguishing Scholarly from Non-ScholarlyPeriodicals, as well as discipline-specific guides to finding appropriate literature and resources.

Sources

125-Accommodations126-LibGuides at John Carroll University127-Writing Center128-Academic Coaching Flier129-Student Health and Wellness130-Counseling Center Services131-Staff – Health Promotion and Wellness132-Violence Prevention and Action Center


133-Wellness in the Stacks poster134-About the Department135-DEPARTMENT OF CAMPUS MINISTRY ANNUAL REPORT 2016-2017136-Health Promotion and Wellness137-Center for Student Diversity and Inclusion138-Office of Residence Life-Health and Wellness139-Students and Alumni140-Meet the Staff141For International Students142-EN MT and foreign language placement-final147-Honors Program148-Arrupe Scholars Program – Developing Leaders for Social Action149- Leadership Scholars Program150-JCU Academic Advising Syllabus 2018 template152-Major Advising153-Advising Workshops154-AR101 Syllabus-2018-SSTEM155-Entering Research_syllabus_Spring_2018156-Health Professions Advisory Committee158-Equipment and Space Lists-2018164-Language Learning Center165- Tim Russert Department of Communication and Theatre166-Bloomberg167-Clinical-Mental-Health-Counseling-Practicum-Internship-Site-Directory168-School-Counseling-Practicum-Internship-Directory-2017169- Research171-Introduction-LibGuides at John Carroll University172-Interlibrary Loan-LibGuides at John Carroll University173-OhioLINK Resources174-Space Management175-Creativity and Entrepreneurship Classroom176-Exercise Science Administrative Response 2016177_Philanthropic Priories for FY2018178-Classroom refurbishing179-First Year Writing180-Oral Expression181-Core Requirements in the Major182-Ask a Librarian207-A-Z Databases208-Central Scientific Stores and Laboratory Support Services209-Clinical-Mental-Health-Counseling-Practicum-Internship-Handbook-2017-12-18210-School-Counseling-Practicum-Internship-Handbook-2017217-AR 112 Spring 2019220-2018-19-JCU-Final-Fast-Facts221-Introduction - Distinguishing Scholarly from Non-Scholarly Periodicals222-Guides By Subject235-Fall 2018 AR120 Syllabus23-Program Learning Goals – Assessment240-Boler Advising


253-Entering Science Syllabus254-NSSE17 Topical Module - Academic Advising (JCU)255-Information Literacy Assessment Poster257-BCOB cohort advising syllabus260- Veterans Program89-FACT-BOOK_2016-201789-FACT-BOOK_2016-2017 (page number 107)89-FACT-BOOK_2016-2017 (page number 115)


3.E - Core Component 3.E

The institution fulfills the claims it makes for an enriched educational environment.

1. Co-curricular programs are suited to the institution’s mission and contribute to the educationalexperience of its students.

2. The institution demonstrates any claims it makes about contributions to its students’educational experience by virtue of aspects of its mission, such as research, communityengagement, service learning, religious or spiritual purpose, and economic development.

Argument

In keeping with the Jesuit tradition of cura personalis, our students participate in a host ofexperiences that complement the learning that takes place in the classroom and align with ourmission and learning goals.

1. Co-curricular programs are suited to the institution’s mission and contribute to theeducational experience of its students.

Experiential learning is at the heart of a Jesuit liberal arts education. Our vibrant co-curricularprogramming offers undergraduates many opportunities to engage in learning outside of theclassroom that is based on the institution’s mission, incorporates reflection, and develops students’capacities to effect change post-graduation. The Leadership Formation Series, for example, providesstudents with a four-semester sequence of programs that engages students in activities toprogressively enhance their leadership capacities to create change both on and off campus. TheUniversity’s Immersion Experience provides co-curricular opportunities for hands-on learning inhigh-need domestic and international communities to support the mission of the University. Forexample, the Honduras Medical Immersion program allows University students to provide medicalcare under the supervision of licensed health care providers to poverty-stricken rural Hondurans,whereas the Louisville immersion exposes students to issues facing refugees in the United States.Business school undergraduates travel to Honduras to offer instruction in business andentrepreneurial skills.

Additional programming includes: Varsity Athletics and Recreation, Campus Ministry, Center forService and Social Action, Student Organizations, Student Union, Student Union ProgrammingBoard, Center for Student Diversity and Inclusion, and Center for Global Education.

2. The institution demonstrates any claims it makes about contributions to its students’educational experience by virtue of aspects of its mission, such as research, communityengagement, service learning, religious or spiritual purpose, and economic development.

Faculty and staff recognize the centrality of high-impact pedagogies, including research andcommunity-based learning, in the academic and personal experiences of our students. NSSE datafrom 2017 confirm that 67% of first-year students and 95% of seniors at the University reporthaving engaged in experiential learning both inside and outside of the classroom. In fact, graduatingseniors report participating in these high-impact practices at a statistically-significant higher levelthan peer institutions. High-impact practices are, in turn, aligned with the University’s four learning


goals of intellect, character, leadership and service.

Our commitment to social justice, expressed through community engagement, immersionexperiences, service learning, and reflection, is nationally recognized by the Carnegie Foundationand the President’s Honor Roll for Service. Mentored student research is supported by the Colleran-Weaver Research Fellowships and is nationally recognized in disciplines such as neuroscience.Additionally, Lavelle Internships in Non-Profit Organizations that are funded through the Robert M.Ginn Institute of Corporate Social Responsibility provide funds for business students who acceptunpaid internships.

Nationally and globally, our students earn recognition for their intellect, character, leadership, andservice as recipients of prestigious fellowships and awards such as the Fulbright, NBC/Meet the PressFellowship, Shepherd internships, and the Hawk and Hughes World Food Programme. BloombergBusiness ranked the University’s Boler College of Business #1 for how prepared our students are forthe world of work.

Sources

183-Leadership Formation Series184-Campus Ministry Immersion Experience Program185-Honduras186-Louisville187-Athletics and Recreation188- Campus Ministry189-Center for Service and Social Action190-Student Organization List191-Student Union192-Student Union Programming Board193-Center for Student Diversity and Inclusion194-Center for Global Education196-NSSE17 High-Impact Practices (JCU)197-University Learning Goals – Assessment198-National Distinctions – Center for Service and Social Action199-Carnegie Community Engagement Classification200-President Higher Education Community Service Honor Roll201-Neuroscience Students win 7 awards at ECSC202-Success Stories203-Meet the Press Fellowship204-Shepherd Higher Education Consortium on Poverty205-Hawk-Hughes World Food Programme Fellowship – Student Scholarships236-Guidelines for Colleran-Weaver Research Fellowships - College of Arts and Sciences237-Honduras_information_sheet_2019256-Boler School of Business Ranks First Nationally in Preparing Students for Jobs - JCUNewsroom259-Lavelle Internships Application



The institution provides high quality education, wherever and however its offerings are delivered.

Summary

John Carroll University consistently delivers high quality, current courses, academic programs, andco-curricular experiences with articulated student learning outcomes guaranteeing appropriate levelsof performance for the degree. The University's endeavors are centered around its vibrant mission-centered integrative core that ensures that all undergraduate students gain important skills andexperience with diversity. All faculty and staff are appropriately qualified and trained for their roles,and, along with students, participate actively in scholarship and creative work. Students are providednecessary and appropriate support, advising, and guidance as they progress through their time at theUniversity.

Sources



4 - Teaching and Learning: Evaluation and Improvement

The institution demonstrates responsibility for the quality of its educational programs, learningenvironments, and support services, and it evaluates their effectiveness for student learning throughprocesses designed to promote continuous improvement.


The institution demonstrates responsibility for the quality of its educational programs.

1. The institution maintains a practice of regular program reviews.2. The institution evaluates all the credit that it transcripts, including what it awards for

experiential learning or other forms of prior learning, or relies on the evaluation of responsiblethird parties.

3. The institution has policies that assure the quality of the credit it accepts in transfer.4. The institution maintains and exercises authority over the prerequisites for courses, rigor of

courses, expectations for student learning, access to learning resources, and facultyqualifications for all its programs, including dual credit programs. It assures that its dual creditcourses or programs for high school students are equivalent in learning outcomes and levels ofachievement to its higher education curriculum.

5. The institution maintains specialized accreditation for its programs as appropriate to itseducational purposes.

6. The institution evaluates the success of its graduates. The institution assures that the degree orcertificate programs it represents as preparation for advanced study or employment accomplishthese purposes. For all programs, the institution looks to indicators it deems appropriate to itsmission, such as employment rates, admission rates to advanced degree programs, andparticipation rates in fellowships, internships, and special programs (e.g., Peace Corps andAmericorps).

Argument

1. The institution maintains a practice of regular program reviews.

The University ensures educational program quality through the process of Academic ProgramReview (APR), which allows programs to examine critically all components of their operations witha specific focus on student learning and other aspects of academic program quality. Programs thatconduct an APR include each department and interdisciplinary major in the College of Arts andSciences, each major in the Boler College of Business, and the University’s Signature Programs--Leadership, the Honors Program, and Arrupe Scholars. Departmental APRs must include all majors,minors, and concentrations, both graduate and undergraduate, offered by the department.

Each academic unit conducts an APR once in each six-year cycle. The first APR cycle concluded justprior to the 2016 Focused Visit, and the schedule for the next cycle is posted on the APR website.New programs or majors participate in APR during the six-year cycle following the one in whichthey are launched, i.e., new programs are usually reviewed for the first time approximately five years


after their creation.

Following an orientation session, designated faculty members gather materials and data about theirprogram in order to write the Self-Study Report. This document, endorsed upon completion by theentire department, provides an opportunity to explore the dynamics of the program, identify strengthsand weaknesses, and envision future changes to improve student learning and program functioning.The APR is sent to the members of the external Review Team, which includes one or two facultymembers from other institutions who have expertise in the program of study and one optional facultymember who is from the University but is not part of the program. The members of the Review Teamreview the Self-Study Report before coming to campus and then spend time on campus meeting withfaculty, staff, and students and touring the facilities. The members of the Review Team work togetherto identify strengths and weaknesses, answer questions posed by faculty and administrators, andmake recommendations for improvement.

Upon receipt of the Visit Team Report, the Dean meets with the program faculty to discuss theReport and charges them with finalizing an Action Plan that considers the Review Team’s findings.The final Action Plan, developed in a collaborative process between the Dean’s office and theprogram faculty, is signed by both parties, indicating the program’s commitment to the plan and theDean’s endorsement of the plan’s overall direction. This signature is not a binding commitment forfunding, as plans will cover several years and many funding decisions are made on a year-to-yearbasis. Finally, the Dean reviews the entire written record and prepares a recommendation fordiscussion with the Provost. This discussion includes a review of the Action Plan and the Dean’spreliminary recommendation for resource allocation. The Provost then issues anofficial Administrative Response. Programs with completed reviews and approved Action Plansprovide evidence of the changes that have been made, assess the impact of the changes, and report onthat assessment in their Annual Assessment Report (discussed in more detail in 4.B).

Academic Program Review has and will continue to yield tangible improvements to academicprograms. Most programs that have received Administrative Responses since the Focused Visit haveengaged in some form of curricular revision, and other common changes are described in the chartbelow:

Category of Change Programs

Curricular Change

Accountancy; Art History; Chemistry;Communication; East Asian Studies; Economics;English; Finance; Gender Studies; Humanities;Management and Human Resources; Marketing;Political Science; Sociology; Supply ChainManagement

Program IdentityCommunication; Management and HumanResources; Philosophy; Political Science;Sociology; Supply Chain Management

Support for FacultyWork Communication; Philosophy; Political Science


Staffing

Accountancy; Communication; Counseling;Economics; Exercise Science and Sports Studies;Finance; Gender Studies; Global Education; HonorsProgram; Mathematics and Computer Science;Nonprofit Administration; Physics; Sociology andCriminology; Supply Chain Management

CollaborationArt History; East Asian Studies; Humanities;Leadership; Peace, Justice, and Human Rights;Psychology

Space Counseling; Exercise Science; Gender Studies;Philosophy; Nonprofit Administration

Marketing/Recruitment

Arrupe Program; Gender Studies; Honors Program;Humanities; Leadership; Management and HumanResources; Nonprofit Administration; SupplyChain Management

Co-Curricular Efforts Accountancy; Gender Studies; Honors Program;Philosophy; Peace, Justice, and Human Rights

ProgramTermination/Hiatus

Communication MA; Mathematics MS; PhysicalEducation

Additionally, older APRs continue to yield positive changes; for example, the Department ofMathematics & Computer Science (part of the Fall 2015 cohort) has launched new programsin Data Science and Actuarial Science in fall 2018, along with a program to provide mathcourses to high school teachers in response to changes in state teacher requirements.

2. The institution evaluates all the credit that it transcripts, including what it awards forexperiential learning or other forms of prior learning, or relies on the evaluation ofresponsible third parties.

John Carroll evaluates all of the credit that it transcripts or relies on the evaluation ofresponsible third parties. Policies guiding the transfer of academic credit are informed byrecommendations from the American Association of Collegiate Registrars and AdmissionsOfficers (AACRAO), the Council of Higher Education Accreditation (CHEA), and the OhioDepartment of Education (ODE) and can be found in the Bulletin. Credit that is considered notapplicable to a John Carroll degree is not awarded and does not appear on the transcript. Also, alimit on transfer credits that may apply towards a John Carroll degree exists.

Credit awarded for prior learning, including AP, IB, and CLEP exams, is determined by thefaculty in the relevant department and is guided by best practices and recommendations from theAACRAO and the Ohio Department of Education. Policies for accepting exam credit can befound in the Bulletin and on the admissions website.


Credit awarded for active military service follows recommendations from the American Councilon Education. International students are asked to have their transcripts evaluated by a NACE-recognized agency. No credit is awarded for experiential learning (defined here as credit for lifeor work experience) with the exception of internships. Credit is awarded for student internshipswhich are approved through the Center for Career Services. Guidelines for earning academiccredit for an internship can be found on the Center for Career Services website.

3. The institution has policies that assure the quality of the credit it accepts in transfer.

Students requesting to transfer credit from other institutions, either prior to their attendance atJohn Carroll or as a transient student, submit official copies of their transcripts to the Registrar’sOffice for evaluation. The Registrar’s Office, in conjunction with department chairs andassociate deans, evaluates the credit for equivalency following best practices established byAACRAO and CHEA. In order to improve efficiency, approved course equivalencies becomepart of the Registrar’s database, which can be accessed by students. Courses that have not beenreviewed within a four-year period are removed from the list and reviewed by department chairsif a student attempts to transfer them. Institutions from which students are seeking to transfercredit must be regionally-accredited. The University does not accept credit from technical or“tech prep” programs. The credit transfer process is described on the admissions website fortransfer students and on the registrar’s website.

4. The institution maintains and exercises authority over the prerequisites for courses,rigor of courses, expectations for student learning, access to learning resources, and facultyqualifications for all its programs, including dual credit programs. It assures that its dualcredit courses or programs for high school students are equivalent in learning outcomes andlevels of achievement to its higher education curriculum.

John Carroll University maintains and exercises authority over the prerequisites for its courses.Individual departments determine prerequisites based on the content knowledge required forcourse enrollment. Course prerequisites and other registration restrictions, including programenrollment or instructor permission, are indicated in the Undergraduate and Graduate StudiesBulletins and the University’s schedule of courses. Enforcement of prerequisites occurs throughregistration. Students must receive signed department chair approval in order to register for acourse for which the prerequisite is not met. The Office of the Registrar posts the policy andprocess for securing a prerequisite waiver on its website.

The University maintains and exercises authority over the rigor of courses in a number of ways.At the most basic level, there are general University-wide criteria for course levels included inthe Undergraduate Bulletin under the section “Department and Course Codes”:

Numbering indicates the level of the material covered in courses:

100-199 Introductory courses

200-299 Lower-division courses

300-399 Upper-division courses open to undergraduate students

400-499 Advanced courses open to both undergraduate and graduate students

500-599 Graduate courses open to only graduate students and listed in the Graduate


Studies Bulletin

At least half of the courses in graduate programs must be selected from the 500 level (109).

Each semester, department chairs are required to review syllabi to ensure compliance withUniversity policies, at the same time, chairs also review syllabi for rigor. Conversations aboutrigor occur during the creation of new courses and when courses are submitted for approval forcore designations.

Significant attention to course rigor—coupled with support for students—is present in the tenureand promotion process; faculty take course rigor seriously for their full-time, tenure-trackcolleagues and the process reflects this focus. Many departments do numerous classroomobservations and class evaluations on the way to a colleague's tenure. Rigor is also a factor inthe evaluation of part-time faculty.

Indeed, external reviews for Academic Program Review (APR) have commented on the highdegree of rigor. Many departments also track performance on nationally-normed exams as partof their student-learning assessment process.

The Office of Institutional Effectiveness oversees the expectations for undergraduate andgraduate student learning at the University through Academic Program Review (APR) and theroutine assessment of student learning (described in more detail in 4B below). The AssessmentInformation Guide: Student Learning in Academic Programs describes this oversight.

Student learning assessment is a routine part of each academic program’s activities, in whichthey use a variety of direct and indirect measures to compare student learning to their articulatedlearning goals. Based on the assessment data, program faculty make changes to improve studentlearning and report on their progress annually. They may also determine whether new ormodified assessments are better able to answer their assessment questions during the annualassessment reporting.

APR is a periodic examination of the entire academic program. While there is a focus on studentlearning assessment data, the full body of data examined in APR reaches far beyond studentlearning, including student satisfaction, departmental operations, and employment/placementrates. The changes made because of APR are tracked and assessed as part of the annual studentlearning assessment reports (as described in more detail in 4.A.1 above).

John Carroll requires all academic programs to create, implement, and publish program-levellearning goals. These goals define intended student learning outcomes—the knowledge, skills,and values attained through program learning activities. Program learning goalsare aligned with the University Learning Goals and published in Undergraduate and GraduateStudies Bulletins, on department websites, on the Assessment website, and on syllabi ofindividual courses.

All academic programs (academic departments, interdisciplinary programs, and the CoreCurriculum) must collects data on student learning and convene an annual assessment meetingto review and discuss assessment findings and programmatic responses, following which theysubmit annual assessment reports documenting their work.

Detailed guidelines, rubrics, and recommendations regarding student learning and program


assessment are available in the Assessment Information Guide: Student Learning in AcademicPrograms and the Integrative Core Assessment Plan.

The Grasselli Library and Breen Learning Center supports access to learning resources for theUniversity community and authorized users. According to the Undergraduate Bulletin, theLibrary houses “775,000 books, periodicals, and media materials in its physical space,”maintains subscriptions to a host of electronic periodicals and streaming media, and participatesin OhioLINK, a consortium with nearly 90 member colleges and universities for additionalaccess to resources. Materials not available through OhioLINK may be acquired through theUniversity’s interlibrary loan system. In addition, library and student staff provide online and in-person assistance for accessing and using resources. The Library houses a 44-seat computercommons, the Center for Digital Media (CDM), and the Writing Center annex, and it hosts alaptop loaner program for student use—all of these are support services and technology intendedto maximize and extend access to learning resources.

The University maintains and exercises authority over full-time and part-time facultyqualifications initially through the hiring process, and subsequently through the evaluationprocess and the provision of faculty development opportunities (as discussed in 3.C above).

The University’s participation in the state of Ohio’s dual credit program (College Credit Plus) isstructured in such a way as to ensure that the University’s authority over prerequisites, rigor,expectations for student learning, access to learning resources, and faculty qualifications ismaintained. All dual credit courses are taught on the main campus by University full-time andpart-time faculty hired through the established process. All dual credit courses contain a mix ofhigh school students and traditionally enrolled undergraduates and are treated in all ways liketraditional undergraduate courses.

5. The institution maintains specialized accreditation for its programs as appropriate to itseducational purposes.

John Carroll University maintains specialized accreditation for pre-professional programs forwhich specialized accreditors exist.

The graduate and undergraduate business programs offered by the Boler College of Business areaccredited by AACSB International—The Association to Advance Collegiate Schools ofBusiness—until 2019. In addition, the Department of Accountancy’s programs are accreditedseparately by AACSB. The next AACSB Continuous Improvement Review visit is scheduled forFebruary 17-19, 2019.

The University’s programs in the Department of Education and School Psychology are approvedby the Ohio Department of Higher Education and accredited by the National Council forAccreditation of Teacher Education for the preparation of Early Childhood (EC), MiddleChildhood (MC), and Adolescent and Young Adult (AYA) school teachers, counselors, schoolpsychologists, and principals. The University first received NCATE accreditation in 1957, andthe current accreditation for both Initial and Advanced Preparation ends in June 2020. TheUniversity’s first accreditation visit from NCATE’s successor organization, the Council forAccreditation of Educator Preparation (CAEP) occurred on November 11-13, 2018; results willnot be announced until late spring of 2019. The CAEP process involves recognition of thefollowing programs by the following Specialized Professional Associations (SPA):


Program SPAApprovedUntil

Integrated Mathematics NCTM 8/1/2019

Life Sciences NSTA 8/1/2019

Life Sciences/Chemistry NSTA 8/1/2019

Physical Science (Physics and Chemistry) NSTA 8/1/2019

Physical Sciences: Chemistry NSTA 8/1/2019

Physical Sciences: Physics NSTA 8/1/2019

School Counselor CACREP 10/1/2020

Middle Childhood Language Arts andReading (4-9) AMLE 2/1/2026

Middle Childhood Mathematics (4-9) AMLE 2/1/2026

Middle Childhood Science (4-9) AMLE 2/1/2026

Middle Childhood Social Studies (4-9) AMLE 2/1/2026

School Psychologist NASP 8/1/2026

Early Childhood (P-3) NAEYC 8/1/2026

Integrated Language Arts NCTE 8/1/2026

Integrated Social Studies NCSS 8/1/2026

The Clinical Mental Health Counseling and the School Counseling Programs are accredited bythe Council on Accreditation of Counseling and Related Educational Programs (CACREP)through October 21, 2020. The then-extant Community Counseling program first receivedCACREP accreditation in 1997 with School Counseling following in 2004. In 2013, JohnCarroll’s Clinical Mental Health Counseling and School Counseling programs received themaximum eight-year re-accreditation (expiring October 31, 2020). The next re-accreditationvisit will occur in 2019-2020.

6. The institution evaluates the success of its graduates. The institution assures that thedegree or certificate programs it represents as preparation for advanced study or


employment accomplish these purposes. For all programs, the institution looks to indicatorsit deems appropriate to its mission, such as employment rates, admission rates to advanceddegree programs, and participation rates in fellowships, internships, and special programs(e.g., Peace Corps and Americorps).

The University regularly evaluates the success of its graduates. There are a number ofinstitutional processes which ensure that that this routine evaluation takes place. The AcademicProgram Review Self-Study guidelines require programs to discuss program outcomes,particularly employment, graduate/professional school admission, and participation in JesuitYear of Service and other volunteer programs.

Additionally, the new institutional assessment process, (described in more detail in 4.B.3 below),crafts a University outcomes report/dashboard focused on student learning assessment. Thisreport will be used each year for decision making by the University Committee on the StudentLearning Experience.

The University examines key indicators that demonstrate its degree programs prepare studentsfor post-graduate careers and service. For example, surveys conducted by the Center for CareerServices show that, at graduation, 66.4% of 2018 undergraduates have accepted a full-timeposition, are attending graduate school, or are committed to volunteer or military service. A newinitiative at the institution, a one-year-out survey, will also report post-graduate outcomes forgraduate students and internship experiences; preliminary results indicate the 76.35% of 2017graduates are now employed full-time and 45.37% of 2017 graduates are currently enrolled in,applying to, and planning to apply to a subsequent degree program. Beginning in spring 2019,the University will supplement the Center for Career Services’ data with information aboutsubsequent enrollments (e.g., graduate school, medical school) from the National StudentClearinghouse’s Student Tracker. A steady number of students (nearly 20 in each of the lastseveral graduating classes) participate in at least one year of service upon graduation, whichspeaks to the University mission’s focus on service.

Sources

107-Post-Graduate Volunteer Work108-Accreditors and Institutional Memberships10-APR Follow-Up AARs110-DataDirect - General111-Accredited Provider Details-CAEP112-Directory-CACREP11-Data Science Proposal120-APR Visit Reports135-ActuarialScienceProposal136-Content-Area-Program-in-Mathematics-for-CCP-Teachers14-AP_IB_and CCP15-Internship Credit16-Course-Equivalency-Table-as-of-9.27.1817-Transfer evaluation


18-Services and Forms – Office of the Registrar1-Academic-Program-Review-Information-Guide2018-2020-GRADUATE-BULLETIN-002-12018-2020-GRADUATE-BULLETIN-002-1 (page number 15)2018-2020-GRADUATE-BULLETIN-002-1 (page number 107)2018-2020-GRADUATE-BULLETIN-002-1 (page number 120)20-Registration21-Registration Policies – Office of the Registrar24-DESP email trail on new course development25-Peer Classroom Observation26-DESP on academic rigor-adjunct meetings27-Visit Team Report Biology Dept29-Nationally Normed Exams2-APR-Review-Cycle-231-Academic-Requirements32-University-Learning-Goals-in-Action34-Program Learning Goals – Assessment35-Syllabus Expectations and Examples – Assessment37-Core-Assessment-Plan3-APR Review-Cycle-140-Non-Degree Seeking Students - Undergraduate Admission41-Self-Study-Guidelines-v3-CAS-Departments44-One Year Out Survey4-APR Review-Cycle-35-Orientation Presentation 181961-Academic-Assessment-Information-Guide63-sample assessment reports6-APR Data Package75-Pilot Academy Dashboards7-APR Self-Studies8-List of APR Reviewers9-APR Administrative ResponsesUndergradBulletin2018_Final-2.21.18UndergradBulletin2018_Final-2.21.18 (page number 21)UndergradBulletin2018_Final-2.21.18 (page number 24)UndergradBulletin2018_Final-2.21.18 (page number 60)UndergradBulletin2018_Final-2.21.18 (page number 129)UndergradBulletin2018_Final-2.21.18 (page number 187)UndergradBulletin2018_Final-2.21.18 (page number 216)



The institution demonstrates a commitment to educational achievement and improvement throughongoing assessment of student learning.

1. The institution has clearly stated goals for student learning and effective processes forassessment of student learning and achievement of learning goals.

2. The institution assesses achievement of the learning outcomes that it claims for its curricularand co-curricular programs.

3. The institution uses the information gained from assessment to improve student learning.4. The institution’s processes and methodologies to assess student learning reflect good practice,

including the substantial participation of faculty and other instructional staff members.

Argument

1. The institution has clearly stated goals for student learning and effective processes forassessment of student learning and achievement of learning goals.

The University has clearly stated goals for student learning at a variety of levels, all of which alignwith the institutional goals. These institutional goals, known as the University Learning Goals wereapproved in April 2015 to encompass the entirety of the student learning experience at theinstitution, following a collaborative, campus-wide effort involving campus leadership, faculty, andstaff. They are published and available to the public on the John Carroll assessment website and inthe Graduate and Undergraduate Bulletins. A full history of the development of the institutionallearning goals can be found in the document, A Guide to the University Learning Goals: Mission inAction.

Program-level learning goals were developed by faculty with support from the Office of InstitutionalEffectiveness. Program learning goals for all undergraduate majors and minors are published onthe assessment website, in the Bulletin entries for each program, and in course syllabi. The goalsare required to be specific, measurable, focused on student learning, and aligned with the UniversityLearning Goals.

The Integrative Core Curriculum was constructed around nine faculty-developed intended studentlearning outcomes (often referred to as the Academic Learning Goals). These goals were developedprior to the creation of any other institutional goals and were incorporated into the UniversityLearning Goals as the latter were created.

All course-level learning goals are required to align with the program-level goals for any majors orminors to which they contribute, as well as any Core Curriculum category to which they are assigned.

Finally, co-curricular and support departments across campus who directly impact student learningand success have also developed learning goals in alignment with the University Learning Goals.These departments include: Academic Support programs, Campus Ministry, and the Center forService and Social Action among others.

The University maintains effective processes for the assessment of student learning. The full process


of student learning is described in detail in the Assessment of Student Learning Online InformationGuide and on the Assessment website. For each program-level learning goal, each curricular and co-curricular program must choose at least one direct summative measure and at least one indirectmeasure. Each program must meet at least once during an academic year to examine student learningdata collected via their chosen assessment measures. Programs must examine data on at least onestudent learning goal each year. At the meeting, topics of discussion include changes to the programin response to data and changes to the assessment system in response to data and to the experience ofassessment. Following the meeting, the program must submit an Annual Assessment Report to theOffice of Institutional Effectiveness. Programs are asked, as part of their Annual Assessment Report,to provide evidence that changes have been made and to provide data assessing the impact of thechanges on student learning. With the support of the Institutional Effectiveness office, facultydeveloped assessment plans and in AY 2014-2015 began submitting annual reports.

The Integrative Core Curriculum began assessment during the Core's first year of implementation. The current assessment plan is posted on the Assessment website. Each semester, courses withineach core category are randomly selected for assessment. Instructors of the selected courses evaluatetheir students’ work using rubrics developed and approved by the Core Committee. At the end ofeach academic year, a smaller group of these instructors meet to review work from across a variety ofcourses in the category, and then use the data they have generated, along with the data provided byinstructors, to complete an assessment report, which is acted upon by the Core Committee in thefollowing fall semester.

Assessment plans for all majors and academic support units are posted on the Assessment website,along with progress reports and reports of how assessment findings are being used for programdevelopment; annual assessment reports are also kept on file in the University’s learningmanagement system (Canvas) where campus users may access them. The Institutional AssessmentCommittee reviews reports each semester and provides feedback to departments.

2. The institution assesses achievement of the learning outcomes that it claims for itscurricular and co-curricular programs.

As described under effective process in sub-component 1 above, all programs (curricular and co-curricular) assess at least one learning goal each year and submit a report with their findings tothe Institutional Assessment Committee. Each academic program has an assessment coordinatorcharged with organizing data collection in relation to the program’s assessment plan. Faculty reviewthe evidence to determine any curricular needs or necessary changes to improve student learning,which are then included in the annual report. Findings, changes, and assessment of changes will feedinto future program reviews. Updates on findings and/or changes made since the most recentprogram review are also included in the annual report.

The Institutional Assessment Committee (IAC) reviews all institutional and program assessmentreports, provides feedback, and identifies themes in assessment findings in support of improving andadvancing assessment practices on campus. The IAC also helps coordinate assessment ofthe Integrative Core Curriculum in conjunction with the Core Committee. The linked oversight tableshows that the assessment process has continued since the Focused Visit and that assessmentactivities are widespread across campus in both curricular and co-curricular areas.

3. The institution uses the information gained from assessment to improve student learning.

Assessment information is driving improvements at all levels of the institution.


Institution-level assessment was the focus on the University’s participation in the Higher LearningCommission’s Academy for the Assessment of Student Learning. Our Academy “Action Team”sought to advance assessment practices on campus and further the use of assessment information toimprove student learning. The Action Team took on the project of mapping program learning goalsto the University Learning Goals, further refining of what the language of the University LearningGoals means in practical terms, and determining where learning occurs in the current curriculum.The resulting database is the basis for the report A Guide to the University Learning Goals: Missionin Action.

The Action Team has used the mapping project to determine where gaps in learning are occurring, aswell as what percentage of students are meeting the University Learning Goals. Beginning in spring2019, the Institutional Assessment Committee will craft a University outcome report/dashboard.These reports will be then used for decision-making by the University Committee on the StudentLearning Experience.

Since its initial implementation, Core assessment has yielded improvements in student learning. Atthe first core assessment meetings in 2016, the writing subcommittee of the core recommended thatan additional assignment be added to the standard syllabus of foundational writing courses tostrengthen student performance in structuring argumentative writing. This recommendation wassubsequently adopted and implemented. During the 2018 assessment activities, the quantitativeanalysis assessment team recommended that instructors provide students with more opportunities todeal with ambiguous (“real-world”) situations.

As our assessment culture is only a few years old, many departments find that the outcome of theannual assessment cycle is a change to the assessment processes (e.g., collecting different data,adjusting rubrics). However, program-level assessment does lead to curricular change.

Assessment results are widely used in the Student Affairs division. For example, results from a self-reported survey validate that the Intergenerational Choir is achieving its goal of reducing dementiastigma among college students, while the Violence Prevention and Action Center routinely usesassessment data to adjust programming. Results from the National College Health Assessment areguiding programming initiatives focusing on students’ physical and emotional health and well being.

Course-level assessment is completely in the control of the individual faculty member, but thefollowing are some examples of how individual instructors are using assessment results to improvestudent learning: changing the amount of time spent on particular skills and topics, addingassignments, and moving to an explicit focus on skills.

4. The institution’s processes and methodologies to assess student learning reflect goodpractice, including the substantial participation of faculty and other instructional staff

The University’s assessment processes reflect widespread faculty involvement. Faculty are on thefront lines of assessment efforts at the institution. Program-level learning goals and assessment planswere created and are maintained by faculty. The faculty measure student learning, meet annually todiscuss their data, and make decisions about improving student learning and/or the assessmentprocess. Faculty members serve as departmental assessment coordinators, craft the assessmentreports, and, as members of the Institutional Assessment Committee, review and provide feedback onthem. All voting members of the Core Committee, the body which oversees core assessment, arefaculty, and individual Core faculty members are directly involved in the Core assessment. TheAcademy Action Team, which crafted our plan for institutional-level assessment, is comprised


primarily of faculty.

In the 2017 calendar year,

103 faculty attended annual assessment meetings,54 have served as assessment coordinators,8 faculty served on the Institutional Assessment Committee, and33 participated in Core assessment meetings.

The University’s assessment system also makes use of additional good practices. In fact, our Coreassessment processes were recently highlighted in a published article. The rubrics used in Coreassessment were, in some cases, created by faculty members, and, in others, adapted from theAAC&U VALUE rubrics. The first two Core assessment reports demonstrate the committee’s effortsto refine the rubrics to make them better instruments. Core assessment includes concern for normingrubrics across different raters, and, in 2018, the Core Committee moved from assessing every studentin every section to sampling instructors.

The University’s assessment system is flexible in matters that are less central (like report formattingand medium or availability to the public), but strict in its focus on student learning. Feedback to theCore Committee and to various departments from the Institutional Assessment Committee has acommon theme of encouraging departments to make changes to impact student learning rather thansimply adjusting a rubric.

University assessment is built into the daily life and work of faculty and staff. There is an initialexposure via new faculty orientation and syllabus guidelines. Department Assessment Coordinatorswork with new part-time faculty in order to determine appropriate course-level learning goals and theintegration of these goals with higher-level goals. Faculty are also widely offered the opportunity toparticipate in workshops and training sessions. Assessment of core classes and for individualprograms touches most instructors at one time or another.

Sources

113-Core Assessment Report 2017114-NCHA Results134-NCHA Efforts2018-2020-GRADUATE-BULLETIN-002-12018-2020-GRADUATE-BULLETIN-002-1 (page number 7)45-University Learning Goals46-Student Learning Goals49-University-Learning-Goals-in-Action49-University-Learning-Goals-in-Action (page number 4)50-Program Learning Goals51-Learning-Goals-Requirement52-Alignment Requirement53-Academic Learning Goals54-Academic and University Learning Goals55-Syllabus Expectations and Examples


57-Academic Support Goals58-Student Learning Outcome Statements - Campus Ministry60-Mission – Center for Service and Social Action61-Academic-Assessment-Information-Guide62-Assessment Information Guide63-sample assessment reports64-Core-Assessment-Plan65-Assessment Plans and Reports – Assessment67-institutional Assessment Committee Charge68-Fall 2018 IAC Feedback69-Institutional Assessment Committee70-Core Assessment Feedback Fall 2017 Final71-Assessment Oversight72-Assessment-Academy-Midpoint-Report73-Mapping Data75-Pilot Academy Dashboards77-Writing Recommendations78-QA Recommendations 201879-Program Change in Assessment80-Student Affairs Assessment Report 2016-201781-Course Level Assessment Details82-Assessment in the Core_Centering Student Learning83-Core Annual Assessment Reports 2016 and 201784-Norming Instructions85-Core Sampling86-Teaching at JCU A Guide for Faculty87-Syllabus Information for CAS Courses - College of Arts and Sciences88_Assessment WorkshopsNew Faculty Spring 2018UndergradBulletin2018_Final-2.21.18UndergradBulletin2018_Final-2.21.18 (page number 8)



The institution demonstrates a commitment to educational improvement through ongoing attention toretention, persistence, and completion rates in its degree and certificate programs.

1. The institution has defined goals for student retention, persistence, and completion that areambitious but attainable and appropriate to its mission, student populations, and educationalofferings.

2. The institution collects and analyzes information on student retention, persistence, andcompletion of its programs.

3. The institution uses information on student retention, persistence, and completion of programsto make improvements as warranted by the data.

4. The institution’s processes and methodologies for collecting and analyzing information onstudent retention, persistence, and completion of programs reflect good practice. (Institutionsare not required to use IPEDS definitions in their determination of persistence or completionrates. Institutions are encouraged to choose measures that are suitable to their studentpopulations, but institutions are accountable for the validity of their measures.)

Argument

John Carroll University has considered questions of retention, persistence, and completion for manyyears. Retention rates have been made available to the University community and the public viathe Fact Book since the 1994-1995 edition (which includes a chart showing retention rates for allfirst-year cohorts going back to the students entering the fall semester of 1986). The University hastraditionally defined “retention rates” as the percentage of first-time students who started in a givenfall semester and were enrolled for credit in a given later semester. For example, for studentsstarting in the fall semester of 2010, the University has reported a fall-spring retention rate(percentage enrolled in spring 2011), a one-year retention rate (percentage enrolled in fall 2011), atwo-year retention rate (percentage enrolled in fall 2012), and a three-year retention rate (percentagealready graduated by or enrolled in fall 2013). The University has calculated graduation rates inmuch the same way. The four-year graduation rate for students beginning in fall 2010 is thepercentage of that cohort who had graduated by August 2014, the five-year graduation rate by August2015, and the six-year graduation date by August 2017. The University usually treats the wordsretention and persistence as mostly interchangeable; the distinction between them is one ofperspective: retention is the University’s view and persistence, the students’ view.

Retention rates have also been an important factor used in predictive budget modeling (see alsosection 5.C.4). In recent years, retention rates have been included on dashboards created for theBoard of Directors, and there have been a number of campus initiatives related to retention. Theseissues (along with the related question of student thriving) were important to the foundation ofthe Provost’s Council (the predecessor organization to the University Committee on the StudentLearning Experience). Thriving initiatives also emerge as important threads in the formation ofthe CARE team and as a component of the Strategic Plan. It is important to note that while theCARE team began as a retention initiative and still participates in some retention work, its primaryfocus is on care of individual students--a care which sometimes requires counseling students to take aleave of absence or even to withdraw from the University.


In connection with personnel restructuring and changes in budget forecasting in 2017-2018(discussed in detail in section 5.A below), the University began investigating questions of retention,persistence, and completion with renewed vigor. The University Committee on the Student LearningExperience formed a cross-divisional working group to lead a new initiative. The working groupinitially took a deep dive into institutional data and presented preliminary findings to the campuscommunity in spring 2018.

In brief, the University’s first-year retention rates are solidly in the middle of our IPEDS Comparatorgroup, and our four-year and six-year graduation rates are higher than many. These results arenoteworthy considering John Carroll University is the least selective institution in the group (basedon the percentage of students admitted).

The table below highlights recent first-year retention figures:

FR09 FR10 FR11 FR12 FR13 FR14 FR15 FR16 FR171 Year RetentionRate 85.3% 88.7% 87.1% 88.1% 85.5% 84.4% 82.9% 86.3% 83.5%

Year over YearChange 3.4% -1.7% 1.0% -2.6% -1.0% -1.6% 3.4% -2.8%

The table below shows our four-year and six-year graduation rates:

FR09 FR10 FR11 FR12 FR13 FR14 FR15 FR16 FR17 FR18 Fall FreezeCohort Size 662 702 744 681 792 798 759 715 753 844

4-YearGraduationRate

Year overYear Change

63.6%

66.4%

2.8%

71.6%

5.2%

68.8%

-0.6%

66.9%

-1.4%

6-YearGraduationRate

Year overYear Change

74.1%

77.2%

3.1%

77.9%

0.7%

77.6%

-0.3%

The largest number of students in the first-year cohorts leave after their first year, as weobserve higher persistence rates into the third and fourth years. Transfer students not retained alsotend to leave during their first summer. Following data disaggregation, groups noted as being atincreased risk for attrition were students of color, men, first-generation students, out of state students,and students with lower high school GPAs/ACT scores/SAT scores. Students with lower institutionalGPAs also leave at higher rates. Male non-athletes are retained more often than male athletes, but


female athletes are retained at a higher level than their non-athlete counterparts. Also, transferstudents older than 24 are more likely to leave. The working group also discovered that students whosubsequently enrolled in another institution of higher education were more likely to enroll closer totheir hometown. Similarly, incoming transfers were often coming home from farther away. Finally,students with a particular set of scores on the College Student Inventory, a nationally-normedinstrument, were slightly more likely to leave (the most notable variable being has concerns aboutfinances; a disposition with no direct connection to actual financial metrics like Expected FamilyContribution). This information was presented to the campus community in some detail.

In summer 2018, the working group continued to refine data and to explore the implications of theirfindings for the institution. The incoming first-year cohort in fall 2018 is one of the largest in theinstitution’s history, but it also contains higher than normal proportions of the groups less likely to beretained (male students, particularly athletes, and out-of-state students). During the 2018-2019academic year, the working group has established a first set of goals and is piloting a number ofsmaller initiatives based on their findings (see 4C3 for details). The 2019-2020 year will see theimplementation of larger initiatives as part of the University’s Strategic Plan.

1. The institution has defined goals for student retention, persistence, and completion that areambitious but attainable and appropriate to its mission, student populations, and educationalofferings.

The University community feels that all of our overall retention and graduation rates are strong butalso recognizes the importance of striving for improvement. We have selected first-year retention asthe key metric for improvement given that the largest number of our students not retained leavebefore their second year. In addition, improvement in these first-year retention rates will have thelargest budgetary impact.

Our primary goal is that the first-year retention rate for first-year students who enrolled in fall of2018 will be no lower than 83.5% (the retention rate from students who enrolled in fall 2017). Thisgoal of stability is attainable, but there are a number of reasons to see this goal as ambitious:

The cohort beginning fall 2018 has larger student numbers in populations who are at increasedrisk of not returning than previous cohorts (e.g., male athletes and out-of-state students).The size of the incoming class has resulted in larger class sizes and/or more introductorysections.Students with higher financial need are retained at lower rates, but the University's missionmeans a commitment to accessibility for Pell-eligible and high financial need students.Large scale interventions will not be fully implemented until 2019-2020; the 2018-2019academic year will serve as a pilot year for retention efforts. Fall-to-spring retention in spring2019 and all other retention markers in fall 2019, as well as a new “live” retention monitoringeffort, will provide data to evaluate the interventions.

Once this goal has been achieved, we will work to improve overall first-year retention by at least onepercentage point each year for three years. Once the institution has established some ability to controlretention, the working group (or its successor) will set a longer-term goal that appropriately balancesthe investment in retention with the cost savings from improved net tuition revenue.

2. The institution collects and analyzes information on student retention, persistence, andcompletion of its programs.


The results of the deep data dive undertaken by the retention working group is described above in theintroduction to 4.C and illustrates analysis of data on retention and persistence. All of theinformation had clearly been collected over time for these cohorts of students. Some collection andanalysis of completion data is also included in this work, but the University’s collection and analysisof completion data is described in more detail in section 4.A.6 above.

The data work was crafted to serve as the basis for an ongoing effort of the Office of InstitutionalEffectiveness to maintain and publish retention data for the campus community. The dataset has beenupdated each semester since its creation.

3. The institution uses information on student retention, persistence, and completion ofprograms to make improvements as warranted by the data.

Retention efforts targeting groups identified as at risk by the retention working group are beingpiloted in 2018-2019:

Out-of-state students: expansion of existing “Homebuddies” program; special post-orientationeventsFirst Generation students: The “I’m First” InitiativeStudents with financial concerns: addition of Financial Aid education to existing AR 101cohort advising courses; expanded services from Counseling Center; revamping of on-campusemploymentStudents of color: expansion of mentoring program; drop-in sessions with Counseling Centerand Career Services staffs in the Center for Student Diversity and Inclusion office suiteAthletes: Integration of Peer Health Advocate program into athletic teamsStudents with academic concerns: increase in number of first-year friendly course offerings;expansion of academic coaching; required midterm grade reporting for all students; expansionof CARE team outreach based on midterm grades, AR112, and AR120; continued expansionof Learning Commons effortsCommuter student efforts: expansion of outreach efforts

At the same time, existing programs on campus continue to connect data with efforts to improve.

Disaggregation of data related to student persistence and completion in STEM disciplines wasperformed to prepare grants for the National Institutes of Health and the National ScienceFoundation. These data indicate that STEM students (Biology, Chemistry, Mathematics/ComputerScience, and Physics) achieved 38.0% (of 635) four-year completion rates, similar to the nationalaverage. However, four-year STEM completion rates for students from vulnerable populations whointended STEM upon matriculation (women, men) were more varied:

first generation (32.9% of 76, 25.5% of 55),family income <$35,000 (30.4% of 69, 36.8% of 38),Under-represented minorities (5.9% of 34, 35.7% of 28),transfer and first generation (26.7% of 11, 42.9% of 11),transfer and low income (10% of 9, 0% of 8), andtransfer and students of color (16.7% of 5, 0% of 7).

Additionally, introductory Biology and Chemistry course retention, as well as persistence to thejunior year, were examined. Analysis revealed the key places and demographics in whichinterventions might be most successful. This work contributed to the NSF awarding the University a


$640,000 S-STEM (Scholarships in STEM) grant to improve one-year and four-year retention andcompletion for low-income, high-potential STEM students.

The resulting NSF S-STEM program (MIRRORS) is piloting several initiatives that may improveretention:

Peer academic mentoring during cohort advising (see 3D3)STEM Living Learning Communities (available to all STEM students)Special courses (Entering Science, Entering Research) (see 3D3)Additional summer research opportunitiesSummer Bridge Program

The first four of these MIRRORS initiatives involves the expansion of a 2017-18 program that wasfunded by the Choose Ohio First scholarship program.

Our First in the World programming started in 2016-17 for new first-year students. First-yearstudents took the College Student Inventory assessment, and some were identified as at-risk forattrition—based on dispositions rather than academic preparedness. At-risk students were pre-enrolled in a pair of aligned introductory courses in Biology, Communications, Economics, English,and Theology and Religious Studies. Collaborative assignments were created to facilitate student self-identity. The assumption of the FITW program is that building interconnectedness through cohortingearly in students’ academic careers may increase persistence by expanding their networks. Earlyresults show a 50% decrease in Biology DFW rates for at-risk students in these aligned courses.

4. The institution’s processes and methodologies for collecting and analyzing information onstudent retention, persistence, and completion of programs reflect good practice. (Institutions arenot required to use IPEDS definitions in their determination of persistence or completion rates.Institutions are encouraged to choose measures that are suitable to their student populations, butinstitutions are accountable for the validity of their measures.)

In an attempt to ensure the validity of the results, the retention working group and the Office ofInstitutional Effectiveness spent a good amount of time working on data integrity. A documentdistributed to campus and the Board of Directors represents the data system as it existed during itsinitial roll-out and defines retention and graduation. The first two views in the retention dashboarddescribe its current structure. While using IPEDS definitions, the working group felt it important tomove beyond using only first-year cohorts and so have calculated equivalent metrics for transfercohorts.

The retention effort involves a variety of voices at the table. The retention working group is cross-divisional, as is its parent organization, the University Committee on the Student LearningExperience. The retention efforts discussed above have engaged a variety of campus offices,including Academic Advising, New Student Orientation, Dean of Students, Student Affairs,Residence Life, Counseling Center, Career Services, Center for Student Diversity and Inclusion,Financial Aid, and Athletics and Recreation.

Sources


102-Retention Data Integrity103-Retention Dashboard115-Graduation and Retention Rates at JCU and Comparable Institutions116-Departure Points118-Live Retention Monitoring121-UCSLE Committee Members124-Homebuddies Program125-First Generation126-Peer Mentoring Program Annual Report 2016-17 (Demographics)127-Could you benefit from counseling129-Learning Commons130-Off-Campus and Commuter Services131-Retention Update132-Departure Transfer138-First Year Appropriate Classes89-FACT-BOOK_2016-2017v289-FACT-BOOK_2016-2017v2 (page number 63)90-Community Forum Making the case for change and restructuring90-Community Forum Making the case for change and restructuring (page number 14)91-Academic Dashboard Fall 2017 December Update92-Sept-5-2012-Provost-Council-minutes-93-Provost-Council-Nov-6-2013-minutes94-Retention in Strategic Plan96-Retention Community Meeting96-Retention Community Meeting (page number 2)97-Retention Summer Work



The institution demonstrates responsibility for the quality of its educational programs, learningenvironments, and support services, and it evaluates their effectiveness for student learning throughprocesses designed to promote continuous improvement.

Summary

John Carroll University has embraced responsibility for educational quality via program review,assessment of student learning, and data-informed retention efforts since the 2014 re-affirmationvisit. Academic Program Review and annual reporting on assessment are now a routine part ofacademic life at the institution. The retention efforts are, in some ways, the newest initiativediscussed in this section, but the work is already bearing fruit in terms of increased collaboration andcommunication across divisions.

Sources



5 - Resources, Planning, and Institutional Effectiveness

The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve thequality of its educational offerings, and respond to future challenges and opportunities. Theinstitution plans for the future.


The institution’s resource base supports its current educational programs and its plans formaintaining and strengthening their quality in the future.

1. The institution has the fiscal and human resources and physical and technologicalinfrastructure sufficient to support its operations wherever and however programs aredelivered.

2. The institution’s resource allocation process ensures that its educational purposes are notadversely affected by elective resource allocations to other areas or disbursement of revenue toa superordinate entity.

3. The goals incorporated into mission statements or elaborations of mission statements arerealistic in light of the institution’s organization, resources, and opportunities.

4. The institution’s staff in all areas are appropriately qualified and trained.5. The institution has a well-developed process in place for budgeting and for monitoring

expense.

Argument

1. The institution has the fiscal and human resources and physical and technologicalinfrastructure sufficient to support its operations wherever and however programs are delivered.

John Carroll University has, in the past few years, taken a number of steps to ensure that it willcontinue to have fiscal and human resources and physical and technological infrastructure to supportits operations. Preliminary results indicate that these steps have placed the institution on the correcttrajectory.

In the past decade, the University has operated with a strong balance sheet, largely due to a sizableendowment as well as reasonable debt levels used to fund various capital improvements.Additionally, the Forever Carroll campaign closed successfully above goal at $104.5 million onSeptember 21, 2016. Strong donor support continues for the Strategic Plan with a preliminary goal of$75 million as of December 6, 2017.

However, the University was generating operating deficits due to volatile first-year enrollment,an increasing discount rate, and a cost base that continued to increase. Revenue had essentially beenflat since 2014, and, despite widespread efforts to limit spending, costs continued to increase.Budgeting models had been using optimistic enrollment projections that were not achieved, resultingin short-term budget cuts without a great deal of collaboration beyond the Senior Leadership Team.


Three-year budget projections (FY2017-18, 2018-19, 2019-20) were developed in March of 2017 andinformed by historic trends. These indicated a future trend of significant deficits ($2.5-4.4M) whichwould be, in large part, fueled by the competitive nature of attracting a shrinking high schoolgraduate population in the Northeast Ohio region, decreased graduate enrollment, and a decline inthe number of students living on campus. Additionally, budget numbers related to first-yearenrollment targets were adjusted downward to coincide with ten-year average enrollments—a morerealistic and attainable enrollment goal.

The Senior Leadership Team developed a plan that would put the University on a much more stablefinancial basis within three years. The plan was comprised of cost reductions in the early years whileworking to develop programs to increase revenues three to four years out.

Like most institutions in higher education, John Carroll’s largest cost is faculty and staffcompensation. Salaries and related fringe benefits comprise 65% of the University operating budget.It was apparent to the Senior Leadership Team that development of a restructuring plan to reducecompensation costs was necessary to provide budget relief in the short term.

Reduction of staff levels was the first objective, while realignment of faculty lines through avoluntary retirement program was also contemplated. Senior leadership believed it was importantthat the University community understand the serious financial challenges and the need to makesignificant and immediate changes. A Finance community forum was held on March 1, 2017 todiscuss the need to restructure and re-prioritize operations. News of potential staff layoffs createdgreat concern throughout the institution, so members of the Senior Leadership Team held twolistening sessions on March 2 and March 13 to hear staff concerns and answer questions. Based onthese sessions, the Senior Leadership Team decided to offer a voluntary early retirement program forstaff, as well as for faculty.

A Faculty Phased-Retirement Program was developed and offered to qualifying individuals--facultyemployees who had five years of continuous service to the University and were at least 59½ years old. Concerning staff, a Staff Voluntary Early Retirement Program (SVERP) was offered to qualifyingindividuals--staff employees who had 10 years of service at the University and were at least 55 yearsold. Letters to 101 eligible staff were sent out on March 24, 2017 with a deadline of April 28, 2017 toaccept the early retirement plan. In addition to these voluntary departures, there was still a need tomove forward with some involuntary reductions.

The first step in the involuntary staff reduction process was the development of detailed organizationcharts for the entire University. The organization charts were used to identify positions that could beeliminated. For example, the Vice President of Administration’s position was eliminated, with hisresponsibilities divided between the Chief Financial Officer and the Vice President of Advancement.Positions that could be changed from 12-month to 10-month were also identified. Specifically, anumber of student support positions were changed to a 10-month role, given the academic calendar.For each position eliminated, the responsible Vice President completed an analysis detailing why thework of the eliminated position could be eliminated or how that work could be absorbed into theexisting organization. Of the 72 eligible faculty, 11 elected to participate in the retirement program.Of the 101 staff eligible for the SVERP, 51 employees accepted the package and the SeniorLeadership Team determined that 32 of the 51 positions needed to be backfilled. Reduced workloadoffers (shifting from 12-month to 10-month) were accepted by 12 employees. Also, 14 additionalpositions were eliminated (some currently unoccupied), and 4 new positions were added to supportthe operations of the university.


The University currently has an appropriate level of human resources to support its operations. Thefaculty/staff retirement and restructuring process was executed in a disciplined, fact-based manner toensure that the University had a sufficient level of human resources to support operations andstrategic initiatives. After the restructuring, Senior Leadership reviewed all new position requests toeither backfill those positions that were determined necessary to backfill and for any new staffpositions that were necessary to support the operations of the University. For example, a new Directorposition for the Arrupe Scholars Program was approved as a result of an increase in that program’senrollment numbers.

Sufficiency of faculty is discussed in detail section 3.C.1 above. The Administrative and AcademicProgram Review processes (described in 5.D and 4.A, respectively) also ensure that each unit hassufficient numbers of staff to complete its work. The Senior Leadership Team also continuesto monitor personnel numbers.

The faculty and staff restructuring and retirement programs saved the university $4 million insalaries and benefits. Due to the timing of the retirements, $2.3 million of those savings were realizedin FY2018 and the additional $1.7 million will be realized in FY2019. As a result of therestructuring and retirement programs, the University improved its financial results by $2.0 millionin FY2018 versus FY2019 on a Generally Accepted Accounting Principles (GAAP) basis.*****Jennifer Dillon is providing a few sentences to explain our change to GAAP.***** A highernumber of first-year students at a lower discount rate contributed to the improved financial results, asdid improved retention rates across all undergraduate cohorts. In addition, the University saw arecord fundraising performance in FY2018 of $25.99 million, which is an increase of 63% overprevious years. Average fundraising since FY2014 is $18.64 million annually in cash and pledge.These favorable results were tracked and forecast periodically throughout the year andcommunicated to the Senior Leadership Team, the University Committee on Resource Allocation,and the Board of Directors, as well as to the University community.

Further evidence of the improved financial health of the University is the recent upward revision byMoody’s of the University’s financial health from a Negative Outlook to a Stable Outlook andaffirmation of its A3 rating. Moody’s cited both “management’s demonstrated ability to rightsize[sic] operations during periods of volatility and implement forward looking strategy” as well as a“favorable regional reputation reflective of the University’s Jesuit identity and urban location outsideCleveland” as strengths that provide some competitive advantage. In addition to the recentsignificant improvement in the operating budget, there are other indicators of the financial health ofthe University. As acknowledged in the audit report from BKD for the 2017 fiscal year, theUniversity has an appropriate level of debt and actually has additional borrowing capacity. TheUniversity has not needed to access its line of credit. We are in consistent adherence to all debtcovenants.

Another sign of our financial health is the reduced reliance on annual supplemental draws from theendowment to support the operating budget, as required by the Higher Learning Commission in ourAction Letter. The University has been reducing the additional draw by $500K per year and willhave no supplemental draw in FY2020. As requested in 2016, please find below an embeddedinterim report concerning the endowment draw.

According to the Action Letter following the 2014 HLC visit when the University was placed onnotice, 5A was met with concerns because “the University… has relied on increased endowmentspending for several years to support its operational expenses, even though such draws may be


technically permitted by the endowment rules used by the University.” In our Notice Report, wepresented the following argument:

The University has gradually reduced the draw on our endowment to alleviate concerns thatarose during the HLC site visit and were subsequently articulated in the Action Letter. OnSeptember 10, 2014, the Board of Directors’ Executive Committee passed an endowmentspending resolution that allows the University to gradually reduce its reliance onsupplemental endowment draws by $500,000 annually beginning in FY 2014-15. The actualsupplemental draw taken from unrestricted funds was $2,500,000 in FY 2014-15 and$2,000,000 in FY 2015-16. These reductions occurred in tandem with a gradual increase inthe endowment spending rate from 4.25% to 4.50% in FY 2014-15, and from 4.50% to4.75% in FY 2015-16. The linked table depicts the University’s use of these unrestrictedsupplemental endowment draws ($3,000,000 in FY 2013-14) which were primarily used tosupport operational expenses, particularly in enrollment (international recruiting) andadvancement (capital campaign). This schedule reflects the actual endowment spending forFY 2007-08 through FY 2015-16, as well as planned endowment spending for FY 2016-17.The actual effective spending rate during the eight-year period shown, including thesupplemental draw, averaged 5.1%.

Looking ahead, the University’s approved operating budget for FY 2016-17 includes asupplemental endowment draw of $1,500,000 (down 50% from FY 2013-14) and anendowment spending rate of 5.00%. Future budget modeling for FY 2017-18 and beyondassumes supplemental draws will be further reduced in annual increments of $500,000 (andbe completely reduced to $0 by FY 2019-20) while the endowment spending rate is keptstable at 5.00%.

The University briefly evaluated the option of eliminating the supplemental endowmentdraw entirely in FY 2014-15 (with a corresponding increase in the endowment spendingrate to 5.75%), but determined that such a dramatic action would have an adverse anddisruptive impact on the University’s budgeting process, particularly in the area of financialaid awarding.

The Action Letter announcing the removal of the sanction included this language about 5.A:“The University has demonstrated that it now meets Criterion Five, Core Component 5.A, ‘theinstitution’s resource base supports its current educational programs and its plans formaintaining and strengthening their quality in the future,’ because… supplemental endowmentdrawdowns are being systematically reduced by $500,000 per year over the next five years, withthe ultimate goal of reaching zero by 2019-20.” It also required that this document include “anembedded Interim Report in its next Assurance Filing, focused on the area of reducingendowment drawdowns.”

As can be seen in the linked chart, the University has followed through on its pledge to reducethe endowment draw and is still on track to reduce the draw to $0 by FY 2019-20.

The University also has the infrastructure needed to support its operations, in the form of physicalfacilities, technology, and fleet services. Located in suburban Cleveland, the beautiful Universitycampus covers 60 acres, with five academic buildings (including Grasselli Library) housing around100 classrooms, eight residence halls, Rodman Hall (predominantly staff offices), DJ LombardoStudent Center, and athletic fields. A full description of the John Carroll campus is found in theUndergraduate Bulletin. The University continues to invest in deferred maintenance and capital


renewal, spending $1.2 million over the past 4 years.

The university has a comprehensive plan to continue to invest in its physical facilities. A number ofrecent evaluations of physical facilities have been conducted, including building facades and roofs aswell as specific studies of the Grasselli Library/Breen Learning Center and the D. J. LombardoStudent Center, as shown in the attached reports. A comprehensive deferred maintenance and capitalrenewal analysis was developed in 2017-18. Each year, potential capital projects are prioritized andfunded through a rating system that includes a multitude of decision criteria. The plan was presentedto and discussed by the Property, Facilities, and Technology committee of the Board of Directors.

While the amount of physical space on campus is currently sufficient to support University programs,the potential for physical growth is limited. Therefore, the institution is working carefully to ensurethat we are using our space in the most effective and efficient manner. The Space Committee andFacilities Planning Subcommittee are responsible for ensuring that campus spaces are maintainedand allocated to strategically meet the University’s Mission and Strategic Plan, while maximizingutilization, appearance, and return on investment. The University Space Committee meets as neededto review major potential changes to the use of University space. The Facilities Planningsubcommittee developed a Space Policy, adopted by the University Committee on AdministrativePolicies in 2018, which will guide this work.

An inventory of classroom conditions was developed and is used as the basis of making changes toclassroom furniture, technology and general condition. Consistently each year, annual outlays ensurethe upgrading of classroom conditions. In the summer of 2018, in response to faculty surveys askingfor more versatile classroom furniture to employ different pedagogical approaches, four classroomswere upgraded with a new style of furniture.

The University consistently invests in its technology infrastructure to support student learning inclassrooms and online, as well as the work of faculty and staff. Investment in maintaining andimproving technology has averaged $1.5 million each year over the past four years. InformationTechnology Services suggests potential technology projects that are subsequently reviewed bythe Technology Oversight committee, which includes membership from faculty and staff. Final plansare approved by the Senior Leadership Team and University Committee on Resource Allocationbefore presentation for approval by the Properties, Facilities, and Technology Committee of theBoard. Some of the most significant improvements are included as evidence. InformationTechnology, after review with the Technology Oversight Committee, issues an Annual Report on theprogress over the past year and recently published its strategic plan, which aligns with and supportsthe university’s strategic plan.

Information Technology is also tasked with system and data security. A comprehensive securityanalysis was performed in fall 2017 to evaluate the security infrastructure and recommend changes.The three major systems (Google Suite, Network Infrastructure and Enterprise) were assessed bythird party consultants, resulting in an overall satisfactory rating of “B” for each system.Opportunities for improvement were identified for each system, which were reviewed and prioritizedby the IT Security Task Force. Examples of prioritized initiatives include enhancing passwordrequirements, reconfiguring the network infrastructure with new hardware and software, andmandatory annual security training, which will be implemented in January 2019.

The University provides a number of technology services and resources to enhance and support ouronline courses and programs. All online and hybrid courses use the cloud-based Canvas LearningManagement System, which provides a consistent look, feel, and quality design that is aligned with


the university’s mission and identity. Canvas is designed to be used online, on mobile devices, and ontablets, and every effort is made to ensure all JCU Canvas courses are accessible and usable for alllearners and that Universal for Design for Learning (UDL) principles are applied. Other tools thathave been integrated with the University’s instance of Canvas include the the Kaltura Video App, theRespondus LockDown browser, which secures the testing environment within Canvas, Turnitinplagiarism detection, Hoonuit instructional videos and, most recently, EvaluationKit for onlinecourse evaluations.

The University also maintains a fleet of more than 30 vehicles, monitors their usage for operationalefficiency, and discontinues those that are no longer of any use. The fleet is essential to transportstudents to and from service learning, volunteer activities, off-campus learning events, and sportingevents. However, academic support is the first priority for vehicle use. Fleet Services is responsiblefor completing repair and routine maintenance tasks on all University vehicles and/or necessaryequipment.

2. The institution’s resource allocation process ensures that its educational purposes are notadversely affected by elective resource allocations to other areas or disbursement of revenue to asuperordinate entity.

Since John Carroll is a private, non-profit Jesuit University, there is no superordinate entity to whichany revenues could be disbursed (see also 1D2). Spending for the Academic division of the Universityhas remained relatively stable over the past five years, with the division spending roughly 45% of thetotal University operating budget annually and accounting for 65% of annual compensation costs,including salaries and fringe benefits. The University resource allocation process has consistentlyensured that the academic area was least affected by any cost reductions needed in any year [TownHall presentations] (79). After the restructuring process John Carroll implemented in the spring of2017 (described in detail in sub-component 1 above), 18 new full-time faculty were hired for the2017-18 academic year; The President’s communication of August 30, 2017 explained that “whileappointments were made across a variety of disciplines, many were made to support areas ofdistinction within the University.” These hires were informed by Academic Program Reviewsand supported by the Strategic Plan.

3. The goals incorporated into mission statements or elaborations of mission statements arerealistic in light of the institution’s organization, resources, and opportunities.

As previously discussed, the University’s mission is the foundation for the Strategic Plan--the Planitself is truly our mission in action and is driving resource allocation. The resource allocationprocess (described in more detail in section 5.C.1 below) involves the Senior LeadershipTeam prioritizing strategic plan tactics and allocating resources to them, following input from acomprehensive review of the previous year’s tactics by the University Strategic Planning Group. Forthe 2018-19 budget, resource allocation was supplemented in areas that have a direct effect onstudent learning (online education support, classrooms, and classroom technology), studentinternship and employment outcomes (Center for Career Services), and student experience (campuswireless). Each of these tactics demonstrates a focus on student retention, persistence, andcompletion. Continuous improvement to our administrative processes and data-informed decisionmaking are being enhanced by a commitment to upgrading Banner and data governance investments.We are supporting the resource base by investing in a strategic enrollment plan that includes adiversity enrollment plan; in addition, dedicating funds to support, market, and grow distinctiveprograms will increase our resource base.


The process of prioritizing and budgeting is currently in process for the third consecutive year. TheUniversity Strategic Planning Group made a preliminary evaluation of the 2015-2020 plan in fall2018 (prior to implementation of the final year of the plan) and found that of the 15 objectives in theplan, 8 had made satisfactory progress or better, 5.5 had made partial progress, and only 1.5(faculty/staff diversity and global partnerships) had made little to no progress since 2015. This speaksto the realism of the goals embedded into the Strategic Plan.

4. The institution’s staff in all areas are appropriately qualified and trained.

Qualifications of faculty and staff members in student support areas are discussed in sections 3.C.2and 3.C.6, respectively. As part of the recent restructuring efforts described in section sub-component 1 above, every job description was reviewed for accuracy, and every person was evaluatedfor fit with their position. This review process ensured that all other staff members are alsoappropriately qualified and trained. Moving forward, the Human Resources hiring procedures ensurethat qualifications are a central consideration for all University positions. Ongoing training andprofessional development occurs through the HR Training Series, as well as divisional anddepartmental efforts.

5. The institution has a well-developed process in place for budgeting and for monitoringexpense.

The University has a comprehensive and collaborative budget process led by the Chief FinancialOfficer and the Budget Office. For the past several years, a three-year high-level financial plan hasbeen prepared, with the first year evolving into a more detailed budget. Each fall, recent historicaltrends, informed by more detailed data, result in assumptions that are included in the financial plan,which is updated with one additional year. These assumptions include freshman enrollment,freshman discount rate, retention rates for returning students, residence hall occupancy rates, overallexpectations for graduate programs, faculty and staff needs, operating expense needs, anddepreciation and debt financing expectations. A detailed assessment and prioritization of facility,information technology and classroom capital projects are performed simultaneously. Extensiveanalysis of comparator school tuition and room and board rates is carried out to inform thedevelopment of rate increase recommendations for the next fiscal year. Any changes that affectfaculty benefits are discussed with the Finance, Faculty Compensation, and Work-related IssuesCommittee of the Faculty Council. Initial cost assumptions are also developed, including a potentialraise pool for faculty and staff.

The planning assumptions, including tuition rate increases, are reviewed and approved by the SeniorLeadership Team. The assumptions are next reviewed and discussed by the University Committee onResource Allocation, which includes faculty and staff. At the December Board of Directors meeting,the tuition rate assumptions are first presented to the Finance Committee by the University CFO,along with the recommendations for rate increases. After much discussion, the Finance Committeevotes on whether to approve the rate changes. Proposed rates are presented the next day at the fullBoard meeting for final approval.

Work continues after the December Board meeting in the Budget Office. Revenue projections aredeveloped based on the new rates and other assumptions. Compensation costs are projected based oncurrent faculty and staff levels with any plans for additional faculty or staff hiring included. Fringebenefit projections are developed with particular attention to the cost of the University employeemedical plan. Anticipated cost increases in various contracts and utility expenses are layered into thebudget projections. Strategic investments initiated by the University Strategic Planning Group and


approved by the President and Senior Leadership Team are included in the budget as well.

Before the mid-March Board of Directors meeting, the proposed budget, as well as plan projectionsfor the following two years are reviewed and approved by the President and Senior Leadership Team.Subsequently, the budget is reviewed by the University Committee on Resource Allocation. Thebudget and financial plan are presented to the Finance Committee and, if approved, voted on bythe full Board of Directors in March.

After approval at the March Board meeting, more detailed departmental budgets are developed.These budgets typically start with the prior year’s budget but are impacted by known cost increases,as well as any appropriate changes coming from the Strategic Plan tactics recommended by theUniversity Strategic Planning Group and approved by the President and Senior Leadership Team. Insome cases, budget reallocations are made based on decisions by the vice presidents in their roles asleaders of each functional area within the University.

There is a robust and comprehensive process to monitor revenue and expense. At the most detailedlevel, individual budgets are loaded into Banner, the University’s Enterprise Resource Planningsystem, and monitored by each budget manager. Monthly reporting is provided to vice presidents,deans, and various associate vice presidents with budget responsibility for functional areas. TheBudget Office actively monitors activity throughout the year and prepares periodic forecasts, workingwith the functional areas. Revenue and expense forecasts are formally prepared and reviewed at eachBoard of Directors meeting after discussion and review by the Senior Leadership Team and theUniversity Committee on Resource Allocation.

Sources

212-Core revision voting214-Tactical-Initiative-1718215-FY16-FY19 ITS Capital Projects218-Restructuring Documents219-Human Capital Metrics October 2018220-Monthy Cost Reporting Example - Student Affairs Budget Report through October 312018221-ITS Annual Report 2018222-IT Strategic Plan 2018239-Advancement Comittee Dashboard240-Facilities Spending249-Resolution Authorizing Increase in Endowment Spending Rate250-Notice Report Endowment Table251-JCU Budget Assumption Template 2016-17252-New Endowment Draw Table253-Phased Retirement Document254-2017 John Carroll University Final Financial Statements255-Learning Spaces PPT 2017.06.15256-PrelimEvalPlan44-Board Committee faculty reports 12-6-2016


55-Endowment56-fcc-impact-report-optimized57-BOD Resolution to Close the Forever Carroll Campaign58-BOD Resolution to approve Philanthropic Priorities61-Community Forum Making the case for change and restructuring61-Community Forum Making the case for change and restructuring (page number 13)61-Community Forum Making the case for change and restructuring (page number 14)61-Community Forum Making the case for change and restructuring (page number 16)62-SVERP_Letter63-FACT-BOOK_2016-201763-FACT-BOOK_2016-2017 (page number 20)64-2019 Budget -3 year finanical planning_end of additional draws65-Moodys JCU Published Credit Opinion66-3 YR MODIFIED DM-CR Sorted by Building Major Category FY19-2167-Library and Student Center Assessments68-Deferred Maintenance Analysis69-Facilities Prioritization Matrix70-PFT Committee minutes-171-JCU-SPACE-Policy-Final72-Space Committee presentation to ULC 10-201673-Classroom Condition Inventory SP1874-Classroom upgrades75-Furniture Upgrades76-IT Investement for HLC77-IT Oversight Committee78-Cyber Security Assessment80-Welcome New Faculty81-APR Admin Resp Hiring82-Strategic Plan hiring83-JCU Hiring Guide_Feb_1983-JCU Hiring Guide_Feb_19 (page number 7)84-Training-Series_2017_12_15_2016_Final_AJT85-Professional Development86-Tuition Fees and Room and Board for 2018-2019 Presentation87-Compensation Committee-Yearly report-AY161789-11_28_2017-UCRA-Minutes90-12-05-17 APPROVED FINANCE MINUTES91-Board Minutes (all) - 2017-201891-Board Minutes (all) - 2017-2018 (page number 8)91-Board Minutes (all) - 2017-2018 (page number 12)92-2-27-2018-UCRA-MinutesAdministration and FinanceUndergradBulletin2018_Final-2.21.18UndergradBulletin2018_Final-2.21.18 (page number 10)



The institution’s governance and administrative structures promote effective leadership and supportcollaborative processes that enable the institution to fulfill its mission.

1. The governing board is knowledgeable about the institution; it provides oversight of theinstitution’s financial and academic policies and practices and meets its legal and fiduciaryresponsibilities.

2. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’sgovernance.

3. Administration, faculty, staff, and students are involved in setting academic requirements,policy, and processes through effective structures for contribution and collaborative effort.

Argument

1. The governing board is knowledgeable about the institution; it provides oversight of theinstitution’s financial and academic policies and practices and meets its legal and fiduciaryresponsibilities.

The University’s Board of Directors meets four times annually to review the University’s activitiesand priorities and to provide direction to ensure the long-term health and vitality of the institution. The Board of Directors is knowledgeable about the institution, as the result of effective orientation,periodic training, managed turnover through term limits, and detailed pre-meeting reports.

Prior to joining the Board, each prospective member meets with the Chair of the CorporateGovernance and Nominating Committee to review the responsibilities and commitment required tobe a member of the Board. After joining, each new Board member takes part in an orientation whichinforms the member of duties and responsibilities of the Board as well as information related to eachBoard committee. This orientation provides greater depth and knowledge around current work andplans of the University at large.

Beyond initial orientation about Board responsibilities, structure, and committee charges, Boardmembers are engaged in discussion about and trained in new developments in law, policies,educational trends like enrollment management and change management, and governance as theypertain to the University and have implications for University policy and decisions. For example, theBoard has paid frequent attention to Title IX changes and implications:

Title IX Training for Board Members (May 2015) and Follow-Up Title IX Discussion (October2015)Board OrientationRisk Management Approaches (May 2016)Legal Counsel Regulation and Compliance Report regarding legal framework, disability law,Title IX (September 2016); andTitle IX Update (May 2018)

A further commitment to learning about the institution is evidenced by a reflective response on the


University mission, and by the Board’s working with students and getting regular updates on theCenter for Social Action and Campus Ministry activities. Also, the Board sought input from faculty,staff, and students prior to the most recent Presidential search.

Institutional knowledge is kept current through limited annual turnover: Board service lasts as longas nine years (three consecutive 3-year terms), which results in approximately one-third of the Boardbeing replaced every three years. The Board of Directors acts by resolutions and retains minutes toassure that its directions and activities are documented.

The final mechanism by which the Board is kept knowledgeable about the institution is throughdetailed pre-meeting reporting. Board books, including the agenda, minutes, faculty/staff/studentreports, and any relevant materials, are distributed a full week prior to the Board meeting. Beforeeach full Board meeting, the standing committees meet to review, discuss, and assess reports fromeach of the committees. Subsequently, the full Board meeting addresses the reports on the financialand enrollment status and forecasts of the University (e.g., March 2016; December 2016; and May2017). They also examine the development of new programs, structures, policies, and informationabout staffing (e.g., September 2017 and March 2018). In addition, the Board evaluates andapproves plans and strategies for marketing and enrollment (May 2018) and infrastructureimprovements such as technology, website, and facilities (e.g., September 2017 and December 2017).

The Board exercises oversight of financial policy and practice. They approve appropriate uses ofUniversity financial resources; examples include resolutions concerning budgets and rates, financialstrategies, and properties.

The Board exhibits oversight of academic policy and practice, particularly via the Academic AffairsCommittee of the Board. The Academic Affairs Committee oversees University actions relatedto faculty, enrollments, curriculum, and the student and staff experience. On May 16, 2018, fullBoard of Directors also approved the conversion of the Boler School into the John M. and MaryJo Boler College of Business.

The Board fulfills their legal and fiduciary responsibilities of duty of care, duty of loyalty, duty ofcompliance, and duty to assure financial accountability as indicated below.

The Board members demonstrate duty of care through the exercise of good faith, reasonable care,and diligence in conducting and participating in the affairs of the University. This includes beingactive in the Board and committee meetings; preparing for meetings; asking questions; keepinginformed about the effectiveness of the University; and maintaining confidentiality of Universitybusiness. This is demonstrated through minutes, which document attendance; committee minutes,which document discussions; and Board Books, which contain information to prepare for upcomingmeetings.

The Board members demonstrate duty of loyalty by acting in the best interests of the University andnot permitting self-interest to conflict with their duties as directors. The Board members annuallydisclose conflicts of interest and may not vote on or participate in any debate about matters in whichthey have a financial interest. The Board carries out this obligation by the Board Conflict of InterestPolicy and the Board Conflict of Interest Questionnaire & Annual Disclosure Form.

The Board meets its duty of compliance (obedience) by assuring that the University’s actions areconsistent with the University mission and purposes and that the governing documents andapplicable laws are followed. This duty is demonstrated in a number of ways. Members receive


the Annual Board of Directors directory, containing University mission statement and governingdocuments, as well as Legal Duties of Directors. The Code of Regulations is revisited and revised, asneeded. The Board is regularly educated on compliance and legal issues, such as the Minors onCampus presentation by General Counsel and Risk Manager, May 2018 . Finally, the Board annuallypasses a resolution defining its own authority.

The duty of financial accountability is met when the Board of Directors oversees theUniversity’s financial records and sound fiscal management of income, investments (see also section2.A), expenditures, and restricted funds.

2. The institution has and employs policies and procedures to engage its internal constituencies—including its governing board, administration, faculty, staff, and students—in the institution’sgovernance.

The University has made a number of improvements in engaging internal constituents in theinstitution’s governance since the last Comprehensive Evaluation. Notable elements of sharedgovernance include new University governance committees with clear reporting lines to the SeniorLeadership Team; widespread involvement in governance groups; frequent and productivecollaboration between faculty governance and academic administration; inclusion of faculty, staff,and student representation on key committees and in hiring processes; and frequent solicitation ofcommunity input.

At the recommendation of the University Committee on Collaborative Governance (UCCG), theUniversity recently added four new governance committees to work alongside the existing UniversityStrategic Planning Group (for more information on the creation of these committees, see also section5.D.2 below). The University Committee on Resource Allocation replaced the existing UniversityBudget Committee. The University Committee on the Student Learning Experience subsumed anexisting group known as the Provost’s Council, and two new policy committees were created, theUniversity Committee on Educational Policies and the University Committee on AdministrativePolicies. Each of these committees includes ex officio members appointed by virtue of their positionand job responsibilities as well as members who serve as representatives of various constituencies oncampus (elected faculty representatives and staff and student representatives selected by Staff Counciland Student Union). Each of the governance committees has at least one member of the SeniorLeadership Team as a member, enabling direct reporting to the institution’s highest levels ofleadership. The Senior Leadership Team consists of the divisional Vice Presidents, meets weeklywith the President, and has oversight of most operations at the University.

The key internal constituents of the University have their own governance groups. The currentstructure for Faculty governance is Faculty Council (along with regular general faculty meetings),which has been in place since 2007. A parallel body for staff, called Staff Council, was instituted in2015 (replacing an older defunct body). The University’s student government body is Student Union.

Faculty at the University have responsibility for the curriculum, faculty evaluation and development,and those elements of the student experience that relate to the educational process. The FacultyCouncil constitution leaves most actual decisions in the hands of all full-time and visiting faculty;therefore, monthly faculty meetings and electronic votes are a standard practice. Faculty Councilofficers meet monthly with the Provost to share information and discuss items related to facultygovernance. The Faculty Council and its committees regularly collaborate with other committees,offices, and administrators to develop and implement policies and procedures. For example, in 2017-


2018 the University Committee on Educational Policies undertook a thorough examination of thepolicies in the Undergraduate Bulletin. For those policies that were in the purview of the Faculty, theUniversity Committee on Educational Policies worked with a Faculty Council committee (theCommittee on Academic Policies) to bring the policies to a faculty vote (e.g., gradingsystems: Faculty Council meeting, election results).

Staff Council was established to provide opportunities for staff professionals to participate and sharetheir opinions and interests concerning the conduct of institutional affairs and life in the workplace.Like Faculty Council, Staff Council has a number of committees which conduct elements of its work.Since its inception, Staff Council has been a key player in improving communication and morale atthe University. Staff Council officers meet regularly with the Executive Vice President to shareinformation. Staff Council itself regularly issues resolutions and position statements aboutinstitutional issues.

Student Union is a long-standing campus organization that represents student interests to the largercampus community. It has been an important part of a number of initiatives: the student-led processthat made the University a Fair Trade University, the transformation of campus security into a policedepartment, and the creation of a faculty pledge to teach a curriculum that represents humandiversity. The President of the Student Union meets monthly with the Vice President of StudentAffairs, and members of Student Union serve as representatives on a number of committees oncampus.

The University follows established procedures for including representatives of faculty, staff, andstudents on committees of the Board of Directors; these representatives report back to theirconstituencies. Similarly, there are faculty, staff, and student representatives on all Universitygovernance committees: University Strategic Planning Group, University Committee onAdministrative Policies, University Committee on Educational Policies, University Committee onResource Allocation, and University Committee on the Student Learning Experience. The Universityhas and regularly follows procedures for the hiring of academic administrators that involve faculty,staff, and students (demonstrated by, the committee memberships for searches for the Dean of theCollege of Arts and Sciences, the Dean of Boler College of Business, and the Provost). Recentsearches for non-academic administrators (e.g., AVP for Enrollment, VP forEnrollment, President, AVP/Executive Director of Career Services, VP for Finance) have alsoincluded faculty, staff, and in some cases, student representatives on the search committee. Mostrecent searches for academic and non-academic leadership (e.g., VP for Finance, AVP/ExecutiveDirector of Career Services, VP for Enrollment, AVP of Human Resources, CAS Dean, BCOB Dean)have provided opportunities for members of the University community to hear from and ask questionsof the candidates. The Presidential search was confidential, and so, in that case, there was no directinteraction between the candidates and the larger university community. However, listening sessionswith faculty, staff, and students were held at the beginning of the process, and an expanded numberof faculty were included once it was decided to be a confidential search.

We have an established record of soliciting and incorporating community feedback in thedevelopment of new structures (e.g., University Committee on Collaborative Governancecommittees), policies (HR examples; and University Committee on Educational Policies policyreviews) and strategic planning. Minutes and reports from high-level committees are readilyavailable on the University’s website. The President (140 and 141), Provost (142 and 143),and Academic Deans regularly report to the community on new initiatives and the status ofdepartments across the University.


3. Administration, faculty, staff, and students are involved in setting academic requirements,policy, and processes through effective structures for contribution and collaborative effort.

Through the Faculty Council Committee on Academic Policies, the faculty have well-defined procedures for developing, reviewing, and approving new academic programs, which involveinput from relevant administrators and committees, such as the University Committee on ResourceAllocation. The University engages in regular Academic Program Reviews (described in detail insection 4.A), which involve faculty, students, and relevant staff and administrators. The UniversityCommittee on Educational Policies maintains an ongoing review of all academic policies and solicitscommunity feedback on proposed policy changes.

More information about collaboration between faculty, staff, students, and administration is found insub-component 2 above.

Sources

100-101 Curriculum104 Staff and Student105-FC-Constitution-2015106-THE-CONSTITUTION-OF-THE-STAFF-COUNCIL-2018107-Inside Student Union108-Standing Committees of the Faculty Council109-April 2018 - Election Results_ Faculty Voting (grading systems)10-Protocol for New Program Approval110-Staff Council Committees111-Resolutions and Position Statements112-Carroll President Signs Resolution Declaring JCU a Fair Trade University113-Arming Campus Police Officers114-Diverse-Curriculum-Pledge116-Policy_academic_officer_search117-Committee Members118-Boler Dean search appointment e-mail119-Provost Search e-mail highlighted120-AVP for Enrollment forum e-mail121-Announcement-John Carroll University new Vice President for Enrollment Management122-Board Email Presidential Search Committee 5-8-17123-Career Center appointment e-mail124-VP for Finance Search Committee members e-mail125-Search for VP for Finance email126-Career Center Director Search open forum e-mail127-VP for Enrollment forum e-mail128-AVP for Human Resources forum e-mail129-CAS Dean Candidates forum e-mail12-Board Minutes 3-9-201612-Board Minutes 3-9-2016 (page number 3)130-BSOB Dean candidate forum e-mail


131-Provost Email UCCG Feedback Request 2-3-17132- HR review policies Inside JCU announcement135- UCEP Policy Review136-CAS divisional meetings strategic plan 9-2-2015139-University Committees13-Board Minutes -12-7-201613-Board Minutes -12-7-2016 (page number 2)140-President Email Update 8-30-17141-President e-mail 7-31-2018 tobacco free campus142-Provost report January 2017 1-25-17143-Provost Email Summer 2017 Update 8-1-17144-CAS Dean weekly update 5-7-201814-Board Minutes - 5-17-201714-Board Minutes - 5-17-2017 (page number 3)15-Board Minutes - 9-20-201715-Board Minutes - 9-20-2017 (page number 2)16-Board Minutes 3-14-201816-Board Minutes 3-14-2018 (page number 2)17-Board Minutes 5-16-201817-Board Minutes 5-16-2018 (page number 3)18-Board Minutes - 9-20-201718-Board Minutes - 9-20-2017 (page number 6)19-Board Minutes - 12-6-201719-Board Minutes - 12-6-2017 (page number 3)1-Board Orientation20-22 Budgets and Rates216-Agenda FC Apr 4 2018 - UCEP Policy Review223-UCRA – University Committee on Resource Allocation224-UCSLE – University Committee on the Student Learning Experience225-UCEP – University Committee on Educational Policies226-UCAdP – University Committee on Administrative Policies227-USPG – University Strategic Planning Group228-UCAdP Committee Membership229-UCEP Committee Membership230-UCRA Committee Membership231-UCSLE Committee Members23-26 Financial Strategies241-Board Resolutions-2017-2018242-Board Minutes-2017-2018248-Presidential Search Update27-29 Properties2-Board Minutes 10-7-20152-Board Minutes 10-7-2015 (page number 2)34-Conflict of Interest Policy for the Board of Directors35-Board Conflict Disclosure Form36-Board Book Directory 2018-2019_Final36-Board Book Directory 2018-2019_Final (page number 54)36-Board Book Directory 2018-2019_Final (page number 56)37-Code of Regulations


38-Minors on Campus Training May Board39-Board Resolution - Delegation and Retention of Board Authority - 5-16-20183-Board Orientation3-Board Orientation (page number 7)40-Finance Committee Minutes - 2017-201842-Fiscal Responsibilities of the Board of Directors-final44-Board Committee faculty reports 12-6-20164-Board Minutes 5-18-201654-Board Resolution - Boler College of Business - 5-16-20185-Board Minutes - 9-21-20165-Board Minutes - 9-21-2016 (page number 3)6-Board Minutes 5-16-20186-Board Minutes 5-16-2018 (page number 4)7-Board Minutes 5-16-20187-Board Minutes 5-16-2018 (page number 2)7-Board Minutes 5-16-2018 (page number 4)8-Board Listening Sessions for Presidential Search91-Board Minutes (all) - 2017-201897-98 Faculty99-EnrollmentUpdate.09189-Board Book-Dec. 2018



The institution engages in systematic and integrated planning.

1. The institution allocates its resources in alignment with its mission and priorities.2. The institution links its processes for assessment of student learning, evaluation of operations,

planning, and budgeting.3. The planning process encompasses the institution as a whole and considers the perspectives of

internal and external constituent groups.4. The institution plans on the basis of a sound understanding of its current capacity. Institutional

plans anticipate the possible impact of fluctuations in the institution’s sources of revenue, suchas enrollment, the economy, and state support.

5. Institutional planning anticipates emerging factors, such as technology, demographic shifts,and globalization.

Argument

1. The institution allocates its resources in alignment with its mission and priorities.

A key mechanism by which the University ensures that resource allocation is aligned with missionand priorities is through the strategic planning process. Each year, the University Strategic PlanningGroup identifies, prioritizes, and recommends tactics in support of strategic initiatives aligned withgoals and objectives of the Strategic Plan (and through it, with the mission of the institution). Theprioritized list is forwarded to the Senior Leadership Team, which makes final decisions about thepriorities and assigns resources and budget dollars. The resources and budget dollars areincorporated into the annual budget, which is approved by the Board.

2. The institution links its processes for assessment of student learning, evaluation ofoperations, planning, and budgeting.

At John Carroll University, assessment of student learning and evaluation of operations are closelytied together. Both processes feed into the strategic planning process and drive financial decisions.The connections between planning and budgeting are described in sub-component 1 above.

The Office of Institutional Effectiveness (OIE) is charged with oversight not only of two key parallelprocesses for evaluation of operations (Academic Program Review and Administrative ProgramReview), but also the routine assessment of student learning. These are separate but interrelatedprocesses. The common thread between program review and student learning assessment iscontinuous improvement. Both processes use data to inform decisions that will lead to improvementsin student learning, curriculum, and program operations. Student learning assessment is a routinepart of each academic program’s activities, in which faculty use a variety of direct and indirectmeasures to evaluate student learning in relation to their articulated learning goals. Based on theassessment data, program changes are made to improve student learning, and programs report ontheir progress annually to the OIE. Program Review is a periodic examination of the entire academicprogram or administrative unit. While student learning assessment is integrated into bothAdministrative and Academic Program Review, Academic Program Review (APR) features theseresults much more explicitly. A comprehensive body of data, including student assessment data, is


examined through the APR process. The changes made because of APR are tracked and assessed aspart of the Annual Assessment Report on Student Learning.

The following items document the interrelationship between APR and ongoing assessment of studentlearning:

Section VI of the Self-Study Report template requires programs to use data from assessment ofstudent learning as part of Academic Program Review.Part 6B of the Annual Assessment Report requires programs to assess the impact of thechanges made on student learning.The administrative response to Academic Program Review in Part III of the AcademicProgram Review Information Guide describes how the APR is linked to resource allocation.

The results from the Academic Program Reviews inform budgeting and tactics within the 2015-2020Strategic Plan. The template for the APR Action Plan explicitly requires departments to link thegoals and tactics of their action plan to the goals and objectives of the University’s Strategic Plan.The administration’s response to departmental action plans includes a review of how departmentsalign their goals and objectives with priorities identified in the Strategic Plan and the identificationof resources, tactics, and performance metrics for these initiatives.

3. The planning process encompasses the institution as a whole and considers the perspectivesof internal and external constituent groups.

The current Strategic Plan was developed using a process that engaged the entire institution in anumber of ways. The University Strategic Planning Group (USPG) was constituted in fall 2014.While its membership has changed over time, one constant is wide representation of staff, faculty,senior administrators, and students. The entire strategic planning process has been very public:minutes are posted, alongside relevant documents, on the USPG website. On January 26, 2015,a letter from the Provost to the University community announced that each University division wouldconduct a SWOT analysis, gathering input from across the University with a focus on both internal(SW) and external perspectives (OT). On May 3, 2015, more than 250 members of the faculty andstaff gathered in a community forum to share their thoughts on the initial draft of the Strategic Plan.This feedback was reviewed by the USPG on May 14, 2015, and shared with the Universitycommunity on June 24, 2015. A second invitation to the community to review the plan was sent onSeptember 29, 2015. On October 14, 2015, the USPG convened a community forum to discuss asecond draft, based on feedback from the May 3 community forum, meetings in academic divisions,and consultation with the President. On November 10, 2015, a request for endorsement of the finaldraft was sent to the entire University community. In response, 87% of the voting faculty endorsedthe plan, as did 99% of participating staff. The Student Union was also invited to review and endorsethe plan, which it did by means of a resolution. The Board of Directors approved the Strategic Planon December 9, 2015.

Annual announcement of tactics and community meetings have continued the tradition of ensuringthat the institutional Strategic Plan encompasses the entire University.

Individual divisions and units have developed their own plans, aligned with the institutional plan,demonstrating that the planning culture is spreading across the entire campus community. Examplesinclude the Boler College of Business, the College of Arts and Sciences, CampusMinistry, Information Technology Services, the Center for Service and Social Action, UniversityAdvancement, and the Strategic Plan for Inclusive Excellence.


4. The institution plans on the basis of a sound understanding of its current capacity.Institutional plans anticipate the possible impact of fluctuations in the institution’s sources ofrevenue, such as enrollment, the economy, and state support.

Since student fees comprise more than 90% of John Carroll University’s annual operating budget, theprocess of projecting, budgeting, forecasting, and monitoring enrollment, retention, and on-campusoccupancy levels are critical parts of our planning process. As part of the annual budget process eachfall, projections about the size of the incoming freshman class for the next fall are made based onUniversity trends, insights from the Enrollment division and, in the past two years, input from ourenrollment consultant, Human Capital Resource Co. Enrollment projections for continuing studentsare modelled using three-year average retention rates for each cohort. Assumptions about on-campusresidency rates by cohort are also made based on projected enrollment levels, as well as historicaloccupancy levels and insights from the Director of Residence Life. All of these assumptions arecompiled into the proposed budget and, after going through the review and approval processdescribed in section 5.A.5 with any resulting modifications, become part of the final budget.

First-year student enrollment is fairly predictable by mid-May and major deviations from thebudgeted enrollment drive potential changes to spending plans. Most recently, in May 2018 itbecame clear that the large incoming first-year class substantially exceeded the budget, so orientationsections were enlarged, foundational writing course seat counts were increased, and additionalsections of several first-year courses were added to the fall schedule. Progress against the budget andunderlying assumptions is monitored throughout the fiscal year. The start of the Fall semester is keyas actual levels of student enrollment and campus occupancy are analyzed in comparison to budget,and the impact on the spring semester is projected. These spring projections are compared to actualresults early in the spring semester and included in the updated forecast. The forecast is discussedwith the Senior Leadership Team and Board of Directors periodically and, if major changes from thebudgeted revenues are projected, modifications to spending plans can be initiated.

Long-term financial planning is addressed in section 5.A.1 above.

5. Institutional planning anticipates emerging factors, such as technology, demographic shifts,and globalization.

The institutional planning process that led to the development of the 2015-2020 Strategic Plan didconsider emerging factors, as demonstrated by the results from the campus-wide SWOT analysesmentioned in section 3 above. However, the University Strategic Planning Group has been moreintentional in this area in its preparations for the nascent Strategic Plan to begin in 2020. The Grouphas looked at material provided by the Educational Advisory Board as well as local analyses preparedby the Office of Institutional Effectiveness.

The impact of demographic shifts is also a concern in financial planning for the institution, asdescribed in section 5.A.1 and sub-component 4 above. The Academic Planning Task Force, whichdeveloped the Integrative Core Curriculum, also kept an eye on emerging factors, aligning with theLEAP standards (which were established as part of a national action initiative preparing students forthe future) and looking at globalization through its creation of the integrated course category,Engaging the Global Community (more details about the creation of the Integrative Core can befound in section 3.B.1 above). Consideration of emerging factors in technology has been a keycomponent of discussions in the Information Technology Systems oversight committee. Consideration of emerging trends has also been part of the creation of new programs, suchas Entrepreneurship, Exercise Science/Sports Studies, and Data Science.


Sources

147-USPG work151-Self-Study-Guidelines-Boler-Majors152-Annual Assessment Report153-Sample Administrative Responses Resources154-Academic-Program-Review-Information-Guide154-Academic-Program-Review-Information-Guide (page number 13)155-Strategic Plan and APR156-Action Plan Template157-USPG Meeting Material158-Boler Strategic Plan159-CAS Strategic Plan 4 24 18 to SLT160-IT Strategic Plan 2018161-Inclusive-Excellence-Strategic-Plan-2018-web162-CSSA Strategic Goals for 2018-19163-IT Oversight Meeting Minutes - May 30 2018165-Entrepreneurship_minor166-Sports-Studies-final-BD-JC-KM-4-11-2014167-Data_Science_Proposal-Jan-01214-Tactical-Initiative-1718217-Campus Ministry Strategic Plan 17-18243-Advancement Divison Program Plan for FY 2019244-SWOT Results 2014245-USPG Agenda 2018 11 29 Chairs246-The State of Higher Education - APS Summit247-USPG Data Presentation Part II257-Increased NSO and EN125258-Essential Learning Outcomes46-SWOT analysis47-May 3 Attendance Summary48-Version 3 of Strategic Plan49-Oct 14 USPG Community Forum50-request for endorsement51-faculty staff endorsements message52-Student Union endorsement53-Resolution Authorizing Adoption of Stategic Plan APPROVED91-Board Minutes (all) - 2017-201891-Board Minutes (all) - 2017-2018 (page number 12)



The institution works systematically to improve its performance.

1. The institution develops and documents evidence of performance in its operations.2. The institution learns from its operational experience and applies that learning to improve its

institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

Argument

1. The institution develops and documents evidence of performance in its operations.

The University has a long history of collecting evidence of its performance and, in the years since thelast HLC Comprehensive Evaluation, has taken a number of steps to work more systematically toimprove its performance.

Traditionally, one of the primary mechanisms for collecting evidence of performance has been theuse of surveys, both internal and external. These include the following:

National Survey of Student Engagement (NSSE; given every three years since at least the mid-1990s)Higher Education Research Initiative surveys (CIRP Freshmen Survey, Your First CollegeYear, and College Senior Survey)Great Colleges to Work For SurveyEBI Resident Student Satisfaction SurveyNorthcoast 99IT SurveyFood service surveyHuman Capital reportAlumni surveyAJCU Mission and Identity SurveyAlumni Engagement Survey

Survey results are shared with appropriate parties, and action is taken as needed. For example, NSSEdata are communicated back to departments when enough students take the survey to ensureanonymity. The Biology Department used this survey information in 2015 when generating anAcademic Program Review action plan that included increasing student research experiences.

The Center for Career Services has collected information about graduates’ first jobs, volunteercommitments, and professional schools at graduation for a number of years; results arecommunicated to departments in the “At Graduation Outcomes Report”. In addition, individualdepartments conduct exit interviews or collect data by various means (e.g., survey, standardizedexams). University Advancement periodically surveys undergraduate alumni to gather data on theimpact of a John Carroll University education on their post-graduate life.

Additionally, there are a variety of monitoring processes that complement the survey data:assessment of student learning (described in section 4.B), monitoring of the Strategic Plan, financial


audits, and facilities data tracking.

A fiscal audit is performed annually, and auditors express an unqualified opinion that is reviewed bythe University Finance Office and, ultimately, the Board of Directors. The University has alsoparticipated in the Delaware Cost Study and other surveys that provide benchmark financial anddemographic information from similar schools.

The Facilities Department tracks utility usage and costs on an annual basis and benchmarks againstmore than 10 years of data on student FTE and per-square- foot metrics. For decision making, energyusage is compared with other similar institutions and utility bills are shared with our energyconsultant, Brakey Energy, to determine the best energy program (currently the Non-Market-BasedServices Rider program) and energy rebate programs (currently the First Energy Opt-Out program)in which to participate. Greater efficiency is achieved by running trend reports on the BuildingAutomation Systems to track room temperature/humidity set points as well as equipment operationand efficiency. For example, malfunctioning Variable-Air-Volume control boxes and suboptimal airhandling units and chillers were identified in an effort to improve system performance and efficiency.The Facilities Department is also completing a two-year Facilities Condition Assessment of allcampus buildings (e.g., report for Dolan Center for Science and Technology). These studies create anequipment inventory for each building while simultaneously determining the condition and schedulesfor preventative maintenance and planned replacement.

In recent years, the University has moved toward a more systematic approach to performanceimprovements.

The creation of key governance committees has clarified the reporting process for University workthat occurs across divisions. For example, institutional assessment data and student survey resultswill be used by the University Committee on the Student Learning Experience for decision-making.The Student Learning Experience committee has also created a number of cross-divisional subgroupsto explore retention, experiential learning, and campus-wide programming. Each of the keygovernance committees includes at least one member of the Senior Leadership Team, ensuring aclear channel of reporting data upwards from the committees.

In addition to Academic Program Review (described in detail in section 4.A), the University hasinstituted a process of Administrative Program Reviews (AdPR). Both types of review ensure thatevery division/department on campus is engaged in the process of compiling quantitative andqualitative data about their performance, analyzing the results, and making changes as appropriate.The Office of Institutional Effectiveness coordinates and supports these reviews by providing anorientation and a data package appropriate to the program. Reviewers from outside the Universitycontribute to understanding programs in relation to the external environment. Optional internalreviewers are available to provide University context for the programs under review. Action plans aregenerated and tracked through the following review cycle.

Due to personnel changes, the University recently had the opportunity to re-envision the Office ofInstitutional Effectiveness (OIE) and hire a new Director of Institutional Research who hassignificant higher education experience. The first major endeavor of the new office in fall 2018 wasto spearhead a Data Governance Task Force, which will ensure clean and consistent data and exploreways to improve data access and reporting University-wide. Internally, the OIE is working to ensurethat campus decision-makers have timely information that they need to make decisions and to bringinformation from a variety of processes together in order to present the fullest possible picture of theeffectiveness of the institution as a whole.


The OIE has also assisted in evaluations of restructuring (described in more detail in sub-component2 below) and department chair performance, gathering data in relationship to curricular changes(also described in detail in sub-component 2 below), and providing data for decision-making toUniversity offices. In fall 2018, the OIE began pulling together data for the Deans and Provost to usewith department chairs to explore academic efficiencies, such as increasing course caps, reducing thenumber of sections of under-enrolled courses, and reassigning full-time faculty to courses taught bypart-timers. In spring 2019, the OIE will supplement the Center for Career Services’ data gatheredfrom surveys with information about subsequent (e.g., graduate school, medical school) enrollmentsfrom the National Student Clearinghouse’s Student Tracker.

Finally, the University has been the recipient of many major grants which have been used to improvethe student experience. Extensive reporting requirements accompany these grants, which have servedto deepen and mature the institution’s culture of continuous improvement. For example, the First inthe World grant (also discussed in sections 1.C.2, 3.C.4, and 4.C.3) has allowed us to enhance first-year offerings for at-risk students. These grants are designed to develop innovative strategies with thegoal of improving academic outcomes and retention rates for students at colleges and universities.The University was recently awarded an S-STEM grant from the National Science Foundation (alsodiscussed in sections 1.C.2, 3.D.3, and 4.C.3 above) following a disaggregation of retention andgraduation rates by major, race/ethnicity, family income, and other factors.

2. The institution learns from its operational experience and applies that learning to improveits institutional effectiveness, capabilities, and sustainability, overall and in its component parts.

As noted in the afterword to the Notice Report, the University has undergone massive changes sincethe 2014 Higher Learning Commission visit:

Admittedly, the University initially struggled to accept that we needed to address some seriousdeficits in our institutional operations and institutional culture. It was difficult to square whatwe knew to be true – that we are a community of outstanding teachers and dedicated staff whoproduced accomplished graduates who embody our mission – with what we learned aboutourselves through the accreditation process.

Part of the story of the past 18 months that is not told explicitly in this report, butunderlies the whole of it, is one of self-reckoning. In a Jesuit university, the capacity toexamine, reflect, and take action for the greater good is fundamental to who we are; it is our“way of proceeding.” For us, one of the benefits of this period is that we have examined thecriticisms, rolled up our collective metaphorical sleeves, and worked together.

Perhaps we learned we are more of a community than we ever realized.

Moreover, we did this work within the context of our mission. Of the accomplishments we haveshared with you, the one that is most meaningful – and most durable – for us is the collaborativearticulation of our University Learning Goals. That we know, and can demonstrate, that allstudent learning aligns with the goals of Intellect, Character, Leadership, and Servicestrengthens our commitment to the particular value of our institution.

Throughout this process of growth, our watchword has been integrity. When tempted to think ofthis work as compliance or accountability, we turned away from that instrumental view ofaccreditation and said, instead, this is about our institutional integrity. We live up to thepromises of our educational mission and we can demonstrate that we keep this promise.


John Carroll is a remarkable institution. Every student who comes to us is investing not onlyvaluable time but also capital (at times at considerable sacrifice) and, even more importantly,hope. We commit ourselves every day to their learning and their futures. In our Jesuit languageof cura personalis, we care for them.

We believe that the changes brought about by the accreditation process make us even betterable to care for our students, to secure their futures, and to live the mission. Howeverchallenging it has been, we are permanently changed.

Crafting this report has enabled the University to see the depth and breadth of the changes that havetaken place. Many sections in the document above discuss moments when the University has learnedfrom its experience and applied that learning to improve our operations. The Strategic Planningprocess described in Criterion 1 and section 5.C above has been subject to constant adjustments toimprove the work of the University Strategic Planning group. Similarly, the assessment of studentlearning process requires programs to consider ways to improve their assessment processes; forexample, the Core Assessment process moved to sampling in order to ease the workload forinstructors. Section 5.A describes in detail the recent changes in budget planning.

There are two key institutional processes that ensure that all units at the institution have a structuredopportunity to learn from experience and apply that learning to improve their operations. AcademicProgram Review and some of the changes resulting from it are described in detail in section 4.Aabove. Administrative Program Review addresses all units not covered by Academic ProgramReview. Some key examples of changes from individual Administrative Program Reviews aresummarized in the table below:

Unit Changes

AcademicAdvising

Restructuring of pre-major advising and advising office iscurrently in progress, alongside considerations of facultyworkload in the area of advising.

AlumniRelations

National alumni survey and results of external assessment ledto the development of an alumni volunteer summit in June2019 as well as requests at all regional alumni events foralumni to give back to JCU: make a philanthropic gift; recruita student; career mentor a student; set up a paid internship attheir place of work; and mentor parents of current students.

Center forDigitalMedia

One area that was improved significantly is the interactionbetween the Library and the Center. CDM programming isnow more integrated into Library services. In addition, anumber of tactics in the current University Strategic Plan are adirect result of this review as the university intentionally plansfor technology integration and use in teaching and learning.


InformationTechnology(campusnetworkenvironmentreview)

This review resulted in a new architecture plan which so farhas resulted in the replacement of one-third of the non-residence hall network with plans over the next few years toreplace the remaining network components.

InformationTechnology(externalsecurityaudits)

While the details of these reports are confidential for securitypurposes, the Information Technology Security Task Force hasmapped the results of these audits against the Center forInformation Security Top 20 Framework. This map is beingused to drive security enhancements throughout the enterprisefrom enhanced security policies to the implementation of newsecurity systems.

StudentHealth andWellnessCenter

Based on the review, the center has increased the frequency ofsatisfaction surveys for physician, nurse and nutritionist staff,collects demographic information to analyze utilization ofservices and enhanced participation of nursing staff in residentassistant training.

The document concludes with a few key examples of the institution learning from operationalexperiences: the creation of governance committees, the restructuring of the office of the Dean of theCollege of Arts and Sciences, a change to the Integrative Core Curriculum, and the creation of theTarget Cities Initiative.

As described in our Notice Report, a number of factors (Great Colleges to Work For survey results,the 2014 Self-Study, and the findings of the 2014 Visiting Team) had pointed toward a problem: atthe time, shared governance was both insufficiently practiced and of widespread concern at theUniversity. A key step taken to improve governance was the formation of a new entity—theUniversity Committee on Collaborative Governance (UCCG)—which was charged with examiningthe state of institutional governance, undertaking a committee audit, and encouraging thedevelopment of a more collaborative model of institutional governance. The first major outcome ofthe UCCG work was the development of a new governance committee structure. This new structurehas enabled the University to function more efficiently in a number of ways. The new policycommittees have reviewed 63 policies and approved 40 new policies. The University Committee onthe Student Learning Experience (a re-envisioning of an existing group formerly known as theProvost’s Council) has initiated a number of working groups that have played key roles incoordinating cross-divisional efforts around retention, experiential education, and programming. Atthe conclusion of the 2018-2019 year (the second year of the new governance model), a formalevaluation of the new model will be conducted.

In November 2013, department chairs and faculty were consulted on a proposal to restructure theCollege of Arts and Sciences (CAS) Dean’s Office as three divisional units with oversight by anassociate dean for each unit. The restructuring of CAS was enacted to provide greater support forfaculty work, program development, and student learning. The new structure completed its first fullyear in 2015-2016. In April 2016, all department chairs and program directors were provided the


opportunity to share their views on this new model for the College. The discussion, facilitated by theOffice of Institutional Effectiveness, focused on whether communication and support had improvedbetween the college administration and the academic departments. Additionally, a survey was sent tothe entire CAS faculty. The facilitated discussion and the survey indicated that the new structure isviewed positively. The CAS Dean’s Office used the survey feedback to inform its agenda for the2016-2017 academic year. Following a subsequent evaluation of the work of the Dean’s office,some adjustments were made to the divisional structure.

The implementation of the Integrative Core Curriculum was another example of the institutionmonitoring its own performance and making changes to improve our effectiveness. An ad hocsubcommittee of the Integrative Core Committee took a careful look at progress to date in Coreimplementation and identified a number of problems, including a shortage of certain types of coursesand limited transferability. They then developed two proposals to present at a specially-calledgeneral faculty meeting. Following the meeting, faculty were polled about the proposals. The resultsfrom continuing conversations and the poll were used to develop a formal proposal, which wassubsequently approved.

The market for higher education in Ohio is extremely challenging due to high competition and ashrinking number of high school graduates. In an attempt to develop markets a little farther afield,the University decided to take advantage of the new levels of collaboration and communication thathad developed during the efforts to remedy the deficits exposed during the 2014 HLC visit and craft across-divisional integrated outreach to four key potential markets. The 2017-2018 activities weredeveloped by administrators and staff from academics, athletics, enrollment, advancement, andmarketing and resulted in 2 to 3 day visits with targeted advertising that engaged high schools,potential students, alumni, employers, and donors. The effort saw marked success and an opportunityto learn and further develop the program for 2018-2019.

Sources

168-NSSE 2017 Results169-HERI 1415 Results170-Great Colleges Institution Level Report171-2016-2017 Resident Satisfaction Survey Report172-John Carroll recognized by NorthCoast 99 as great workplace for top talent173-IT Survey175-2018 RSS Dining Services Data176-NSSE Results for STEM Chairs177-NSSE14-Biological Sciences178-Biology APR Action Plan179-2018-At-Graduation-Outcomes-Report180- Alumni Survey-2015181-USPG-Monitoring-Spring-2018183-Energy and Water Use184-Utility-Metrics-9-2017185-Gardiner Dynamic Commissioning Document - AD BLDG Nov 2016186-Dolan Center for Science and Technology - EMG report 2017187-Administrative-Program-Review-Information-Guide188-IE Vision


189-OConnor resume190-Data Governance Task Force192 Sample Chair Evaluation194-Academic Efficiency196-Governance Committee Structure197-Reviewed Policies198-NewPolicies199-Retention-Community-Meeting200-UCSLE-Meeting-Notes10-03-18201-UCSLE-Notes-4-18-18202-CAS restructuring203-CAS Deans Office Chair Focus Group Report204-CAS Restructuring Evaluation Report205-2016 CASChairs206-CAS Deans Office Evaluation Report 2018207-CAS Restructuring208-Core Faculty Meeting.2.15.17.Presentation Documentation210-Core Proposal Survey Results211-Proposal for revisions to integrated courses.03292017212-Core revision voting233-Integrated Outreach Program Progress Report235-JCU 2018 Full Deck Admitted Student Survey Results236-Mission and Identity Survey237-At graduation-CO_FN_PS259-JCU Alumni Engagement Report



The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve thequality of its educational offerings, and respond to future challenges and opportunities. Theinstitution plans for the future.

Summary

John Carroll University is a very different place than it was in 2014. The University has seen adramatic improvement in communication and collaboration, as it has strengthened its collaborativegovernance and created and reviewed policy. The institution has nearly completed a full strategicplanning cycle and planning culture has penetrated throughout the University. We hope you haveseen our new mindset of continuous improvement and data-informed decision making throughoutthis Assurance Argument, but particularly in this Criterion. The University's progress since 2014will ensure that we continue to have the resources, structures, and processes to full our mission nowand into the future.

Sources

