university of louisvillelouisville.edu/.../executivesummary_website3.25.2013.pdf · university of...

University of Louisville The Fifth-Year Interim Report

Southern Association of Colleges and Schools Commission on Colleges

Comprehensive Executive Summary

Accreditation - What is it? Accreditation is a voluntary and self-regulatory mechanism of the higher education community. It plays a significant role in fostering public confidence in the educational enterprise, in maintaining standards, in enhancing institutional effectiveness, and improving higher education. The university must be accredited to receive federal financial aid. It also is the basis for which colleges, universities and other organizations can recognize that accredited institutions are evaluated with a common set of requirements and standards.

The work of evaluating and documenting the university's compliance with the SACS Principles of Accreditation requires a significant on-going, commitment on the part of faculty, staff, and students at the university. The accreditation process is critical to the university and we are committed to ensuring that the materials submitted represent our best effort.

Reaffirmation Process The University of Louisville (UofL) is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS). The university’s most recent reaffirmation of accreditation was in 2007. A full review is completed every ten years. The Fifth-Year Interim Report was developed by SACS to respond to the U.S. Department of Education’s requirements (1) that accrediting bodies continuously monitor institutions to ensure compliance and (2) that accrediting bodies have a mechanism for reviewing multiple sites initiated since last reaffirmation.

The Fifth-Year Interim Report is an abbreviated compliance review of the following standards:

1. CR 2.8 Number of full‐time faculty 2. CR 2.10 Student support services 3. CS 3.2.8 Qualified administrative and academic officers 4. CS 3.3.1.1 Institutional effectiveness: educational

5. CS 3.4.3 Admissions policies 6. CS 3.4.11 Qualified academic program coordinators 7. CS 3.11.3 Physical facilities 8. FR 4.1 Student achievement 9. FR 4.2 Program curriculum 10. FR 4.3 Publication of policies 11. FR 4.4 Program length 12. FR 4.5 Student complaints 13. FR 4.6 Recruitment materials 14. FR 4.7/CS 3.10.2 Title IV program responsibilities/financial aid

15. FR 4.8. (1,2,3) Distance and correspondence education 16. FR 4.9 Definition of credit hours 17. 3.13. (1,3,4) Policy compliance

(CR = Core Requirement, CS = Comprehensive Standard and FR= Federal Requirement)

The Fifth-Year Interim Report is divided into five parts:

• Part I: Signatures Attesting to Integrity - the chief executive officer (Dr. James R.Ramsey) and accreditation liaison (Connie C. Shumake) attest to the accuracy ofinstitutional assessment and documentation supporting that assessment.

• Part II: Institutional Summary Form Prepared for Commission Reviews

• Part III: Fifth-Year Compliance Certification – Monitoring report on continuedcompliance with identified Core Requirements, Comprehensive Standards, and FederalRequirements at the decennial interval.

• Part IV: Fifth-Year Follow Up Report - Addresses issues identified in an actionletter following a recent review of the institution. (Not applicable to UofL )

• Part V: Impact Report of the Quality Enhancement Plan (QEP). The UofL QEP isIdeas to Action: Using Critical Thinking to Foster Student Learning and CommunityEngagement.

This Comprehensive Executive Summary provides a detailed overview for the Board of Trustees and others on the work of the SACS Leadership Team – the Steering Committee and sub-committees in developing the University of Louisville report. The preparation of the Fifth-Year Interim Report is a significant update to the 2007 accreditation report. More information is available on the university’s website at louisville.edu/institutionalresearch/accreditation/5year.html.

The Institutional Summary (Part II) of the Fifth-Year Interim Report provides the SACS external reviewers information about significant features of the university. It includes a description of the mission, admissions policies, geographical service area, off-site and distance learning locations, degrees offered and external accreditations. The SACS reviewers will not have an on-campus site visit and will complete their process electronically.

The Compliance Certification (Part III) review defines the university compliance with the 17 standards of the interim report. The QEP Impact Report (Part V) is an assessment of the Ideas to Action project and its’ impact on student learning and the undergraduate learning environment at the university. The UofL QEP is a ten-year project and the impact report reflects its midpoint.

Each component of the report reflects a detailed analysis process and provides positive feedback to SACS. The interim report also reaffirms the university standing with the U.S. Department of Education. Additionally, the report uses benchmark and peer institutional data to support the compliance certification. The QEP Impact Report outlines the methodology used to integrate and institutionalize i2a.

http://louisville.edu/institutionalresearch/accreditation/5year.html

Steering Committee

Provost Shirley C. Willihnganz, Chair

Members: Dale B. Billingsley, Vice Provost, Undergraduate Affairs Dhiane Bradley, Chair, Staff Senate Justin Brandt, President, Student Government Association Pamela Feldhoff, Associate VP, Research & Innovation (Representative for Office of Executive VP Research & Innovation)

Priscilla Hancock, Vice President for Information Technology Daniel Hall, Vice President for Community Engagement Gale Rhodes, Associate University Provost, Delphi Center for Teaching and Learning Joseph Steffen, Chair, Faculty Senate David Wiegman, Vice Dean, School of Medicine/Exec. VP Health Affairs - representative

Emeritus: David James Robert Staat

Compliance Certification Team

Connie Shumake, Assistant University Provost and Tom Jackson, Vice President Student Affairs, Co-chairs

Membership is comprised of the co-chairs from each subcommittee.

Educational Programs - Robert Buchanan, Associate Dean, College of Arts & Sciences - Paul DeMarco, Associate Dean, School of Interdisciplinary and Graduate Studies

Mission, Governance and Institutional Effectiveness - Susan Duncan, Interim Dean, Brandeis School of Law - Bob Goldstein, Associate University Provost

Faculty - Tracy Eells, Vice Provost, Faculty Affairs - Becky Patterson, Director, Institutional Research and Planning

Student Affairs and Services - Frank Mianzo, Assistant to the VP and Director, Student Affairs Technology - Janet Spence, Executive Director, Undergraduate Advising

Financial and Physical Facilities - Terri Rutledge, Assistant Vice President, Business Affairs - Jason Tomlinson, Assistant Vice President, Finance

QEP Impact - Patty Payette, Executive Director of Ideas to Action, Associate Director of the Delphi

Center for Teaching and Learning - Riaan Van Zyl, Associate Dean, Kent School of Social Work

Part II: Institutional Summary Form

E D U C A TI O N A L P R O G R A MS

1. Level of offerings (Check all that apply)

Diploma or certificate program(s) requiring less than one year beyond Grade 12

Diploma or certificate program(s) of at least two but fewer than four years of work beyond Grade 12

Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent designed for transfer to a baccalaureate institution

Associate degree program(s) requiring a minimum of 60 semester hours or the equivalent not designed for transfer

Four or five-year baccalaureate degree program(s) requiring a minimum of 120 semester hours or the equivalent

Professional degree program(s)

Master's degree program(s)

Work beyond the master's level but not at the doctoral level (such as Specialist in Education)

Doctoral degree program(s)

Other (Specify)

2. Types of Undergraduate Programs (Check all that apply) Occupational certificate or diploma program(s)

Occupational degree program(s)

Two-year programs designed for transfer to a baccalaureate institution

Liberal Arts and General

Teacher Preparatory

Professional

Other (Specify)

G O V E R N A N C E C ON T R OL

Check the appropriate governance control for the institution:

Private (check one)

Independent, not-for-profit

Name of corporation OR Name of religious affiliation and control:

Independent, for-profit *

If publicly traded, name of parent company:

Public state * (check one)

Not part of a state system, institution has own independent board

Part of a state system, system board serves as governing board

Part of a state system, system board is super governing board, local governing board has delegated authority

Part of a state system, institution has own independent board

I N S TI TU TI O N A L I N F OR M A T I ON F OR R E V I EW ER S

Brief History The University of Louisville (UofL) is a state supported research university located in the Kentucky’s largest city. UofL was established in 1798 as one of the nation’s first urban institutions. The 345-acre Belknap Campus is home to eight of its 12 schools and colleges: arts and sciences, business, education and human development, engineering, interdisciplinary and graduate studies, law, music and social work. The 63 acre Health Sciences Campus, located in the city’s downtown medical complex, includes the schools of medicine, nursing, dentistry, public health and information sciences, and UofL Hospital. The 233-acre Shelby Campus is located in eastern Jefferson County, Kentucky. Under the leadership of its seventeenth president, James R. Ramsey, the University of Louisville has become known especially for teaching, research, and service to its community and the advancement of educational opportunity for all citizens thereof. With an enrollment of over 22,000, its academic programs attract students from every state and from all over the world. Current Mission As it focuses on the challenges and opportunities of the 21st century, the university has developed a strategic plan to articulate the vision of being a preeminent research institution - The 2020 Plan.

The current mission statement is:

The University of Louisville shall be a premier, nationally recognized metropolitan research university with a commitment to the liberal arts and sciences and to the intellectual, cultural, and economic development of our diverse communities and citizens through the pursuit of excellence in five interrelated strategic areas: (1) Educational Experience, (2) Research, Creative, and Scholarly Activity, (3) Accessibility, Diversity, Equity, and Communication, (4) Partnerships and Collaborations, and (5) Institutional Effectiveness of Programs and Services.

Geographic Service Area UofL contributes significantly to the economic, cultural and intellectual life of the Louisville community, yet the magnitude of its achievements reach beyond Louisville into every corner of Kentucky, across the nation and internationally. UofL’s more than 130,000 alumni live in all Kentucky counties, in every state and around the world. Uof L has trained about 30 percent of Kentucky’s physicians, 47 percent of its dentists and 31 percent of its attorneys. The university is assigned by the Kentucky Council on Postsecondary Education a four county geographic service area based on location – Trimble, Oldham, Jefferson (UofL), and Bullitt. However, the university enrolls students from 117 of the 120 Kentucky counties (98%) and over 100 countries. Source - Just the Facts: 2012-13.

http://louisville.edu/president/2020plan/

http://louisville.edu/about/mission.html

Composition of Student Population UofL enrolls more than 22,000 students and offers undergraduate degrees in 65 fields of study, master’s degrees in 73 areas and doctoral degrees in 35 disciplines. It also grants professional degrees in medicine, dentistry, and law. A diverse student body enriches the educational experience at UofL. Students of color represent 19.8 percent of enrollment and international students total more than 5 percent. Kentucky students account for 76 percent of the student population with 44 percent coming from Jefferson County. Slightly more than 23 percent of students are from other states. Nearly 400 campus organizations help students meet new friends, develop leadership skills and explore new interests. Admissions Policies The University of Louisville (UofL) subscribes to a selective admission policy. Admission for freshman applicants is based on: a) high school grades; b) ACT or SAT scores; and c) successful completion of the required pre-college curriculum. Enrollment in the freshman class is limited. UofL’s minimum eligibility admission policy requires any applicant to have graduated from an accredited high school or received a high school equivalency certificate, have completed the Pre-College Curriculum, possess a GPA of 2.5, and have achieved at least one of the following:

• The applicant has earned a composite ACT score of not less than 20 or an SAT-I score of not less than 940 (CR+M); (OR)

• The applicant has completed the U of L Enhanced Pre-College Curriculum with a minimum GPA of 2.5 on a 4.0 scale. (OR)

• The applicant ranks in the top 15% of the applicant’s high school graduating class. Students who enter one of Kentucky’s public universities are required to have completed high school or a high school equivalency certificate and the Pre-College Curriculum (PCC). These are minimum standards and each university may require additional preparation of its students. The Pre-College Curriculum is a total of 22 approved units or courses, including four units of English, three units of social studies, three units of mathematics (Algebra I and II and -Geometry), two units of foreign language (same language), one half unit of physical education and health, one unit each of history and appreciation of visual, performing arts, and 5 credits (3 rigorous) in electives. Individuals who are non-resident, 21 years of age or older or international students are exempt from the PCC requirements. UofL has graduate and professional programs which have separate admission requirements.

2. List of Degrees – University of Louisville

Program

Degree

Academic Unit

Required credit hours

Administration of Justice B.S. College of Arts and Sciences 121 Administration of Justice M.S. College of Arts and Sciences 36 Administration of Justice Ph.D. College of Arts and Sciences 54 African American Theatre (Graduate)

CERT

College of Arts and Sciences

15

American Sign Language Interpreting Studies

B.S.


122

Anthropology (includes program tracks)

B.A.


121

Anthropology M.A. College of Arts and Sciences 30 Applied and Industrial Mathematics

Ph.D.


60

Applied Geography M.S. College of Arts and Sciences 36 Applied Sociology Ph.D. College of Arts and Sciences 64 Art (includes program tracks) B.A. College of Arts and Sciences 121 Art (includes program tracks) B.F.A. College of Arts and Sciences 121 Art History B.A. College of Arts and Sciences 121 Art (Creative) Art History (includes program concentrations)

M.A.


31

Art History Ph.D. College of Arts and Sciences 42 Asian Studies B.A. College of Arts and Sciences 121 Asian Studies (Graduate) CERT College of Arts and Sciences 15 Atmospheric Science B.S. College of Arts and Sciences 121 Biology B.A. College of Arts and Sciences 121 Biology (includes program tracks) B.S. College of Arts and Sciences 121 Biology M.S. College of Arts and Sciences 33 Biology (includes program specializations)

Ph.D.


41

Chemistry B.A. College of Arts and Sciences 121 Chemistry (includes program tracks)

B.S.


121-124

Chemistry M.S. College of Arts and Sciences 30 Chemistry Ph.D. College of Arts and Sciences 30 Clinical Psychology Ph.D. College of Arts and Sciences 71 Communication B.A. College of Arts and Sciences 121 Communication B.S. College of Arts and Sciences 121 Communication M.A. College of Arts and Sciences 37 English B.A. College of Arts and Sciences 121 English M.A. College of Arts and Sciences 30 English/Rhetoric and Composition Ph.D. College of Arts and Sciences 51

Program

Degree

Academic Unit


Experimental Psychology Ph.D. College of Arts and Sciences 30

French B.A. College of Arts and Sciences 121

French Language Literature M.A. College of Arts and Sciences 30 Geography (includes program tracks)

B.S.

College of Arts and Sciences 121

History (includes program tracks) B.A. College of Arts and Sciences 121

History M.A. College of Arts and Sciences 33 Humanities (includes program tracks)

B.A.


121

Humanities (includes program concentrations)

M.A.


30

Humanities (includes program specializations)

Ph.D.


48

Latin American and Latino Studies B.A. College of Arts and Sciences 121 Latin American and Latino Studies (Graduate)

CERT


15

Liberal Studies B.A. College of Arts and Sciences 121 Mathematics B.A. College of Arts and Sciences 121 Mathematics B.S. College of Arts and Sciences 121 Mathematics M.A. College of Arts and Sciences 30 Medieval and Renaissance Studies (Graduate)

CERT


18

Pan-African Studies B.A. College of Arts and Sciences 121 Pan-African Studies B.S. College of Arts and Sciences 121 Pan-African Studies M.A. College of Arts and Sciences 33 Pan-African Studies Ph.D. College of Arts and Sciences 64 Pan-African Studies (Graduate) CERT College of Arts and Sciences 15 Paralegal Studies A.A. College of Arts and Sciences 63-66 Peace Studies and Conflict Resolution (Undergraduate)

CERT


12

Philosophy (includes program tracks)

B.A.


121

Physics B.A. College of Arts and Sciences 121

Physics (includes program tracks) B.S. College of Arts and Sciences 121

Physics M.S. College of Arts and Sciences 33 Physics Ph.D. College of Arts and Sciences 36 Police Executive Leadership CERT College of Arts and Sciences 15 Police Executive Leadership Development (Graduate)

CERT


12

Political Science B.A. College of Arts and Sciences 121 Political Science (includes program tracks)

B.S.


121

Program

Degree

Academic Unit


Political Science M.A. College of Arts and Sciences 36

Pre-Medicine CERT College of Arts and Sciences 38-50 Psychology (includes program tracks)

B.A.


121

Psychology B.S. College of Arts and Sciences 121 Public Administration (includes program concentrations)

M.P.A.


42

Public History (Graduate) CERT College of Arts and Sciences 15 Real Estate Development (Graduate)

CERT


18

Sociology B.A. College of Arts and Sciences 121 Sociology (includes program tracks)

B.S.


121

Sociology M.A. College of Arts and Sciences 37 Spanish B.A. College of Arts and Sciences 121 Spanish M.A. College of Arts and Sciences 30 Theatre Arts B.S. College of Arts and Sciences 121 Theatre Arts M.F.A. College of Arts and Sciences 72 Translation (Graduate) CERT College of Arts and Sciences 21 Urban Planning (includes program concentrations)

M.U.P.


48

Urban and Public Affairs Ph.D. College of Arts and Sciences 48 Women's and Gender Studies B.A. College of Arts and Sciences 121 Women's and Gender Studies B.S. College of Arts and Sciences 121 Women's and Gender Studies M.A. College of Arts and Sciences 36 Women's and Gender Studies (Graduate)

CERT


15

Accountancy M.Ac. College of Business 30 Accounting CERT College of Business 21 Business Administration in Accountancy (includes program tracks)

B.S.B.

College of Business

126-138

Business Administration in Computer Information Systems (includes program tracks)

B.S.B.

College of Business

123

Business Administration in Equine Business

B.S.B.

College of Business

127

Business Administration in Finance B.S.B. College of Business 126 Business Administration in Marketing

B.S.B.

College of Business

123

Business Administration (includes program concentrations)

M.B.A.

College of Business

36

Economics B.A. College of Business 124 Economics, Business Economics B.S.E. College of Business 124

Program

Degree

Academic Unit


Entrepreneurship Ph.D. College of Business 51

Equine Business CERT College of Business 24

Art Education

M.A.T. College of Education and Human Development

36

Autism and Applied Behavior Analysis (Graduate)

CERT College of Education and Human Development

12-23

Community Health Education

M.Ed. College of Education and Human Development

36

Counseling and Personnel Services (includes program concentrations)


60

Counseling and Personnel Services (includes program specializations)

Ph.D. College of Education and Human Development

60

Curriculum and Instruction


60

Early Childhood Education (Interdisciplinary)


36

Early Elementary Education


36

Early Elementary Education (includes program tracks)

B.S.R. College of Education and Human Development

125

Education Administration - Instructional Leadership

Ed.S. College of Education and Human Development

30

Educational Leadership and Organizational Development

Ed.D. College of Education and Human Development

60

Educational Leadership and Organizational Development


60

Exercise Physiology

M.S. College of Education and Human Development

36

Health and Human Performance (includes program tracks)

B.S. College of Education and Human Development

123

Health and Physical Education


36

Health Professions Education (Graduate)

CERT College of Education and Human Development

12

Higher Education Administration

M.A. College of Education and Human Development

30

Human Resource and Organizational Development


33

Instructional Technology


33

Middle School Education (includes program concentrations)


30

Middle/Secondary Education (includes program tracks)


123

Music Education


30

Organizational Leadership and Learning (includes program tracks)

B.S.

College of Education and Human Development

123

Program

Degree

Academic Unit


Reading Education/Literacy


36

Secondary Education (includes program concentrations)


30

Special Education (includes program concentrations)


39

Special Education (includes program concentrations)


33

Sport Administration


36

Sports Administration (includes program tracks)


123

Teacher Leadership (includes program concentrations)


30

Bioengineering

B.B.E. J.B. Speed School of Engineering

136

Bioengineering

M.Eng. J.B. Speed School of Engineering

31

Chemical Engineering

B.C.H. J.B. Speed School of Engineering

135



31


M.S. J.B. Speed School of Engineering

32


Ph.D. J.B. Speed School of Engineering

70

Civil Engineering

B.C.E. J.B. Speed School of Engineering

135

Civil Engineering


30

Civil Engineering


30

Civil Engineering


40

Computer Engineering and Computer Science

B.C.C. J.B. Speed School of Engineering

137

Computer Engineering and Computer Science


31

Computer Science


30

Computer Science and Engineering


44

Data Mining (Graduate)

CERT J.B. Speed School of Engineering

18

Electrical Engineering

B.E.E. J.B. Speed School of Engineering

135



32

Program

Degree

Academic Unit




30



48

Engineering Management


30

Environmental Engineering (Graduate)


12

Industrial Engineering

B.I.E. J.B. Speed School of Engineering

132



30



30



48

Logistics and Distribution (Graduate)


18

Mechanical Engineering

B.M.C. J.B. Speed School of Engineering

135



30



30



48

Network and Information Security (Graduate)


12

Social Work B.S.W. Kent School of Social Work 121-122 Social Work (includes program specializations)

M.S.S.W.

Kent School of Social Work

60

Social Work Ph.D. Kent School of Social Work 56 Dental Hygiene B.S. School of Dentistry 126 Dental Medicine D.M.D. School of Dentistry 197.5 Dental Post-professional (includes program specializations)

CERT

School of Dentistry

Varies

Dentistry M.S.D. School of Dentistry 69-103.5 Oral Biology M.S. School of Dentistry 30

Interdisciplinary Studies

M.A. School of Graduate and Interdisciplinary Studies

30-33


M.S. School of Graduate and Interdisciplinary Studies

30


Ph.D. School of Graduate and Interdisciplinary Studies

36

Law J.D. School of Law 90 Anatomical Sciences and Neurobiology

M.S.

School of Medicine

30

Program

Degree

Academic Unit


Anatomical Sciences and Neurobiology

Ph.D.

School of Medicine

30

Audiology Au.D. School of Medicine 89 Biochemistry and Molecular Biology

M.S.

School of Medicine

30

Biochemistry and Molecular Biology

Ph.D.

School of Medicine

48

Communicative Disorders M.S. School of Medicine 57

Medicine M.D. School of Medicine 184.5

Microbiology and Immunology M.S. School of Medicine 30

Microbiology and Immunology Ph.D. School of Medicine 30

Pharmacology and Toxicology M.S. School of Medicine 35

Pharmacology and Toxicology Ph.D. School of Medicine 41

Physiology and Biophysics M.S. School of Medicine 30

Physiology and Biophysics Ph.D. School of Medicine 30

Music (includes program tracks) B.A. School of Music 120

Music (includes program tracks) B.M. School of Music 120-133

Music Composition M.M. School of Music 36 Music Education (includes program tracks)

B.M.E.

School of Music

122-131

Music Education M.M.E. School of Music 30 Music Therapy (includes program tracks)

B.M.

School of Music

127-140

Nursing (RN-BSN) B.S.N. School of Nursing 120 Nursing (includes program concentrations)

M.S.N.

School of Nursing

55

Nursing Ph.D. School of Nursing 64 Nurse Practitioner (includes program specializations)

CERT

School of Nursing

17-21

Biostatistics: Decision Science (includes program concentrations)

M.S. School of Public Health and

Information Sciences

36

Biostatistics: Decision Science (includes program specializations)

Ph.D. School of Public Health and

Information Sciences

34

Clinical Investigation Sciences

M.Sc. School of Public Health and Information Sciences

31

Clinical Investigation Sciences (Graduate)

CERT School of Public Health and Information Sciences

17

Epidemiology

M.S. School of Public Health and Information Sciences

38

Public Health (includes program concentrations)

M.P.H. School of Public Health and Information Sciences

47

Public Health Sciences

Ph.D. School of Public Health and Information Sciences

37

3. Off-Site Locations and Distance and Correspondence Education Off-Site Locations

The University of Louisville has three primary instructional sites: 1) the main instructional site is the Belknap campus; 2) the Health Sciences campus located in downtown Louisville in the city’s main medical complex houses the schools of Dentistry, Medicine, Nursing, and Public Health and Information Sciences; 3) the Shelby campus location in eastern Louisville Metro/Jefferson County is primarily used by the Kent School of Social Work, Police Science, Continuing Education and Professional Development, and other limited for-credit course instruction; it is currently being expanded into a technology and biosciences site . The following table lists the university’s off-site locations were 50% or more of traditional program offerings are available.

L OC A T I ON S

PR O G R A M (% OF D EG R EE )

Fort Knox Extended Campus 63 Quartermaster Street, Room 301 Fort Knox, KY 40121 http://louisville.edu/education/fortknox

- B.S. in Organizational Leadership and Learning (100%)

- M.S. in Human Resources and Organizational Development (100%)

School of Medicine Trover Campus 200 Clinic Drive - 3rd Center East Madisonville, KY 42431

- M.D. in Medicine (50%)

Quality Leadership University – Panama Calle 45, Esta Bella Vista Panama City, Panama

- B.A. in Communication (100%)

- M.S. in Human Resources and Organizational

Development (100%)

- M.Eng. in Engineering Management (100%) Owensboro Medical Health System 811 E. Parrish Avenue Owensboro, Kentucky 42303

- B.S. in Nursing (100%)

General Electric 4000 Buechel Bank Road Louisville, KY 40218

- M.S. in Industrial Engineering (100%)

- M.S. in Electrical Engineering (100%)

Western Kentucky University 1906 College Heights Blvd. Bowling Green, KY 42101

- B.S. in Electrical Engineering (100%)

http://louisville.edu/education/fortknox

http://louisville.edu/education/fortknox

L OC A T I ON S

PR O G R A M (% OF D EG R EE )

Brescia College 717 Frederica Street Owensboro, KY 42301

- M.S.S.W. in Social Work (100% for the 30 hour) (50% for the 60 hour)

HFH Hamburger Fern-Hochschule Studierendensekretariat Alter Teichweg 19-23a 22081 Hamburg, Germany

Germany Engineering Programs:


- M.S. in Engineering Management (50%)

- Ph.D. in Industrial Engineering (50%) Akademie Würth c/o Comgroup GmbH Drillberg 6D-97980 Bad Mergentheim, Germany

Germany Engineering Programs:


- M.S. in Engineering Management (50%)

- Ph.D. in Industrial Engineering (50%) Beijing Foreign Studies University No. 2 North Xisanhuan Road Beijing 100089 P.R. China

- Ph.D. in Humanities (92%)

Akademie Wurth Business School Industriepark Wurth, Gebaude 7 Drillberg 6 Bad Mergentheim, Germany

- M.B.A. - Global M.B.A. Program (50%) http://business.louisville.edu/graduate- programs/global-mba/

German Graduate School of Management and Law (GGS) Bildungscampus2 D-74076 Heilbronn, Germany

- M.B.A. - Global M.B.A. Program (50%)

HFH – Hamburger Fern-Hochschule Studierendensekretariat Alter Teichweg 19-23a 22081 Hamburg, Germany

- M.B.A. - Global MBA Program (50%)

Perm State University Department of Economics 15 Bukireva Street 614990 Perm, Russia

- M.B.A. - Global MBA Program (50%)

http://business.louisville.edu/graduate-programs/global-mba/



Online and Correspondence Education (50% or more online)

Percent of Degree that can be Completed Online - Undergraduate Programs * Program

% Online

Delivery Mode: synchronous or asynchronous technology, or both

Communication (B.A.) 93% Both Communication (B.S.) 93% Both Sociology (B.A.) 93% Both Organizational Leadership and Learning (B.S.) 93% Both Psychology with track in Natural Sciences (B.A.) 90% Both Psychology with track in Social Science (B.A.) 90% Both Sociology (B.S.) 90% Both Administration of Justice (B.S.) 88% Both Pan-African Studies (B.A.) 85% Both Pan-African Studies (B.S.) 85% Both Political Science (B.A.) 85% Both Nursing (RN-BSN Program) (B.S.N.) 83% Both Women's and Gender Studies (B.A.) 78% Both Art History (B.A.) 75% Both Women's and Gender Studies (B.S.) 75% Both Anthropology with track in Natural Sciences track (B.A.) 70% Both Anthropology with track in Social Sciences track (B.A.) 70% Both English (B.A.) 70% Both History with track in Social Sciences (B.A.) 70% Both History with track in Humanities (B.A.) 68% Both Philosophy with track in Social Sciences (B.A.) 68% Both Political Science with track in Law and Public Policy (B.S.) 68% Both Health and Human Performance track in Physical Education for Teacher Preparation (B.S.)

66%

Both

Sport Administration (B.S.) 66% Both Art (B.A.) 65% Both Philosophy with track in Humanities (B.A.) 65% Both Psychology (B.S.) 65% Both Health and Human Performance with track in Exercise Science (B.S.)

63%

Both

Health and Human Performance with track in School Health Education (B.S.)

63%

Both

Spanish (B.A.) 63% Both Social Work (B.S.W.) 62% Both French (B.A.) 60% Both Philosophy with track in Bioethics (B.A.) 60% Both Economics (B.A.) 59% Both Health and Human Performance with track in Public Health Education (B.S.)

59%

Both

Percent of Degree that can be Completed Online - Undergraduate Programs *

Program

%

Online

Delivery Mode: synchronous or asynchronous

technology, or both Geography with track in Environmental Analysis (B.S.) 58% Both Geography with track in GIS (B.S.) 58% Both Geography with track in Global and Regional Studies (B.S.)

58%

Both

Geography with track in Urban and Regional Analysis (B.S.)

58%

Both

Mathematics (B.A.) 58% Both Chemistry (B.A.) 52% Both Political Science with track in Paralegal Studies (B.S.) 50% Both Paralegal Studies (A.A.) 50% Both Theatre Arts (B.S.) 50% Both

* Includes General Education coursework.

Percent of Degree that can be Completed Online - Graduate Programs

Program

%

Online

Delivery Mode: synchronous or

asynchronous technology, or both

Data Mining (Graduate Certificate) 100% Asynchronous Network and Information Security (Graduate Certificate) 100%

Asynchronous

Autism and Behavior Analysis (Graduate Certificate) 100% Both Higher Education (M.A.) 100% Asynchronous Administration of Justice (M.S.) 100% Asynchronous Civil Engineering (M.S.) 100% Asynchronous Computer Science (M.S.) 100% Asynchronous Human Resources and Organization Development (M.S.)

100%

Both

Social Work (M.S.S.W.) 100% Both Special Education with concentration in Assistive Technology (M.Ed.)

92%

Both

Special Education with concentration in Autism (M.Ed.)

92%

Both

Special Education with concentration in Moderate and Severe Disabilities P-12 (M.Ed.)

92%

Both

Health Professions Education (Graduate Certificate) 75% Both Interdisciplinary Studies with a concentration in Bioethics and Medical Humanities (M.A.)

73%

Synchronous

Computer Science and Engineering (Ph.D.) 61% Both Special Education with concentration in Learning and Behavior Disorders P-12 (M.Ed.)

58%

Both

Academic Unit and Program

Accrediting Agency

Latest Accreditation

Next Site Visit Date

Arts and Sciences (College of)

Chemistry (B.S. only)

American Chemical Society

2010

NONE

Clinical Psychology (Ph.D.)

American Psychological Association *

2009

2016

Interior Design (B.A.)

Council for Interior Design Accreditation (CIDA)

2008

2014

Paralegal Studies (A.A.)

Section on Paralegal Education of the American Bar Association

2008

2015

Public Administration (M.P.A.)

National Association of Schools of Public Affairs and Administration

2011

2017

Theatre Arts (B.S., M.F.A.)

National Association of Schools of Theatre (NAST) *

2010

2020

Urban Planning (M.U.P.)

American Planning Association

2009

2013

Business (College of)

Accountancy (CERT, B.S., M.Ac.)

The Association to Advance Collegiate Schools of Business (AACSB International)

2008

2013

Business (CERT, B.S., M.B.A., Ph.D.)

2008

2013

4. Accreditation

Institutional Accreditation

The University of Louisville is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award associate, bachelor, master, specialist, doctoral, and first-professional degrees (DMD, JD, MD). There are currently no sanctions applied or negative actions taken by any accrediting body against the institution or its programs since the last SACS accreditation review in 2007.

Program Level Accreditation

Page 16

http://www.acs.org/

http://www.acs.org/

http://www.apa.org/

http://www.apa.org/

http://www.apa.org/

http://www.accredit-id.org/



http://www.americanbar.org/groups/paralegals.html




http://www.naspaa.org/




http://www.nast.arts-accredit.org/



http://www.planning.org/

http://www.planning.org/

http://www.aacsb.edu/





Accrediting Agency

Latest

Accreditation


Dentistry (School of)

Dental Hygiene (B.S.) Commission on Dental Accreditation of the American Dental Association *

2008

2015

Dentistry : Endodontics, Oral & Maxillofacial Surgery, Orthodontics, Pediatric Dentistry, Periodontics, Prosthodontics, (CERT, M.S.D.)

2008

2015

Dentistry (D.M.D.)

Education and Human Development (College of)

Art Therapy [Expressive Therapies] (M.Ed.)

American Art Therapy Association

2012

2019

Counseling Psychology (M.Ed., Ph.D.)

American Psychological Association *

2011

2016

Education (B.A., M.A., M.A.T., M.Ed., M.S., Ed.S.,Ed.D., Ph.D.)

Education Professional Standards Board, Commonwealth of Kentucky

2008

2015

Education (B.A., M.A., M.A.T., M.Ed., M.S., Ed.S., Ed.D., Ph.D.)

National Council for Accreditation of Teacher Education (NCATE) *

2008

2015

Exercise Science (B.S.) Exercise Physiology (M.S.)

Committee on Accreditation for the Exercise Sciences (CoAES)

2012

2017

Sport Administration (B.S., M.S.)

Commission on Sport Management Accreditation (COSMA)

2012

2019

Engineering (J.B. Speed School of)

Bioengineering (B.S., M.Eng.) Engineering Accreditation Commission of ABET, Inc.

2011

2017

Chemical Engineering (B.S., M.Eng.)

2007

2013

Civil Engineering (B.S., M.Eng.)

2007

2013

Computer Engineering & Computer Sciences (B.S. only)

Computing Accreditation Commission (CAC) of ABET, Inc.

2008

2014

Page 17

http://www.ada.org/117.aspx





http://www.americanarttherapyassociation.org/

http://www.americanarttherapyassociation.org/

http://www.apa.org/

http://www.apa.org/

http://www.kyepsb.net/




http://cosmaweb.org/



http://www.abet.org/




http://www.abet.org/cac-membership/





Accrediting Agency



Computer Engineering & Computer Sciences (B.S., M.Eng.)

Engineering Accreditation Commission of ABET, Inc.

2007

2013

Electrical Engineering (B.S., M.Eng.)

Engineering Accreditation Commission of ABET, Inc.

2007

2013

Industrial Engineering (B.S., M.Eng.)

2007

2013

Mechanical Engineering (B.S., M.Eng.)

2007

2013

Law (Brandeis School of )

Law (J.D.)

Section of Legal Education and Admissions to the Bar of the American Bar Association *

2011

2018

Association of American Law Schools

2011

2018

Medicine (School of)

Audiology (Au.D.)

Council on Academic Accreditation in Audiology and Speech- Language Pathology *

2012

2019

Clinical Chemistry (Post-Doctoral) Commission on Accreditation in Clinical Chemistry (COMACC)

2008

2013

Continuing Medical Education American Council for Continuing Medical Education (ACCME)

2008

2014

Graduate Medicine (House Staff) Accreditation Council for Graduate Medical Education

2013

2018

Medicine (M.S., Ph.D., M.D.)

Liaison Committee on Medical Education, A Joint Committee of the American Medical Association and the Association of American Medical Colleges *

2005

2013

Page 18








http://www.americanbar.org/aba.html





http://www.aals.org/

http://www.aals.org/

http://www.asha.org/academic/accreditation/CAA_overview.htm




http://www.comacc.org/



http://www.accme.org/



http://www.acgme.org/



http://www.lcme.org/









Accrediting Agency



Pathology and Laboratory Medicine (Post-Doctoral)

Commission on Accreditation in Clinical Chemistry (COMACC)

2008

2013

Speech Pathology (M.S.)

Council on Academic Accreditation in Audiology and Speech- Language Pathology *

2007

2015

Music (School of )

Music (B.M., M.M., M.M.E.)

National Association of Schools of Music (NASM) *

2006

2016

Music Therapy (B.M.)

2006

2016

Nursing (School of )

Nursing (B.S.N., M.S.N., Ph.D.) Commission on Collegiate Nursing Education *

2011

2021

Public Health and Information Sciences (School of )

Public Health (CERT, M.S, M.P.H., Ph.D.)

Council on Education for Public Health (CEPH) *

2011 2021

Social Work (Kent School of )

Family Therapy (M.S.S.W.)

Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) *

2008

2014

Social Work (B.S.W.)

Commission on Accreditation of the Council on Social Work Education

2010

2014

Social Work (M.S.S.W., Ph.D.)

Commission on Accreditation of the Council on Social Work Education

2009

2017

Number of Programs, N =44 Number of Agencies, N =32 * Accrediting agencies recognized by the U.S. Department of Education (DOE). N = 13

Page 19








http://nasm.arts-accredit.org/



http://www.aacn.nche.edu/ccne-accreditation



http://www.ceph.org/

http://www.ceph.org/

http://www.aamft.org/imis15/content/coamfte/about_coamfte.aspx





http://www.cswe.org/Accreditation.aspx








5. Relationship to the U.S. Department of Education The University of Louisville (UofL) is in full compliance with Title IV and audits its financial aid program following federal and state regulations. There have been no limitations, suspensions or terminations of the financial aid program(s). UofL is currently authorized to participate in Title IV Federal Student Aid Programs in accordance with the federally required Program Participation Agreement (PPA), including the PPA Addendum and an active Eligibility and Certification Approval Report (ECAR). The Secretary of the U.S. Department of Education has determined that UofL satisfies the definition of an eligible institution and has established approval for institutional participation through December 31, 2016. The university’s full report on compliance can be found in the Comprehensive Standard 3.10.2 and Federal Requirement 4.7 combined response.

Page 20

Part III: The Fifth-Year Compliance Certification Excerpts from the full SACS report submitted 3-20-2013

For each of Core Requirement, Comprehensive Standard, and Federal Requirement listed below, the institution should make a determination regarding compliance, place a in the appropriate box, explain the reason for the institution’s findings, and provide documentation in support of its determination. Compliance The institution found that it meets the requirement and provides a convincing

argument in support of its determination and a list of documents (or electronic access to the documents) demonstrating compliance.

Non-Compliance The institution found that it does not meet the requirement and provides the reason

for checking non-compliance, a description of plans to comply, and a list of documents that will be used to demonstrate future compliance.

Number of Full-time Faculty The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs. (Core Requirement 2.8) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with core requirement 2.8. After extensive analysis, we have determined that demonstrable evidence is provided by the following metrics: 1) student FTE to faculty FTE ratios; 2) faculty instructional activity determined by student credit hour production at the undergraduate, graduate and professional levels; 3) academic qualifications of faculty; and 4) faculty productivity and scholarship. Instructional Capacity Two analyses support that UofL employs a sufficient number of full-time faculty to support its mission. Table 1 details the student and faculty headcounts for 2008, 2009, 2010, and 2011. As shown, the student headcount remained stable while the full-time faculty headcount increased by 6.2% and the part-time faculty headcount increased by 15.4%. UofL experienced an overall increase in the number of faculty as compared to changes in student enrollment during this period of time. Table 1: Student and Faculty Headcounts: fall semesters 2008, 2009, 2010, 2011

Headcount Fall 2008 Fall 2009 Fall 2010 Fall 2011 % Change

Student 21,761 21,023 21,237 21,153 -2.8% Full-time Faculty 1,552 1,561 1,620 1,649 6.2% Part-time Faculty 572 564 568 660 15.4% Source: UofL’s official student enrollment and faculty/staff census files

Page 21

UofL’s student FTE to faculty FTE ratio was lower than the median FTE ratio of comparable institutions (both SACS and non-SACS institutions) for each of the three academic years reported. The student FTE to faculty FTE ratio for UofL, 10.00 in 2008 and 9.95 in 2010, were between the first quartile (9.87 in 2008 and 9.34 in 2010) and the median (10.96 in 2008 and 10.81 in 2010). In 2009, the student FTE to faculty FTE ratio for UofL was 10.13. This placed UofL between the minimum (5.85) and the first quartile (10.34) of all of our benchmark institutions. Three of UofL’s five SACS benchmark institutions show higher ratios (Virginia Commonwealth University, University of South Carolina – Columbia, and University of South Florida – Main Campus), with two showing lower ratios, specifically the University of Alabama at Birmingham and the University of North Carolina at Chapel Hill. These results indicate that UofL’s student-faculty FTE ratios are comparable to other SACS-accredited institutions. Table 2: Student FTE1 ratio to faculty FTE2 ratio comparison with SACS-accredited benchmark institutions (as designated with an "X") and the University of Kentucky

Institution Name (ordered alphabetically)

Institutional Benchmarks

2010 Student FTE to Faculty FTE Ratio

2009 Student FTE to Faculty

FTE Ratio

2008 Student FTE to Faculty

FTE Ratio Stony Brook University x 12.30 12.52 12.55 Temple University x 13.92 13.47 13.37 University at Buffalo x 14.75 14.40 14.11 University of Alabama at Birmingham

† 6.71 6.57 6.21

University of California - Irvine × 12.56 12.41 12.12 University of California - San Diego x 10.64 10.54 10.98 University of Cincinnati - Main Campus

x 10.81 10.55 9.85

University of Illinois at Chicago x 10.76 10.34 9.92 University of Iowa x 10.60 10.80 10.64 University of New Mexico - Main Campus

x N/A 10.42 N/A

University of North Carolina at Chapel Hill

† 8.06 8.29 8.33

University of Pittsburgh – Pittsburgh Campus

x 5.11 5.85 5.64

University of South Carolina - Columbia

† 16.18 15.64 14.58

University of South Florida - Main Campus

† 21.47 21.59 21.76

University of Utah x 8.08 7.70 N/A Virginia Commonwealth University † N/A 10.86 N/A Wayne State University x 10.99 11.10 10.94 University of Kentucky (UK)5 † 10.93 10.86 11.02 University of Louisville (UofL)5 † 9.95 10.13 10.00 Minimum 5.11 5.85 5.64 1st quartile 9.34 10.34 9.87 Median 10.81 10.80 10.96 3rd quartile 13.24 12.52 13.16 Maximum 21.47 21.59 21.76 Source: IPEDS Peer Analysis Tool

Page 22

1The IPEDS formula for the calculation of student FTE is: (1 x full-time headcount) + (0.403543 x undergraduate part-time headcount) + (0.600000 x first-professional part-time headcount) + (0.361702 x graduate part-time headcount). 2The IPEDS formula for the calculation of faculty FTE is: (1 x full-time headcount) + ((1/3) x part-time headcount). 3The Human Resources component of IPEDS is optional reporting for institutions during even numbered years. 4The student enrollment data reported to IPEDS exclude the following student classifications: auditor, post-doctoral students, house staff, and students enrolled in international programs. 5UK and UofL are excluded from the five number summary. NOTE: UofL's institutional benchmarks designated with "X"; UofL's SACS institutional benchmarks designated with "†". Faculty Instructional Activity Further assurance of the adequacy of faculty resources is provided by the requirement of the Kentucky Council on Postsecondary Education (CPE) and the UofL Board of Trustees that adequate faculty resources be demonstrated before approval of any new degree program. Projections of estimated student and faculty headcounts for any new proposed programs are required. These projections are reviewed by unit faculty, the Faculty Senate, CPE staff and university administrators for consistency with standard academic practice. Other public higher education institutions in Kentucky may also review and comment on proposals for new degree programs in an effort to promote collaboration and reduce program duplication as required by state law. At least 70% of the total student credit hours generated at all academic career levels are produced by full-time faculty. The student credit hour (SCH) production analysis comparing fall semesters from 2008 to 2011 documents this trend. Table 3 highlights the distribution of student credit hours taught by full-time and part-time faculty by class level for the four years under review analysis. Table 3: Percent of student credit hour (SCH) production by faculty status and class level1 for the fall semesters of 2008, 2009, 2010, 2011

Semester

Undergraduate SCH2 Graduate SCH Professional3 SCH Full-time Faculty

Part-time Faculty

Full-time Faculty

Part-time Faculty

Full-time

Faculty

Part-time Faculty

Fall 2008 70% 30% 82% 18% 91% 9% Fall 2009 71% 29% 80% 20% 88% 12% Fall 2010 69% 31% 81% 19% 90% 10% Fall 2011 70% 30% 83% 17% 87% 13%

% change 0% 0% 1% -1% -4% 4% Source: UofL’s official university course census files Note: Student credit hours are calculated by multiplying the total course enrollment by the course credit hour. Graduate assistants who are designated as the instructor of record are included as part-time faculty. 1Determined by the academic career level of the class as indicated within PeopleSoft. 2Total includes general education student credit hours. 3Defined as classes offered in the School of Medicine, Brandeis School of Law, and School of Dentistry. The internet has come to accommodate the greatest portion of student credit hours earned off-campus. Some programs are offered completely online while others are a blend of face-to-face and online classes. The number of UofL students taking exclusively online classes has increased by 28% from fall 2008 (n = 699 students) to fall 2011 (n = 894 students). During this same time period, the percentage of UofL students taking both online courses and face-to-face courses increased by 28% from 1,339 students in fall 2008 to 1,720 students in fall 2011. Table 5a details student enrollments for the fall semesters of 2008 to 2011 by class delivery method. Table 5b provides course data by delivery method and faculty for this same time period. The majority of online courses are taught by full-time faculty.

Page 23

Table 5a: Student enrollment by class delivery method for the fall semesters of 2008, 2009, 2010, 2011

Semester Online Classes Only

Online Classes and Face-to-Face Classes

Face-to-Face Classes Only

Total University Enrollment1

Fall 2008 699 1,339 19,026 21,064 Fall 2009 711 1,462 19,160 21,333 Fall 2010 833 1,579 19,164 21,576 Fall 2011 894 1,720 18,885 21,499

% change 28% 28% -1% 2% Source: UofL’s official course census files 1Total university enrollment excludes post-doctoral students and house staff. Table 5b: Courses by delivery method for the fall semesters of 2008, 2009, 2010, 2011 taught by Faculty Status

Semester Online Classes Face-to-Face Classes

Full-time Faculty

Part-time Faculty Full-time Faculty

Part-time Faculty

Fall 2008 62 69 3,095 1,100 Fall 2009 85 67 3,140 1,117 Fall 2010 106 77 3,220 1,229 Fall 2011 123 84 3,187 1,231

% change 98% 22% 3% 12% Source: UofL’s official course census files Student Support Services The institution provides student support programs, services, and activities consistent with its mission that are intended to promote student learning and enhance the development of its students. (Core Requirement 2.10) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with core requirement 2.10. UofL provides undergraduate, graduate, and professional student support services and programs that promote excellence in five interrelated strategic areas as outlined in its mission: (1) Educational Experience, (2) Research, Creative, and Scholarly Activity, (3) Accessibility, Diversity, Equity, and Communication, (4) Partnerships and Collaborations, and (5) Institutional Effectiveness of Programs and Services. Through its student support services and programs, the university promotes student learning and enhances student development. The university’s fall 2012 enrollment includes 22,293 freshmen through professional-level students. The university provides services and programs to many groups of students such as first year, upperclassmen, transfer, graduate, athletes, adult learners, online learners, military, international, professional, commuter, campus residents, scholarship, and other students representing diverse populations. UofL has established many student support services to aid in the success and retention of all of its varied student body. Where possible or relevant, all student support services are also available to online and off-site students as well as traditional on-site students. Program development and services from the Office of the Executive Vice-President and University Provost, Vice Provost for Graduate Affairs, the professional schools (School of Dentistry, Brandeis School of Law, and the

Page 24

School of Medicine), Office of the Vice-Provost for Undergraduate Affairs, the College of Arts and Sciences, Office of the Vice Provost for Diversity and International Affairs, the Office of the Vice President for Student Affairs, Athletics, and other UofL schools and colleges are all designed to create the environment desired to promote student learning and development, as well as to promote connection to the university, the community, and beyond. Programs, services, and activities that enhance the formal classroom experience include academic support services, academic advising, online learning, domestic and international service learning, student leadership and mentoring, and international partnership programs. There are programs in various departments like the “Dare to Play Fair” program in Intramural and Recreational Sports; Welcome Week program in the Office of First-Year Initiatives; the community service-based programs promoted by the Office of Community Engagement; Recognized Student Organizations (RSO) and Greek activities offered by Campus Life; and developmental programming within the Office of Housing and Residence Life. Overall, UofL offers a wide array of opportunities and services that provide out-of-classroom experiences to enhance learning. These directly support the strategic area of emphasis in Educational Experience as outlined in the university's mission statement.

Governance and Administration: Qualified Administrators and Academic Officers The institution has qualified administrative and academic officers with the experience and competence to lead the institution. (Comprehensive Standard 3.2.8) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with comprehensive standard 3.2.8. UofL has qualified administrative and academic officers with the necessary experience, competence, and capacity to lead the institution. Administrative and academic officers have both the required educational background and work experience for their positions of leadership in the institution. UofL’s basic governance document, The Redbook, provides guidance in the appointment and review of administrators and academic officers at UofL. The Redbook Chapter 2 establishes the process for the appointment and evaluation of the university president and all vice presidents and deans. Section 2.1 covers the President of the University of Louisville. Section 2.1.3 covers the Review of Service for the President. Section 2.2 covers the Executive Vice President and University Provost and Vice Presidents. Section 2.2.4 covers Review of Service for Executive Vice President and University Provost and Vice Presidents. Information on the appointment and review of other administrators can be found in The Redbook, Section 2.3, Other Administrators and Section 3.2, Deans of Academic Units. The university is led by the Office of the President, which includes a four-member leadership team composed of the president, executive vice president and university provost, executive vice president for health affairs, and executive vice president for research and innovation. The president serves as the chief executive officer of the University and reports to the chairperson of the Board of Trustees. The primary leadership of the University of Louisville is reflected in the university’s organizational chart. The executive vice president and university provost manages both the day-to-day and long-term operation of the university. This office provides leadership for the academic and business operations of the university. The executive vice president and university provost is responsible for setting the university’s course in collaboration with faculty, staff, and students. The executive vice president and university provost is an advisor to the university president and acts as president during presidential absences.

Page 25

The administrators’ roster lists the president, provost, executive vice presidents, vice presidents and academic deans with links to their curriculum vitae and job descriptions. These individuals are hired through open, national, competitive searches that involve peer administrators, faculty, staff, students, and community members as appropriate. Transcripts of all Board of Trustees-approved positions are maintained in the Office of Faculty Personnel. Administrators and academic deans are reviewed according to the procedures documented in the The Redbook to assess their effectiveness in their current roles and their capacity to continue to lead the institution toward accomplishing its mission. UofL has 13 academic unit heads or deans including university libraries. All deans are appointed by the Board of Trustees based on the recommendation of the President and serve at the pleasure of the Board. Deans receive annual performance reviews from the Executive Vice President and University Provost, with a written summary prepared for both parties. Every five years, the Provost conducts a comprehensive review of the performance and overall effectiveness of each dean from the points of view of the university and the unit, being advised by a broad-based committee. The associate university provost for the Delphi Center for Teaching and Learning oversees the online learning programs at the university. This position is also reviewed consistent with The Redbook guidelines for Board of Trustees-approved positions. In addition to the university’s leadership team, the primary academic and administrative officers are:

Academic Administrative Beth Boehm Dean, School of Interdisciplinary and Graduate Studies

Thomas Jurich Vice President for Athletics

Craig H. Blakely Dean, School of Public Health & Information Sciences

Larry Owsley Vice President for Business Affairs

Christopher Doane Dean, School of Music

Daniel Hall Vice President for Community Engagement

Susan Duncan Interim Dean, Brandeis School of Law

Michael J. Curtin Vice President for Finance

John Ferré Acting Dean, College of Arts and Sciences

Priscilla Hancock Vice President for Information Technology and Chief Information Officer

Robert Fox Dean, University Libraries

Thomas Jackson Vice President for Student Affairs

Toni Ganzel Interim Dean, School of Medicine

A. Keith Inman Vice President for University Advancement

W. Blake Haselton Interim Dean, College of Education and Human Development

Sam Connally Vice President Human Resources

Marcia J. Hern Dean, School of Nursing

Angela D. Koshewa University Counsel

Charles R. Moyer Dean, College of Business

David Barker Assistant Vice President for Audit Services and Institutional Compliance

Neville Pinto Dean, J.B. Speed School of Engineering

John J. Sauk Dean, School of Dentistry

Terry Singer Dean, Kent School of Social Work

Page 26

Gale Rhodes Associate University Provost for the Delphi Center of Teaching and Learning (Director of Online Learning)

Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in the following area: (Comprehensive Standard 3.3.1.1)

3.3.1.1 educational programs, to include student learning outcomes Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with comprehensive standard 3.3.1.1 and maintains a university-wide commitment to outcomes assessment and continuous improvement of student learning for all undergraduate, graduate and professional degrees, and certificate programs. The University of Louisville (UofL) is in compliance with Comprehensive Standard 3.3.1.1 and maintains a university-wide commitment to outcomes assessment and continuous improvement of student learning for all undergraduate, graduate, professional degree, and certificate programs. The university manages the assessment of our institutional performance through the use of a university-wide scorecard and academic and administrative unit-level scorecards that are aligned with the University Scorecard. UofL’s Board of Trustees completes an annual assessment of our institutional performance based on 14 overarching metrics, which are the culmination of the specific and measurable goals for academic and administrative units. One of UofL's goals in its University Scorecard is to seek and obtain accreditation from external bodies whenever it is available. The Institutional and Program Accreditation Schedule details the accreditation status of the university and its academic programs. UofL has a comprehensive academic program review process consistent with guidelines provided by the Kentucky Council on Postsecondary Education (CPE). The University of Louisville offers 200 degrees through its twelve degree-granting academic units. The review of the 2011-2012 SLO annual reports indicated continuous improvement in assessing the academic majors over the previous year’s cycle.

Page 27

Educational Programs: All: Admission Policies The institution publishes admissions policies that are consistent with its mission. (Comprehensive Standard 3.4.3) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with 3.4.3 and admits qualified students from the metropolitan Louisville area, Commonwealth of Kentucky, the United States, and international countries. In general, the university seeks prospective students who have the potential to become leaders prepared for life, work, research, and service in an ever more diverse world community. With a commitment to the liberal arts and sciences and to the intellectual and cultural development of our students, UofL’s admissions policies for its programs at all levels are consistent with its mission. Undergraduate, graduate, and professional school admissions policies support the mission and statutory goal for UofL to become a “premier, nationally recognized metropolitan research university”. UofL publishes its admissions policies in various formats and venues, including the university’s website. The Undergraduate and Graduate, catalogs are available online and include information on the application process, the necessary credentials and documents for application review, and the applicant’s responsibilities for admission to undergraduate and graduate programs. This information is also available for the professional school academic programs, which include the School of Medicine, the School of Dentistry and the Brandeis School of Law. Admission into all UofL programs is selective and is based on the individual program’s minimum requirements, space, and fiscal limitations. Meeting the minimum admission requirements to the university does not guarantee a student admission to a particular program. The selection process may include such factors as grades, completed academic curriculum, standardized test scores, class rank, educational objectives, faculty interviews, letters of recommendation, portfolios, background checks and interviews. Admissions policies allow some flexibility to admit students who require remedial instruction on a probationary basis when the student’s past experiences indicate he or she would be successful but his/her credentials do not meet the minimum admission requirements. Admissions decisions are made by faculty, or by a designated staff person who is under the supervision of either a faculty member or a senior administrator. UofL does not discriminate in any admissions process by the consideration of an applicant’s gender, cultural origin, race, religion, ethnicity, nationality, age, disability, military service, or sexual orientation. Some programs do require minimum physical, cognitive, emotional, interpersonal, and communication requirements to provide reasonable assurance that candidates can complete the entire course of study and all degree requirements; participate fully in all aspects of education, training, and practice; and anticipate a significant duration of practice. UofL also offers online undergraduate, graduate, and certificate programs. Admissions requirements for online programs are identical to those of traditional degree programs and are published as such. The Delphi Center for Teaching and Learning is designated to oversee applicant support services for students applying to online programs. The Delphi Center for Teaching and Learning’s Office of Online Learning has a dedicated enrollment counselor to answer questions about admission requirements and other information (see “Services for Online Learners” in core requirement 2.10). Over the past few years the Commonwealth of Kentucky has passed legislation related to the facilitation, development, and implementation of statewide agreements that align the Kentucky Community and Technical College System (KCTCS) lower division coursework with four-year public degree programs. The regulations focus on alignment of learning outcomes so that course work is accepted for transfer and degree credit and also so that graduates of Associate of Arts and Associate

Page 28

https://sharepointsecure.louisville.edu/sites/OAPA/accred/5YR/UofL%20Fifth-Year%20Interim%20Report/WebSite/REQUIREMENTD6DB.HTM?id=95ea3b66-c73c-e111-bb86-d639cd757391

of Science degree programs at Kentucky public colleges are able to complete all general education requirements and apply them toward degrees at the UofL. Educational Programs: All: Qualified Academic Coordinators For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Comprehensive Standard 3.4.11) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with comprehensive standard 3.4.11. Documentation of the qualifications and credentials for all program coordinators is provided by academic unit. UofL has 12 degree granting academic units that operate according to their unit-level by-laws as empowered by the university’s governance document The Redbook. These academic units may also be accountable to external accreditations that require that program coordination be performed by academically qualified individuals. The university’s inventory of degree programs lists all programs by academic unit and degree level. The duties of the coordinators in each unit support their faculty in the successful operation of these programs. Generally, colleges/schools assign the responsibility of academic coordination to the department chairs or a program coordinator. Some colleges/schools carry out program coordination through a committee of faculty who are elected by faculty or appointed by the dean. All faculty assigned as program coordinators hold academic credentials relevant to their programs and are academically qualified to coordinate, develop, and review their assigned program and curriculum for on campus, off-campus, and online programs. The program coordination rosters prepared for each degree-granting unit outlines the academic qualifications for faculty with these designated responsibilities. Physical Resources: Physical facilities The institution operates and maintains physical facilities, both on and off campus, that appropriately serve the needs of the institution's educational programs, support services, and other mission-related activities. (Comprehensive Standard 3.11.3) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with comprehensive standard 3.11.3. UofL operates and maintains on and off-campus physical facilities that appropriately serve the needs of its educational programs, support services, and other activities. UofL is a state-supported metropolitan university located in Kentucky's largest metropolitan area and consists of three campuses. The 345-acre Belknap campus is located three miles from downtown Louisville and houses eight of the university's twelve colleges and schools along with a child care center (the Early Learning campus). The 63-acre Health Sciences Center is situated amid Louisville's downtown medical complex and houses the university's health-related schools (Medicine, Nursing, Dentistry and Public Health), the new Clinical and Translational Research Building, and UofL Hospital. The 233-acre Shelby campus, located in eastern Jefferson County, houses the National Crime Prevention Institute, the Delphi Center for Teaching and Learning, the Continuing and Professional

Page 29

Education unit, and the Center for Predictive Medicine, a $44 million facility that contains one of the nation’s 13 Level Three biosafety labs. A campus map tour has been developed to provide an online view for each of the three campuses and their related buildings. Each building view includes a picture, construction year, square footage, primary use, and description of its function. Additional off-campus locations include undergraduate and graduate programs offered on the army base at Fort Knox, KY; dual credit courses at local high schools; program offerings at business sites (General Electric, Owensboro Medical Health Systems); cooperative programs: Brescia University (social work), Western Kentucky University (engineering); international program locations (Germany, Panama, Russia, and China); and the medicine program in the Trover hospital, located in Madisonville, KY. All of these activities highlight the university’s instructional outreach efforts, which insure that adequate space is available. However, online learning accounts for the greatest portion of student credit hours earned off-campus. The university’s strategic plan provides guidance in setting the academic, research, student life, and infrastructure needs of the institution. The university’s master plan is routinely updated to anticipate the physical growth of the institution’s three campuses. The master plans have been instrumental in providing organization and guidance in the expansion and placement of housing, parking, and athletic facilities on the Belknap campus and the expansion and placement of biomedical research, patient care, teaching facilities, and adequate parking on the HSC campus. Table 1 – Building Construction since the 2007 SACS Reaffirmation

Year Building Name Square Ft. Campus Sustainability

2007 Inhalation Lab Renovation 2,000 HSC NA

2007 Musselman Golf Practice Facility ** 5,690 Other NA 2007 Phi Kappa Tau Fraternity 7,740 Belknap NA 2007 YUM! Center ** 85,546 Belknap Brownfield

2008 Early Learning campus 22,943 Belknap NA

2008 Marshall Center ** 17,722 Belknap Brownfield 2008 Papa John’s Stadium Expansion ** 214,113 Belknap Brownfield 2008 UofL Outpatient Center 12,883 HSC NA

2009 620 Parking Garage 678,477 HSC NA

2009 Cardio-Vascular Innovation Institute Shelled Floor 25,692 HSC NA

2009 Center for Predictive Medicine 38,135 Shelby Gold LEED 2009 Clinical Translational Research Bldg. 287,824 HSC Gold LEED 2009 Conn Center Renovation 3,800 Belknap NA 2009 Duthie Center for Engineering 34,300 Belknap Gold LEED 2009 Ekstrom / McConnell Archives 2,023 Belknap NA 2009 Public Health/Information Sciences 34,000 HSC NA 2010 Burhans Hall First Floor. Renovation 5,250 Shelby NA 2010 Eastern Parkway Pedestrian Safety * Belknap NA 2010 Energy Reduction Project Phase I * Belknap NA 2010 Founders Union Renovation 8,100 Shelby NA

Page 30

2010 HSC 55-A Seventh Floor. Renovation 11,024 HSC NA 2010 The “Ville Grille” 13,771 Belknap NA 2010 University Tower Apt. Lobby Renovation 1,612 Belknap NA

2011 Brown Rowing Facility ** 16,766 Other NA

2011 School of Dentistry Renovation/Addition 212,200 HSC Silver LEED 2011 Stevenson Hall Renovation 34,180 Belknap NA 2011 Freedom Park Improvement * Belknap NA 2011 Third & Eastern Pkwy Gateway * Belknap NA 2011 Oval Entrance Improvement * Belknap NA

2012 Business School Equine Addition 7,245 Belknap Silver LEED

2012 Energy Reduction Project Phase II * HSC NA

New Renovation HSC Imaging Suite 3,000 HSC Silver LEED

New Construction Student Recreational Center 128,300 Belknap

Gold LEED

pending * Square ft. is not applicable to these infrastructure projects. ** Athletics facilities/space NA Not applicable as there is no sustainability related designation related to this project. Policy Compliance: Accrediting Decisions of Other Agencies Applicable Policy Statement. Any institution seeking or holding accreditation from more than one U.S. Department of Education recognized accrediting body must describe itself in identical terms to each recognized accrediting body with regard to purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituencies, and must keep each institutional accrediting body apprised of any change in its status with one or another accrediting body. Documentation: The institution should (1) list federally recognized agencies that currently accredit the institution, (2) provide the date of the most recent review by each agency and indicate if negative action was taken by the agency and the reason for such action, (3) provide copies of statements used to describe itself for each of the accrediting bodies, (4) indicate any agency that has terminated accreditation, the date, and the reason for termination, and (5) indicate the date and reason for the institution voluntarily withdrawing accreditation with any of the agencies. Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with comprehensive standard 3.13.1. The university’s mission is described in consistent terms to all accreditors or regulators. All academic programs recognized by external accreditation are in good standing with the relevant discipline-specific organizations. The university has 44 program-level accreditations with 32 agencies, not including the institutional accreditation with SACS. Additionally, 13 of these agencies are recognized by the U.S. Department of Education. No sanctions have been issued by the accreditors or the U.S. Department of Education since the last full reaffirmation review in 2007. The academic units also maintain information about accreditation status on their respective websites. The accreditation status of all programs is published on the university website and in the university catalogs.

Page 31

Policy Compliance: Complaint Procedures Against the Commission or Its Accredited Institutions 3.13.3 Applicable Policy Statement. Each institution is required to have in place student complaint policies and procedures that are reasonable, fairly administered, and well-publicized. (See FR 4.5). The Commission also requires, in accord with federal regulations, that each institution maintains a record of complaints received by the institution. This record is made available to the Commission upon request. This record will be reviewed and evaluated by the Commission as part of the institution’s decennial evaluation. Documentation: When addressing this policy statement, the institution should provide information to the Commission describing how the institution maintains its record and also include the following: (1) individuals/offices responsible for the maintenance of the record(s), (2) elements of a complaint review that are included in the record, and (3) where the record(s) is located (centralized or decentralized). The record itself will be reviewed during the on-site evaluation of the institution. Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with comprehensive standard 3.13.3. UofL has adequate procedures for addressing written student complaints. The procedures are reasonable, administered fairly, and well-publicized. Records of written student complaints are maintained by the individual office that handles the complaint. See Federal Requirement 4.5 for additional information. Student Complaints and Grievances The university procedures for student academic and non-academic grievances requires that each unit charged with handling grievance have procedures that include an informal process, formal process, and an appeal process [1]. Generally most complaints are handled through informal discussions. Each office that is responsible for handling student complaints is also responsible for maintaining the records of the action taken and when the issue was resolved. A student grievance officer nominated by the student senate and appointed by the university president is available to assist students throughout the grievance process. The student grievance officer reports to the dean of students within the Division of Student Affairs and serves all students at UofL. The officer’s role is to inform students of their rights and to assist them with the informal process and any formal hearing or meetings that may take place. The university has also appointed a student advocate to help students who need help and don’t know where to find it. The student advocate reports to the vice provost for undergraduate affairs rather than to one school, college, or unit because issues in which students need help often cross those boundaries. The student advocate services all students at UofL. The student grievance officer and the student advocate assist students with a wide variety of academic and non-academic issues. The university is establishing a new process for handling written student complaints that uses an on-line report form and centralized record keeping. The process is as follows:

1. The Office of the Vice President for Student Affairs (VPSA) will coordinate the centralized process for the collection, dissemination and logging of student complaints/grievances.

2. Each academic and administrative unit will identify the person who will coordinate the student complaint/grievance process for their respective area.

3. There will be an on-line form for students to initiate their written complaint or grievance.

Page 32

https://sharepointsecure.louisville.edu/sites/OAPA/accred/5YR/UofL%20Fifth-Year%20Interim%20Report/WebSite/REQUIREMENTB962.HTM?id=eaccb0be-4a32-e211-98a3-d639cd757391%233_13_3_fn01

4. The VPSA will coordinate the centralized process and will distribute the completed online forms electronically to the appropriate academic and/or administrative unit representative for action.

5. After resolution of the complaint/grievance, the unit representative will electronically

report/record the outcome of the complaint/grievance to the central database. 6. Written complaints/grievances received by the responsible unit directly (not through the

VPSA) will be electronically forwarded or entered into the central database after resolution of the student complaint.

7. Annual reports will be created by the VPSA office based on the data from the centralized

logs. 8. Reports will be made available to SACS reviewers upon their request.

Policy Compliance: Reaffirmation of Accreditation and Subsequent Reports - Distance Learning Programs 3.13.4 Applicable Policy Statement. An institution includes a review of its distance learning programs in the Compliance Certification. Documentation: In order to be in compliance with this policy, the institution must have incorporated an assessment of its compliance with standards that apply to its distance and correspondence education programs and courses. Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with comprehensive standard 3.13.4. The UofL compliance certification includes a review of the university’s online programs. Assessment of UofL’s compliance with standards applying to distance and correspondence education programs (which are defined as "online" at UofL) and online courses are incorporated throughout the report, reflecting the philosophy and practice that compliance is the same, regardless of delivery method. Additionally, in response to the provisions of the Higher Education Reauthorization Act of 2008, the university is actively working state by state to achieve compliance with licensing and/or authorization regulations associated with online programs and any university activities establishing physical presence outside of Kentucky. The Delphi Center for Teaching and Learning houses the Office of Online Learning and works with academic units university-wide to address this regulatory concern. The 3.13.4 report provides an overview reflecting the university’s assessment of online learning, each standard is also hyperlinked to the full compliance report to assist with the review. Student Achievement The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include: enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals. (Federal Requirement 4.1) Judgment

Compliant Non-Compliant Not Applicable

Page 33

Narrative The University of Louisville (UofL) in compliance with the objectives of federal requirement 4.1. UofL considers educational excellence to be an integral part of its institutional mission and the strategic plan called the 2020 Plan: Making it Happen. UofL’s mission encapsulates our commitment to student achievement by stating, “the University of Louisville shall be a premier, nationally recognized metropolitan research university with a commitment to the liberal arts and sciences and to the intellectual, cultural, and economic development of diverse communities and citizens.” Goals 1.1 – 1.3 of our 2020 Plan define the performance metrics associated with educational excellence. Our institutional progress on these performance metrics is monitored by the university scorecard. When assessing student achievement, UofL considers the number of degrees awarded annually and the 6-year graduation rate as well as course completion rates, year-to-year retention/persistence rates, national and state licensing examination pass rates, and job placement rates. Program Curriculum The institution's curriculum is directly related and appropriate to the purpose and goals of the institution and the diplomas, certificates, or degrees awarded. (Federal Requirement 4.2) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with federal requirement 4.2 and maintains a curriculum that is related to and consistent the institutional mission. The mission reflects the university's commitment to the liberal arts and sciences and to the intellectual, cultural, and economic development of our diverse communities and citizens through the pursuit of excellence in five interrelated strategic areas: 1) Educational Experience, 2) Research, Creative, and Scholarly Activity, 3) Accessibility, Diversity, Equity, and Communication, 4) Partnerships and Collaborations, and 5) Institutional Effectiveness of Programs and Services. The university currently offers one associate degree program, 23 certificate programs, 64 baccalaureate degree programs, 74 master degree programs, one specialist program, three first-professional degree programs, and 35 doctoral degree programs for a total of 201 degree programs. The university also offers 15 online programs at the undergraduate and graduate levels. Information on all undergraduate and graduate degree programs (including online programs), along with the required curricula, are available online in the Undergraduate Catalog and Graduate Catalog. Curriculum guides are also available on the individual programs’ websites. As is outlined in Section 3.3.2 of The Redbook (the university’s governance document), faculty in their respective units are responsible for the development and revision of their curriculum, including online programs and online course offerings. Online programs and coursework are held to the same quality standards for program objectives, student learning outcomes, curriculum, and resource capability as any program offered by the academic unit in a traditional classroom format.

Page 34

Publication of Policies The institution makes available to students and the public current academic calendars, grading policies, and refund policies. (Federal Requirement 4.3) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with federal requirement 4.3 and makes information on academic calendars, grading policies, refund policies and other university policies affecting students widely available to any interested party. Students (online and on campus) and the public can find UofL academic calendars, grading policies, and refund policies through the UofL website. The UofL website contains specific information for university academic calendar (including undergraduate, graduate programs) and the professional degree programs: law, medicine and dentistry. The final exam schedules, university holidays and the inclement weather class schedule are also published. Tuition and fee information, withdrawal and refund policies for online courses and traditional classroom instruction are found on the Bursar’s Office website. Both graduate and undergraduate grading policies are available on the university website in the Undergraduate Catalog and Graduate Catalog. Professional schools also publish grading policies on their respective websites: School of Medicine, School of Dentistry, and Brandeis School of Law. Units hold orientation sessions for undergraduate, graduate, professional schools, and programs at the beginning of academic sessions. Students are informed of academic policies during orientation. Grading policies are posted on websites or are included in course syllabi. Syllabi are standardized for some units. But all course syllabi are required to be posted on Blackboard, the university’s course management system each term. Syllabus guidelines are posted on the Delphi Center for Teaching and Learning website. Staff in the Registrar's Office, Bursar's Office, and the School for Interdisciplinary and Graduate Studies (in cooperation with the academic units) are charged with annually reviewing and updating academic calendars, tuition schedules and related policies, which includes grading and refunds. Program Length Program length is appropriate for each of the institution's educational programs. (Federal Requirement 4.4) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with federal requirement 4.4 and offers programs that are the appropriate length. Each program is designed to provide students with the knowledge and experiences to prepare them for their chosen careers. All new degree programs and any changes to a current degree program are developed by the faculty in the discipline and then are reviewed and approved by faculty, administrators, and governing bodies at multiple levels of the university following the university’s curriculum procedures. The length of the program is one of the factors that all of these groups and individuals review during this process. To determine appropriate program length, program faculty consider several factors, including the requirements of similar programs at other institutions, accrediting body requirements, state and federal guidelines, and the necessary content and experiences students need to be well prepared in their fields.

Page 35

Program length is also examined during the university’s internal academic program review process, which is carried out by a university-wide committee and occurs once every ten years for each academic degree program, with a follow-up progress report every five years. In addition, one of the goals of the university is to seek and obtain accreditation for its academic programs, in which case the number of semester credit hours for the programs follows the norms established by the accrediting body. UofL provides online education opportunities to assist students in completing their degrees. Seven undergraduate and five graduate degree programs as well as three graduate certificate programs are available online. Online programs require the same number of hours as the traditional versions of the programs. Student Complaints The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Federal Requirement 4.5) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with federal requirement 4.5 and has adequate procedures for addressing written student complaints and follows those procedures when resolving student complaints. In addition to the formal grievance processes that are in place, the university has developed a number of resources to assist students who have questions or concerns about university policies, procedures, or services. These procedures meet the needs of our students because each academic unit charged with handling grievances has a procedure that includes an informal process, formal process, and an academic appeal process. This ensures students have adequate opportunity to have their concerns heard and addressed. These procedures are in place for undergraduate and graduate students. Off-campus students, including online students, have the same access to the student complaint process through written submissions and phone contact.

Recruitment Materials Recruitment materials and presentations accurately represent the institution's practices and policies. (Federal Requirement 4.6) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville’s (UofL) is in compliance with federal requirement 4.6. UofL's recruitment materials accurately represent the diverse practices and policies of a vibrant and diverse metropolitan research university. Printed and online recruitment materials are designed to reach prospective undergraduate, graduate, and professional students through direct marketing, videos, university websites, recruitment events, various social media, presentations, and one-on-one meetings.

Page 36

Most UofL recruitment materials are created and distributed by the Undergraduate Office of Admissions, the School of Interdisciplinary and Graduate Studies [SIGS], or individual academic units and professional schools. In addition, the Office of Communication and Marketing (OCM) coordinates the distribution of news and marketing materials designed to enhance the image of the university. Many videos produced by OCM are used at recruitment events. The Office of Online Learning in the Delphi Center for Teaching and Learning partners with the academic units and the Undergraduate Office of Admissions to promote the online programs, adhering to the university’s standards and guidelines. The UofL branding policy was designed to ensure that all materials developed by units, schools, and departments are consistent with the university brand so that the university projects a “strong unified professional image throughout all of its communications.” All communication materials are subject to review by the OCM to ensure compliance with the university branding policy as well as information accuracy. A new university-wide social media policy is also in place for faculty, staff, and students that are participating in social media for and in behalf of the university to monitor the institution’s social network activity. The policy covers university expectations, best practices, and general resource information on social media sites. These measures apply to all recruitment materials used by the university (including undergraduate, graduate, professional, and online recruitment) and ensure that materials used for recruitment speak with one “institutional voice” and are professional, accurate, and consistent with the university’s policies and procedures and the university’s mission as defined by UofL's Board of Trustees. Title IV Program Responsibilities and Financial Aid Audits The institution is in compliance with its program responsibilities under Title IV of the most recent Higher Education Act as amended. (Federal Requirement 4.7) The institution audits financial aid programs as required by federal and state regulations. (Comprehensive Standard 3.10.2) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in full compliance with Title IV and audits its financial aid program following federal and state regulations. UofL is currently authorized to participate in Title IV Federal Student Aid Programs in accordance with the federally required Program Participation Agreement (PPA), including the PPA Addendum and an active Eligibility and Certification Approval Report (ECAR). The main Student Financial Aid Office is located on the Belknap campus. This office is responsible for processing and disbursing federal, state, and institutional aid for undergraduate, graduate, and professional students. Students regardless of location, whether on campus, off-campus or online are served by this office. In addition, the Student Financial Aid Office monitors compliance with federal and state regulations. The policies and procedures governing student financial aid are codified and are available in the Student Financial Aid Office or on the office’s website. The university complies with all federal rules and regulations governing the administration of Title IV Federal Student Aid Programs. UofL has been approved to participate in all federal aid programs and has been recertified, as required, without exception or delay. The university submits all federal financial aid reports in a timely fashion, receives annual allocations of Title IV campus-based aid funds from the U.S. Department of Education, and is audited as required to assure administrative responsibility and appropriate cash management capabilities.

Page 37

Verification of Student Identity for Distance or Correspondence Education An institution that offers distance or correspondence education demonstrates that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as (a) a secure login and pass code, (b) proctored examinations, or (c) new or other technologies and practices that are effective in verifying student identification. (Federal Requirement 4.8.1) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with federal requirement 4.8.1. The university uses a combination of course management and resource management technology in conjunction with the code of student conduct policies to ensure the integrity of its online learning system and to verify the identity of enrolled students. UofL's online programs in distance learning have existed since the mid-1990s. As of fall 2011, enrollment in online courses was comprised of 1,720 students generating over 13,000 credit hours. Online learning benefits both the student and the university. It provides students with the opportunity to enroll in courses wherever they may be physically located. Online learning at UofL is coordinated by the Delphi Center for Teaching and Learning with the participation of faculty from across the university and is supported by the Office of Information Technology (IT) and the Office of Distance Learning Library Services (DLLS). Students log into Blackboard, a learning management system, to interact with their course instructor and to submit their course assignments. Blackboard also integrates with other educational technologies, such as Tegrity (a lecture-capture software) and Collaborate (web conference software) to enhance the learning experience. Faculty and students alike benefit from the continuous nature of Blackboard that allows instructors and students anytime/anywhere access to the course resources, posted material, the ability to interact with each other, track progress, record/access grades, listen to lectures, read notes, take tests, and submit assignments. Blackboard is hosted by IT and administered by the Delphi Center for Teaching and Learning. UofL issues all students, faculty and staff unique and secure user identifications (ID) and passwords when they are admitted (students) or hired (faculty and staff). Users must change their password after initial activation of their account using specific criteria to create a strong password. Every 180 days, all users with university accounts must reset their password following the same strength requirements. In addition, users must set “challenge questions” to allow for password recovery. Challenge questions allow the end user to select from a list of questions and provide a personal answer that only they know. Three questions and corresponding answers are required for password recovery. The use of challenge questions not only expedites the user getting back online, but it also adds an additional layer of security. Expired or forgotten passwords can never be reused. Written Procedure for Distance and Correspondence Education Student's Privacy An institution that offers distance or correspondence education has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or programs. (Federal Requirement 4.8.2) Judgment

Compliant Non-Compliant Not Applicable

Page 38

Narrative The University of Louisville (UofL) is in compliance with federal requirement 4.8.2. UofL has written procedures in place for protecting the security, confidentiality, and integrity of all student records, including: academic, admissions, medical, psychological and career counseling, financial aid and student employment, residence (housing), distance and continuing education, student discipline, university testing, and disability support services. The majority of these records are located in the university’s electronic management system (PeopleSoft) and are maintained by various offices on campus. Information technology, audit services, legal counsel and other units provide guidance to the university regarding compliance with specific legal requirements, such as HIPAA, FERPA, and the USA Patriot Act. Access to student records (electronic and paper versions) is governed by adherence to the federal Family Educational Rights and Privacy Act (FERPA). Students are notified of their FERPA rights in several ways. The director of the University Archives and Records Center serves as UofL's FERPA compliance officer and oversees the publication of UofL's "Notification of Students' Privacy Rights under FERPA" on the university's website, in its catalogs , and at least annually in its class schedules. Directory information is not released for those students who request privacy of their contact information. FERPA notification is applicable to both traditional and online students. Electronic records are protected in PeopleSoft, UofL's information management system, by a security system that restricts maintenance and update access to authorized personnel only. To receive access to student records in PeopleSoft, a user (with supervisor or unit approval) must submit the request to and be granted access by the Office of Information Technology (IT). All university faculty and staff members with access to student records (electronic and paper versions) are required to complete an "Authorized Use and Statement of Responsibility" form. By signing and submitting the form, the staff member attests that he/she will ensure the security and privacy of student records. All academic and administrative departments work in conjunction with the FERPA compliance officer to ensure that guidelines for protecting student records are published and enforced. Written Procedure for Projected Additional Student Charges An institution that offers distance or correspondence education has a written procedure distributed at the time of registration or enrollment that notifies students of any projected additional student charges associated with verification of student identity. (Federal Requirement 4.8.3) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with federal requirement 4.8.3. Students enrolled in online courses at UofL are not assessed additional charges for verification of student identity. The tuition for online courses are recommended by the Taskforce for Tuition and Fee Setting and presented to and approved by UofL's Board of Trustees annually. To date, no fees have been charged for the verification of student identity and none are planned. The university notifies students of any changes in tuition and fees in advance of any billing. Further, the Schedule of Classes, which is online, allows students to register for their classes each term and see the textbooks required for each course. Any university fees charged each term are also published on the web and listed in the online course schedule. In general, UofL uses the course schedule to communicate additional fees (such as lab fees) or charges to students. If a course requires a proctored exam, or has other associated fees, students are notified upon registration for the course. At present, online courses at the university do not require proctored exams. If a faculty member or department requires proctored exams, the Testing Services Office will provide the service. The cost is $20 per a two-hour exam, and an additional $10

Page 39

per hour fee for exams that are longer than two hours. All students using the proctoring services at the Testing Services Office must provide proof of identity by showing a photo identification card.

Definition of Credit Hours The institution has policies and procedures for determining the credit hours awarded for courses and programs that conform to commonly accepted practices in higher education and to Commission policy. (Federal Requirement 4.9) Judgment

Compliant Non-Compliant Not Applicable Narrative The University of Louisville (UofL) is in compliance with the credit hour policy standard. The university’s uniform standards for establishing the institutional academic calendar and determining the amount of credit awarded for all courses (face-to-face and online) are designed to meet or exceed federal regulations and regional accreditation requirements. Academic units with external accreditation requirements have flexibility to make policy adjustments based on best practices in that discipline with the approval of the executive vice president and university provost. To address the needs of its diverse student body, UofL has an academic calendar policy based on a standard of 14 weeks (fall/spring terms). The undergraduate and graduate academic calendars are provided on the university website. The university’s academic and administrative processes provide sufficient guidance to ensure appropriate curriculum development and to allow for necessary seat-time to offer quality educational experiences for campus-based and online students.

Page 40

Part V: The Impact Report of the Quality Enhancement Plan Excerpts from the full SACS report submitted 3-20-2013

Ideas to Action: Using Critical Thinking to Foster Student Learning and Community Engagement

http://louisville.edu/ideastoaction

In 2007, SACS approved the University of Louisville quality enhancement plan (QEP) titled “Ideas to Action: Using Critical Thinking to Foster Student Learning and Community Engagement” as a ten-year plan. This report serves as the five-year interim report. Ideas to Action (i2a) is our initiative to enhance undergraduate students’ critical thinking skills and effectively prepare them to contribute to society. The plan is designed to help students build core critical thinking skills in General Education courses and sharpen these skills in discipline-specific contexts in the major courses. This critical thinking foundation supports students’ completion of a culminating experience, guiding them to integrate practical application of disciplinary knowledge with higher-order thinking skills.

As we move into the next phase of i2a implementation leading to our 2017 reaffirmation process, we are setting strategic priorities and building on the lessons learned in our first phase. Working with our university partners, we want to continue to explore new avenues for fostering the advancement of critical thinking, CUE, and community engagement curricular activities so that they become part of the culture of campus programs and permeate the units as common practice. There are initial discussions in the General Education Curriculum Committee (GECC) about analyzing in greater detail disciplinary patterns in the critical thinking data and assessing the validity and reliability of the critical thinking rubric. We expect this will include enriching our ongoing collaboration to enhance critical thinking activities and assessments for courses in the majors and continuing refinement of an assessment tool to measure students’ learning as a result of community-based learning experiences. We are developing i2a-related digital tools for integration in online courses.

Page 41

http://louisville.edu/ideastoaction

The complete Fifth-Year Interim Report is available by request only.

Contact Connie Shumake, Assistant University Provost for more information.

Office of Academic Planning and Accountability (502) 852-5705

Page 42

university of louisvillelouisville.edu/.../executivesummary_website3.25.2013.pdf · university of...

Documents