Higher Learning Commission

Self-Study:Highlights of Survey Results

University Assessment and Student Learning

Higher Learning Commission

The Higher Learning Commission (HLC) is part of the North Central Association of Colleges and Schools (NCA). NCA is one of six regional institutional accreditors in the USA. Through its Commissions, the NCA accredits educational institutions in 19 states.

The Higher Learning Commission

accredits the institution as a whole, not its individual programs. verifies a university has the resources, policies and people to offer its educational programs.

The Higher Learning Commission

The HLC provides five major Criteria for Accreditation. These define necessary attributes of an organization accredited by the HLC. In order to merit accreditation, an organization must present reasonable and representative evidence of meeting all Criteria. In this slide show, we demonstrate how the results of surveys are used for this purpose.

The Five Criteria of the Higher Learning Commission are:

Mission and integrity Preparing for the future Student learning and effective teaching Acquisition, discovery, and application of

knowledge Engagement and services

Criterion 1: Mission and Integrity

The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

Criterion 2: Preparing for the Future

The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

Criterion 3: Student-learning and Effective Teaching

The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Criterion 4: Acquisition, discovery, and application of knowledge

The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

Criterion 5: Engagement and Services

As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

The University Mission

is central to each of the 5 criteria. was updated to reflect the University’s commitment to diversity in its programs, faculty, students, and services.

Proposed Mission of Rush University

The mission of Rush University is to teach, study and provide the highest quality health care, using a unique and interdisciplinary practitioner-teacher model for health sciences education and research, while reflecting the diversity of its communities in its programs, faculty, students, and service.

Data Sources used in the Self-Study

Multiple data sources were used to gather evidence of how well Rush University meets the accreditation criteria.

The purpose of this presentation is to highlight data obtained through surveys of Rush students, faculty, and alumni.

Rush University Surveys

Respondents were selected using a stratified random process to ensure the four colleges were equally represented.

Multiple surveys were created for students and faculty to minimize time demands for respondents.

Efforts were made to ensure minority students were adequately sampled.

Student Satisfaction Surveys

Student surveys focused on satisfaction in these three areas: Academic programs University services Campus climate & student engagement

Rush University Student Surveys

* Students were over-sampled for the survey on campus climate to ensure a better representation of minority students.

# of responses

# of invitations

Percent responding

Educational Programs 293 551 53.2%

UniversityServices

298 551 54.1%

Student Engagement and Campus Climate

468 758* 61.7%

Combined Response Rates on Student Surveys

Across colleges– CHS: 16%-18%– CON: 27%-32%– GC: 7%-9%– RMC: 41%-50%

Across ethnicity– Asian: 18%– Black/AA: 4%– Hispanic/Latino: 2%– White: 64%– Other: 1%– No response: 11%

Across levels– Baccalaureate: 21% – Masters: 28% – Clinical doctorate: 44% – Research doctorate: 6%

Across genders– Female: 65%– Male: 25%– No response: 10%

Rush University Student Surveys

Satisfaction rates are depicted in bar charts on succeeding slides.

80% satisfaction or agreement was our standard. Typically, such standards are set lower at other institutions.

Rates reflect the combined percent of ‘satisfied’ or ‘very satisfied’ ratings.

Percent of Students Satisfied with the Academic Programs

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Student Satisfaction with the Academic Programs

> 80% of Rush students feel that:• Faculty are knowledgeable, supportive, respectful, and

ethical; have best interests of students at heart; really care about teaching.

• Advisors are available, knowledgeable about their programs, and aware of services.

• Evaluation and grading are fair, accurate, and useful in helping them improve their performance.

• Courses have adequate rigor, breadth & depth of content, and variety of learning experiences.

Student Satisfaction with the Academic Programs

< 80% of students feel that:• The majority of their faculty use effective teaching-

methods, stimulate critical thinking, and provide an environment conducive to learning

Percent of Students Satisfied with Campus Climate

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Student Satisfaction withCampus Climate

> 80% of students•Are satisfied with the overall quality of campus life,

responsiveness of administrators, and student support services

•Feel that their personal rights are honored and respected, and that there is an environment of respect regardless of diversity

•Have a sense of belonging to their departments and programs

Student Satisfaction withCampus Climate

< 80% of students•Have a feeling of ‘community’ at Rush University

•Have adequate opportunity to interact with students from other programs and disciplines

Percent of Students Satisfied with University Services

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Student Satisfaction withUniversity Services

Students were generally satisfied with many aspects of student services:

• Accuracy of information provided by the office• Accessibility/availability of staff• Helpfulness and attitude of staff• Hours of operation, • Promptness of responses

Overall Student Satisfaction

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Overall Student Satisfaction

In general, Rush students are satisfied with:• Overall quality of their academic programs• How well their programs are fulfilling their expectations• How well their programs are preparing them to assume

the roles and responsibilities associated with their degree. • Their decision to attend Rush.

85% are likely to recommend Rush to others.

Faculty Surveys

* Note: One third of Rush faculty members were invited to complete each of the first three surveys. All were invited to complete the fourth survey. Faculty response rates were lower than for Rush students.

  # of responses

# of invitations Percent responding*

Mission and Satisfaction 384 852 45.1%

Quality and Faculty Development

384 858 44.8%

Assessment and Campus Climate

369 862 42.8%

Community & Professional Service

639 2572 24.8%

Focus of Faculty Surveys

• Program quality

• Professional role enactment

• Work environment

• Leadership

• Diversity

Percent of Faculty Satisfied with Program Quality

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Faculty Satisfaction with Program Quality

Rush faculty are satisfied with the quality of:• Teaching within their colleges.• Scholarship and professional competence of colleagues in their college• Overall research within their college• Students admitted to their graduate and/or undergraduate programs

Rush faculty believe the reputation of Rush in Chicago and Illinois is good or excellent, but less known outside of the state.

Percent of Faculty Satisfied with their Professional Role Enactment

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Work Worth

> 80% faculty feel:• that their work provides them with a sense of

achievement • satisfied with faculty morale • recognized for their teaching

< 80% faculty feel:• recognized for their scholarship or their service to

their college, university, & community

Faculty Role and Career Development

< 80% faculty felt satisfied with:• Opportunities to develop skills in improving teaching

effectiveness of student learning• Opportunities to improve their research and

publication skills• Adequacy of mentoring for research development• Adequacy of mentoring for teaching effectiveness

Faculty Development Needs

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Note: Higher numbers = greater need

Percent of Faculty Satisfied with the Work Environment

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Faculty Satisfaction with the Work Environment

> 80% of faculty:• Were satisfied with the climate of the work environment• Felt personal rights are honored and respected

regardless of diversity• Felt there is mutual respect between faculty • Have a sense of belonging in their departments and

college.

Faculty Satisfaction with the Work Environment

< 80% of faculty: • Feel a strong sense of a “faculty community” at Rush• Have adequate opportunities to interact with other

disciplines• Have adequate opportunities to form collaborative

relationships.• Believe there is equality in salary, workload, opportunity

for advancement, and performance evaluations. Differences are associated with gender.

Percent of Faculty Satisfied with Rush University Leadership

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Faculty Satisfaction with Rush University Leadership

> 80% of faculty:•Are satisfied with leadership at the university, college,

and department or division levels.•Feel administrators are accessible and responsive to

concerns of faculty and students•Are satisfied with their ability to participate in faculty

governance.

Faculty Satisfaction with Rush University Leadership

< 80% of faculty:•Feel there is a clear vision for the future direction of

Rush University•Are satisfied with how the University Council represents

faculty concerns•Are satisfied with opportunities to influence policies at

the University & college levels

Percent of Faculty Satisfied with Diversity at Rush

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Faculty Satisfaction with Diversity at Rush

> 80% of faculty feel that:• there is respect for diversity at Rush• the university makes an effort to recruit and retain a

diverse student body.

< 80% of faculty feel that:• the University’s efforts to recruit and to retain a

diverse faculty group are satisfactory.

Alumni Survey

Rush graduates from the last decade were invited via email or by mail to participate in a web-based survey.

The survey had five areas of focus:• Employment history• Scholarly productivity• Professional and service contributions• Continued engagement with Rush• Overall satisfaction

Alumni Survey: Response rates

Based on responses to emails, we had a 28% response rate (N=465). This is in the upper range of response rates as compared with other schools’ recent surveys of alumni (which range from 10% to 30%).

Response distribution: CHS-15%, CON-45%, GC-5%, RMC-35% 25% male; 75% female 78% Caucasian, followed by Asians, African Americans, and Latino/Hispanics The majority of respondents (88%) graduated in the last 5 years. 13% have received more than one degree from Rush.

Alumni: Employment History

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Alumni: Employment History

• Nearly all obtained positions related to their field of study & have stayed in the health field, even when changing roles.

• Many alumni hold leadership positions• More than 33% hold appointments in a college or university• The majority of their time is spent in practice (2/3), followed

by teaching , research, and administration • The majority remained in the Chicago metropolitan or

surrounding area.• Approximately 25% are still employed at Rush or within the

Rush system.• More than 55% work with medically-underserved

populations.

Alumni: Numbers of Scholarly Works

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Alumni: Numbers of Scholarly Works

33% have created scholarly works. These alums have:•Presented over 374 papers and 233 posters locally, regionally, and nationally or internationally

•Published or have in press over 634 manuscripts (29% clinical, 31% research), abstracts, editorials, reviews, or book chapters.

Alumni currently have another 91 scholarly works under review for publication.

Alumni: Research Activities

Nearly two-thirds participate in research activities.• 45% have served as PI or Co-PI• 45% are research consultants, associates or

coordinators• 27% have developed research proposals• 10% are pre- or post-doctoral fellows• Several alumni indicated they had received funding

from either private or national groups (from $3000- $3 million).

Alumni: Continuing Education

All are involved in continuing education activities either at their place of employment (78%) or through professional organizations (85%).

16% are currently acquiring an advanced degree. Another 16% plan to acquire an advanced degree within the next 5 years.

Level of Participation in Professional and Community Organizations

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Level of Participation in Professional and Community Organizations

The majority of our alumni are members of both professional and community organizations. Many of them have assumed leadership positions within their organizations.

Nearly half reported they volunteered for various projects and activities within their communities.

Continued Engagement with Rush University

Many Rush alumni stay involved with the university: Attend alumni functions (24%) Serve on a board or governing body at Rush (3%) Serve on a college/department committee (5%) Assist graduates (25%) Precept students (61%) Give monetary donations (33%)

In addition, the vast majority indicate that they refer prospective students to Rush.

Overall Satisfaction with Education: Alumni and Enrolled Students

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light green = students

Overall Satisfaction with Education: Alumni and Enrolled Students

Graduates give higher overall ratings on satisfaction than do current students. In their comments, they indicated they realized how much better prepared they were compared to their colleagues in the practice fields.

Alumni appear more satisfied with their level of preparation, with their decision to attend Rush, and with the overall quality of their preparation than our current students. In addition, they are more likely to recommend Rush to others than our current students. One should note, however, that these measures for both alumni and current students are all above our 80% benchmark for satisfaction.

Alumni: Overall Level of Preparation

90-95% of alumni felt prepared in these areas: Core knowledge of the discipline Clinical practice skills Critical thinking and analytic skills Collaborating with others Working with racially and socio-economically diverse

populations

Alumni: Ph.D. Preparation

80% of alumni who earned a Ph.D. at Rush felt prepared in these areas:

• Conduct research ethically• Manage research funds• Review and referee academic papers• Write and submit for publication• Assume teaching responsibilities in an academic

program

Alumni: Ph.D. Preparation

Alumni who earned a Ph.D. at Rush felt less well-prepared in these areas:

• managing intellectual property rights• preparing for rank promotion in an academic

program

What strengths will the Higher Learning Commission Find?

Outstanding programs Competent graduates Committed faculty Satisfied students

What concerns will the Higher Learning Commission Find?

Four independent colleges A Faculty desire for more interdisciplinary

and collaborative opportunities Faculty development needs Limited focus on University assessment

Initiatives

Five major initiatives have already been undertaken to address some areas of concern identified by our self-study process:

Office of University Assessment and Student Learning

Revitalization of the University Council Faculty orientation and development Curriculum initiatives Office of Multicultural Affairs

Initiatives: Assessment

The office of University Assessment and Student Learning (UASL) has been created. It will seek to support quality educational programs at Rush University and to foster excellence in educational practices by establishing and maintaining a culture of assessment and improvement throughout the University.

Initiatives: University Council

University Council is reforming. They have revised the Rules of Governance for the University, developed a faculty manual, sponsored an orientation program for new faculty, and developed a University Council webpage.

University Council is also sponsoring forums for faculty discussion of the Rules of Governance.

Initiatives: Curriculum Reform

Changes in our curriculum are ongoing. For example:

•Rush Medical College is revising the first two years of medical school.

•The College of Nursing is shifting to solely graduate-based programs.

•The College of Health Sciences is considering adding some new undergraduate programs.

•The Graduate College created a core curriculum for biomedical sciences programs and is convening a college Curriculum Committee to provide oversight of curricular issues.

Initiatives: Office of Multicultural Affairs

As part of Rush’s efforts to centralize services for University students, a new Office of Multicultural Affairs has been created.

The office will develop programs and work with existing resources to:

1) assist all Rush University recruitment teams to increase the depth and breadth of diversity in applicant pools.

2) contact accepted applicants to show the value Rush places on a diverse student body.

3) assist matriculated students in pursuing academic excellence.

4) provide administrative support to multicultural-based student groups.

5) promote a culture of acceptance and inclusion throughout the University.

Site visit

The HLC site visitors will be on the Rush University campus April 28-30, 2008.

Many faculty and students

will be involved with this

visit. Please watch for

additional information.

Closing comments

“The self-study and our accreditation should not be viewed as an endpoint, but as the indicators for a road-map for on-going work on our university. I appreciate your interest and continuing efforts to make Rush University a leader in Health Care education.”

Thomas A. Deutsch, M.D., Provost

Self Study Coordinating Committee

• Lois Halstead, Ph.D., RN Vice Provost and Vice President, University Affairs

• Rose Suhayda, Ph.D., APRN Director, University Assessment and Student Learning

• David Barnett, Ph.D. Associate Director, University Assessment and Student Learning

• William Karnoscak, MLIS University Registrar

If you would like to provide comments, suggestions or recommendations for the University after reviewing these results, please click on this link: http://www.surveymonkey.com/s.aspx?sm=SNYZba8qtczcPs7TCtmqPw_3d_3d

You may also visit the HLC self-study website at http://extranet.rush.edu/hlc/