Howard University Presidential Commission on Academic ......Howard University Presidential Commission on Academic Renewal (PCAR) PCAR Defining the Howard University of ... Presidential

Howard University

Presidential Commission on Academic Renewal (PCAR)

PCAR Defining theHoward

University of the Future

• PCAR Leadership Team

Alvin Thornton, Ph.D.• Chair, PCAR

Kimberly Jones, Ph.D.• Chair, Undergraduate Work Group

Jules Harrell, Ph.D.• Chair, Graduate Work Group

Okianer Christian Dark, Esq.• Chair, Graduate Professional Programs Outside the Health Sciences

Duane Smoot, MD• Chair, Graduate Professional Programs Health Sciences

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• President Ribeau’s Vision for the Future of Howard University

Howard

University

Continues to Offer Teaching & Programs of

Exemplary QualityContinues to Rank

as a National Leader in Scholarly

Productivity

Has a Preferred Education, Physical

and Cultural Environment

Continues to be a Leader in

Improving the Quality of Life for

Underserved CommunitiesIs a Leader in

Formation of National Policies of

Relevance to African Americans

Has an International Footprint in Academic &

Research Activity (Faculty & Students)

Employs Best Practices in

Administrative Operations and

Service

Is Sustainable Financially and

Environmentally

3

• Objectives of the Academic Renewal Initiative

• Identify, Develop and Support Academic Programs of Excellence and Distinction

1.

• Align Resource Allocation with Academic Priorities

2

• Enhance Operational Performance

3.

• Enhance the Howard University Brand

4.

4

• Path to Achieving Presidential Vision: The PCAR Process

President Articulates a Vision and Forms Commission on Academic Renewal to Make Recommendations on the University’s Academic Programs

Presidential Commission on Academic Renewal (PCAR) Formulates and Implements Plan and Process for Analyzing and Evaluating Each Existing Program Offering at Howard University Involving Faculty, Students, Staff, and Alumni

PCAR, Using Results of its Analysis and Input Received from University Community, Prepares a Report of its Recommendations

PCAR Engages University Community by Sharing Final Report Recommendations via Public Town Hall Meetings, Faculty Retreats, Alumni Meetings, Student Government Meetings and the Internet

PCAR Finalizes Recommendations and Provides Final Report to the President

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•General Support Required for Academic Renewal

Faculty Renewal

Infrastructure Support

6

• Elements Required for Faculty Renewal

Faculty Renewal

Institutionalize Best Practices &

Informal Interactions

with Students

Reward Productive and

Engaged Faculty

Reenergize a Culture of

Excellence in Faculty,

Students and Administration

Provide More Competitive

Faculty Compensation

Standardize Faculty

Evaluations and Link to Merit

Incentivize, Identify & Remove

Barriers to Productivity

Incentivize Good

Departmental and University

Citizenship

Encourage and Respect Effective

Participation in Shared

Governance

7

• Elements Required for Staff and Infrastructure Support

Infrastructure Support

Utilize Best Practices in

Administration to Support Academic Renewal

Enhanced and New

Technology

Modernized Teaching & Research

Laboratories, Studios &

Classrooms

Enhanced Competitively Compensated and Trained

Administrative Staff SupportEfficient &

Effective Sponsored Programs

Administration

Modernized Academic Facilities &

Residence Halls

Adequate Fiscal Resources

Upgraded Administrative

Information Technology (PeopleSoft, Banner, etc.)

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• Summary of PCAR Recommendations

The Undergraduate Work Group evaluated 53 undergraduate academic programs and approved recommendations calling for: (1) a new Center for Academic Excellence; (2) a revised undergraduate

model, including a common first year experience for all undergraduate students; (3) faculty-led curriculum reform; (4) increased interdisciplinarity; (5) improved University systems

performance; and (6) faculty renewal. It recommended a number of program mergers, consolidations and transformations affecting

the following existing or potential programs: Master of Theological Studies; African Studies; Architecture; Art and Fashion Merchandising; Interior Design; Philosophy; Classical Civilization;

Hospitality Management; World Languages (Latin, Greek, German, Spanish, French, and Russian); and Sports Management. In addition, the Work Group recommended the creation of an

International Comparative and Area Studies Program.

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The Graduate Programs Work Group recommended academic program mergers, consolidations and

transformations affecting 13 graduate programs, the elimination of 3 graduate degree programs and a

significant reduction in the number of doctoral level concentrations. The Graduate Work Group also recommended that the university modify the

administrative structure governing the delivery of graduate education to realign the functions of the

Graduate School and individual schools and colleges where graduate programs are housed. The Graduate Programs Work Group evaluated the university’s 35

graduate programs.

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The Professional Programs (outside the Health Sciences) Work Group evaluated the university's 28 graduate professional programs outside the Health

Sciences and recommended mergers, consolidations and transformations affecting 3 programs; 4 program

eliminations; 1 program addition; and 21 other general program change recommendations. The Group recommended increased collaboration across

professional programs in the form of joint degrees, research, and other special initiatives; and a program performance accountability framework to which all professional programs should be held accountable.

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Using the PCAR evaluative criteria, the Health Sciences Work Group evaluated 13 programs in the Colleges of Dentistry, Medicine, and Pharmacy, Nursing and Allied Health Sciences. It recommended

additional interdisciplinary programming and collaboration across programs; reorganization of the Health Sciences colleges and schools; development of centers and committees to facilitate

research and student development; and additional physical facilities to support academic programs. The Work Group recommended that

the College of Pharmacy, Nursing and Allied Health Sciences be separated into three separate colleges, and the Division of Allied Health Sciences renamed the College of Health Professions. The

Group did not recommend the elimination of any of the 13 Health Sciences academic programs, but recommended the merger or consolidation of selected programs. In collaboration with the

Professional Programs (outside the Health Sciences) Work Group, the Health Sciences Work Group recommended a program

performance accountability framework to which all Health Sciences professional programs should be held accountable

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Howard University


Academic Models for the Delivery of

Undergraduate, Graduate & Graduate

Professional Programs

• Framework for Developing Recommended Academic Models

Must Effectively Serve an Academically Diverse Student Population

Must Support and Sustain Academic Excellence

Must Identify and Replicate Existing Best Practices University-wide

Must Institutionalize, Enhance and Support Current and Future Faculty Collaboration

Must be Anchored in Faculty and Student Collaborations in Teaching, Learning, Service and Research in an Environment Characterized by Interdisciplinary Linkages, International Awareness, and Intellectual and Service-oriented Leadership

Must Be Anchored in Criteria that can be Regularly Evaluated and Assessed

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• Academic Models PCAR Work Group Recommendations

15

• Undergraduate Work Group Membership

Kimberly Jones, Ph.D. College of Engineering, Architecture & Computer Sciences, Work Group Chair

• Greg Carr, Ph.D., College of Arts & Sciences• Angela Cole, Ph.D., College of Arts & Sciences• Constance Ellison, Ph.D., Graduate School (School of Education)• Rochelle Ford, Ph.D., John H. Johnson, School of Communications• Joseph Fortunak, Ph.D., College of Pharmacy, Nursing & Allied Health Sciences• Brandon Harris, President, Howard University Student Association• Daryl Harris, Ph.D., College of Arts & Sciences • Wilfred Johnson, Ph.D., School of Education• Alma Kemp, Howard University Staff Support Organization• Valerie Lawson, Ph.D., School of Education• Norman Sandridge, Ph.D., College of Arts & Sciences• Joseph Selmon, College of Arts & Sciences• Jeanne Toungara, Ph.D., College of Arts & Sciences• John Trimble, Ph.D., College of Engineering, Architecture & Computer Sciences

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•Howard University Undergraduate Educational Environment

Learning Outcomes and Competencies are Cumulative

& Collective

Transformative Research, Service,

Activism and International Experiences

Interdisciplinary Learning Opportunities Exist

Faculty are Renewed and Able to Access

Internal and External

Resources

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•Academic Model for Delivering Undergraduate Education

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• Educational Foundation for Delivering Undergraduate Education

Center for Academic Excellence

Learning Outcomes – 1st Year

Experience

Common 1st Year

Experience

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• Center for Academic Excellence*

Howard University

Undergraduate Students

Coordination of Summer Bridge Academic Offerings for Entering

Students

Entering Student Assessment:

English, Math Entrance Proficiency

General Education Course Placement

Coordination of University-wide Efforts for All Students:

University Honors Programs

Academic Advising

Career Counseling

Summer School

Special Student Services

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• Common 1st Year Experience

1st Year Students

Begins 4-Year Portfolio

(Formative & Summative)

Common Experiences:

Increased Interaction with Faculty Outside Classroom

Research Brown Bag Lunches

Learning Cohorts

Career Counseling

First Year Freshman Seminar (HU-101):

Introduces Basic Research & Study Skills

Introduces Full-Range of Academic Program Offerings

Offers a Common Text Experience (across all Schools/Colleges)

The Freshman Seminar is Collaborative/Interdisciplinary

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•Learning Outcomes – 1st Year Experience

Determination of Specific Learning

Outcomes

Determination of Annual

Assessment Tools

Assessment by the Center for Academic for

Excellence

Learning Outcomes Achieved;

Student Advances to 2nd

Year

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• Undergraduate Education - Profile of a Howard University Graduate

The Howard

University Graduate

Has a Proficiency in World/Global

Languages

Has a Global Consciousness

Has an Appreciation for

Activism and Service

Has a Knowledge of Leadership

Skills

Has a

Knowledge

of Entrepreneurship

Is

Ethically Aware

Is

Culturally Knowledgeable &

Sensitive

Communicates Well Orally and in

Writing

Is a

Critical Thinker

Has Computation and Analytical

Skills

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•PCAR Work Group Recommendations

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• Graduate Work Group

Jules Harrell, Ph.D. College of Arts & Sciences, Work Group Chair• Kirk Adair, President, Graduate Student Council• Charles Betsey, Ph.D., Graduate School• Florence Bonner, Ph.D., Research & Compliance• Kimberley Freeman, Ph.D., School of Education• Gregory Jenkins, Ph.D., College of Arts & Sciences• James Mitchell, Ph.D., College of Engineering, Architecture, & Computer Sciences• Joan Payne, Ph.D., John H. Johnson School of Communications• Rosemary Pearson, Howard University Staff Support Organization• Lewis, Siegel, Ph.D., Duke University• John Slaughter, Ph.D., University of Maryland College Park• Sonya Smith, Ph.D., College of Engineering, Architecture, & Computer Sciences• Peter Sola, Ph.D., School of Education• William Southerland, Ph.D., College of Medicine• Charles Verharen, Ph.D., College of Arts & Sciences

25

• Howard University Graduate Programs Academic Environment

Graduate Programs

(Individual & Interdisciplinary

Programs)

Students

Faculty

Research

Enrollment Management

Admissions and Financial Services

Support

Provost’s Office

Recruitment , Interdisciplinary Support, Grants Policies, Faculty Development

Parent School/College

Recruitment , Grants Administration,

Performance Tracking

Graduate School

Standards, Performance

Tracking, Program Support

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• Graduate Programs – Functional Overview

Parent School/College

Grants Administration

Tracking Faculty Productivity

Student Recruitment

Vice Provost for Graduate Studies &

Dean of the Graduate School

Graduate Handbook and Standards

Program Reviews

Student Services

Special Funded Programs

Provost

Resources for Recruitment and

Research

Indirect Cost Policies

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• Enabling Graduate Education

• Responsible for Recruitment, Admissions, Mentoring, Retention of Graduate Students

• Writes grants, facilitates faculty productivity in funded grants and other sponsored research

• Tracks Performance ,in concert with the Graduate School, of faculty scholarly productivity in graduate programs

Parent College/School

• Reviews, approves and coordinates interdisciplinary programs• Develops and Maintains Graduate Programs Handbook• Oversees certificate programs, candidacy, dissertation/thesis guidelines and

final acceptance• Recruitment in concert with Parent College/School and the Chief Operating

Officer• Allocation of Teaching Assistants• Responsible for International Programs, Scholarships and Fellowships• Responsible for Student Advocacy and Quality of Graduate Student Life

Vice Provost for Graduate Studies

& Dean of the Graduate School

•Enhance performance tracking, professional development, research ethics and compliance and research activities for faculty and students•Provide increased resources to recruit students at discipline-specific conferences and conventions•In concert with the Graduate School and the Parent College/School, provide guidelines and criteria for faculty providing graduate instruction, chair dissertation committees and serve as external reviewers on dissertations•Review indirect cost policies and allow programs to benefit from faculty productivity

Provost

28

• Graduate School Governance Structure

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• Graduate Professional Programs Outside the Health Sciences Work Group

Okianer Christian Dark, Esq., School of Law, Work Group Chair

• Sandra Crewe, Ph.D., School of Social Work• James Craigen, School of Social Work• Bette Davis, Howard University Staff Support Organization• Kortright Davis, Ph.D., School of Divinity• Norman Jenkins, Alumni, Capstone Development Corporation• Marie Johns, Chair, Academic Excellence Committee, Board of

Trustees• Warner Lawson, Esq., School of Law• Samuel Paschall, School of Business• William Roberts, Howard University Student Association

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• Initiatives to Improve the Educational Quality of Howard University Graduate Professional Programs

Highly Competitive & Nationally Recognized Programs

Increased Administrative

Flexibility & Autonomy

Aggressive Recruitment & Support of the

Most Competitive

Students

Enhanced Interdisciplinary Opportunities and Supports

Targeted Investment in

Faculty, Students Staff, Facilities and Technology

32

• A Profile of Howard University’s Graduate Professional Programs

Howard University Graduate

Professional Programs

Fully Accredited Programs

Innovative Curricula

Interdisciplinarity

Professional Licensing & Certification

Regular Program Evaluation and

Outcomes Assessments and

Feedback

Community Engagement

Research & Artistic Creations

Continuous Professional

Development

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• Graduate Professional Programs Health Sciences Work Group

Duane Smoot, MD, College of Medicine, Work Group Chair

• Monika Daftary, Pharm.D, College of Pharmacy, Nursing & Allied Health Sciences• Mary Hill, D.S.N., College of Pharmacy, Nursing & Allied Health Sciences• Allan Johnson, Ph.D., College of Pharmacy, Nursing & Allied Health Sciences• Krishna Kumar, Ph.D., College of Pharmacy, Nursing & Allied Health Sciences• Roberta McLeod, Howard University Staff Support Organization• Robin Newton, MD, Office of the Senior Vice President for Health Sciences• Langston Smith, DMD, College of Dentistry• Veronica Clarke Tasker, Ph.D., College of Pharmacy, Nursing & Allied Health

Sciences• Alvin Thomas, MD, College of Medicine• Eric Walters, Ph.D., Chair, Faculty Senate (College of Medicine)

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Clinical Education Coordination Center

• Health Sciences Functional Model

Health Sciences Research Committee & Univ. Coordination

Health Sciences Basic Science

Education Committee(OSP, IRB,

Compliance)

(Rotations, Clinical Skills/Simulation Labs, Contracts/Resources)

College of Nursing

College of Pharmacy

College of Health Professions

College of Medicine

College of Dentistry

Pre-Health Professionals

Center

36

• Recommendation: Reorganization of Health Sciences Colleges

Health Sciences

College of Dentistry College of Medicine College of Pharmacy College of Nursing College of Health Professions

Center for Clinical Education

Pre-Health Professionals Center

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• Recommendation: Reorganization of Health Sciences Administrative Support Structure

Health Sciences

Pre Health Professionals Center

Center for Clinical Education

Rotations, Patient Oriented Clinical Training, Clinical Skills

Laboratory, Simulation Laboratory

Research Coordination

Office of Sponsored Programs,

Institutional Review Board,

and

Compliance

Basic Science Education Committee

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Howard University


PCAR Program Recommendations

Undergraduate, Graduate, Graduate

Professional Programs –Outside the Health

Sciences & Graduate Professional Programs –

Health Sciences

• PCAR Criteria for Evaluating Academic Programs

Academic Program

Tie to Mission & Vision

Academic Quality

Research

Academic Centrality &

Necessity

Enrollment

Sustainability

40


41

• Undergraduate Program Recommendations

Action Academic Programs Recommendations Rationale Comments

Program Mergers/Consolidations and Transformations

COAS/African Studies Faculty members in the African Studies UG major develop a plan to strengthen program or work with faculty in other area studies programs to create linkages in proposed ICA program.

African studies UG program has low student enrollment and does not benefit from potential linkages with similar African-related content in other departments in COAS.


Undergraduate CEACS/Architecture Faculty should develop a strategic plan for either 1) remaining in CEACS with a more computational focus or 2) moving to Division of Fine Arts with more focus on design.

Architecture could have strong linkages to either CEACS or Art, depending on the focus of the faculty.

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Action Academic Programs Recommendation Rationale Comments


COAS/Art The BA in Art History should be reinforced with strategic hires and targeted recruitment in the field of Art History in order to strengthen the program and make it an even more interdisciplinary program emphasizing the interconnectedness with history, modern world cultures and the humanities.

Art History has a strong tradition and legacy at Howard University; however the program has suffered recently and should be revitalized.

Department should write a strategic plan with specific needs and goals to achieve excellence within the next 5 years.


COAS/Art/Fashion Merchandising

Faculty in this department should consider closer linkages with the Marketing program in the School of Business.

Students in this program take many courses in Marketing (and vice versa).

If the Art department faculty wishes to emphasize fashion design, the concentration should remain under the BFA program in Art. Faculty in this department must write a justification for either decision and submit to the administration.

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Action Academic Program Recommendation Rationale Comments


COAS/Art/Interior Design The faculty members of this program should engage in conversations with members of the faculty in the School of Architecture to determine whether consolidation, cross-listing courses, or other methods could be implemented to allow these programs to be more closely engaged.

The design related aspects of this program appear to be closely related to architectural design.


COAS/Philosophy This department should consider methods to strengthen enrollment, academic quality and faculty productivity.

This department suffers from low enrollment and few options for sustainability with status quo.

The Work Group recommends consolidation of this program with Classical Civilization and adding a Religious Studies component, however the faculty members in Philosophy are encouraged to provide an alternate plan for strengthening this program within the next five years and submit to the administration.

44




COAS/Classical Civilization This department should consider methods to strengthen enrollment, academic quality and faculty productivity.

This department suffers from low enrollment and few options for sustainability with status quo.

The Work Group recommends consolidation of this program with Philosophy; however the faculty members in Classical Civilization are encouraged to provide an alternate plan for strengthening this program within the next five years and submit to the administration. Latin and Greek taught to support the Classics offerings should be cross-listed with World Languages.


COAS/Hospitality Management

Consolidate the program with the Management program in the School of Business.

The quality of the program and future of graduates were of concern.

45




COAS/World Languages and Cultures/Latin, Greek, German, Spanish, French, Russian

Programs should be consolidated within the Department of World Languages and Cultures.

Many of the language programs suffer from low enrollment, and low options for sustainability.

Language courses from these programs should continue to be taught, however programs should be consolidated. A new major with a broader-based approach (beyond language specializations in four areas) with a unique curriculum in World Languages and Cultures should be developed by the faculty. Spanish and French could continue as major programs should DWLC decide to do so.


COAS/HHPLS/Sport Management

Faculty should consider consolidating the Leisure Studies/Sport Management program with the Management program in the School of Business

The program focus seems closer to a management specialization.

The faculties in each department (HHPLS and Marketing) should examine the feasibility of this recommendation.

46



Program Addition Extend Africana Studies to provide programs at the MA and PhD

The existing Afro American Studies program should be restructured within this new program with dedicated faculty lines to support the theoretical and methodological thrust of the field. As an Interdepartmental Program, it will include guaranteed joint appointments in critical relevant disciplines.

Program Addition COAS/International, Comparative and Areas Studies Program

Create an Interdepartmental Program in international, comparative and area studies

This program would draw faculty from across campus by offering an incentive of guaranteed joint appointments in relevant other disciplines. For instance faculty from the Modern Foreign Languages and Culture department may have a joint appointment in another department.

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48

• Graduate Program Recommendations


Program Mergers, Consolidations & Transformations

Mass Communications and Culture and Communications

Merge these programs into one doctoral granting unit.

The programs are currently strong and viable. However, merging them will enhance both concentrations significantly.

The recommendation supports faculty-initiated efforts currently underway within the School of Communcations.


Nutritional Sciences Reorganize the program so that interdisciplinary doctoral training with a concentration in nutrition is offered within the proposed program in the Health Sciences.

Currently, laboratory space is lacking and there are too few active researchers to offer cutting-edge doctoral education.

This is an essential area of study in the health sciences. Promised laboratory space has not been provided and the unit should be permitted to fill faculty lines that will soon be vacated by retirements.


Anatomy, Biochemistry, Physiology and Biophysics, Human Genetics, Pharmacology, Micro Biology *

Reorganize these programs into a single degree program in Biomedical Sciences.

The required investment in laboratory upgrades and increasing of faculty capacity in the basic sciences should be a coordinated enterprise within the existing units.

The faculty will determine the areas of concentration that will exist within this new degree program. This reorganization requires a commitment to the upgrading of laboratory facilities.

49



Program Eliminations Modern Languages and Literature

Discontinue offering of Masters of Arts degrees in this area.

Low enrollment and a small critical mass of research and mentoring faculty have reduced the effectiveness of the program.

Scholarly work on languages would be an asset in many research programs at the University including African Studies and planned research in Africana studies and cryptology. Scholars in this department are encouraged to seek collaborations with other units.

Program Eliminations Human Development and Psycho-educational Studies

Discontinue terminal Master’s of Arts Degrees

The relatively small number of faculty in this area is spread across a wide gamut of programs. This recommendation will allow them to focus efforts on doctoral training.

The closing of these masters programs has been coordinated with PCAR recommendations from other committees that urge the reduction of the number of degrees it now offers.

Program Eliminations Health Human Performance and Leisure Studies (HHPL)

Discontinue the Masters of Science program within the existing unit in the Schools of Business and Medicine.

Graduate training and research efforts in HHPL should be organized under existing and planned units.

Important research and sophisticated laboratories exist in this unit. Investigators are now collaborating in research across campus, and attempts to merge efforts with existing doctoral programs are underway.

50


Action Academic Programs Recommendation Rationale CommentsProgram Additions Africana Studies Support the addition

of a doctoral degree in Africana Studies

This interdisciplinary degree would take advantage of Howard University’s unique capacity for doctoral studies of continental and Diaspora African populations.

This supports a recommendation from the Undergraduate Committee of PCAR.

General Program Recommendations

Pruning of concentrations within programs

The graduate committee urges that programs reduce the number of concentrations that are offered within their units in accordance with enrollment trends and academic best practices.

Concentrations within doctoral programs tend to proliferate and then persist through inertia. Their status should be reviewed periodically.

It is essential that faculty reduce the demands on resources stemming from too many concentrations and constantly ensure that divisions within graduate programs facilitate training at the highest levels.

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Action Academic Programs Recommendation Rationale CommentsGeneral Program Recommendations

Graduate and other administrative support offices

A series of recommendations request that greater autonomy be granted to the graduate programs as they develop and execute doctoral education. They will lead other units in providing support services to the increasingly interdisciplinary programs.

Annual program productivity performance tracking of programs in the Graduate School should be increasingly driven by external data and benchmarks, e.g., Academic Analytics. Additionally, the Graduate School should engage in periodic program review of graduate programs to ensure continuity and consistency of graduate education. This will include the use of both internal and external benchmarks.

The health, political, and economic crises people of African descent face in many parts of the world will be solved by research conducted within an interdisciplinary framework. Programs will require greater autonomy to set research agendas and establish collaborations.

The recommendations call for a creative, heuristic clustering of graduate programs where administrative units support the research efforts of faculty within and across disciplines.

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53

• Graduate Professional Programs Outside the Health Sciences Recommendations


Program Mergers/ Consolidation/ Transformation

Master of Arts in Religious Studies (MARS)School of Divinity

Transform the MARS degree to a MTS (Master of Theological Studies) effective Fall 2012

The MTS degree is more contemporary and a better fit with proposed Doctorate model and undergraduate degree in Religious Studies (see undergraduate programs Work Group report). Students indicated that the MARS program is not sufficiently challenging and focus of the program is not well defined.

The MTS program enables students to explore deeply and broadly the languages, literatures, thought, institutions, practices, normative claims, and structures of a variety of religious traditions. It also enables them to think critically, with sophistication and self-awareness, about the scholarly study of these traditions. http://www.hds.harvard.edu/afa/academic_life/mts.html

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http://www.hds.harvard.edu/afa/academic_life/mts.html�






Doctor of Ministry/School of Divinity

Transform Doctor of Ministry(DMIN) degree to a Ph.D. in Religious Studies with the following possible areas of emphasis: (a) African American Religious Studies; (b) Ethics and Public Policy; (c) Biblical and (d) Islamic Studies). The DMIN will be phased out in Fall 2012.

The African American Presidents/Deans Council of the Association of Theological Schools unanimously supports the position that Howard University is the best place for a PhD program in religion and theology. This organization represents historically black theological graduate schools throughout the United States.This degree will have a high impact given that there is high supply side demand.

Dean Pollard’s” Defining Vision” for the School of Divinity articulates 8 signature principles for transformation of theological education. http://divinity.howard.edu/images/News_Events/pollardvisionv2.pdfThe offering of a Ph.D. degree in Religious Studies is a critical element to this transformation.

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http://divinity.howard.edu/images/News_Events/pollardvisionv2.pdf�




Action Academic Programs Recommendation Rationale Comment


Master of Music Education (MMUSE)College of Arts and Sciences

Transform the current MMUSE into a Master in Music Therapy and/or Music Technology degree(s) that offer clear opportunities for the university to capitalize on an untapped market with very few providers. This also includes investment in a state of the art facility/lab to enhance these programs and address the low enrollment in current MMUSE.

These new opportunities will ensure that Howard University responds to emergent needs of the industry and student demand. The development of the technology degree must be in congruence with facility upgrades.

Music education is a vital offering and it reflects the rich culture of the university. Yet, there is low enrollment that calls sustainability into question. Yet, infusion of new technologies can create greater enrollment to lessen the impact of the program’s significantly low enrollment.

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Program Eliminations Education Doctorate (Ed.D.)School of Education • Counseling

Psychology• Educational

Psychology• School Psychology

(SCHP)

Eliminate There is a PhD program in same substantive area and the elimination of these three Ed.D. Programs will allow greater investment in research and other forms of scholarship. These Ed.D. programs have been dormant over five years.

See Graduate Schools Work Group Report.

Program Eliminations Master of Law (LLM)School of Law

Eliminate after appropriate transition plan is agreed upon by faculty

Focuses on attorneys who have received their legal training outside of the US with a concentration on knowledge and skill development with the expectation that these attorneys will return to their home countries. However, these attorneys have been staying in the US and taking the bar. The bar passage rate for them is very poor because the program is not designed to prepare them to take the bar.

This program is currently suspended and is not accepting students. The faculty is currently evaluating the goals, objectives, and merits, of continuing this program in its current form due to administration issues, declining quality of applicants, and significant financial challenges for the applicants.

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Program Additions School of Education• Curriculum and

Instruction

Develop an undergraduate degree in education that would allow school of education to achieve its mission to increase the number of African American, other minority, and culturally competent teachers in urban schools.

A significant challenge for this nation is the under education of the largest growing minority populations, lack of teachers who will be leaders and change agents equipped to go into diverse environments to determine needed changes for minority to students to excel.

There is only one undergraduate degree (BS in Human Development) and it is not in curriculum and instruction.

General Program Recommendations (21)

Master of Fine Arts (MFA)Master of Business Administration (MBA)Master of Divinity (MDIV)Master of Arts in Teaching (MAT) (3)Master of Education (Med) (9)Education Doctorate (Ed.D.)Juris DoctorJuris Doctor/Master of Business Administration (JD/MBA)Master of Music (MMUSC)Master of Fine Arts in Film (MFAF)Master of Social Work (MSW)

For the PCAR Executive Report Inclusive of Recommendations, Rationale & Comments, please refer to the PCAR Website at:

http://pcar.howard.edu

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http://pcar.howard.edu/�


59

• Graduate Professional Programs Health Sciences Recommendations



College of Pharmacy, Nursing and Allied Health Sciences

Separate the College of Pharmacy, Nursing and Allied Health Sciences, into three separate colleges.

Combining the three colleges into one college has not improved efficiencies or increased collaborations across the three schools.

The three colleges that were combined still function as three separate units. There has been no cost savings noted by the Work Group and no improvement in student instruction or faculty productivity due to the consolidation of these three colleges into one college.


Division of Allied Health Sciences/College of Pharmacy, Nursing, Allied Health Sciences

Change the name of the Division of Allied Health Sciences to the College of Health Professions.

The new name is one that better reflects the programs in this School and is a name change recommended by the School in the Allied Health Sciences.

Across the country the term Allied Health Sciences is being replaced by health professions. We need to keep up with these changes in order to better market our programs to incoming students.

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Health Science Management and Pre-Physical Therapy Programs / Division of Allied Health Sciences/College of Pharmacy, Nursing, Allied Health Sciences

Consolidate the Health Science Management Program and the Pre-Physical Therapy Program into a New Department of Health Sciences and Management.

The Health Sciences Management Program is an entry level program for undegraduates that includes many students interested in obtaining additional degrees, as are students in the Pre-physical therapy program

The new department would be a home for students interested in applying to the Professional programs in the Division of Allied Health Sciences (Physical Therapy, Occupational Therapy) and would serve as the Department for the Health Science Management B.S. Program.


Radiation Therapy Program/Division of Allied Health Sciences/College of Pharmacy, Nursing, Allied Health Sciences

Radiation Therapy Program be consolidated with or develop a formal affiliation with the Radiation Therapy Department in the College of Medicine

The Radiation Therapy Program trains students to be Radiation Therapy Technicians. The H.S. Sub-committee is concerned about the ability of the program to grow even with appropriate resources.

The Radiation Therapy Program is a B.S. program that is relatively small. Students can become radiation therapist without having a B.S. degree. While having a B.S. degree provides additional opportunities for students, the program does not have the growth prospects of the other programs in this college.61




Master of Science in Public Health Program/College of Medicine

Revive the M.S. in Public Health Program that is currently in hiatus.

The Health Sciences Division is interested in turning out professionals that will have a major impact on the health of minorities. Disease prevention through public health programs is an important part of our mission and we need train students in this area.

The public health programs at the federal, state and city level greatly impact the health care of minorities. We need to be educating people to participate in the development of public health policies that will directly impact the health of minorities in this country.

Program Addition Division of Health Sciences and College of Arts and Sciences

Establish a comprehensive Pre-Health Professionals Office/Center to assist students interested in careers as Health Professionals.

This office/center would interact with all of the Health Sciences Departments and the Departments in the School of Arts and Sciences that have students interested in careers as health professionals. This is necessary to improve the competitiveness of the Howard students enrolled in or interested in applying to the Health Sciences Programs.

Currently students from outside schools with similar grade point averages are outperforming Howard students on entrance examinations to the Professional Programs in the Health Sciences and also on gaining admission to the upper levels of B.S. programs in the Health Sciences

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Program Addition Health Sciences Division/Colleges of Dentistry, Medicine and Pharmacy, Nursing, Allied Health Sciences

Develop a Health Sciences Clinical Education Center to coordinate the patient – oriented clinical training of all students in the Health Sciences.

Coordinate clinical on-site patient related teaching activities in Howard University Hospital, the clinical skills laboratory, the Simulation Laboratory, and outside rotations.

Currently students from many of the programs use outside facilities for their clinical training and do not have access to the Howard University Hospital for the clinical training of their students.


Create a Health Sciences Basic Science Educational Committee to include representation from each of the programs.

The focus of this committee would be to raise the level of basic science instruction across all programs.

The Health Sciences Work Group identified that there were problems with the teaching of basic science to students when faculty teaching the course were from another school.

General Program Recommendation

Health Sciences Division/Colleges of Dentistry, Medicine and Pharmacy, Nursing, Allied Health Sciences

The committee feels that a Health Sciences Research Committee should replace the current research committees in the different schools and also that the health sciences formalize a mentoring program for those junior faculty that are expected to develop active

Interdisciplinary research needs to be institutionalized within the Health Sciences. Yet each school has separate research programs.

The faculty who know each other work together in research, but there are many opportunities for collaboration that are not realized because faculty in the different schools do not know what is going on in the other schools within the Health Sciences.

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Develop a Health Sciences Faculty Practice to assist the colleges in the Health Sciences to generate additional revenue.

Each of the colleges in the Health Sciences have faculty that can generate clinical revenue to support themselves and their college.

The Health Sciences Work Group recommends that each of the Colleges be provided resources to develop a faculty practice plan that would be coordinated with the Current College of Medicine Faculty Practice Plan.

General Program Recommendation

Department of Health, Human Performance and Leisure Studies/College of Arts and SciencesDepartments of Medicine, Community Health and Family Medicine, Nutrition/Colleges of Medicine and Pharmacy, Nursing, Allied health Sciences

The Work Group recommends that we develop a closer affiliation with the health related programs in the Department of Health, Human Performance and Leisure Studies and several departments within the Health Sciences including the Departments of Nutrition, Internal Medicine and Community Health & Family Medicine.

Currently there are collaborations between departments in the Health Sciences with the Department of Health, Human Performance and Leisure Studies in the College of Arts and Sciences. Their emphasis on health promotion and disease prevention are closely aligned with programs in the Health Sciences.

There are several programs in this department that link with the departments in the Health Sciences. The Work Group has not had sufficient time to explore ways of further integrating this department in the College of Arts and Sciences with departments in the Health Sciences. However, the health prevention programs can be significantly strengthens through additional collaborations.

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Howard University


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Documents

Howard University Presidential Commission on Academic ......Howard University Presidential Commission on Academic Renewal (PCAR) PCAR Defining the Howard University of ... Presidential