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dc.contributor.authorDrake University
dc.date.accessioned2008-01-29T20:27:01Z
dc.date.available2008-01-29T20:27:01Z
dc.date.issued2007-12
dc.identifier.otherLD1713 .D83 2007
dc.identifier.urihttp://hdl.handle.net/2092/709
dc.descriptionIntroduction--Criterion 1. Mission and Integrity--Criterion 2. Preparing for the Future--Criterion 3. Student Learning and Effective Teaching--Criterion 4. Acquisition, Discovery, and Application of Knowledge--Criterion 5. Engagement and Service--Challenges and Opportunities--Appendices.en
dc.description.abstractThe Drake University accreditation self-study was initiated in January 2004. After becoming familiar with the new Higher Learning Commission accreditation criteria, President Maxwell and Provost Troyer determined that the self-study process could assist the University to move forward toward several of its assessment and planning goals. They appointed Sue Wright, Associate Provost and Director of Institutional Research, as Self-Study Coordinator. The Provost and Self-Study Coordinator sought agreement of individuals to serve on the Steering Committee and to chair or co-chair criterion committees. The Steering Committee membership was intended to emphasize the importance accorded to the tasks being undertaken in the self-study. Chaired by the Provost, the Steering Committee included chairs of the five Criterion Committees, the President, Vice President Business and Finance, Associate Director of Athletics, the Chief Information Officer, and Self-Study Coordinator. The Committee met for the first time in June 2004 and began to discuss the new accreditation criteria. Working with committee chairs, the Steering Committee appointed members for each of the five criterion committees. On September 10, 2004, the self-study officially kicked off with a lunch and orientation for all self-study committee members. At that event members were introduced to the process, the self-study criteria and to Drake’s commitment to using the process for real self-study. Each committee was first asked to consider how examining the University using their criterion and its components could help Drake University better achieve its mission. These deliberations led to several major campus initiatives discussed in Intro7.C. During succeeding years the committees identified evidence and drafted information for the “Self-Study Report.” With normal transition among chairs and members, the committees continued to meet through spring 2007 when they submitted reports to the Self-Study Coordinator. In addition to the steering and criterion committees, a publicity and promotion task force met to recommend ways to get the campus involved in the self-study process. They also considered issues such as publication of the requests for third-party comments. A logistics committee prepared for the team visit. Self-Study Committee Rosters Self-Study Committee Minutesen
dc.description.sponsorshipDrake Universityen
dc.format.extent2733857 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_US
dc.publisherDrake Universityen
dc.subjectDrake University--Analysis.en
dc.subjectEducation, Higher--United States--Aims and objectives.en
dc.subjectUniversities and colleges--United States--Evaluation.en
dc.subjectUniversities and colleges--Accreditation--United States.en
dc.subjectLearning outcomes.en
dc.subjectAcademic assessment.en
dc.subjectCurriculum assessment.en
dc.subjectAcademic self-study.en
dc.titleDrake University 2008 Self-Study Reporten
dc.typeWorking Paperen


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