Howard University Presidential Commission on Academic Renewal (PCAR) Howard PCAR Defining the 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 2
• President Ribeau’s Vision for the Future of Howard University Continues to Offer Teaching & Programs of Exemplary Quality Continues to Rank Is Sustainable as a National Financially and Leader in Scholarly Environmentally Productivity Howard Employs Best Has a Preferred Practices in Education, Physical Administrative and Cultural University Operations and Environment Service Has an Continues to be a International Leader in Footprint in Improving the Academic & Quality of Life for Research Activity Underserved (Faculty & Is a Leader in Communities Students) Formation of National Policies of Relevance to African Americans 3
• Objectives of the Academic Renewal Initiative 1. • Identify, Develop and Support Academic Programs of Excellence and Distinction 2 • Align Resource Allocation with Academic Priorities 3. • Enhance Operational Performance 4. • Enhance the Howard University Brand 4
• Path to Achieving Presidential Vision: The PCAR Process PCAR Finalizes Recommendations and Provides Final Report to PCAR Engages University the President Community by Sharing Final Report Recommendations via Public Town Hall Meetings, Faculty Retreats, PCAR, Using Results of its Alumni Meetings, Student Analysis and Input Received Government Meetings and from University Community, the Internet Prepares a Report of its Recommendations Presidential Commission on Academic Renewal (PCAR) Formulates and Implements Plan and Process for Analyzing and Evaluating Each Existing Program Offering at Howard University President Articulates Involving Faculty, a Vision and Forms Students, Staff, and Commission on Alumni Academic Renewal to Make Recommendations on the University’s Academic Programs 5
• General Support Required for Academic Renewal Faculty Renewal Infrastructure Support 6
• Elements Required for Faculty Renewal Institutionalize Best Practices & Informal Interactions Encourage and with Students Respect Reward Effective Productive and Participation in Engaged Faculty Shared Governance Reenergize a Faculty Incentivize Culture of Good Excellence in Departmental Faculty, Renewal and University Students and Citizenship Administration Incentivize, Provide More Identify & Competitive Remove Faculty Barriers to Compensation Productivity Standardize Faculty Evaluations and Link to Merit 7
• Elements Required for Staff and Infrastructure Support Utilize Best Practices in Administration to Support Academic Upgraded Renewal Administrative Enhanced and Information New Technology Technology (PeopleSoft, Banner, etc.) Modernized Teaching & Infrastructure Adequate Fiscal Research Resources Laboratories, Support Studios & Classrooms Enhanced Modernized Competitively Academic Compensated Facilities & and Trained Residence Halls Administrative Efficient & Staff Support Effective Sponsored Programs Administration 8
• 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. 9
• Summary of PCAR Recommendations 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. 10
• Summary of PCAR Recommendations 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. 11
• Summary of PCAR Recommendations 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 12
Howard University Presidential Commission on Academic Renewal (PCAR) Undergraduate, Graduate & Academic Models Delivery of Graduate for the 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 14
• 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 16
• Howard University Undergraduate Educational Environment Learning Outcomes and Competencies are Cumulative & Collective Faculty are Transformative Renewed and Research, Able to Access Service, Internal and Activism and External International Resources Experiences Interdisciplinary Learning Opportunities Exist 17
• Academic Model for Delivering Undergraduate Education 18
• Educational Foundation for Delivering Undergraduate Education Center for Academic Excellence Learning Common Outcomes 1 st Year – 1st Year Experience Experience 19
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