Principles of Building Pan African Universities


PART ONE:  ORGANIZATION AND ADMINISTRATION OF MODERN PAN AFRICAN  UNIVERSITY

I. Council of Elders

A. Organization and Powers

B. Code of Morality and Ethics (Maat)

C. Necessary Expertise (Moral, Mental, Martial)

D. Meetings

II. Board of Governors 

A. Organization and Powers

B. Meetings

III. Chief Executive Administrators

A. Co-Presidents (male /female)

B. Executive Vice President

C. Vice Presidents

IV.  Appointment of Executive Administrators

A. Definitions of Administrators

B. Appointment Provisions in the Laws of the Board of Governors

C. Search Policies and Procedures to Select Officers

D. Conditions of Appointment and Review, Evaluation and Rating of Officers

E. Procedures for Making Acting Appointments to Administrative Positions

V. Academic Affairs

A. Organization

B. Deans

C. Faculty Membership

D. Faculty Powers

VI. Academic Departments

A. Departmental Organization

B. Selection of Department Chairs

C. Division Heads

VII. Certificate Programs

A. Continuing Education

B. Centers, Institutes, Laboratories, and Bureaus

C. Summer Session

D. Exchange Programs

E. Practicums

F. Kmt Missionary Exchanges

PART TWO:  FACULTY GOVERNANCE

I. General Faculty

A. Membership

B. Meetings

II. Faculty Government

A. Acknowledgment

B. Faculty Senate

C. Faculty Council

D. Campus Governing Bodies

E. Powers and Duties of Faculty Defined in Relation to the Administration and the Board of Directors


PART THREE: FACULTY TITLES

I. General Policy

II. Faculty Titles

  • A. Instructor
  • B. Senior Instructor
  • C. Assistant Professor
  • D. Associate Professor
  • E. Professor

III.  Other Faculty Titles

  • A. Assistant Instructor
  • B. Attendant Rank
  • C. Lecturer
  • D. Professor Adjunct
  • E. Visiting Professor
  • F. Special Visiting Professor
  • G. Visiting Fellow
  • H. Distinguished Professor
  • I. Title of Emeritus/Emerita

PART FOUR:  PRINCIPLES AND POLICIES RELATED TO APPOINTMENT, REAPPOINTMENT, PROMOTION AND TENURE

I. Non-Discrimination Policy

II.  Recruitment of Faculty

  • A. Faculty Recruitment and Hiring
  • B. Conflict of Interest and Nepotism

III. Appointment Authority and Process

  • A. Appointment Guidelines
  • B. Review and Approval of Personnel Actions

IV. Conditions of Appointment

  • A. Conditions of Appointment - Employee-At-Will Status of Some Faculty
  • B. Terms and Conditions in Writing (Letters of Offer and Contracts)
  • C. Special Conditions of Appointment
  • D. Oath Requirement

V. Standards, Processes and Procedures

  • A. Standards, Processes, and Procedures Document
  • B. Presidential Review Process

VI. Tenure

  • A. Eligibility for Tenured Appointment
  • B. Tenure Probationary Period
  • C. Tenure Policies for Librarians

VII. Evaluation of Faculty

  • A. Tenure-Track Faculty
  • B. Tenured Faculty (Post Tenure Review)
  • C. The Professional Plan for Faculty
  • D. Multiple Means of Teaching Evaluation
  • E. Faculty-Course Evaluation

VIII. Grievances

  • A. Grievances Involving Reappointment, Tenured Appointment, and/or Promotion
  • B. Grievances Not Involving Reappointment, Tenured Appointment, and/or Promotion

PART FIVE: NONREAPPOINTMENT, TERMINATION, SUSPENSION, DISMISSAL FOR CAUSE AND RESIGNATION


I. Standards for Notice for Non-reappointment of Tenure-Track

II. Termination, Dismissal for Cause, Suspension, Non-reappointment and Denial of Promotion or Award of Tenure

  • A. Suspension, Dismissal for Cause, and Termination
  • B. Non-reappointment, Denial of Promotion or Tenure

III.  Termination for the Reason of Program Discontinuance

  • A. General Policy
  • B. Program Discontinuance

IV. Termination of Non-Tenure Track Faculty Who are Employees-At-Will

V. Resignation


PART SIX: ACADEMIC PRINCIPLES, PROFESSIONAL RIGHTS AND RESPONSIBILITIES, AND RELATED POLICIES

I.  Non-Discrimination

II.  Academic Freedom

III.  Research

  • A. Classified Research
  • B. Conflict of Interest
  • C. Indirect Cost Recoveries
  • D. Intellectual Property
  • E. Misconduct in Research and Authorship
  • F. Fiscal Misconduct
  • G. Research Involving Human Subjects or Animal Studies

IV. Curriculum and Instruction

  • A. Statement on Teaching
  • B. Teaching Workload
  • C. Differentiated Annual Workload
  • D. Grading
  • E. Declaration of Academic Major
  • F. Student Academic Ethics and Student Conduct Codes
  • G. Out-of-State Instruction
  • H. New Degree Proposals
  • I. Existing Program Review
  • J. Program Discontinuance

V. Conflict of Interest

VI. Sexual Harassment

VII. Access to College Records

  • A. Personnel Files
  • B. Performance Ratings
  • C. Student Privacy

IX. Academic Calendar and Commencement

X. Information Resources

XI. Use of the College Name and Property

  • A. University's Name in Advertising
  • B. University Seal
  • C. Property and Facilities

XII. Drug, Alcohol and Weapons Policies

  • A. Anti-Drug Abuse
  • B. Drug-Free Workplace
  • C. Weapons Control

PART SEVEN

COMPENSATION AND LEAVE

Salary

Determination of Salaries

Salary Increments

Base, Supplement and Incentive Plan (BSI) Salary Plan for the School of Medicine

Salary Plan for Officers and Exempt Professionals

Basis for Service

Pay Periods

Deductions

Compensation for Administrators Returning to Teaching

Deferred Compensation

Conflict of Interest

Nepotism

Cronyism

Faculty Practice Plans at the Health Sciences Center

Sabbatical Assignments

Leaves

Family, Medical and Parental Leaves

Sick Leave

Vacation for Academic Personnel with Twelve-Month Appointments

General Leave (Leave Without Pay)

PART EIGHT: UNIVERSITY STANDARD OPERATING PROCEDURE


Policies & Procedures

Office Organization & Worker Productivity

  • 1. Establish quality assurance standards
  • 2. Establish format & standard for workplace organization; correspondence; customer service
  • 3. Monthly staff meetings - with everyone


Decision Chart


Decision Type

Initiator(s)

Input Group(s)

Final

Recommendation

Decision Maker

Policy

Faculty

Administration

Staff



Faculty

Administration

Staff

Committees

President

Presidents before Board of Governors/Elders


Administrative

    Procedure

Faculty

Administration

Staff



Administration

Administration


Presidents before Board of Governors/Elders


Course Program

Development

Academic Programs

Faculty

Administration

Faculty

Administration

Curriculum

Program Advisory

Committee

Vice President

Academic Affairs

Presidents before Board of Governors/Elders


Faculty and Staff Hiring

Administration

Search Committee

Admin

Presidents before Board of Governors/Elders


Technological Improvements

Faculty

Staff

Students

Administration

Faculty

Staff

Technology Task Force

Administration

Vice President

Institutional Research

Presidents before Board of Governors/Elders


Grievance

Faculty

Staff

Students

Administration

Faculty

Staff

Students

Administration

Vice President

Academic Affairs

Presidents before Board of Governors/Elders


Financial Aid

Students


Students


Vice President

Enrollment Services

Presidents before Board of Governors/Elders


Physical Plant

Faculty

Staff

Students

Administration

Faculty

Staff

Students

Administration

Venders

Presidents


Presidents before Board of Governors/Elders


Budget

VP CFO

Administration

Budget Committee

Cabinet

Budget Committee

Administration

Students

Faculty/Staff

Presidents

Presidents before Board of Governors/Elders


Data Collection & Reporting

  • 1. Compile & revise statistics (input data into tables)
  • 2. Establish system of reporting (& accountability)
  • a. monthly
  • b. set criteria
  • c. evaluate workplace productivity
  • d. self, offices, departments
  • 3. Establish system of assessment & monitoring of university education

Data collection & reporting

Define Methods & Parameters/Criteria

Standard Guiding Principles

  • 1. documentation
  • 2. reporting
  • 3. customer service
  • 4. correspondence
  • 5. completion of task/getting the job done
  • 6. workplace climate/culture
  • 7. working with others

Committees

  • 1. Establish committee structure with in each office
  • a. L. A. - identify standing committees
  • b. reporting/activity standards
  • 2. Complete work started
  • a. catalogue
  • b. faculty handbook
  • c. faculty assessment

Calendar

  • 1. Academic year -
  • 2. Graduation Activities
  • 3. Book Orders - submit
  • 4. Course offerings - 3year cycle
  • 5. Faculty & Staff meeting (lunch)?
  • 6. Registration

Programs

  • 1. Review & revise
  • a. establish internal review process
  • b. establish external review process
  • 2. Benchmarks, outcomes, indicators
  • 3. Programs


INTERNAL REVIEW PROCESS:


  • 1. Set up internal Department Research Committee
  • 2. Use standard agenda and minutes
  • Ø Agenda: (1) date of meeting, (2) time of meeting, (3) name of department, (4) report from each member, (5) discussion, (6) resolutions/agreements, (7) assignments and completion dates, (8) resource needs, and (9) adjournment.
  • Ø Minutes: (1) date of meeting, (2) time meeting began, (3) department, (4) attendees, (5) notes from member reports (include reporting on assignments), (6) technical notes from discussion, resolution/agreements, and resource needs, (7) time of adjournment.
  • 3. Set up data assessment guidelines
  • 4. Discussion of measurement criteria and allocation of responsibilities
  • 5. Committee review of the Focus Visit Report, as well as the goals and objectives of the department
  • 6. Isolate specific data needs
  • Ø Human Resources
  • Faculty-pull/part time employees, credentials, licensure, academic preparation (training, workshops, conferences, etc.)
  • Departmental Students Services-tutoring, mentoring, instructional support, departmental student organizations, professional development workshops and seminars for students
  • Graduation rates/numbers
  • Retention rates
  • Average number of majors per year for three years
  • Hiring procedures and promotion
  • Ø Academic Advising Program
  • Ø Library Access and Services, including the extent to which it meets the needs of departments
  • Ø Instructional Technology
  • Computers and software
  • Quality of technology
  • 7. Study educational outcomes, discipline-specific outcomes, and selected non-cognitive or affective outcomes
  • 8. Committee responds to the following assessment questions:
  • Ø How many students enrolled are retained and graduate in this program?
  • Ø What is the status of the curriculum and syllabi? When was the last time that they were revised?
  • Ø What is the quality of the teaching and learning that occurs in your department?
  • Ø What new classes are to be added? What old classes are to be deleted?
  • Ø What is the status of the instructional equipment in your department? And what are your equipment needs?
  • Ø What opportunities-academic and professional-exist for your graduates? And what are they?
  • Ø What percentage of your staff has professional degrees-Ph.D.'s, Master's, M.D.'s, etc?
  • 4. Should your program continue?

Mid-Term Evaluation

  • 1. Generate correspondence; reprocess
  • 2. Data input & clean up
  • 3. Advertising & oversight of completion of forms
  • 4. Data processing; analysis; report


Operating budget:






Degrees Awarded, 2008,

BA

MA

PHD

PROFESSIONAL



Certificate Programs






Degrees Awarded, 2009

BA

MA

PHD

PROFESSIONAL



Certificate Programs






Total Enrollment:

Full Time



Part Time






Credits per Student:




Student Demographics:

Male



Female






Race:

African



African Diaspora



Other












First Time Freshmen, First Year:




Faculty and Staff Crudentials:

Ph.D



Elder



MBA



Masters



Baccalaureate






Total Employees:



Full Time Faculty



Part-Time Faculty






Grade Point Average



Freshman

Sophomore

Junior

Senior

Ma1

Ma2

Phd1

Phd2

Phd3

Phd4

Ph5

Phd6




Post Graduate




PART NINE:

PRODUCING MENTALLY, MORALLY, AND MARTIALLY SOUND BLACK STUDENTS AT THE UNIVERSITY LEVEL


General Thesis Statement:  An African adult being processed through a university curriculum must graduate being proficient with their hearts, heads and hands.  Therefore their diet of mental, moral, and martial improvement must have science, applied engineering, martial art, morality and ethics as its base.

  • Ø Elementary analytical empirical thought is characterized by the process of isolation, definition, conceptualization, classification and mechanical organization of sense data.
  • Ø Elementary attempts to gain knowledge through the senses primarily involves the process of separating individual facts from their general connection and studying them independent of one another.
  • Ø Over the course of technological and scientific development, scientific disciplines have become increasingly specialized, separated, multifaceted and complex, as their knowledge base has expanded.
  • Ø Through the sheer magnitude of accumulated data, one can only make real progress in comprehending reality by initially analyzing single, individual facts.
  • Ø Such an approach advocated studying elements of a system by dissecting them into elementary parts, specializing into numerous disciplines, developing in isolation from each other as a means of simplifying the data collecting organization and analysis process.

Thesis Statement #1:       Science is verified theory based on experimentation

Thesis Statement #2:       Technology is the application of science to machines

Thesis Statement #3:       In the present period, technology is equals computer automated machines

Thesis Statement #4:       Scientists and technologists are put on their paths in elementary and junior high school

Thesis Statement #5:       Ingredients for scientist and technologist are morally sound, African-centered, skills in science and math applied to solving practical problems of food, clothing, shelter, transportation, health care, mining, construction, manufacturing, etc.


Two critical questions we must ask ourselves include:

  • 1. What type of student do we want to produce?
  • 2. How will we produce that student?


TYPE OF STUDENT:  We want to produce some students who...

  • 1. Come out thinking that they can be engineers in every area that we need (PRACTICAL ELEMENT)
  • 2. Know that they can become physical and social scientists in every field of life and living (THEORETICAL ELEMENT)


HOW TO PRODUCE SUCH STUDENTS

  • 1. Science and technology need to be injected in every subject area
  • 2. Train teachers to integrate science and technology in all classrooms
  • 3. Establish a cyberlibrary with multimedia science and technology links
  • 4. Integrate science and technology lessons on a weekly basis in all subject areas, including cyber-science projects
  • 5. Increase student and instructor familiarity of relevant fields in science and technology
  • a. Bring members of the scientific community to speak with students



Students must come out thinking about how to design, engineer, and build the roads, produce food, scientific education, cars, clothing, internet information, software, etc.


Needs

Areas of Training and Knowledge

Scientist Produced

Food

  • § Agricultural Science
  • § Computer automated production
  • § Botanists

Agri-scientist, Engineer (chemical, environmental, agricultural, computer), Botanist, Biologist, Chemist, Nutritionist, etc.

Clothing

  • § Computer automated machine production
  • § Textile engineering
  • § Clothing design

Engineer (chemical, environmental, computer, industrial), Chemist, Botanist, Designer, Demographer, etc.

Housing and Shelter

  • § Architecture
  • § Engineering
  • § Computer automated design
  • § Sociology
  • § Demography
  • § Statistics
  • § Physics

Architect, Engineer (civil, environmental, electrical, mechanical, industrial, computer), Sociologist, Demographer, Statistician, Physicist, Surveyor, Geologist, Meteorologist, etc.

Transportation

  • § Engineering
  • § Geology
  • § Environmental science
  • § Demography
  • § Statistics
  • § Physics and astronomy

Engineer (civil, automotive, aero, nautical, electrical, computer, environmental, industrial, chemical), Geologist, Environmental Scientist, Demographer, Statistician, Physicist, Astronomer, etc.

Health Care

  • § Biology
  • § Pathology
  • § Genetics
  • § Medicine (allopathic, homeopathic)
  • § Botany
  • § Diet and nutrition
  • § Exercise science

Biologist, Pathologist, Geneticist, Physician, Botanist, Nutritionist, Engineer (chemical, environmental, industrial, electrical, computer), Demographer, etc.

Mining

  • § Engineering
  • § Mineral extraction
  • § Computer modeling and simulation
  • § Geophysics
  • § Meterology
  • § Chemistry
  • § Metallurgy

Engineer (mechanical, industrial, electrical, etc.), Geophysicist, Meterologist, Chemist, Metallurgist, etc.

Manufacturing

  • § Engineering

Engineer (mechanical, industrial, chemical, etc.)

Construction

  • § Materials and design
  • § Engineering

Engineer (mechanical, industrial, chemical, etc.)

Scientific Education [Fundamentals]

  • § Education
  • § Biology, chemistry, physics, geology, astronomy

Mathematician, Statistician, Biologist, Chemist, Educator, etc.

us_african_flag_sc.gif

PART TEN:

INDIVIDUAL STUDENT LEARNING AND DEVELOPMENT INDICATORS



The curriculum is designed to produce students that achieve competency in eight learning and development areas: Morally Sound Actions and Decision -making, Creative Problem Solving, Technological Proficiency, Accurate Pan African Acculturation, Self-Learning and Responsibility, Martial Art and Health Proficiency, Scientific Proficiency, and Vision 


Students will successfully complete coursework at the University, with degree-seeking students attaining a Bachelors, Masters,  and Ph. D. Degree.



The indicators and activities, which measure the accomplishments of the program goals, are in the following table.


MORALLY SOUND DECISION MAKING (Maat).    Students study, internalize, and live lives based on the best practices and principles of our ancient African Ancestors, especially those established in Kmt.  Each student will lead lives that are positive, honest, disciplined, hardworking, strong in ethical values, brave, courageous, heedless, precise, and balanced. 


Indicator

Activity


Basic skills competency test/practicum/daily assignments  scores*

[Basic Kmt Moral Skills Testing]

Supporting core course grades/respect scores

[In-course Evaluation]

Supporting major field coursework grades*

[In-course Evaluation]

Portfolio content*

[Portfolio]

Elder's Conference/feedback

[Temple)



CREATIVE PROBLEM-SOLVING.   With the wealth of wisdom presented from ancestors, elders, parents, professors, and the overall learning environment, students will think critically and use a variety of resources and technologies to identify problems, define alternative solutions, and make effective decisions.


Indicator

Activity


Free thought assignments, essays, math test scores, science and engineering scores, project completion

[KMT M3 EXAM]

Algebra/geometry/Trig  placement test scores*

[KMT M3 EXAM]

Basic skills competency test scores

[Basic Skills Testing]

Supporting core course grades*

[In-course Evaluation]

Supporting major field coursework grades

[In-course Evaluation]

Portfolio content

[Portfolio]

Elder's feedback*

[Temple]



TECHNOLOGICAL PROFICIENCY.    Students will have the computer, robotics, applied scientific and technological skills, and professional knowledge and skills needed for the independent production of food, clothing, shelter, education, health care, housing, transportation, and governance in a modernized form.


Indicator

Activity


Supporting core course grades*

[In-course Evaluation]

Supporting major field coursework grades

[In-course Evaluation]

Portfolio content

[Portfolio]

Engineering Project Completion

[Portfolio]

Agricultural Project Completion

[Portfolio]

Architectural Project Completion

[Portfolio]


ACCURATE PAN AFRICAN ACCULTURATION.  Students will have developed an understanding of African/African Diaspora culture and acquired a broad base of knowledge and experiences about the world necessary for effective citizenship and living.


Indicator

Activity


Supporting core course grades*

[In-course Evaluation]

Supporting major field coursework grades

[In-course Evaluation]

Portfolio content

[Portfolio]

Junior level Missionary Project in Africa

Journal documenting project completion


SELF-LEARNING/RESPONSIBILITY Students will set and evaluate progress toward personal, community, regional, and international goals for Africans and the African Diaspora.   They will forget the word try, and began to do.  They will take full responsibility for the condition most Africans find themselves in and they will do something about it---something that solves the problem. No excuses. No attitudes of defeat. 


Indicator

Activity


Supporting core coursework completion

[In-course Evaluation]

Supporting major field coursework completion

[In-course Evaluation]

Portfolio content

[Portfolio

KMT M3 Software feedback

[Temple]

Goal statement content*

[Goal Statement]

Self-assessment inventory feedback*

[Self-assessment Inventories]



MARTIAL ART AND HEALTH.  Students will strive toward optimal physical, mental, and spiritual well being; act with confidence, optimism, and high self-esteem; and develop increasing self-understanding, self-respect, and appreciation for life.


Indicator

Activity


Supporting core coursework completion

[In-course Evaluation]

Supporting major field coursework completion

[In-course Evaluation]

Portfolio content

[Portfolio

Self-assessment inventory feedback*

[Self-assessment Inventories]


SCIENTIFIC PROFICIENCY.  Students will know the basic scientific foundations of every fundamental area of human existence.  No fairy tales, no myths, no mysticism, no speculation, no superstition, no storks bringing babies.  Just scientific truths gained from tested hypotheses summarized as proven theories to be applied in this world, in this life, and in this lifetime for the improvement of human life and living.  . 


Indicator

Activity


Supporting core coursework completion

[In-course Evaluation]

Supporting major field coursework completion

[In-course Evaluation]

Portfolio content/ KMT Basic Science Test

[KMT M3 Test/Portfolio]

Self-assessment inventory feedback*

[Self-assessment Inventories]



VISION:  Students will master the Way. 


Indicator

Activity


Study of the ancient texts, the best5 of Africa's moral scripture, the guiding principles of life

[Basic Kmt Moral Skills Testing]

Supporting core course grades/respect scores

[In-course Evaluation]

Supporting major field coursework grades*

[In-course Evaluation]

Moral text notes and arguments

[Portfolio]

Elder's Conference/feedback on the Way

[Temple)




PART ELEVEN:

INSTITUTIONAL OUTCOME GOAL INDICATORS


The University of Kmt identified six outcome goals for institutional effectiveness in General Student Learning, Student Development, Major Field Specialization, Student Advancement, Completions, and University Scientific Proficiency, and specified the means by which they are measured in the table that follows.


Goal #01:       GENERAL STUDENT LEARNING.  Students will acquire the knowledge necessary to finish their studies showing proficiency in Morally Sound Actions and Decision -making, Creative Problem Solving, Technological Proficiency, Accurate Pan African Acculturation, Self-Learning and Responsibility, Martial Art and Health Proficiency, Scientific Proficiency, and Vision 


Students will successfully complete coursework at the University, with degree-seeking students attaining a Bachelors, Masters,  and Ph. D. Degree.


01.1

MORALLY SOUND DECISION MAKING (Maat).    Students study, internalize, and live lives based on the best practices and principles of our ancient African Ancestors, especially those established in Kmt.  Each student will lead lives that are positive, honest, disciplined, hardworking, strong in ethical values, brave, courageous, heedless, precise, and balanced. 



01.2

CREATIVE PROBLEM-SOLVING.   With the wealth of wisdom presented from ancestors, elders, parents, professors, and the overall learning environment, students will think critically and use a variety of resources and technologies to identify problems, define alternative solutions, and make effective decisions.



01.3

TECHNOLOGICAL PROFICIENCY.    Students will have the computer, robotics, applied scientific and technological skills, and professional knowledge and skills needed for the independent production of food, clothing, shelter, education, health care, housing, transportation, and governance in a modernized form.



01.4

SCIENTIFIC PROFICIENCY.  Students will know the basic scientific foundations of every fundamental area of human existence.  No fairy tales, no myths, no mysticism, no speculation, no superstition, no storks bringing babies.  Just scientific truths gained from tested hypotheses summarized as proven theories to be applied in this world, in this life, and in this lifetime for the improvement of human life and living.  . 






Indicator

Activity


KMT M3 Test scores (01.1, 01.2)*

[Senior Testing]

Basic skills competency test scores (01.1, 01.2)*

[Basic Skills Testing]

Supporting core course grades (01.1, 01.4)*

[In-course evaluation]

Portfolio content (01.l, 01.4)

[Portfolio]

Student reported learning (01.1, 01.4)*

[Senior Outcomes Survey]

Elders/KMT M3 Test (01.1, 01.4)*

[Temple Activities]


Goal #02:       STUDENT DEVELOPMENT.  Students will develop the knowledge, skills, attitudes, and values necessary to rebuild African civilization within this lifetime.


02.1

CREATIVE PROBLEM-SOLVING.   With the wealth of wisdom presented from ancestors, elders, parents, professors, and the overall learning environment, students will think critically and use a variety of resources and technologies to identify problems, define alternative solutions, and make effective decisions.



02.2

SCIENTIFIC PROFICIENCY.  Students will know the basic scientific foundations of every fundamental area of human existence.  No fairy tales, no myths, no mysticism, no speculation, no superstition, no storks bringing babies.  Just scientific truths gained from tested hypotheses summarized as proven theories to be applied in this world, in this life, and in this lifetime for the improvement of human life and living.  . 



02.3

ACCURATE PAN AFRICAN ACCULTURATION.  Students will have developed an understanding of African/African Diaspora culture and acquired a broad base of knowledge and experiences about the world necessary for effective citizenship and living.



02.4

TECHNOLOGICAL PROFICIENCY.    Students will have the computer, robotics, applied scientific and technological skills, and professional knowledge and skills needed for the independent production of food, clothing, shelter, education, health care, housing, transportation, and governance in a modernized form.



02.5

VISION:  Students will master the Way. 



Indicator

Activity


Number of students declaring goals for further education (02.1)

[Goal Statement]

Student attendance rate (02.1)*

[Attendance Tracking]

Number of students participating in nation building Activities (02.1, 02.4)

[Activity Tracking]

Self-assessment inventories scores (02.1, 02.4)

[Self-assessment Inventories]


Portfolio content (02.1,02.4)

[Portfolio]

Student reported development

[Senior Outcomes Survey]

Elder's reported development

[Alumni Activities]

Alumni participation in African Renaissance development activities (02.1, 02.4)

[Alumni Activities]

Alumni reported community/Diaspora/Africa contribution (02.4)

[Alumni Activities]


Goal #03:       MAJOR FIELD SPECIALIZATION.  Students will specialize in a major field to prepare for continuing educational experiences and employment within their disciplines.


03.1

Students will demonstrate the basic knowledge, skills, and attitudes used for effectively communicating, problem-solving, learning, and interacting within the discipline


03.2

Student will demonstrate the application of specialized knowledge and skills within a specific major field of the discipline.


03.3

Students will be prepared for further learning within the discipline at the masters, Ph.D. and Professional Doctorate degree level.


03.4

Students will be prepared to competently and effectively function in national and international technical-level positions.





Indicator

Activity


Goals, Problem Statement, Applied  Solution


Practicum for Graduation





Goal #04:       STUDENT ADVANCEMENT.  Students will advance toward graduation, continuing educational experiences, employment within their disciplines, and the achievement of personal goals.


04.1

Students will successfully complete coursework at the University, with degree-seeking students attaining a Bachelors, Masters, and/or Ph. D. Degree.


04.2

Student will strive toward and attain their highest desired degree and continue their educational experiences.


04.3

Students will obtain meaningful employment and desired advancement within their discipline.


04.4

Students will achieve their personal goals while attending the University.





Indicator

Activity


Course grades (04.1)*

[In-course evaluation]

Grade-point Average (04.1)*

[Student Tracking]

Student academic standing/honors (04.1)*

[Student Tracking]

Graduation rate for degree-seekers (04.1)*

[Student Tracking]

Number of credits earned toward degree (04.1)*

[Student Tracking]

Time to degree for graduating students (04.1)*

[Student Tracking]

Alumni continued educational experiences (04.2)

[Alumni Activities]

Highest degree earned (04.2)

[Alumni Activities]

Transfer rate for those seeking transfer (04.2)

[Alumni Activities]

Job placement rate for those seeking immediate employment

[Student Tracking]

Student employment within discipline (04.3)

[Alumni Activities]

Alumni reported goal attainment (04.2, 04.3)

[Alumni Activities]

Student reported goal attainment (04.4)

[Senior Outcomes Survey]

Portfolio content (04.2, 04.4)

[Portfolio]


Goal #05:       COMPLETION/SATISFACTION.  Students, Faculty, and staff will be satisfied with student achievement and their University experiences, and employers will be satisfied with University graduates.


05.1

Students, faculty, and staff will be satisfied with student achievement.


05.2

Students, faculty, and staff will be satisfied with their experiences at the University.


05.3

Students, faculty, and staff whose goals are consistent with University goals will be retained.


05.4

Employers will be satisfied with the knowledge, skills, attitudes, and performance of graduates.





Indicator

Activity


Student reported satisfaction with achievement (05.1)

[Senior Outcomes Survey]

Faculty/staff reported satisfaction with student achievement (05.1)*

[Faculty/Staff Survey/Faculty/Staff Focus Groups]

Student reported satisfactions with University experiences (05.2)*

[Student Satisfaction Survey/Student Focus Group]

Student attendance rate (05.2)*

[Attendance Tracking]

Faculty/staff reported satisfaction with University experiences (05.2)*

[Faculty/Staff Survey/Faculty/Staff Focus Group]

Non-returning student reported satisfaction (05.1-05.2)

[Non-returning Student Survey]

Alumni reported satisfaction (05.1-05.2)

[Alumni Activities]

Student graduation rate (05.2, 05.3)*

[Student Tracking]

Student retention rate (05.2-05.3)*

[Student Tracking]

Faculty/staff retention rate (05.2-05.3)*

[Faculty/Staff Tracking]

Employers reported satisfaction (05.4)

[Employer Survey]

Employers satisfaction with student interviewing skills (05.4)*

[Employer Focus Group]

Student job placement rate (05.4)

[Student Tracking]


Goal #06:       UNIVERSITY SCIENTIFIC PROFICIENCY: The University will achieve and maintain recognition for quality scientific preparation and precision in delivering its curricula.


06.1

The University will offer programs that meet requirements for successful transfer to appropriate advanced degree-granting institutions.


06.2

The University will demonstrate a reputation of quality within the community.


06.3

The University will demonstrate responsiveness in meeting the educational and service needs of the community.


06.5

The University will offer programs that meet requirements for accrediation





Indicator

Activity


Number and type of written transfer agreements (06.1)

[Institutional Review]

Average number of credits accepted by transfer institutions (06.1)

[Alumni Activities]

Community reported image of the University ((06.2)

[Community Survey]

Number of prospective student inquiries (06.2)*

[Student Tracking]

Community reported satisfaction with University goals and programs (06.3)

[Community Survey/Employer Focus Group]

Community participation in University activities

[Activity Tracking]

Student Enrollment (06.3)*

[Student Tracking]

Amount/type of grant funds obtained (06.4)*

[Institutional Review]

Amount/type of outside funding obtained (06.4)*

[Institutional Review]

Accreditation status (06.5)*

[Institutional Review]

Team report content (06.5)

[Accreditation Team Review]





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