2014

reaccreditation & self study

Johns Hopkins University is accredited by the Middle States Commission on Higher Education (MSCHE), a voluntary, nongovernmental, peer-based membership association dedicated to promoting standards of excellence and improvement in higher education. Johns Hopkins has been continuously accredited by Middle States since 1921. Every 10 years, the university engages in a reaccreditation process that centers on an extensive institutional self-study process. The self-study report will serve as the basis for an on-campus evaluation by a team of peer evaluators in May 2014. The Office of the Provost initiated planning for reaccreditation in fall 2011, and the university has been engaged in the self-study process for the past two years.

DOWNLOAD THE JHU 2014 SELF-STUDY REPORT

The primary purpose of the self-study report is to

advance institutional self-understanding and self-improvement.

OVERVIEW

The self-study process affords Johns Hopkins an opportunity to consider its educational programs and services, with particular attention to student learning and achievement to determine how well these programs and services accomplish the university’s goals, fulfill its mission, and meet MSCHE’s  accreditation standards. The primary purpose of the self-study report is to advance institutional self-understanding and self-improvement. The report also must demonstrate and document Johns Hopkins’s compliance with 14 accreditation standards. Balancing these two objectives has been the goal of our self-study.

 

NATURE AND SCOPE OF THE SELF-STUDY

The university’s self-study has been attuned to current and future institutional needs and priorities, with a focus on the teaching and learning process. Our last decennial self-study, in 2004, focused on undergraduate education and addressed only a subset of the accreditation standards. This time, the university has selected a comprehensive model of self-study and attended to all 14 of MSCHE’s standards. In addition, the university elected to emphasize in the self-study report two areas of recent strategic focus at Johns Hopkins: the teaching and learning of gateway sciences and Ph.D. education.

By taking a thoughtful
look at itself Johns Hopkins will be better able to position itself for the rest of the century.

PROCESS

  • 1

    Given the highly decentralized nature of Johns Hopkins, it was essential that the self-study start at the school level. Therefore, each of our nine schools conducted a comprehensive self-study following its own procedures, building on its respective strategic planning efforts and, in many cases, analysis and reporting for specialized accrediting agencies.

  • 2

    Cross-divisional working groups were organized to focus on one or more accreditation standards. These groups brought together individuals from across Johns Hopkins to discuss charge questions, trends, innovations, strengths, and challenges. Each group produced a draft report, including recommendations for improvement.

  • 3

    A university-wide Self-study Steering Committee, including the working group chairs, reviewed and revised the working group reports and integrated them into a draft university-wide self-study report.

  • 4

    The draft self-study report was presented to the deans, provost, president, and Board of Trustees for discussion. The report is being shared with the entire Johns Hopkins community for review and comment. Feedback will be incorporated into the report, which will be finalized in early 2014.

SELF-STUDY LEADERSHIP

A university-wide Self-Study Steering Committee comprising faculty, staff, and students with broad institutional knowledge and perspectives provides leadership and oversight of the self-study process. The Committee will ensure the final self-study report demonstrates the university’s compliance with each of MSCHE’s 14 accreditation standards. Jonathan Bagger, Vice Provost for Graduate and Postdoctoral Programs, and Philip Tang, Assistant Vice Provost, are chair and vice chair respectively of the Self-study Steering Committee.

Ronald J. Daniels
President, Johns Hopkins University
Learn more about President Daniels >
Robert C. Lieberman
Provost and Senior Vice President for Academic Affairs
Learn more about Provost Lieberman >
 
Board of Trustees
 
 
Jonathan Bagger, Chair
Vice Provost for Graduate and Postdoctoral Programs and Special Projects
Professor of Physics and Astronomy
Krieger School of Arts and Sciences
Philip Tang, Vice Chair
Assistant Vice Provost
Accreditation Liaison Officer
Heather Ahrens
Ph.D. Student
School of Medicine
Martha Andrews
Interim Assistant Dean for Academic Affairs
School of Nursing
Terry Brown
Professor, Biochemistry and Molecular Biology Bloomberg School of Public Health
Member, Ph.D. Board
Oksana Carlson
Assistant Dean for Education
Carey Business School
Candice Dalrymple
Associate Dean of University Libraries and Director, Center for Educational Resources
Steven David
Vice Dean for Undergraduate Education
Krieger School of Arts and Sciences
Co-Chair, GSI Faculty Steering Committee
William Egginton
Vice Dean for Graduate Education
Professor, German and Romance Languages and Literatures
Krieger School of Arts and Sciences
Nancy Griffin
Associate Dean for Enrollment Management
and Student Affairs
School of Nursing
Helene Grady
Vice President for Planning and Budget
John Harrington
Associate Dean for Academic Affairs
Nitze School of Advanced International Studies
School of Nursing
Pamela Jeffries
Vice Provost for Digital Initiatives
Professor
School of Nursing
Caroline Laguerre-Brown
Vice Provost for Institutional Equity
Cathy Lebo
Assistant Provost for Institutional Research
Carolyn Machamer
Interim Associate Dean, Graduate Student Affairs
Professor of Cell Biology
School of Medicine
Paul Mathews
Associate Dean for Academic Affairs
Peabody Conservatory
Joshua McIntosh
Dean of Academic Services
Homewood Student Affairs
Matthew Roller
Professor, Classics
Krieger School of Arts and Sciences
Edward Scheinerman
Vice Dean for Education
Professor of Applied Mathematics and Statistics Whiting School of Engineering
Michael St. Germain
Master’s Student
Nitze School of Advanced International Studies
Putarut (Sunny) Suntharanund
Undergraduate Student
Whiting School of Engineering
Toni Ungaretti
Assistant Dean of Assessment
Director, Master of Education in the Health Professions
Assistant Professor, School of Education
James Yager
Professor, Department of Environmental Health Sciences
Bloomberg School of Public Health
Erin Yun
Deputy to the Vice Provost for Student Affairs
Brenda Hedrick (Staff to the Committee)
Policy Analyst, Office of the Provost

Working Groups

This group was chaired by Pamela Jeffries, vice provost for digital initiatives and professor in the School of Nursing, with support from Barbara Landau, professor of cognitive science in the School of Arts and Sciences and vice provost for faculty affairs. The working group discussed school-specific and university-wide challenges and opportunities concerning faculty while considering Standard 5: Faculty.
Pam Jeffries (Chair)
Professor
Vice Provost for Digital Initiatives
SON
UA
Barbara Landau
Vice Provost for Faculty Affairs
Professor
UA
KSAS
Greg Ball
Vice Dean for Science and Research
KSAS
Janice Clements
Vice Dean for Faculty Affairs
SOM
Janet DiPietro
Associate Dean for Research
BSPH
Andrew Douglas
Vice Dean for Faculty
WSE
John Harrington
Associate Dean for Academic Affairs
SAIS
Cheryl Holcomb-McCoy
Vice Dean for Academic Affairs
SOE
Peter Maloney
Associate Dean, Graduate Student Affairs
SOM
Mellasenah Morris
Dean, Peabody Conservatory
PEAB
Phil Phan
Associate Dean for Professional Programs
CBS
Steven Stone
Peabody Conservatory Director
PEAB
Kellee Tsai
Vice Dean for Humanities
KSAS
Kathleen White
Associate Professor
SON
APL Applied Physics Lab     BSPH Bloomberg School of Public Health     CBS Carey Business School     CTY Center for Talented Youth     KSAS Krieger School of Arts and Sciences     LIB Libraries    
PEAB Peabody Institute     SAIS Nitze School of Advanced International Studies     SOE School of Education     SOM School of Medicine    SON School of Nursing      UA University Administration    
WSE Whiting School of Engineering    
This group was co-chaired by Steven David, Krieger School of Arts and Sciences, Terry Brown, Bloomberg School of Public Health, and Peter Maloney, School of Medicine. The group discussed the university’s diverse educational programs in the context of Standard 11: Educational Offerings, Standard 12: General Education, and Standard 13: Related Educational Activities.
Terry Brown (Co-Chair)
Professor, Biochemistry and Molecular Biology
BSPH
Steven David (Co-Chair)
Vice Dean for Undergraduate Education
KSAS
Peter Maloney (Co-Chair)
Associate Dean, Graduate Student Affairs
SOM
Bill Agresti
Associate Dean for Professional Programs
CBS
Heather Ahrens
Student
SOM
Anne Belcher
Associate Professor
SON
Margaret Burri
Associate Director and Librarian for History of Science and Technology
LIB
Candice Dalrymple
Director, Center for Educational Resources
LIB
Laurie Debettencourt
Associate Dean of Educator Preparation Programs
SOE
Kevin Frick
Professor, Vice Dean for Education
CBS
Stephen Gange
Senior Associate Dean for Academic Affairs
BSPH
Cheryl Holcomb-McCoy
Vice Dean for Academic Affairs
SOE
Paul Matthews
Associate Dean for Academic Affairs
PEAB
Julie Micek
Director of Academic Affairs
SAIS
Edward Pajak
Associate Dean of Research and Doctoral Programs
SOE
Ed Scheinerman
Vice Dean for Education
WSE
Mary Terhaar
Associate Professor, Director of DNP Program
SON
Toni Ungaretti
Assistant Dean of Assessment
SOE
James Yager
Professor
BSPH
APL Applied Physics Lab     BSPH Bloomberg School of Public Health     CBS Carey Business School     CTY Center for Talented Youth     KSAS Krieger School of Arts and Sciences     LIB Libraries    
PEAB Peabody Institute     SAIS Nitze School of Advanced International Studies     SOE School of Education     SOM School of Medicine    SON School of Nursing      UA University Administration    
WSE Whiting School of Engineering    
The University Council on Learning Assessment (UCLA), chaired by Cathy Lebo, assistant provost for institutional research, served as the working group focused on student learning and assessment. With representative faculty and/or administrators from each school, the UCLA reviews and assesses the quality of student learning at Johns Hopkins, which is relevant to Standard 14: Assessment of Student Learning.
Cathy Lebo (Chair)
Assistant Provost for Institutional Research
UA
Bruce Barnett
Professor, Physics and Astronomy
KSAS
Kathleen Burke
Associate Dean for Graduate and Professional Programs
KSAS
Carolyn Cumpsty-Fowler
Assistant Professor and Evaluation Coordinator
SON
Huaiying Gao
Director of Learning@Carey
CBS
Daniel Horn
Assistant Dean of Academic Programs, Engineering for Professionals
WSE
Pamela Jeffries
Professor
Vice Provost for Digital Initiatives
SON
UA
Sharon Kozachik
Assistant Professor, Acute and Chronic Care
SON
Peter Maloney
Associate Dean Graduate Student Affairs
Professor of Physiology
SOM
Paul Mathews
Associate Dean for Academic Affairs
PEAB
Laura Morlock
Associate Dean for Education
Professor, Health Policy and Management
BSPH
Matthew Roller
Professor of Classics
KSAS
Denise Shipley
Academic Advisor
WSE
Philip Tang
Assistant Vice Provost and Accreditation Liaison Officer
UA
Antoinette Ungaretti
Assistant Dean for Assessment
SOE
APL Applied Physics Lab     BSPH Bloomberg School of Public Health     CBS Carey Business School     CTY Center for Talented Youth     KSAS Krieger School of Arts and Sciences     LIB Libraries    
PEAB Peabody Institute     SAIS Nitze School of Advanced International Studies     SOE School of Education     SOM School of Medicine    SON School of Nursing      UA University Administration    
WSE Whiting School of Engineering    
An existing university-wide committee, the Student Affairs Coordinating Committee (SACC) served as the student services working group and addressed areas including, but not limited to, those reflected in Standard 8: Student Admissions and Retention and Standard 9: Student Support Services. The working group was co-chaired by Nancy Griffin, associate dean of student affairs in the School of Nursing and Erin Yun, deputy to the vice provost for student affairs.
Erin Yun (Co-Chair)
Deputy to the Vice Provost for Student Affairs
UA
Nancy Davis Griffin (Co-Chair)
Associate Den of Enrollment Management and Student Affairs
SON
Rebecca Barron
Associate Director, Student and Faculty Services
KSAS
Susan Boswell
Dean of Student Life
UA
Jennifer Dotzenrod
Assistant Dean for Education
CBS
Betsy Emery
Director of Student Affairs
SOE
Mary Foy
Associate Dean/Registrar
SOM
Lisa Kahn
Director for Student life
SAIS
Christine Kavanagh
Director of Graduate Academic Affairs
WSE
Thomas Koenig
Associate Dean for Student Affairs
SOM
Katsura Kurita
Associate Dean of Student Affairs
PEAB
Joshua McIntosh
Dean of Academic Services
UA
Alissa Putnam
Director, Faculty and Staff Assistance Program/Johns Hopkins Student Assistance Program
UA
Doug Schiller
Associate Registrar
WSE
Kevin Schollenberger
Vice Provost for Student Affairs
UA
Gerard St. Ours
Associate General Counsel
UA
Daniel Teraguchi
Assistant Dean for Student Affairs
SOM
Michael Ward
Associate Dean of Student Affairs
BSPH
Bonnie Wilson
Associate Dean for Student Affairs
SAIS
APL Applied Physics Lab     BSPH Bloomberg School of Public Health     CBS Carey Business School     CTY Center for Talented Youth     KSAS Krieger School of Arts and Sciences     LIB Libraries    
PEAB Peabody Institute     SAIS Nitze School of Advanced International Studies     SOE School of Education     SOM School of Medicine    SON School of Nursing      UA University Administration    
WSE Whiting School of Engineering    
 
This subcommittee and its working groups were chaired by Philip Tang, assistant vice provost and vice chair of the Steering Committee. Comprising of senior administrators from the university administration, the subcommittee and working groups discussed new initiatives related to the university’s goals, planning processes, and resource allocation procedures as well as university governance and integrity. Standard 1: Mission and Goals, Standard 4: Leadership and Governance, Standard 5: Administration, and Standard 6: Integrity relate to these areas.
Philip Tang (Chair)
Assistant Vice Provost
Accreditation Liaison Officer
 
Jonathan Bagger
Vice Provost for Graduate and Postdoctoral Programs
Professor of Physics & Astronomy, KSAS
 
Glenn Bieler
Vice President for Communications and Public Affairs
 
Geof Corb
Deputy Chief Information Officer
 
Pamela Cranston
Vice Provost for International Programs
 
Sean Fahey
Vice Provost for Institutional Research
 
Alan Fish
Vice President for Real Estate and Campus Services
 
Helene Grady
Vice President for Planning and Budget
 
Charlene Hayes
Vice President for Human Resources
 
Kevin Hemker
Member, Faculty Budget Advisory Committee
Professor and Chair, Mechanical Engineering, WSE
 
Pam Jeffries
Vice Provost for Digital Initiatives
Professor, SON
 
Cathy Lebo
Assistant Provost for Institutional Research
 
Caroline Laguerre-Brown
Vice Provost for Institutional Equity
 
Barbara Landau
Vice Provost for Faculty Affairs
Professor, Cognitive Science
 
Jonathan Links
Chief Risk Officer
Professor of Environmental Health Sciences, BSPH
 
Kim Meadowcroft
Deputy to Vice President of Human Resources
 
David Phillips
Vice Provost for Admissions and Financial Aid
 
Kevin Shollenberger
Vice Provost for Student Affairs
 
Philip Spector
Vice President for Strategic Initiatives
 
Gerard St. Ours
Associate General Counsel
 
Erin Yun
Deputy to Vice Provost for Student Affairs
 
APL Applied Physics Lab     BSPH Bloomberg School of Public Health     CBS Carey Business School     CTY Center for Talented Youth     KSAS Krieger School of Arts and Sciences     LIB Libraries    
PEAB Peabody Institute     SAIS Nitze School of Advanced International Studies     SOE School of Education     SOM School of Medicine    SON School of Nursing      UA University Administration    
WSE Whiting School of Engineering    
Launched in 2011, the Gateway Sciences Initiative is a multi-dimensional program to improve and enrich the learning of gateway sciences at Johns Hopkins University for undergraduate and graduate students., Chaired by Steven David, professor of political science and vice dean for undergraduate education in the Krieger School of Arts and Sciences, and Marie Diener-West, Abbey-Merrell Professor of Biostatistics and chair of the Master of Public Health program in theBloomberg School of Public Health, this faculty steering committee provides oversight of the initiative. Dr. David serves on the Self- study Steering Committee and functions as a liaison between the two committees. “Teaching and Learning in the Gateway Sciences” forms the first of two special topics appendices in the institutional self-study report.
Steven David, (Chair)
Vice Dean for Undergraduate Education, Professor of Political Science
KSAS
Marie Diener-West, (Chair)
Chair, Master of Public Health Program
Abbey-Merrell Professor of Biostatistics Education
BSPH
David Andrews
Dean and Professor
SOE
Gregory Ball
Vice Dean for Science and Research Infrastructure
KSAS
Richard Brown
Director of Undergraduate Studies Department of Mathematics
KSAS
Candice Dalrymple
Associate Dean of University Libraries and Director, Center for Educational Resources
UA
Michael Falk
Associate Professor Department of Material Science and Engineering
WSE
Chris Falzone
Associate Research Professor of Chemistry
KSAS
Elaine Hansen
Executive Director
CTY
John Harrington
Associate Dean for Academic Affairs and Professor
SAIS
Pam Jeffries
Professor
Vice Provost for Digital Initiatives
SON
UA
Howard Katz
Professor and Chair, Materials Science and Engineering
WSE
Tom Koenig
Associate Dean for Student Affairs
SOM
Jonathan Links
Chief Risk Officer
Professor of Environmental Health Science
UA
BSPH
Kelly Miller
Program Manager
UA
Dan Reich
Chair and Professor of Physics
KSAS
Ben Schafer
Chair, Dept. of Civil Engineering and Swirnow Family Scholar Professor of Civil Engineering
WSE
Edward Scheinerman
Vice Dean for Education, Professor of Applied Mathematics and Statistics
WSE
Joel Schildbach
Professor of Biology
KSAS
Stephen Wilson
Professor of Mathematics
KSAS
Scott Zeger
Professor of Biostatistics
BSPH
APL Applied Physics Lab     BSPH Bloomberg School of Public Health     CBS Carey Business School     CTY Center for Talented Youth     KSAS Krieger School of Arts and Sciences     LIB Libraries    
PEAB Peabody Institute     SAIS Nitze School of Advanced International Studies     SOE School of Education     SOM School of Medicine    SON School of Nursing      UA University Administration    
WSE Whiting School of Engineering    
In 2013, the provost assembled and charged this committee to build upon the work done by the Ph.D. Board and to carefully examine issues concerning the future of Ph.D. education at Johns Hopkins. The committee was initially chaired by Jon Lorsch, then professor of biophysics and biophysical chemistry in the School of Medicine, and Renée Marlin-Bennett, professor of political science in the Krieger School of Arts and Sciences. As vice provost for graduate and postdoctoral programs, Dr. Jonathan Bagger, chair of the Self-study Steering Committee, serves as the liaison between the Steering Committee and the Committee on the Future of Ph.D. Education. “Ph.D. Education at Johns Hopkins” forms the second of two special topics appendices in the institutional self-study report.
Jon Lorsch (Co-Chair)
Professor, Biophysics and Biophysical Chemistry
SOM
Renée Marlin-Bennett (Co-Chair)
Professor, Political Science
KSAS
Collin Broholm
Professor, Physics and Astronomy
KSAS
Deborah Carran
Professor, Graduate Education
SOE
Pam Jeffries
Professor
Vice Provost for Digital Initiatives
SON
Jerry Krill
Assistant Director
APL
Peter Lewis
Associate Professor and Director, African Studies
SAIS
John Matsui
Graduate Student, History
KSAS
Jerry Prince
Professor, Electrical Engineering
WSE
Andrea Prosperetti
Professor, Mechanical Engineering
WSE
Eric Stevens
Graduate Student, Human Genetics
SOM
Michael Williams
Professor, Philosophy
KSAS
Ying Zhang
Professor, Molecular Microbiology and Immunology
BSPH
APL Applied Physics Lab     BSPH Bloomberg School of Public Health     CBS Carey Business School     CTY Center for Talented Youth     KSAS Krieger School of Arts and Sciences     LIB Libraries    
PEAB Peabody Institute     SAIS Nitze School of Advanced International Studies     SOE School of Education     SOM School of Medicine    SON School of Nursing      UA University Administration    
WSE Whiting School of Engineering    
 
 
9 Divisional Committees
 

 

ACCREDITATION STANDARDS IN BRIEF

Institutional Effectiveness (Standards 1-7)

1

Mission and Goals

The institution’s mission clearly defines its purpose within the context of higher education and indicates who the institution serves and what it intends to accomplish. The institution’s stated goals, consistent with the aspirations and expectations of higher education, clearly specify how the institution will fulfill its mission. The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and are used to develop and shape its programs and practices and to evaluate its effectiveness.

2

Planning, Resource Allocation, and Institutional Renewal

An institution conducts ongoing planning and resource allocation based on its mission and goals, develops objectives to achieve them, and utilizes the results of its assessment activities for institutional renewal. Implementation and subsequent evaluation of the success of the strategic plan and resource allocation support the development and change necessary to improve and to maintain institutional quality.

3

Institutional Resources

The human, financial, technical, physical facilities, and other resources necessary to achieve an institution’s mission and goals are available and accessible. In the context of the institution’s mission, the effective and efficient uses of the institution’s resources are analyzed as part of ongoing outcomes assessment.

4

Leadership and Governance

The institution’s system of governance clearly defines the roles of institutional constituencies in policy development and decision-making. The governance structure includes an active governing body with sufficient autonomy to assure institutional integrity and to fulfill its responsibilities of policy and resource development, consistent with the mission of the institution.

5

Administration

The institution’s administrative structure and services facilitate learning and research/scholarship, foster quality improvement, and support the institution’s organization and governance.

6

Integrity

In the conduct of its programs and activities involving the public and the constituencies it serves, the institution demonstrates adherence to ethical standards and its own stated policies, providing support for academic and intellectual freedom.

7

Institutional Assessment

The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.

The fundamental questions are, How are we doing,
how effective are we
as a university,
and how could we
do better?

ACCREDITATION STANDARDS IN BRIEF

Educational Effectiveness (Standards 8-14)

8

Student Admissions and Retention

The institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

9

Student Support Services

The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students.

10

Faculty

The institution’s instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

11

Educational Offerings

The institution’s educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

12

General Education

The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, and technological competency.

13

Related Educational Activities

The institution’s programs or activities that are characterized by particular content, focus, location, mode of delivery, or sponsorship meet appropriate standards.

14

Assessment of Student Learning

Assessment of student learning demonstrates that, at graduation, or other appropriate points, the institution’s students have knowledge, skills, and competencies consistent with institutional and appropriate higher education goals.