Intensifying the academic experience:
Efforts focus on enhancing strengths
In the 2010–11 academic year, the University of Denver successfully concluded a comprehensive re-accreditation evaluation, introduced a new strategic positioning process for academics and launched a summer school initiative calibrated to serve student needs.
When combined with ongoing efforts to add new faculty to key programs and to raise funds for endowed positions, said Provost Gregg Kvistad, these projects underscore the University’s ongoing commitment to strengthening the academic experience. Even as other institutions are responding to economic uncertainty by cutting programs, the University of Denver is directing resources to endeavors that improve the learning experience. The accreditation evaluation, conducted by the Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools, occurs once every 10 years, but it involves more than three years of diligent preparation across campus. Institutions are asked to conduct self-studies that report on everything from how they realize their missions to how they plan for the future. Led by Associate Provost Jennifer Karas and psychology Professor Janette Benson, director of the Office of Academic Assessment, DU’s re-accreditation process culminated in publication of a 312-page self-study and a visit from 10 peer reviewers in November 2010. “It was a very successful visit,” said Karas, who noted that the actual “stamp of approval” from the HLC was just one benefit of the endeavor. “We, as a university, benefited from the time that we took to reflect on our practice, who we are, what we do and how we accomplish it,” she said. Building on the insights gained from the self-study process, following the visit the University embarked on a strategic planning process. In spring 2011, the provost’s office assembled six strategic positioning committees focusing on topics central to DU’s academic strengths: internationalization, interdisciplinary programs, research, the undergraduate academic experience, faculty development and academic technology. “We charged these committees to have an intensive series of conversations in April, May and June, and involve the rest of the campus as much as possible, and to bring all this information together into three—only three—strategic priorities each,” Kvistad said. “The committees are made up mainly of faculty members—those who teach, research and deploy our educational technology—and they are in the best position to help us figure out how to fulfill our academic mission in the next five years.” To ensure that each priority is aligned with the University’s mission and goals, Kvistad asked that each be accompanied by an assessment of how it will improve the value of a DU education. Once this phase of the process ends, the total of 18 priorities will be routed to a steering committee, which will then send them to Chancellor Robert Coombe for consideration. Research indicates that many undergraduate students want to accelerate their degree programs and graduate sooner. Online and classroom summer courses provide one option for doing so. In a bid to address this emerging need, the University began phasing in new options for the 2011 summer term. “For summer 2011,” Kvistad said, “we set the goal of increasing enrollments by means of more course offerings and increased financial aid. By the end of June, we were well on our way to meeting that goal.” “Over the last five years, the University has considerably intensified the academic experience by adding faculty members and keeping class sizes small,” Kvistad said. “We’ve also increased our need- and merit-based financial aid, and the academic profile of every incoming class in the last five years has improved. In short, we have been focused on the people who make up this great university.”