Assurance Argument

The history of Ohio University’s (OHIO) purpose and original vision and mission were highlighted clearly in the current strategic plan (excerpt from Dynamic Strategy):

Established in 1804 as the first university in the Northwest Territory, and initially envisioned as part of the Northwest Ordinance of 1787, Ohio University’s founding purpose was clear: to expand the reach of education in order to support “good government and the happiness of mankind.” In over 200 years, that purpose has not changed. Ohio University remains committed to removing barriers to a world-class higher education and the lifelong benefits it offers, and educating students to be distinctively-prepared professionals, dynamic leaders and thoughtful citizens who contribute to the greater good.

As part of a strategic review and planning process involving stakeholders across the institution, OHIO’s Mission, Vision and Values were reviewed and revised during the 2023-24 academic year. Emphasizing the need for a strategic plan after a period of leadership turnover at the presidential and vice-presidential levels, the Board of Trustees tasked incoming President Gonzalez to set a strategic direction for the university, which launched alongside a review of the mission. The inclusive approach to OHIO’s mission review included a community-wide Mission and Vision Survey with communication via the Mission and Vision Refresh website. With input from the comprehensive survey results and guidance from conversations with faculty and staff shared governance bodies, a revised mission was drafted and presented to the Ohio University Board of Trustees in April 2024 with final approval in June 2024.

OHIO’s newly revised mission, vision and values reflect the institution’s continued excellence in providing quality education and its growth in research excellence. While the institution continues to serve the state and region as a public university, the student enrollment profile now includes students from all 50 states and 99 countries, enrolling in undergraduate, graduate and professional degree and certificate programs.

The Mission, Vision and Values define Ohio University through several key concepts:

• Access – “To hold the door open to higher education” is the starting point for the mission because access to education is vital for this state and region that includes Appalachian communities. In Fall 2024 semester on Athens, 83% of undergraduate students and 64% of graduate and medical students were from Ohio. Of the newly enrolled students, 24% were first- generation students, 18% were from Appalachian counties, and 28% were Pell eligible, a 5%- point increase from the prior year. OHIO’s Regional Higher Education (RHE) branch campuses are also critical to its access mission. These 5 open enrollment campuses saw a 2% increase in enrollment to 3,858 students from Fall 2023.
• Purpose – OHIO provides education for “all those eager to solve humanity’s most urgent challenges” so that students might “enter to learn . . . and depart to serve.” That message has been communicated broadly in the 2024-25 academic year as the mission refresh is now approved. (Inclusive Excellence Goal 2024, Enter to Learn Depart to Serve_ Athens Area Stand Down)
• Educational experiences and student success – Education is not confined to a classroom, but it resonates through the experiences of the OHIO Graduation Plans that were developed through the Quality Initiative. Within these individualized graduation plans, students are encouraged to participate in experiential education through undergraduate research, internships, creative endeavors, student organization leadership, study abroad or study away, and other curricular and cocurricular activities. OHIO’s focus in these areas is reflected in both the LEARN and ENGAGE Pillars of the Dynamic Strategy.
• Between the mission tagline “enter to learn, depart to serve,” lay the crux of the educational experience, namely that students “enter to learn, connecting them with experiences and discovery that will help them think critically, care deeply, lead boldly, and ultimately depart to serve.”
• Value and affordability – The Vision of Ohio University clearly delineates the call to value: To deliver the most valuable university education in Ohio, and lead as one of the most valued public universities in the nation.

Growth in Research

In 2022, OHIO met the highest level of research activity in the Carnegie Classification system (R1: Very High Research Activity). Research and creative activities are called out in the Mission and are listed in OHIO’s Vision statement as follows:

• For all, we will invest in research and creativity that translates to solutions, delivering value far beyond Ohio’s borders.

The Dynamic Strategy DISCOVER pillar continues an institutional focus on research, which includes additional support across all research and creative activity (Goal 1) and support to become a national leader in two specific fields (Goal 2). Therefore, research and creative activities remain a vital part of the tenure-track faculty workload (3C). Institutional investment in research is demonstrated through facilities expansion and upkeep, through development and support of research Centers and Institutes, with tenure-track faculty hires (2020, 2025), and with student research support and events (3B).

Continued Excellence in Teaching

The primary goal of the LEARN pillar is to “become the nation’s first university to achieve the industry’s highest standard in both teaching and research.” This core belief in the value of teaching led to a collaboration with the Gardner Institute to develop evidence-based industry standards for teaching excellence and to develop an approach to elevate the learning experience for every student. Previously OHIO’s mission indicated its central purpose as “the intellectual and personal development of its students,” now OHIO has refined this to include key elements, such as educational experiences, critical thinking, and leadership. Mission-focused projects that support this goal have included investments in the Center for Teaching, Learning and Assessment (3C); a focus on place- based learning (3A), and advancements in the experiential learning and degree plans as outlined in the Quality Initiative report.

Community Partnerships

OHIO has a long history of engaging with community partners in ways that support our communities, or address a need in the community, or to sponsor an event or activity that is mutually beneficial. Given this continuing focus, OHIO applied for the classification in Community Engagement from the Carnegie Foundation for the Advancement of Teaching in 2018. While not earning that designation, OHIO has continued to strengthen our claim and will reapply in 2025.

The vision and values highlight OHIO’s commitment to the communities we serve as follows:

• For communities and partners, we will be eager collaborators in addressing challenges and advancing opportunities. (from the Vision)
• We are confident that learning happens in community and through experiences, and we work to build both into all programs and modalities, in and out of the classroom. (from the Values)
• We are committed to working with business and community partners, not by delivering knowledge already achieved but by collaborating to build new knowledge together. (from the Values)

Ohio University’s commitment to the public good and the communities we serve is detailed more thoroughly in 1B.

Ohio University’s academic offerings and student support services are consistent with its mission and were chosen to meet the needs of students, employers and the public. OHIO’s academic programs are organized into 12 degree-granting colleges that house academic departments, schools and centers. The degrees and certificates awarded at the undergraduate and graduate levels are listed within the graduate, undergraduate, and College of Medicine catalogs. The location of program offerings and their available modalities are selected, in part, to meet the needs of the communities and students.

Enrollment Profile

Ohio University serves a diverse student body whose population in Fall 2024 included these characteristics:

• 86% of undergraduate students and 64% of graduate or medical students were Ohio residents 62% of students were female
• 16% of students were from historically underrepresented groups 7% of students were international students
• 34% of undergraduate students were Pell eligible
• 25% of new undergraduate students were from Appalachian counties 27% of the incoming class were first generation students

OHIO monitors enrollment data regularly and uses trends and comparisons to help plan for instructional, space and facilities needs (5C).

Student Support Services

Reflecting the profile of its students, OHIO offers a wide range of undergraduate and graduate student support services to enhance students’ academic and personal success with contact information available via the website and catalogs. Student support services are also available at the college level or with OHIO Online. The Heritage College of Osteopathic Medicine offers Learning Services specific to its curricula, and the Russ College of Engineering and Technology offers dedicated space and equipment in the Experience Lab. Other examples include the Colab, a space with a mission “to enable and empower students to live and grow through creativity, innovation and entrepreneurship.”

The depth and breadth of student support services are provided in detail in the response to 3D. Highlights of mission-specific student support include those for the welfare and wellness of students, advising, and academic support. New students are supported through Learning Communities, Bobcat Student Orientation and the First-Generation Student Success Program. Online students have access to all of the above services as well as resources available 24/7 as may be needed (example: OHIO eCampus Career Development Resource Guide).

Experiential education and research support services also are available to help realize OHIO’s Mission. One piece of our Quality Initiative resulted in the development of a searchable database to help students find experiences that enhance their education. Students can search by college, industry focus, experience type or eligible class years to find unique opportunities. Additionally, OHIO continues to increase investments and opportunities for students to participate in research. In 2023- 24, the position of Vice President of Research and Dean of Graduate College was split into two positions, so each role would have a full FTE. OHIO also provides student research support through alumni and contributor donations and with support from the Office of Nationally Competitive Awards. The Division of Research offers training and grant writing support to students and faculty. A longstanding tradition, OHIO’s Student Expo provides a competitive forum for sharing the results of student research and creative activity.

Ohio University’s Mission is made public on its Mission website and in the catalogs. It is communicated broadly internally through emails and articles and via the website. 

The strategic goals of the Dynamic Strategy plan operationalize the Mission through the four pillars of LEARN, DISCOVER, ENGAGE, and WORK. This plan was developed in concert with the mission review, and broad campus input was gathered from internal and external stakeholders. More details on the Dynamic Strategy plan and its development are provided in 5C.

• 1A1_1A5_2A1_Mission Vision Webpage_Summer 2024.pdf
• 1A1_1A5_5B2_5C3-6_Dynamic Strategy_Presented to BOT June 2024
• 1A1_2A1_2C1_BOT Approves Mission and Dynamic Strategy_June 2024.pdf
• 1A1_2A1_5A1_Mission Engagement and Survey Results_Spring 2024.pdf
• 1A1_Call for Stakeholder Input_Nov 2023
• 1A1_Mission and Vision Refresh website_Fall 2023
• 1A1_Mission Engagement Administrative Senate_Fall 2023
• 1A1_Mission Engagement Faculty Senate_Fall 2023
• 1A1_Mission Vision and Values Proposed Revision_website
• 1A1_Second Call for Stakeholder Input_Dec 2023
• 1A2_1B1_3B4_Experiential Learning_Fall 2024.pdf
• 1A2_1B1_Athens Area Stand Down_ Fall 2024
• 1A2_2B2_Student Research and Creative Activity Expo_Spring 2024
• 1A2_2E1_5C1_Ohio University achieves prestigious Carnegie R1 classification.pdf 1A2_3B4_5B1_5C_Dynamic Strategy DISCOVER pillar_2024.pdf
• 1A2_3B4_5B2_Faculty cluster hires announced for Dynamic Strategy_Fall 2024.pdf
• 1A2_3D3-4_4A_4C3_5B1_QI Report_Advising_EL_Summer 2024.pdf
• 1A2_4C1_5B_5C_Dynamic Strategy LEARN pillar_2024
• 1A2_5B4_BOT Investments in CTLA_April 2022.pdf
• 1A2_5C1_OHIO named best value public university_2020-2024
• 1A2_Experiential Education Definitions_April 2020.pdf
• 1A2_Faculty cluster hires in aging and pain research_Fall 2020
• 1A2_Inclusive Excellence Goal_Fall 2024
• 1A2_OHIO Centers and Institutes_Fall 2024
• 1A2_OHIO Graduation Plans website_Fall 2024
• 1A2_OHIO makes progress on strategic research goals_ Fall 2020
• 1A2_Student Enhancement Awards support student research_2023
• 1A2_Student Enrollment Profile article_Fall 2024
• 1A2-3_3C5_Place Based Learning_IEA_2024
• 1A2-3_5B_5C_Dynamic Strategy ENGAGE pillar_2024
• 1A2-3_Feedback from Carnegie Community Engagement Application_2019
• 1A2-3_OHIO Application for Carnegie Community Engagement Classification_2018
• 1A4_2B2_Alumni fund award to incubate student research_Fall 2023
• 1A4_3D4_CoLab space_Fall 2024 1A4_Academic Programs_2024
• 1A4_Allen Advising website_Fall 2024
• 1A4_Bobcat Student Orientation_Fall 2024
• 1A4_College Level Support Services_Fall 2024
• 1A4_eCampus Career Development Resource Guide_Spring 2020
• 1A4_Examples of academic supports for students
• 1A4_Examples of Student Wellness Supports_Varies
• 1A4_Experiential Learning database_Fall 2023
• 1A4_First Generation Student Success Program_Spring 2024
• 1A4_HCOM Student Support Services_Fall 2023
• 1A4_OHIO Colleges_Fall 2024
• 1A4_OHIO Online Student Support Services_Fall 2024
• 1A4_Russ College_ Experience Lab_ Spring 2023
• 1A4_Student Expo_ Spring 2022
• 1A4_Student Learning Communities_Spring 2024
• 1A4_Student Support Services in Graduate Catalog_AY2023-24
• 1A4_Student Support Services in Undergraduate Catalog_AY2024-25
• 1A5_2A1_Mission in Catalogs_Fall 2024
• 1A5_Mission Revision_News Article_Spring 2024
• 1A5_Presidential Email_Mission_2024

OHIO is proud of its heritage as the first public university in Ohio and understands the importance and primacy of its educational role in serving the public good. OHIO was a pioneer in access to higher education. In 1828, OHIO conferred an A.B. degree on its first black graduate and graduated both its first woman and international student by the end of the 19th century. Currently, OHIO serves the public through performances, workshops, lectures, athletic events, summer camps, research activities, providing mental and physical healthcare and many other opportunities.

Economic Impact and Sustainability

As a public institution, OHIO strives to ensure that it contributes to the local and regional economy. An economic impact study of fiscal year 2022 shows that OHIO provided $5.5 billion in economic impact. OHIO’s Innovation Center, a business incubator provided resources and guidance to startup companies located in Athens and the surrounding region which led to 267 jobs, created $26 million in employee compensation and $80.7 million in overall economic impact. 

The Office of Sustainability is charged with facilitating OHIO’s effort to combat climate change and to promote sustainable lifestyles and activities. Having signed the President’s Carbon Commitment in 2007 with a goal of carbon neutrality by 2050, OHIO’s Board of Trustees adopted the 2021 Sustainability and Climate Action Plan. Additionally, OHIO offers student sustainability initiatives. The Schoonover Green Roof is an ongoing research project that engages undergraduate students from multiple disciplines. The Ohio Student Farm educates students and the community about sustainable agricultural and gardening techniques and partners with OHIO’s dining services and other local businesses to provide produce. The Voinovich School of Leadership and Public Service has funded, supported or led a number of research and community action projects in support of a sustainable future.

Partnerships and Outreach 

OHIO’s most recent partnerships include the Appalachian Semiconductor Education and Technical (ASCENT) Ecosystem, an inclusive workforce program designed to produce skilled technicians for Ohio’s emerging semiconductor industry. This broad coalition of colleges and technical centers across Ohio’s southeastern Appalachian region funded through a $3M Intel grant aims to: increase awareness and provide scholarships, experiential learning, and training to work in high-tech manufacturing including the semiconductor industry; build inter-institutional models for delivering technical training, including articulation agreements; develop semiconductor-specific curricula; and position Appalachian Ohio to capitalize on the growing number of STEM career opportunities.

OHIO also has specific outreach initiatives to veterans and military families and students that are offered through the Veterans and Military Students Services Center (VMSC). As part of its educational focus, the VMSC offers numerous public events including: Remembering our Fallen, The Wall that Heals, and the annual Athens Area Stand Down in support of homeless veterans. In 2022, OHIO was named as part of the inaugural class of Ohio's Collegiate Purple Star Campuses for its longstanding history of supporting military-connected students. 

Collaborating with their local communities, each RHE branch campus identifies and works to address needs in their local area. Supporting partnership development, RHE faculty and staff can obtain funds to develop education for community partners, such as training offered to local K-12 teachers through the Workforce Success Initiative. Additionally, the Voinovich School of Leadership and Public Service strengthens communities and improves lives for Ohioans by bringing expertise and ideas to initiatives that drive economic prosperity and community vitality, including through the Voinovich Academy. 

OHIO also serves the public good through educational lecture series, the performing arts, and the Athena Cinema—a three-screen, art house theater featuring independent, documentary, world and classic films as well as student and locally produced work—all available both to the campus community and the public. Additionally, colleges, departments and campuses also host their own educational events.

OHIO is a public, not-for-profit, state university and does not generate revenue for other entities or organizations. Budget allocations demonstrate a commitment to ensuring quality of educational programing and experiences. OHIO is not a land grant institution for the state of Ohio, does not oversee the state’s Extension Services, and does not operate its own hospital or health system; thus, revenues and expenses are primarily focused on the educational enterprise. Only a small fraction of the annual expenditures goes to auxiliary services (10.46% in FY2021) or debt service (4.47% in FY2021), while 85.07% of expenditures are attributed to the Education and General categories. The institutional budget model and budget planning processes are discussed in more detail in 5B. 

The Ohio Guarantee+ fixed tuition model helps to ensure a reasonable cost to students. Students who opt into this program are provided a cohort based, level‐rate tuition, housing, dining, and fee model that assures them a set of comprehensive rates for the pursuit of an undergraduate degree. In the Heritage College of Osteopathic Medicine, student costs are kept low by budget planning that aims to reach the same cost in 2027 as students faced in 2017, once adjusted for inflation. As a public institution, the state also caps the amount that OHIO can raise tuition and fees.

Part of OHIO’s Vision states “For communities and partners, we will be eager collaborators in addressing challenges and advancing opportunities.” The university pursues that Vision through engagement with professions, governments, families, and community groups.

OHIO’s executive leadership routinely meet with local leaders and city councils and supports local governments through the Mayors' Partnership for Progress which is managed by staff from the Voinovich School of Leadership and Public Service:

• President Sherman met with the local mayors and city councils to hear their concerns and plans.
• In her first months in office, President Gonzalez met with the Mayors' Partnership for Progress.
• In their first months, both President Gonzalez and EVPP and Provost Leo met with community partners while visiting the RHE campuses.

OHIO’s regional campuses also respond to the needs of their communities.

• The Fairfield County Workforce Center opened in 2020 as a partnership between Fairfield County, Hocking College, OHIO-Lancaster and the Russ College of Engineering to provide training for high-demand manufacturing. This partnership expanded in 2022 to include the ASCENT semiconductor manufacturing training and opened a new engineering technology lab in 2024.
• In response to community needs, OHIO expanded its successful RN to BSN program to Lancaster in 2022 and Eastern in 2023.
• OHIO Lancaster’s interim dean serves on community boards and hosts meetings with community leaders.
• OHIO Chillicothe held a community partner meeting in February 2024 to explore the need for new manufacturing certificates. The final recommendation was that there is strong and real interest in expanding these engineering certificates to Chillicothe and industries in the region are eager to partner.
• OHIO Southern partnered with Scioto County Aspire to offer free Registered Behavior Technician and Chemical Dependency Counselor Assistant training to address critical workforce needs.
• OHIO Eastern holds regular meetings of its Community Coordinating Council and hosts a podcast with the St. Clairsville Area Chamber of Commerce to foster community engagement and support local businesses.

Many colleges, departments, or programs consult external advisory boards for advice on curricular currency, fundraising, student opportunities, and more:

• Master of Public Health
• Marketing
• School of Electrical Engineering and Computer Science
• Russ College of Engineering
• College of Arts and Sciences
• McClure School of Emerging Communications Technologies
• Scripps College of Communication Dean’s Advisory Council and the Young Alumni Council

As an Ohio public university, OHIO is required by the Ohio Department of Higher Education to conduct a needs assessment/market analysis prior to proposing a new program. In these ways, faculty incorporate input from external constituents to ensure relevancy and rigor in all academic offerings.

Several colleges, divisions or departments touch on issues of healthcare, education and public service.

• The Heritage College of Medicine offers programming and services through the Area Health Education Center and the Community Health Programs.
• The Voinovich School of Leadership and Public Service partners on the Building Opportunities Beyond Coal Accelerating Transition (BOBCAT) Network and the Appalachia Ohio Zero Waste Initiative, focused on turning waste into a resource for lasting change.
• The Patton College of Education hosted the third annual Community and Career Connected Learning Summit at the Lancaster campus, bringing together educational partners and workforce development agencies to plan for future needs.
• Through the Opioid Response Initiatives, the College of Health Sciences and Professions works to improve outcomes and promote best practices in addressing opioid abuse. 

OHIO engages in community service through campus organizations and in service-learning courses. OHIO’s Center for Community Engagement supports these partnerships and is the key leadership in the university’s application to be recognized by the Carnegie Foundation as a Community Engaged campus. The center also offers Community Engagement awards to celebrate community-engaged students, staff, faculty and partners.

• 1A2_1B1_Athens Area Stand Down_ Fall 2024
• 1B1_ Remembering our Fallen_Fall 2019
• 1B1_1C2_OHIO designated as Collegiate Purple Star_Summer 2022
• 1B1_ASCENT Report to ODHE_May 2023
• 1B1_ASCENT Workforce Partnership Initiative_Spring 2023
• 1B1_Athena Cinema_Fall 2024
• 1B1_BOT Adopts Sustainability and Climate Action Plan_June 2021
• 1B1_Economic Impact of the Innovation Center_Spring 2024
• 1B1_Green Roof Technologies Flyer_2020
• 1B1_Office of Sustainability Website_Fall 2024
• 1B1_OHIO ASCENT website with programs and scholarships_Fall 2024
• 1B1_OHIO College and Department Educational Events_Fall 2024
• 1B1_OHIO designated as Collegiate Purple Star_Summer 2022
• 1B1_OHIO is first public university in Ohio_1804
• 1B1_OHIO Lecture Series_Spring 2025
• 1B1_OHIO Student Farm_2024
• 1B1_OHIO Sustainability and Climate Action Plan_2021
• 1B1_Performing Arts Series_Fall 2024
• 1B1_RHE Briefing Book for President_Summer 2023
• 1B1_RHE Workforce Success Initiative application_Feb 2024
• 1B1_Schoonover Green Roof_2020
• 1B1_The Wall that Heals_Summer 2021
• 1B1_University-wide Economic Impact Study_FY2021-22
• 1B1_Veterans and Military Student Services Center_Fall 2024
• 1B1_Voinovich Academy Report_2017-2022
• 1B1_Voinovich Research and Community Action Projects_2023
• 1B2_HCOM Financial Planning Updates to BPC_Spring 2022
• 1B2_OHIO Factbook_Financial Data_Fall 2024
• 1B2_OHIO Guarantee+ Fixed Tuition model_AY2015-16
• 1B3_4A6_EECS Advisory Board Meetings_ENT_2017-22.pdf
• 1B3_5B2_Center for Community Engagement_Fall 2024.pdf
• 1B3_Appalachia Ohio Zero Waste Initiative_Spring 2023
• 1B3_Athens City Council and President Sherman_Spring 2022
• 1B3_BOBCAT Network_Community Ecomonic Development_Spring 2022
• 1B3_CAS_Deans_Leadership Council_Spring 2024
• 1B3_CHSP Opioid Response Initiatives_Fall 2024
• 1B3_Clinical Education Network Design Thinking Workshop_HCOM_05222023
• 1B3_Community and Career Connected Learning Summit_Fall 2022
• 1B3_Community Engagement Awards_Fall 2024
• 1B3_Diversity and Inclusion events and lectures_DI_2023
• 1B3_Fairfield County Workforce Center_Fall 2024
• 1B3_HCOM Community Programming through CHP and AHEC_2022-23
• 1B3_Lancaster BSN Expansion_CHSP_2022
• 1B3_Marketing Advisory Board_Fall 2024
• 1B3_Mayors Partnership for Progress_Gonzalez attends_Summer 2023
• 1B3_Mayors Partnership for Progress_GVS_2022-24
• 1B3_McClure School of Emerging Communications Technologies Advisory Board Meetings_2024
• 1B3_MPH_Community Advisory Board Meetings_CHSP_2018-21
• 1B3_New Lab at Fairfield County Workforce Center_Fall 2024
• 1B3_OHIO Chillicothe Explores Program with Community_Spring 2024
• 1B3_OHIO Eastern Community Coordinating Council_2023-24
• 1B3_OHIO Eastern_ Chamber of Commerce launch podcast series_ Summer 2024
• 1B3_OHIO Lancaster Interim Dean Community Engagement_Fall 2024
• 1B3_OHIO New Program Approval Forms for ODHE
• 1B3_OHIO Southern Partners for Workforce Needs_Fall 2024
• 1B3_Regional Campus Visit by Provost Leo_Fall 2024
• 1B3_Regional Mayors Lunch with President_Summer 2021
• 1B3_RHE Campus Visits by President Gonzalez_Fall 2023
• 1B3_Russ College of Engineering BOV minutes_Fall 2024
• 1B3_Scripps College of Communication Dean_s Advisory Council_2022-24
• 1B3_Scripps Young Alumni Council_COM_2024
• 1B3_Semiconductor training at Fairfield County Workforce Center_2022
• 1B3_Service Learning and Community Engaged Experiences

Through implementation of the mission, vision and values, OHIO provides students with curricular and cocurricular opportunities to understand the diversity of society in a local, regional and global world. OHIO has developed policies and processes to support civil discussion and civic engagement on complex issues facing our students and communities while also appreciating the diverse perspectives and experiences of others.

Curricular Offerings 

Within OHIO’s general education curriculum (BRICKS), two of the eight common learning goals are relevant to this core component: Integrative Learning and Intercultural Knowledge & Competence. The BRICKS Bridge Component, Learning and Doing, also ensures that students are learning through experiences within a diverse society that prepare them for working in a globally connected world (3B).

Other academic programs also offer educational experiences to help students prepare for work in a multicultural society.

• The Center for International Studies just celebrated 60 years of building international understanding and educating students to lead in an interconnected world.
• In 2023, OHIO celebrated 50 years of cultural exchange for faculty and students and academic collaboration with Chubu University in Japan.
• The College of Health Sciences and Professions offers multiple options for supervised clinical observations and clinical practice through community health screenings.
• Early childhood elementary education students can do experiential placements, including at the Child Development Center.
• The Scripps School of Journalism provides a list of hands-on educational experiences available to students, including internships, student organizations and media opportunities available on- and off-campus.
• The Office of Sustainability provides ideas for students and faculty to incorporate as real-world projects or challenges to address in their courses or programs. OHIO provides limited funding on a competitive basis for experiential learning activities, placements or research.

Cocurricular activities also support students’ growth toward civic engagement in a multicultural society. Highlights include:

• OHIO’s Global Health Initiative pursues multi-disciplinary global health education, research and outreach with a long-term goal of developing a “more culturally sensitive and globally informed workforce in the health professions.”
• The Infectious and Tropical Disease Institute (ITDI) provides students with a chance to study biology of infectious diseases and public health initiatives to reduce spread or impact of infection. The provided report highlights a collaboration between 22 OHIO students and 21 students from Ecuador to implement five research and nine service-learning projects. The ITDI also played a role in COVID-19 testing and vaccine distribution planning in Central America.
• The Office of Global Opportunities (OGO) supports students and faculty seeking to pursue education abroad programs and offers programs, workshops, and an annual education abroad fair to share these opportunities and possibilities for funding through financial aid, scholarships and grants.
• Career Services uses OGO’s Returned Student Worksheet to help students find ways to highlight their study away experiences in resumes and interviews.
• The Office of Nationally Competitive Awards provides support and an incentive grant for students applying for the nationally competitive Gilman International Scholarship supporting historically underrepresented students in study abroad.
• The Center for Community Engagement (CCE) provides guidance for civic engagement and community service opportunities. CCE works with student organizations to provide civic engagement forums, voter registration information, information about civic opportunities, and to bring a variety of speakers to campus. Student voter registration rates and voting rates were at or above the national median rates in 2018 and 2020. The CCE also oversees community services activities including community work study, volunteerism and community partnerships.
• Additional opportunities to engage in topics impacting the global community and a multicultural society include the annual International Education Week, an International Student Union discussion held at the start of the Israel-Hamas conflict, and the student speak out portion of the Student Senate meetings.

As noted in 1B1, OHIO takes pride in its status as a pioneer in inclusive access to higher education, having conferred an A.B. degree on its first black graduate in 1828 and graduated both its first woman and international student by the end of the 19th century. OHIO has been recognized repeatedly with the HEED Award for its continued efforts to enhance diversity and inclusion on campus.

Continuing this tradition, OHIO’s mission is to make higher education accessible to all those eager to learn and has identified the importance of respecting differences across society as a core value, in a statement saying:

We expect respect across differences and recognize our responsibility to practice empathy, to appreciate diverse perspectives and cultures, and to develop the capacity to solve problems that transcend borders.

Moved to the cabinet level in 2018, the Division of Diversity and Inclusion (D&I) engaged the campus community broadly in over 20 feedback sessions with students, faculty, and staff groups to develop a list of strategic goals and campus-wide action items. These goals and action items were then prioritized to form the Inclusive Excellence Strategic Plan. This plan drives the initiatives and activities ensuring inclusive and equitable treatment for all. In 2022-23, OHIO conducted an audit of the campus climate, operations and resources with an outside consultant that resulted in five overarching recommendations. From these, D&I selected three strategic initiatives to focus on in 2024-25.

OHIO’s "Make Respect Visible" initiative has been an ongoing collaborative effort across the university community that emphasizes a culture of respect and encourages the reduction of bias through respectful dialogue. The Make Respect Visible goals and outcomes and its Make Respect Visible digital pledge have driven the campaign to become one of the most recognized initiatives on campus, with banners and posters across the university. In a campus climate diversity survey, 85% of students agreed or strongly agreed when asked if they were familiar with OHIO’s expectations regarding respect and engaging across difference and 79.2% agreed or strongly agreed that OHIO’s expectations regarding respect and engaging across differences are clear.

Many different centers, student support offices, and organizations support student and employee sense of belonging:

• The Women’s Center offers information, services and programs that address matters of particular concern to women while exploring the connections among gender, race, economic status, sexual orientation, culture, religion, political views and other significant elements in relation to women’s individuality and collective identity.
• The Pride Center (formerly the LGBT Center) provides SafeZone and other training, events and community outreach to students and OHIO staff, faculty, alumni, and members of the wider community.
• The Multicultural Center (MCC) develops and delivers programming to increase human understanding and foster appreciation of differences through the study and expression of culture.
• In 2023, the Office of Multicultural Success and Retention became part of the MCC, which offers academic support and social events intended to foster sense of belonging and student retention.
• First-year multicultural students participate in the LINKS program to aid their transition to university life by supporting the academic, social, and personal success of students from across culturally, socially, and geographically diverse backgrounds.
• Employee affinity organizations provide faculty and staff a chance for social activities and professional growth within a community and include the following groups: AAPI-LEAD, Council of Employees and Staff of African Descent, Fat Liberation @OHIO, Out OHIO, the Ohio University Women’s Club, Sick and Disabled OHIOans, and the University Interfaith Association.

OHIO provides many additional academic and student support services that are described in detail in 3D, but three are provided here as examples.

• The Veterans and Military Student Center (VMSC) provides support and advocacy for veterans and military-affiliated students. OHIO’s longstanding support of veterans and military students is acknowledged by the designation as a Collegiate Purple Star campus.
• OHIO’s Basic Needs program helps connect students facing food or housing insecurity or other basic needs. For food insecurity, OHIO provides a food pantry on the Athens campus and information for local food and housing resources available at the regional campuses. Student Affairs staff at multiple locations can direct students to services and resources available for a variety of needs. The Emergency Microgrant program provides financial assistance to students in crisis, awarding over $46,000 with an average grant of $511 in 2023-24
• OHIO’s Office of Global Opportunities provides advice on addressing one's identity in a location with a different historical or cultural understanding of diversity and inclusion. Efforts are also made to ensure that students with limited financial resources can participate in study away opportunities.

OHIO’s "Make Respect Visible" initiative described above has had a broad impact in developing an institutional culture of both inclusion and celebration of the diverse views and experiences of our students and families, faculty, staff and community members. The Make Respect Visible digital pledge, the physical presence of campus banners and messaging and training opportunities reinforce the idea of civil discourse. Training offered to faculty and staff builds on the Make Respect Visible foundation to help incorporate inclusive excellence in academics and inclusive pedagogy, with additional training available for students and community members. New student orientation and first year learning communities are integral pieces of building the university’s culture of respect.

While rare, OHIO occasionally experiences incidents that conflict with the ideals of treating people respectfully. After two incidents in Spring 2022, university leadership used the Make Respect Visible framework to address the incidents. New training materials were developed for housing and residential life staff and incorporated into Learning Community programming. Leadership again reinforced the expectations that all campus community members treat each other respectfully, regardless of different perspectives or experiences after a December 2023 incident.

Organizationally, OHIO has several groups that contribute to campus-wide inclusion and belonging efforts and accountability along with the Division of Diversity and Inclusion. The Inclusive Partners Group brings together members of various DEI committees and initiatives to share updates, successes, challenges and aspirations. The President’s Inclusive Excellence Student Cabinet is a formal mechanism for gathering feedback on diversity, equity and inclusion efforts. The Diversity, Equity, Inclusion, Accessibility and Belonging Faculty Council was created to develop and implement academic and faculty-related strategic plan action items, such as the diversity-related workshop series (Spring 2023) and the faculty mentoring program. The annual Inclusive Excellence Professional Development Workshop seeks to empower staff in fostering inclusive practices. 

Finally, the Campus Climate Concerns team has been on the frontlines of responding to concerns as a result of the Israel-Hamas war, as well as other reported concerns around campus climate. Our policies on discrimination, freedom of expression, and the right to protest (2D) have been sufficient in helping us communicate clear expectations and foster positive civil discourse and civic engagement. University leadership has been intentional and strategic in communicating our values and policies, and in our outreach to various communities that have been directly impacted.

• 1B1_1C2_OHIO designated as Collegiate Purple Star_Summer 2022
• 1C1_BRICKS General Education Outcomes_UCC_04142020
• 1C1_Campus Report on Student Voting Rates_Sept 2022
• 1C1_CCE_Civic Engagement and Voting_Fall 2024
• 1C1_CCE_Community Service Data_2019-2023
• 1C1_Center for International Studies_Fall2024
• 1C1_CHSP Clinical Education_2018-2021
• 1C1_CHSP Community Engagement Options_2019-2023
• 1C1_Civic Engagement Report_CY2022
• 1C1_CLDC_Maximizing your Global Opportunity_Fall 2019
• 1C1_Experiential Learning Funding_Fall 2022
• 1C1_Field Experience at Child Development Center_2023
• 1C1_Gilman Scholarship Incentive Grant_Spring 2023
• 1C1_Global Health Initiative Annual Report 2022-23
• 1C1_IDTI Self-Study FY2017 - FY2021
• 1C1_International Week_Spring 2023
• 1C1_ITDI Annual Report_2021-22
• 1C1_Office of Global Opportunities_OGO_12132024
• 1C1_OGO Returned Student Worksheet_Spring 2023
• 1C1_OGO Student Funding Options_Fall 2024
• 1C1_OHIO Celebrates 50 Years of Partnership with Chubu University_Fall 2023
• 1C1_Scripps School of Journalism Hands-on Experience_Fall 2024
• 1C1_Student Speakout at Student Senate_Spring 2021
• 1C1_Sustainability Projects_Fall 2023
• 1C1_The Center for International Studies Celebrates 60 years_Fall 2024
• 1C1_World Events Discussion Poster_Fall 2023
• 1C2_1C3_ Make Respect Visible campaign_Spring 2021
• 1C2_3B3_OHIO_s Multicultural Center_2021-22
• 1C2_3B3_Pride Center Annual Report_2021-22
• 1C2_3B3_Women_s Center Annual Report_2021-22
• 1C2_5C3-5_Inclusive Excellence Strategic Initiatives_2024-25
• 1C2_5C5_Diversity Audit Themes_Spring 2024
• 1C2_AAPI-LEAD website_Fall 2024 1C2_Basic Needs Program_Fall 2024
• 1C2_Cats Cupboard Food Pantry_FY2024
• 1C2_Climate Report for Diversity_Fall 2022
• 1C2_COESAD website_Fall 2024
• 1C2_Diversity Audit_Fall 2022 - Fall 2023
• 1C2_Emergency Microgrant Program_FY2024
• 1C2_Employee Affinity Organizations_Fall 2024
• 1C2_Inclusive Excellence Strategic Plan_2021
• 1C2_LINKS program for incoming students_Fall 2024
• 1C2_Make Respect Visible Goals and Outcomes_Fall 2021
• 1C2_Make Respect Visible Pledge_Spring 2022
• 1C2_My Identity Abroad_Fall 2024
• 1C2_OGO Scholarships and Grants_Fall 2024
• 1C2_OHIO 7th Annual HEED Award_Fall 2024
• 1C2_OHIO_s Core Values_Fall 2024
• 1C2_OMSAR Annual Report_2021-22
• 1C2_Regional Campus Student Resources_Fall 2024
• 1C2_University Interfaith Association_Fall 2024
• 1C3_BSO Curriculum Map_ 2024
• 1C3_Campus Climate Concerns Team_Fall 2024
• 1C3_DEIAB Faculty Affairs Council_Fall 2024
• 1C3_DEIABJ Workshop Series_Spring 2023
• 1C3_Diverse Faculty Mentoring Program relaunched_Fall 2022
• 1C3_Inclusive Excellence Lesson Plan for LCs
• 1C3_Inclusive Excellence Professional Development_Spring 2025
• 1C3_Inclusive Excellence Workshop and Lecture_ AY2023-24
• 1C3_Inclusive Pedagogy Academy_ Fall 2024
• 1C3_OHIO Committed to Make Respect Visible_Spring 2022
• 1C3_President_s Student Cabinet for Inclusive Excellence_Spring 2022
• 1C3_Reiterating commitment to community of respect_Fall 2023
• 1C3_Residential Life Anti-Bias Training_2022

Mission

In October 2023, President Gonzalez charged a workgroup of administrative leaders, academic deans and faculty experts to review and renew OHIO’s Mission and Vision. This group was tasked with engaging the entire University community in the process. The workgroup engaged OHIO’s shared governance groups and encouraged broad participation by sending a survey to all faculty, staff, students, alumni and volunteer leaders and providing regular updates to the campus community. The final draft of the mission was shared at the University Updates in March, 2024 and was approved by the Board of Trustees (BOT) in June 2024.

OHIO’s Mission and Vision are publicly available on the president’s website and published in other official documents such as the undergraduate and graduate catalogs. The new Mission, Vision, and Values renew OHIO’s commitment as a Rural Serving, Appalachian, teaching focused, research university to serve the public good.

OHIO fulfills its Mission and acts with the highest standards of integrity. OHIO’s Board of Trustees, executive leadership, faculty, and staff follow fair and ethical practices and OHIO’s policies and procedures reflect this commitment.

As a public institution, the BOT and all university employees including executive leadership, faculty, and staff are subject to Ohio Ethics Laws. Board members receive ethics training during new member orientation and through state training programs and requirements (2C). Employee ethics training occurs during orientation and throughout the course of employment. Additional training on specific topics is available to employees as their job duties require. OHIO Policy 40.130 Employee Educational Program and Compliance Training clarifies expectations and responsibilities for all employees around mandatory trainings. 

OHIO has an online administrative policy manual divided into general subjects and categories for academic, student, university development and planning, administrative, business and information technology matters. Policies that are foundational to fair and ethical behavior include Non- discrimination in Education and Employment, Americans with Disabilities Act Compliance, Sexual Harassment and Other Sexual Misconduct, Whistle-blowing and Retaliation, and Nepotism. Respect of privacy and confidentiality practices are governed by OHIO’s policies on Student Records and General Policy on HIPAA Compliance. Expectations for ethical student behavior are outlined in the Student Code of Conduct. The university also provides an anonymous ethics hotline if anyone has questions or wants to report a concern.

Integrity in Financial Functions

OHIO follows all state laws for its purchasing, accounting and other financial functions and develops policies and procedures to ensure financial integrity. University policy outlines the requirements for the purchasing process in general and for substantial purchases that meet the threshold for competitive bidding. Beyond the policies, there are guidance documents for contracting, purchasing, preferred suppliers, and university spending guidelines for food and alcohol, entertainment and other administrative expenses.

The university’s financial statements are audited externally and reviewed by the Auditor of State (FY2022, FY2023, FY2024). An external audit is also completed for the schedule of expenditures for federal awards. All financial statements are publicly available on OHIO’s financial reports website.

Financial aid audits are also routinely performed to ensure appropriate controls are in place. Reporting directly to the Audit and Risk Management Committee of the Board of Trustees, the Office of Audit, Risk and Compliance (OARC) oversees an internal auditing process based on risk mitigation and works with departments to ensure appropriate business controls are in place. The OARC helps to identify and correct weaknesses in university processes. Each year, the OARC presents its plans and findings to the BOT.

OHIO also implements policies and employs systems to oversee travel and professional development expenses. The payment card (Pcard) policy allows certain employees to have access to a pcard for limited business purchases (e.g., travel). OHIO’s travel policy and procedures are posted prominently, and the university’s Business Service Center assists many units with the correct procedures and documentation for travel and pcards.

Financial procedures related to grant funding and research expenses are detailed in 2E.

Academic Ethics

OHIO has developed clear policies and expectations around academic matters. Faculty and employee policies are published online in the Administrative Policy Manual, with the Faculty Handbook providing additional guidance. The handbook begins with statements on academic freedom, professional ethics and tenure, demonstrating their foundational importance. Additional sections addressing academic integrity and professional behavior include: grade appeals, participation in outside work, guidelines for sponsored research, and the faculty grievance procedure.

Academic policies for students pertaining to enrollment, transfer credit, grades, grade appeals, student records and similar topics are published in the online catalog maintained by the Office of the University Registrar. The Student Code of Conduct provides additional guidance on academic misconduct and cheating. Each college or program provides guidance on ethical practices in the field of study, including handbooks for ethical issues during experiential learning. If students have a concern or complaint, there are processes available to address academic or other matters.

OHIO’s policies and expectations on academic freedom, freedom of expression and academic integrity are outlined in more detail in 2D and 2E.

Integrity in Research 

The Office of Research Compliance (ORC) requires training for all investigators involved in either human or animal subject research. The ORC provides training on conflict of interest and requires disclosure of any financial conflicts of interest as part of the research application. Additional policies and procedures for research ethics, grant applications and grants administration are described in more detail in 2E.

Human Resources Functions

OHIO has a long history of fair and ethical practices for hiring and workplace expectations and strives to become a destination employer in the future. In addition to the hiring-related policies listed above, the university has a clear policy on Recruitment and Selection of Faculty and Staff, with additional process guidelines for recruitment and selection at OHIO and the student hiring process. Once hired, new employees must complete the required orientation steps and training; the full onboarding schedule is determined by the department of hire. The university offers educational benefits and professional development opportunities to its employees (3C, 3D). OHIO’s shared governance model and collective bargaining agreements strive to empower employees to speak on issues that matter. Employees with concerns about the workplace can work within their departments or reach out to the Office of the Ombudsperson for resolution of a matter. The Office of University Equity and Civil Rights Compliance (ECRC) works to stop, remediate and prevent discrimination on the basis of protected status and has oversight of any related complaints or concerns.

Campus Climate

As part of continuous quality improvement, OHIO assesses its workplace culture through periodic campus climate surveys and focus groups. In 2014, the final report of the Campus Climate Task Force highlighted OHIO’s strengths and opportunities as a place of employment. Utilizing the results of these workplace assessments is vital in OHIO’s strategic goal of becoming a destination employer. The next scheduled ModernThink employee climate survey will occur in Spring 2025 as part of the continued implementation of the Work pillar of the Dynamic Strategy. Prior to that, a comprehensive audit of our campus diversity climate, operations and resources was conducted by an outside consultant and the results used to inform the three strategic initiatives that the Division of Diversity and Inclusion are focused on this year.

OHIO not only establishes policies to promote fair and ethical behavior on the part of its students, faculty, staff and administrators, but also has implemented practices to ensure that it follows such policies.

• 1A1_1A5_2A1_Mission Vision Webpage_Summer 2024
• 1A1_2A1_2C1_BOT Approves Mission and Dynamic Strategy_June 2024.pdf
• 1A1_2A1_Mission Engagement and Survey Results_Spring 2024
• 1A5_2A1_Mission in Catalogs_Fall 2024
• 1C2_5C3-5_Inclusive Excellence Strategic Initiatives_2024-25
• 2A1_University Updates_March 2024
• 2A2_2C1_New Board Member Orientation on Laws_Spring 2022.pdf
• 2A2_2C1_Ohio Ethics Law training_Fall 2024.pdf
• 2A2_2E_Student Code of Conduct_Fall 2023
• 2A2_3C1_Non-discrimination in Education and Employment _Fall 2024.pdf
• 2A2_3C1_Recruitment of Faculty and Staff_Fall 2021.pdf
• 2A2_3C7_5B1_Educational Benefits for Employees_Fall 2023.pdf
• 2A2_5A1_Student Academic Policies_Fall 2024.pdf
• 2A2_5B3_Audit Report to BOT_Spring 2025.pdf
• 2A2_5B3_Audited Financial Statement_FY2022.pdf
• 2A2_5B3_Audited Financial Statement_FY2023.pdf
• 2A2_5C_Dynamic Strategy_WORK pillar_Fall 2024
• 2A2_Administrative Policy Manual_Fall 2024
• 2A2_Americans with Disabilities Act Compliance_Fall 2021
• 2A2_Audit_Schedule of Expenditures for Federal Awards_FY2022
• 2A2_Collective Bargaining Agreements_Fall 2024
• 2A2_Contracting Guidelines_Spring 2023
• 2A2_Employee fraud training_Fall 2024
• 2A2_Employee training requirements_Fall 2024
• 2A2_Equity and Civil Rights Compliance Office_Fall 2024
• 2A2_Final report Campus Climate Task Force_2014
• 2A2_Financial Aid Audit Report-FY2022
• 2A2_Financial Reports webpage_Fall 2024
• 2A2_Guidelines for Recruitment and Selection_Summer 2021
• 2A2_Health Insurance Portability and Accountability Act Compliance_Fall 2024
• 2A2_Hearing-Speech-and-Language Clinic Manual_AY 2022-23
• 2A2_Internal Audit-OU-Zanesville campus_Summer 2021
• 2A2_Nepotism policy_Fall 2024
• 2A2_New Employee Training_Fall 2024
• 2A2_OARC Audit Report to BOT_Fall 2023
• 2A2_Office of Audit-Risk-and-Compliance_Jan 2025
• 2A2_Office of Ombudsperson_Fall 2024
• 2A2_Office of Research Compliance Training_Fall 2024
• 2A2_OHIO Ethics Hotline Reminder_Fall 2023
• 2A2_Ohio Ethics Laws for Public Universities_Fall 2024
• 2A2_OHIO Travel website_Fall 2024
• 2A2_ORC_Conflict of Interest Process Training_Fall 2024
• 2A2_Pcard Policy_Fall 2024
• 2A2_Policy 40.130 Employee Educational Program and Training_Fall 2024
• 2A2_Preferred Suppliers_Spring 2023
• 2A2_Purchasing Guide_Spring 2023
• 2A2_Purchasing Policy_Fall 2021
• 2A2_Purchasing_Competitive Bidding_Fall 2024
• 2A2_Research Conflicts of Interest Disclosure Form_Fall 2024
• 2A2_Sexual Harassment and Other Sexual Misconduct_2022
• 2A2_Shared Governance Model_Fall 2024
• 2A2_Student Code of Conduct_Fall 2023
• 2A2_Student Records Policy_Fall 2024
• 2A2_Travel Policy_Fall 2024
• 2A2_University Spending Guidelines_Spring 2022
• 2A2_Updates to Pcard Policy_Spring 2022
• 2A2_Whistle-blowing and Retaliation_Fall 2024
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 61)
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 62)
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 65)
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 66)

OHIO ensures the public has accurate information regarding to academic offerings, requirements, faculty and staff, costs to students, governance structure and accreditation relationships. 

University Communications and Marketing, the central authority for guiding OHIO’s external communication, works in cooperation with stakeholders to assure both accuracy and consistency of institutional message, websites, and brand identity including through social media channels. In 2023, UCM added a senior director of academic communications and marketing and two director positions to work with the colleges. This structure allows OHIO to inform our audiences with timely, accurate and consistent messaging. In addition, each academic college or department has processes to ensure accuracy and marketing consistency for its programs. 

Designated a state university by the Ohio Legislature, OHIO is governed by a Board of Trustees (BOT). BOT meetings and activities are maintained on OHIO’s website and are accessible to the public. Information on university leadership including the president, president’s cabinet, and the administrative and faculty senates is available on the president’s website. 

Information about OHIO’s institutional and programmatic accreditation is posted on the university website with accurate updates as needed. When the Doctor of Audiology (Au.D.) program was placed on probation by its accreditor, the notification was promptly added to the university’s webpage. The Board of Trustees annually reviews any updates on programmatic accreditation cycles in public session. 

The Office of the University Registrar annually publishes the academic catalogs, in which all academic offerings and their requirements are listed, alongside a list of faculty. Each year, the Office of the University Registrar solicits information about any changes in programs to be included in the editing of the next catalog. Changes to courses and programs must be approved through the University Curriculum Council (3A). OHIO recently upgraded its academic programs website to create a searchable database of programs at all levels, modalities, and locations, which replaced a system that separated programs by degree levels and where branch campuses listed their own programs. The improvement provides accurate, complete information on a single webpage.

Requirements for admission and cost of attendance are posted publicly and made available to prospective students and families in multiple ways. General university admission criteria are posted for freshman students, international students, transfer students, and for high school students seeking dual enrollment through the state’s College Credit Plus program (CC+). The colleges, schools or departments with more selective criteria are listed with links to more information for freshman and transfers. Admissions also makes available a one-page profile describing OHIO’s programs, admission criteria, cost and other fast facts.

OHIO is committed to cost transparency in financial aid offers to incoming students. Cost of Attendance is featured on the Student Financial Aid website, with access to the Net Price Calculator. The webpage explains the cost of attendance structure, with its direct and indirect costs, and it provides a link to the Residential Housing website to find specific costs of all residence hall and dining options. OHIO offers a fixed tuition and fees model known as the OHIO Guarantee+, which provides consistency in direct costs for students who opt in and continue to meet requirements. Based on entering cohort, the OHIO Guarantee tuition schedules for Athens and regional campuses are posted online. Prior cohort tuition schedules (still in effect for continuing students) also can be viewed. For students who do not participate in OHIO Guarantee+, the non-Guarantee tuition schedule is posted. Cost of attendance information is available for graduate students, international graduate students, and medical students. 

Student financial aid offer letters are accompanied by the OHIO Aid Offer Enclosure. The enclosure provides specific information about the OHIO Guarantee+ and understanding costs, payment options and the terms used in financial aid. OHIO offers financial aid webinars to prospective families throughout the year. The “Financial Aid Program Overview” webinar gives details about applying for financial aid and the types that are available. After the Aid Offers have been mailed to students, experienced financial aid staff go over the Aid Offer line-by-line in the “Understanding Your Financial Aid Offer” webinar. Ample time is allowed for live questions and answers. Undergraduate Admissions coordinates invitations and reminders for these webinars.

OHIO’s educational claims are supported through evidence available to students and the public in reports and on websites.

The Office of Institutional Effectiveness and Analytics ensures that data about the university, student success and outcomes, and other institutional characteristics are accurate and clearly presented to internal and external stakeholders. Ethical and correct usage of data is reflected in terms of use agreements. Student Right to Know information also is provided. OHIO’s interactive Fact Book provides filterable graphics and tables on students, employees, financial information and other resources, along with comparisons to other public universities in Ohio. The OHIO Outcomes Dashboard combines information from several sources and displays current statistics on postgraduate status, time to first status, and average full-time earnings for degree and certificate earners (4A). Information on accurately presenting student outcomes data and the Misrepresentation Rule is also presented. The general education dashboard combines student survey information with alumni and employer surveys to demonstrate how students and graduates develop knowledge and skills related to OHIO’s common learning goals. Many data elements can be filtered to the degree level, college, department and/or program, thus providing specific information to students and academic leaders regarding the typical educational experiences within their college, department or program.

Student research and creative activity experiences are also encouraged at OHIO. The Student Research Expo is the pinnacle celebration of student engagement in research and creative expression. Funding is made available on a competitive basis for undergraduate and graduate direct project costs or for travel to present or perform at conferences or competitions. Alumni funding opportunities are also available in supporting student research. The Division of Research implements the policies and provides training and support to student researchers that are the same as or similar to those for faculty and staff researchers.

Experiential education is a key component of the OHIO Graduation Plans that were developed through OHIO’s Quality Initiative. As part of this project, Experience OHIO, a searchable database, was created to help students find potential experiences that enhance their education. Students can search by college, by industry focus, by experience type or by eligible class years to find a unique opportunity for their interests. OHIO also evaluates the experiential learning and cocurricular experiences that it offers. For example, the Office of Global Opportunities oversees the study away programs and collects participant feedback to ensure that the experiences remain aligned with their goals. Additional examples provided in 4B.

• 1A2_2B2_Student Research and Creative Activity Expo_Spring 2024
• 1A4_2B2_Alumni fund award to incubate student research_Fall 2023
• 2B1_2C1_Ohio Revised Code_Appointment of Trustees_2005
• 2B1_3A1_4A5_Programmatic Accreditation website_Fall 2024
• 2B1_4A5_Program Accreditation Updates to BOT_2021-2024
• 2B1_Academic Programs webpage_Fall 2024
• 2B1_Academic Programs Website update_Fall 2024
• 2B1_Administrative Senate_Fall 2024
• 2B1_Catalog Update_Edit Process_Spring 2022
• 2B1_Cost of Attendance_Fall 2023
• 2B1_External Communications Policy_Fall 2024
• 2B1_Faculty List from UG Catalog_Fall 2024
• 2B1_Faculty Senate website_Fall 2024
• 2B1_Financial Aid Offer enclosure_Spring 2023
• 2B1_Financial Aid Webinars_2022-23
• 2B1_Graduate College Cost of Attendance_Fall 2024
• 2B1_Graduate International Student Cost of Attendance_ Fall 2024
• 2B1_HCOM Cost of Attendance_Fall 2024
• 2B1_How to Apply_CC+_Spring 2023
• 2B1_How to Apply_International Students_Spring 2023
• 2B1_How to Apply_New Freshman_Spring 2023
• 2B1_How to Apply_Transfer Student_Spring 2023
• 2B1_Institutional and Programmatic Accreditation_Spring 2025
• 2B1_Office of the President website_Fall 2024
• 2B1_OHIO Board of Trustees_Fall 2024
• 2B1_OHIO Brand Standards_Fall 2024
• 2B1_OHIO Guarantee tuition schedules_2016 - 2024
• 2B1_OHIO Non-Guarantee Tuition Schedules with grad and HCOM_Fall 2023
• 2B1_OHIO profile_admissions flyer_Spring 2023
• 2B1_Ohio Revised Code_State Universities_Spring 2022
• 2B1_OHIO_Net Price Calculator_Spring 2023
• 2B1_President_s Cabinet_ Fall 2024
• 2B1_Programs with Selective Criteria_Freshman_Spring 2023
• 2B1_Programs with Selective Criteria_Transfer_Spring 2023.pdf
• 2B1_Residential and Dining Options Costs_Fall 2024
• 2B1_Social Media Guidelines_Fall 2024
• 2B1_Website CMS User Policy_Spring 2024
• 2B2_4B1_5A2_IEA Website_Fall 2024.pdf
• 2B2_4B1_5C6_General Education Dashboard_Fall 2024.pdf
• 2B2_4C2_Student Data_Retention_Graduation Rates_Fall 2024.pdf
• 2B2_Experience OHIO Database_Fall 2024
• 2B2_GSS Original Work Grant program_Fall 2023
• 2B2_IEA Data System Terms of Use_Fall 2024
• 2B2_IEA Interactive Fact Book_Fall 2024
• 2B2_IEA Student Data Misrepresentation Rule_Fall 2024
• 2B2_OGO International Program Evaluation_Spring 2023
• 2B2_OHIO Outcomes Dashboard_Spring 2024
• 2B2_OHIO Outcomes Dashboard_Spring 2024 (page number 4)
• 2B2_OHIO Outcomes Dashboard_Spring 2024 (page number 5)
• 2B2_OHIO Outcomes Dashboard_Spring 2024 (page number 6)
• 2B2_OHIO Undergraduate Travel Fund guidelines_AY2023-24
• 2B2_Student Enhancement Award Call for Proposal_AY2023-24
• 2B2_Student Right to Know_Spring 2025

The Ohio University Board of Trustees (BOT) is guided by state regulations, the BOT Bylaws and policies, the Trustee statement of expectations, and Board training to make autonomous decisions that support OHIO’s institutional preservation and growth. 

As determined by Ohio Revised Code, the nine voting members of the Ohio University Board of Trustees are appointed by the Governor of Ohio to serve a term of nine years. Non-voting members of the board include two student trustees, two national trustees, one regional trustee and a representative of the alumni association. New board members are oriented to the role and the institution through presentations by key leaders. General orientation includes topics of governance and state laws, the internal audit process, and the President’s executive teams, with additional presentations given by the Provost and the Vice Presidents of enrollment management, finance and administration, university advancement, and communications and marketing. 

The Statement of Expectations outlines the responsibilities of board members, including their fiduciary and legal duties on behalf of the university and the expectation to remain knowledgeable about issues and concerns facing higher education generally and Ohio University specifically. By state requirement, trustees complete annual ethics training. The BOT frequently reviews presentations and reports regarding strategic initiatives at the university, including enrollment, retention and research initiatives, as well as legal and compliance updates. BOT actions that demonstrate their informed decision-making include a SWOT analysis in 2021, approval of six-year capital improvement plans, the hiring of a new president in 2023, and approval of the revised mission and strategic planning in 2024.

The BOT generally holds five meetings each year, including a board retreat, and special meetings as needed. In compliance with Ohio’s Open Meeting Act, all board meetings are announced and open to the public to attend in person or by livestream, except for the closed executive session. Each regular meeting is composed of committee meetings and meeting of the trustees as a whole. Currently there are four standing committees: Resources, Finances, and Affordability; Academics and Student Success; Governance and Compensation; and Audit and Risk Management.

The BOT makes decisions that preserve and strengthen the institution, including the recent update to the Mission, Vision and Values and approval of the Dynamic Strategy to guide OHIO’s future. As an example of due diligence, BOT deliberations on the Housing Master Plan included discussion on trends in online students versus on campus needs, with a request for more information provided at the next meeting, which was provided to the satisfaction of the BOT.

As reflected in meeting minutes and resolutions, business considered by the BOT is responsive to the needs of students, faculty, staff, community members, and citizens of the state. For example, BOT members engaged on topics of athletics and COVID, name image likeness regulations, and use of the OHIO brand. The BOT has approved resolutions for the institution’s Sustainability Plan, updated Free Speech Policy and its state ODHE Efficiency Report (BOT resolution, complete report). BOT members deliberated various academic strategies and asked questions about enrollment planning. The BOT approved a resolution allowing the sale of over 10 acres of land to the city of Athens for a fire station but also required that 6 acres remain as green space open to the public, including student use.

The Statement of Expectations, adopted by the BOT in 2009, provides guidelines and information to assist members of the Board of Trustees in fulfilling their roles and responsibilities in service to Ohio University and the citizens of the state. The document contains five sections that cover the roles and responsibilities of the whole Board and of individual trustees, as well as expectations for the BOT’s relationships with the President, internal constituencies and external entities. The statement clearly outlines that trustees should perform their legal and fiduciary duties with the highest ethical standards while avoiding both real and perceived conflicts of interests. Training on Ohio Ethics Laws provides more context on potential ethical concerns with public contracts, accepting gifts, and maintaining confidentiality of privileged information.

Each Trustee who acts as a voting member of the Board, as well as the Ohio University President, is required to file a confidential annual financial disclosure statement with the Ohio Ethics Commission to report income, investments, real estate holdings, and other financial interests. The annual filing reminds public officials of the financial interests that might impair judgment as public officials, informs the public of these interests, and assists in instilling the public's confidence in the actions of these officials.

At OHIO, the day-to-day management of the institution is delegated to university administration, and the faculty oversee academic matters The separate duties of the Board and the President are outlined in the BOT Bylaws and Statement of Expectations:

“The President shall be responsible to the Board for the administration and discipline of the University.” BOT Bylaws, Article IV, Section 3

“The Board delegates responsibility for all aspects of institutional management to the President. The Board and individual Trustees should refrain from involvement in operational matters except as necessary to fulfill their fiduciary duties.” Statement of Expectations, section 3.a

The President reports to the board as a whole entity and not to individual trustees. The Statement of Expectations clarifies that individual trustees should develop a comfortable working relationship with the President and can interact informally with faculty, staff and students. However, any concerns of the individual trustee should be brought back to the board chair or full board, since the individual trustee does not speak on behalf of the BOT.

At OHIO, faculty members oversee most aspects of the curriculum and academic policy, with the Faculty Senate making decisions or recommendations as outlined in the Faculty Handbook and detailed in 3A and 5A. Recent examples of Faculty Senate actions include a Resolution to Amend General Education Arches, a policy expansion on the definition of excused absences to address students who are parents or caregivers, and a new academic forgiveness policy.

• 1A1_2A1_2C1_BOT Approves Mission and Dynamic Strategy_June 2024.pdf
• 1A1_2A1_2C1_BOT Approves Mission and Dynamic Strategy_June 2024.pdf (page number 9)
• 1A1_2A1_2C1_BOT Approves Mission and Dynamic Strategy_June 2024.pdf (page number 10)
• 2A2_2C1_New Board Member Orientation on Laws_Spring 2022.pdf
• 2A2_2C1_Ohio Ethics Law training_Fall 2024.pdf
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 56)
• 2B1_2C1_Ohio Revised Code_Appointment of Trustees_2005
• 2C1_2C4_2C5_BOT Statement of Expectations_Fall 2024
• 2C1_3D4_5C3-4_BOT_Six Year CIP_FY2025-FY2030.pdf
• 2C1_BOT Ethics Course Completion Certificates_2023
• 2C1_BOT Hires New President_Spring 2023
• 2C1_BOT notes_SWOT analysis_Fall 2021
• 2C1_BOT orientation Enrollment Management_Summer 2023 2C1_BOT Orientation_Advancement_Summer 2023
• 2C1_BOT Orientation_EVPP_Summer 2024
• 2C1_BOT Orientation_UCM_Summer 2023
• 2C1_BOT Orientation_VPFA_Summer 2023 2C1_BOT Overview on Executive Teams_Spring 2022
• 2C1_BOT training Internal Audit_Spring 2022 2C2_BOT Approves Housing Master Plan_Oct 2022
• 2C2_BOT Approves Housing Master Plan_Oct 2022 (page number 4)
• 2C2_BOT Approves Housing Master Plan_Oct 2022 (page number 6)
• 2C2_BOT Deliberates on Housing Master Plan_Aug 2022
• 2C2_BOT Deliberates on Housing Master Plan_Aug 2022 (page number 6)
• 2C2_BOT Deliberates on Housing Master Plan_Aug 2022 (page number 7)
• 2C2_BOT Meeting Schedule and Materials_Fall 2024
• 2C2_BOT Regular Meeting Agenda Format_Fall 2024
• 2C2_BOT Regular Meeting Agenda Format_Fall 2024 (page number 3)
• 2C2_OHIO announces BOT meeting_Fall 2024
• 2C2_Policy on Open Meetings_Fall 2024
• 2C3_2D_BOT Approves Campus Free Speech Policy_August 2022
• 2C3_5B1_5C4_BOT Approves State Efficiency Report_Fall 2023.pdf
• 2C3_5B1_5C4_BOT Approves State Efficiency Report_Fall 2023.pdf (page number 2)
• 2C3_5B1_5C4_BOT Approves State Efficiency Report_Fall 2023.pdf (page number 6)
• 2C3_BOT Approves Property Sale for Fire Station_Fall 2022
• 2C3_BOT approves Sustainability and Climate Action Plan_June 2021
• 2C3_BOT deliberations on higher education topics_Fall 2021
• 2C3_BOT deliberations on higher education topics_Fall 2021 (page number 6)
• 2C3_BOT Deliberations_ Jan 2022
• 2C3_BOT Deliberations_ Jan 2022 (page number 3)
• 2C3_BOT Deliberations_ Jan 2022 (page number 5)
• 2C4_BOT Annual Financial Disclosure Requirement_Fall 2024
• 2C4_BOT training on Ohio Ethics Law_Fall 2020
• 2C5_5A1_5C1_BOT Bylaws_Fall 2021.pdf
• 2C5_5A3_Faculty Resolution to Amend Arches_Spring 2023.pdf
• 2C5_Faculty Resolution on Academic Forgiveness Policy_Spring 2024
• 2C5_Faculty Resolution_Expand Excused Absence_Spring 2024

• 2ADE_3A_Faculty Handbook_September 2024.pdf
• 2ADE_3A_Faculty Handbook_September 2024.pdf (page number 7)
• 2ADE_3A_Faculty Handbook_September 2024.pdf (page number 10)
• 2ADE_3A_Faculty Handbook_September 2024.pdf (page number 11)
• 2ADE_3A_Faculty Handbook_September 2024.pdf (page number 12)
• 2C3_2D_BOT Approves Campus Free Speech Policy_August 2022
• 2D_BOT Resolution_Freedom of Expression Grievance_Fall 2023
• 2D_Campus Freedom of Expression_Summer 2023
• 2D_Commitment to Free Expression_Fall 2021
• 2D_Communication on Freedom of Expression_Spring 2023
• 2D_Interim policy announced_Campus freedom of expression_Fall 2022
• 2D_Use of Indoor Spaces_Fall 2021
• 2D_Use of Outdoor Spaces_Spring 2

OHIO has policies, procedures and practices that ensure ethical and responsible research practices and applications. 

OHIO is recognized internationally for research and scholarship in areas including avionics, biotechnology, immersive design, sustainable energy, pipeline corrosion, physics, and neuromuscular disorders; and boasts world-class fine arts programs that include ceramics and printmaking, ranked #3 and #8 respectively by US News and World Report Best Fine Arts specialty rankings in 2020 (latest year available). In January 2022, OHIO earned the R1 Classification (very high research activity) in the Carnegie Classification of Institutions of Higher Education.

Infrastructure

The Vice President for Research and Creative Activity oversees the institution’s Division of Research, including the Offices of Research and Sponsored Programs (ORSP), Research Compliance (ORC), Laboratory Animal Resources, Technology Transfer, and the Innovation Center, as well as support for the Institutional Review Board (IRB) and Institutional Animal Care and Use Committee (IACUC). The division enacts policies and procedures that provide support for grant applications, negotiations, and management; IACUC and IRB applications, management of laboratory animal facilities, training for researchers and students, and other support for necessary approvals, certifications and other federal or sponsored program requirements. 

Tenure Track faculty in each college are expected to engage in research, scholarship or creative activities, depending on their discipline, as outlined in faculty workload policies described in 3C. Instructional faculty typically do not have research as part of their workload, and research expectations for clinical faculty may vary based on the needs of the department or college.

Policies to support and ensure ethical and responsible research practices include the following:

• Policy 17.001 Intellectual Property Ownership and Disposition, and Employee Involvement in Research Commercialization
• Policy 19.058 Conflict of Interest in Sponsored Programs
• Policy 19.048 Fraud and Misconduct in Professional Research
• Policy 19.049 Humane Care and Use of Laboratory Animals
• Policy 19.052 Research Projects Involving Human Subjects
• Policy 19.057 Animal Facilities Visitors
• Policy 19.051 Guidelines for Sponsored Research
• Policy 19.045 Administering External Grants and Contracts

Additional procedures and guidance, along with training, are produced and provided by the Division of Research. Task ownership is outlined in the Roles and Responsibilities Matrix. Two examples of guidance documents are the Institutional Review Board Guidelines and the OU Students as Subjects Guidance, which were created by the ORC. The Office of Information Technology, which is a collaborator with the Division of Research, created information security minimum standards required of all researchers across the university. When research is completed, investigators can refer to ORC’s guidelines on document retention and destruction.

Administration of Grants and Sponsored Programs 

As detailed in Policy 19.045 Administering External Grants and Contracts, the Office of Research and Sponsored Programs (ORSP) facilitates the administration of research grants and sponsored programs. The ORSP has procedures to help investigators with grant applications, including guideline interpretation, budget preparation, cost sharing or matching, and review/negotiation of sponsored agreements. Oversight of equipment purchase and inventory control (Policy 19.054 Equipment Inventory Control) is managed by the university’s Finance team. 

The grants accounting office works closely with faculty from the start of a funded project to its completion, to ensure appropriate financial management and to meet reporting requirements. The grants accounting office provides training and quick reference guides to help faculty understand their processes. Annual audits on federal awards are conducted annually and any findings are addressed immediately.

OHIO students learn about ethical practices in research and use of information through institutional and programmatic processes. 

The student code of conduct (COC) specifically outlines academic misconduct to include four described types of plagiarism and ten forms of cheating, along with multiple submissions, falsification and misrepresentation. The Office of Community Standards and Student Responsibility provides in-class training on academic misconduct and the processes that occur if a student is accused of violating the code of conduct. With the advent of generative AI, the CTLA and faculty partnered on information and sample syllabi statements around appropriate use of AI in the classroom. 

Offering in-person, online or hybrid training sessions on data and specialized research, library basics, multimedia and special collections, library personnel provide training to students, faculty and staff in proper use of information resources. Interactive tutorials on plagiarism and online training on Zotero, a citation management software, are available 24/7. Similarly, library guides for researchers are available on topics such as research data management and scholarly research impact. Survey data from the library demonstrates high attendance at presentations, with respondents indicating that research services are helpful.

Different colleges and programs offer students additional guidance in research ethics through course work, policies or procedures. Available courses include training on academic integrity, plagiarism and/or academic misconduct. The Honors Tutorial College provides instruction through their thesis guidelines. Graduate students receive training at their graduate student orientation, which is reinforced by courses, training from the research division, and in mentorships with their advisors. The Heritage College of Medicine created a policy to govern and advise students wishing to participate in research during their degree program. 

If a student is accused of academic misconduct, the instructor may impose the appropriate grade penalty and/or file a formal disciplinary referral with the Office of Community Standards and Student Responsibility. Students who deny the charges may appeal the grade penalty through the grade appeal process. Students accused of violating the Code of Conduct have rights to a hearing and appeals through the Academic Misconduct Process. In 2022-23, academic misconduct allegations were primarily identified as plagiarism or cheating instances and accounted for only 4.9% of the total violations that were reported to Community Standards. Reports to the BOT regarding student charges and outcomes of the student misconduct processes are given annually.

• 1A2_2E1_5C1_Ohio University achieves prestigious Carnegie R1 classification.pdf
• 2A2_2E_Student Code of Conduct_Fall 2023
• 2A2_2E_Student Code of Conduct_Fall 2023 (page number 7)
• 2A2_2E_Student Code of Conduct_Fall 2023 (page number 16)
• 2A2_2E_Student Code of Conduct_Fall 2023 (page number 25)
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf
• 2ADE_3A_Faculty Handbook_September 2024.pdf
• 2ADE_3A_Faculty Handbook_September 2024.pdf (page number 16)
• 2ADE_3A_Faculty Handbook_September 2024.pdf (page number 18)
• 2ADE_3A_Faculty Handbook_September 2024.pdf (page number 21)
• 2E1-2_Audited Financial Statement_FY2023
• 2E1-2_Conflict of Interest Policy_Fall 2024
• 2E1-2_Grants Accounting Office_Fall 2024
• 2E1-2_Grants Accounting Training_Spring 2019
• 2E1-2_Guidelines for Students as Research Subjects_Fall 2022
• 2E1-2_IACUC Guidelines_Fall 2024
• 2E1-2_IACUC Policies and Procedures_Fall 2024
• 2E1-2_IACUC website_Fall 2024
• 2E1-2_Information Security Standards in Research_Fall 2024
• 2E1-2_Innovation Center_Fall 2024
• 2E1-2_Intellectual Property Policy_Fall 2024
• 2E1-2_IRB Guidelines_Fall 2024
• 2E1-2_IRB website_Fall 2024
• 2E1-2_Lab Animal Resources_Fall 2024
• 2E1-2_Office of Research and Sponsored Programs_Fall 2024
• 2E1-2_Office of Research Compliance_Fall 2024
• 2E1-2_ORSP Guideline Interpretation_Spring 2025
• 2E1-2_ORSP Review_Negotiate Agreements_Spring 2025
• 2E1-2_ORSP_ Budget Preparation_Spring 2025
• 2E1-2_ORSP_Cost Sharing_Spring 2025
• 2E1-2_Policy on Fraud and Misconduct in Research_Fall 2024
• 2E1-2_Policy on Humane Care and Use of Lab Animals_Fall 2024
• 2E1-2_Policy_Animal Facilities Visitors_Fall 2024
• 2E1-2_Policy_Equipment Inventory Control_Fall 2024
• 2E1-2_Policy_Grants and Contracts_Fall 2024
• 2E1-2_Policy_Guidelines for Sponsored Research_Fall 2024
• 2E1-2_Policy_Research Projects Human Subjects_Fall 2024
• 2E1-2_QRG_Internal Award Accounting_Spring 2022
• 2E1-2_RCA_Ceramics Program_Fall 2024
• 2E1-2_RCA_Printmaking_Fall 2024
• 2E1-2_Research Document Retention and Destruction_Fall 2024
• 2E1-2_Research Edison Biotechnology _Fall 2024
• 2E1-2_Research Immersive Design_Fall 2024
• 2E1-2_Research Procedures_Fall 2024
• 2E1-2_Research_Avionics_Fall 2024
• 2E1-2_Research_ISEE_Fall 2024
• 2E1-2_Research_OMNI_Fall 2024
• 2E1-2_Research_ORITE_Fall 2024
• 2E1-2_Research_Physics and Astronomy_Fall 2024
• 2E1-2_Roles_Responsibilities Matrix_Spring 2023
• 2E1-2_Technology Transfer Office_Fall 2024
• 2E3-4_Community Standards Statistics_2022-23
• 2E3-4_Community Standards Training_Fall 2023
• 2E3-4_Community Standards_Student Responsibility_Fall 2024
• 2E3-4_Course Syllabi Examples_2022-2023
• 2E3-4_CSSR Student Conduct Report_BOT_Fall 2024
• 2E3-4_CSSR_Academic Misconduct_Fall 2024
• 2E3-4_CSSR_Academic Misconduct_Fall 2024 (page number 2)
• 2E3-4_CSSR_Academic Misconduct_Fall 2024 (page number 4)
• 2E3-4_Grad College Training_Academic Misconduct_Fall 2018
• 2E3-4_HCOM Student Research Policy_Fall 2024
• 2E3-4_HTC Thesis Guidelines_Spring 2021
• 2E3-4_HTC Thesis Guidelines_Spring 2021 (page number 17)
• 2E3-4_Library Guide_Research Data Management_Spring 2023
• 2E3-4_Library Guide_Scholarly Impact_Fall 2023
• 2E3-4_Library Guide_Zotero_Spring 2023
• 2E3-4_Library Guides_Plagiarism Tutorial_Spring 2023
• 2E3-4_Library Survey Data_Fall 2023
• 2E3-4_Library Workshops and Training_Research_Fall 2023b
• 2E3-4_ORC_Research Training for Graduate Students_Fall 2023
• 2E3-4_Resources for AI in the Classroom_Fall 2024

OHIO plans, develops and reviews its academic programs and courses to ensure that the content is current and that appropriate student performance is expected. 

Faculty Senate established the University Curriculum Council (UCC) to discharge its responsibilities with respect to curricular matters. UCC utilizes the following subcommittees to manage the work of curriculum oversight: the Individual Course Committee (ICC) for new or changed courses; the Programs Committee (PC) for new or changed programs; the General Education Committee for courses, processes or policies related to general education, and the Program Review Committee (PRC) for academic program review.

Course Approvals 

Updated in 2021, UCC has guidelines for submission of new course proposals and course changes to ICC to ensure faculty develop course proposals that meet the standards for each degree level at OHIO. Course proposals begin at the department with the faculty determining the course content, credits, prerequisites and modality. After approval by the college dean, new courses and course changes are reviewed by ICC which makes recommendations for approval to UCC. This approval process ensures that faculty have oversight of the quality, currency of content, and academic rigor of the curricula.

Course learning outcomes are expected to be clearly stated and at an appropriate level using Bloom’s revised taxonomy, as described in the course guidelines: 

“Course learning outcomes are what the instructor expects students to know or be able to do upon the completion of the course. All courses submitted to ICC are expected to have observable and measurable learning outcomes. For example, “be able to understand" is not measurable; while “be able to demonstrate understanding” is acceptable, more specific outcomes that require understanding to achieve are preferable.”

Specific guidance also is provided for new or changed courses that meet general education requirements, such as experiential learning and Learning and Doing courses. New courses that include a general education component also are reviewed by the General Education committee. See 3B1 for discussion of the rigor of general education and 4A1 for processes to ensure appropriateness of course credits by transfer or examination. 

The state of Ohio has an Articulation and Transfer Policy designed to identify equivalent general education or pre-major/beginning major courses in a specific subject area at Ohio public colleges and universities. Courses are submitted for review by a panel of faculty experts to determine whether they meet the equivalent standards of credit defined under the state’s Transfer Assurance Guide (TAG). As of Fall 2023 semester, Ohio University received approval for over 200 different courses, which demonstrates an external approval that courses are appropriate and current. Additionally, the Ohio Transfer 36 courses require reviews every 5 years.

Program Approvals

The Programs Committee (PC) recommends approval to UCC of all new and revised academic programs (certificates, minors, and undergraduate and graduate degrees). The program approval process begins at the department level and continues through the college to PC and UCC. The Provost, President and Board of Trustees make the final approvals. PC has established guidelines for new and revised programs to guide development of current programs that require appropriate levels of student achievement.

Program Review

Ohio University utilizes the academic program review as a formal evaluation of program currency, as explained in 4A1. The Program Review Committee of UCC oversees that process. External feedback on program effectiveness is gathered through advisory committees and employer feedback (4A6).

Institutional Support for Curricular Currency 

Curricular currency is ensured through appropriate programmatic accreditation, use of employer and alumni advisory boards (1B3), the program review process (4A1), review of graduate outcomes including career and further education rates (4A6), and the annual assessment of program learning outcomes (4B). Additionally, the Center for Teaching, Learning and Assessment supports faculty in adopting new technologies and methodological approaches to pedagogy, and in the scholarship of teaching and learning.

Ohio University articulates and differentiates learning goals for different credential levels through the processes of course and program development and program assessment.

Course learning goals are determined for course content based on academic level within undergraduate and graduate programs. The ICC process for course approvals maintains oversight of course learning goals, with the abovementioned support documented in the course approval guidelines. When courses are dual-listed as both graduate and undergraduate, the graduate level requires both more rigorous projects and/or exams and different expectations of attainment levels on assignment rubrics.

Faculty are expected to include their course learning outcomes or objectives in the course information (syllabus), as outlined in the Faculty Handbook. The Center for Teaching, Learning and Assessment reinforces that message in their faculty resources. Course outcome goals are published in the catalog following a faculty resolution on the matter that went into effect in 2019. 

Academic programs are differentiated in the university catalogs (undergraduate, graduate and medical catalogs) at the levels of associate degrees, bachelor’s degrees, undergraduate certificates, graduate certificates, master’s degrees and doctoral degrees. Expected program goals are provided in program overviews and/or program learning outcomes within the catalogs (examples in same field of study, examples across disciplines).

In some cases, the program learning outcomes may be similar or identical at different credential level due to expectations of a programmatic accreditor or other agency. In the social work programs, the program learning outcomes are the same for bachelor’s and master’s degree levels, which align to the nine competencies of the Council on Social Work Education. Even though the learning outcomes are the same, the expectations for student performance in meeting those outcomes are different (assessment plans, assessment results), as expected by their programmatic accreditor.

OHIO’s program excellence remains consistently high across different locations and in different modalities.

Consistency of program quality and learning goals is maintained by requiring that all courses and programs, regardless of modality or locations, undergo the curriculum approval process described above in 3A1. Each new program, whether a degree or certificate, must specify location, modality and resources needed as part of the program approval templates. Faculty teaching any OHIO courses must have appropriate qualifications as outlined in the Faculty Credentials and Tested Experience policy. Faculty teaching College Credit Plus courses (Ohio’s dual enrollment program) are required to meet this policy, too, as outlined in the College Credit Plus Manual. High school instructors who have been approved to teach OHIO course are assigned an OHIO faculty member who serves as a resource. OHIO faculty mentors help approved instructors stand up their approved coursework and conduct observations each semester to provide feedback. A copy of the course syllabus is submitted for OHIO's records. 

The Programs Committee has specific processes in place for departments that wish to add an online modality or to expand an existing program to a branch campus or other approved location. In those cases, the Programs Committee verifies appropriate resources and other approvals for the proposed change. The regional campus dean or vice provost of OHIO Online also are consulted. All aspects of a program’s curriculum are expected to be the same for each new location, and equivalent experiences and outcomes are expected for a conversion to an online modality.

Programs are often offered in different modalities to reach a variety of prospective students. The Master of Accountancy and Analytics program (MAcc) is available as a full-time, on-campus option; an online option with a short residency requirement; or a hybrid format for professionals that has more frequent weekend residencies. The MAcc program has different course requirements for students with educational backgrounds in accounting, another business discipline or a non-business field. Even with this variability, the program has consistent program learning outcomes. The accounting program assessment report examines student learning at the undergraduate and graduate levels with breakouts for in-person and online options. Improvements and continuing assessment results were discussed in their 2023 AACSB Accreditation Report.

Similarly, the sociology program has several options for online, main campus and the regional branch campuses. The regional campus sociology degrees have a focus on either criminology or pre- law, to align with interests and workforce needs in those areas. The Athens campus sociology program does not have a special focus, but Athens students may take the criminology or pre-law courses online.

Quality assurance of continuing programs primarily occurs through annual assessment of student learning and the seven-year academic program review cycle. Assessment plans can identify any changes in student performance at different locations or modalities. The Master’s in Public Health program, for example, reviews its assessment data for in-person and online program modalities. Similarly, Social Work reviews its programs’ assessment results by modality and by location. The academic program review process requires a review of locations and modalities, when applicable. The academic program review of the nursing program provides an example of location-based analysis that identified a difference in student completion rates based on location. Nursing regularly reviews assessment and student success outcomes based on location and creates action plans to address challenges identified. For more examples, see 4A for academic program review and 4B for assessment plans.

OHIO has one academic program offered through a contractual arrangement, the Doctor of Nursing Practice, Nurse Anesthetist track, which is offered in partnership with OhioHealth Grant Medical Center. Approved by HLC in February 2024, the program admitted its first students in Fall 2024. OhioHealth staff teach 37% of the didactic coursework for this specialization while OHIO faculty teach 63% including all of the core DNP didactic coursework. OHIO reviews, qualifies, and approves all OhioHealth RNAs who instruct or work with OHIO students. OHIO has control over the program’s curriculum through its standard curriculum approval processes. The DNP program, including this track are subject to both the Academic Program Review and Program Learning Outcomes Assessment processes. Additionally, this program is reviewed by its two programmatic accreditors to ensure that the appropriate standards are met for students to sit for the certification exam.

• 1589 20240226 Change Panel - Action Letter
• 2A2_2D_Faculty Handbook_September 2024
• 2A2_2D_Faculty Handbook_September 2024 (page number 57)
• 2A2_2D_Faculty Handbook_September 2024 (page number 102)
• 2B1_3A1_4A5_Programmatic Accreditation website_Fall 2024
• 3A1_BOT Approves Bachelor of Data Analytics_Summer 2023
• 3A1_CTLA New Technologies_Fall 2024
• 3A1_CTLA_Scholarship of Teaching and Learning_Fall 2024
• 3A1_CTLA_Teaching Disrupted Learner_Fall 2023
• 3A1_General Education Committee_Fall 2024
• 3A1_Ohio Articulation_Transfer Policy_Fall 2024
• 3A1_Ohio Transfer 36_equivalent gen ed_Fall 2024
• 3A1_Resolution on Course Modality definitions_Spring 2024
• 3A1_State Approved OT36 Gen Ed Courses_Fall 2023
• 3A1_UCC General Education Committee_Fall 2024
• 3A1_UCC Guidelines on New and Changed Courses_Fall 2021
• 3A1_UCC Guidelines on New and Changed Courses_Fall 2021 (page number 7)
• 3A1_UCC Guidelines on New and Changed Courses_Fall 2021 (page number 14)
• 3A1_UCC Guidelines on New and Changed Courses_Fall 2021 (page number 17)
• 3A1_UCC Guidelines on New and Changed Courses_Fall 2021 (page number 51)
• 3A1_UCC Program Approval Process_Fall 2024
• 3A1_UCC Program Review Committee_Fall 2024
• 3A1_UCC Programs Cmte Guidelines_Policies_Fall 2023
• 3A1_UCC Programs Cmte Guidelines_Policies_Fall 2023 (page number 23)
• 3A1_UCC_Individual Course Committee_Fall 2024
• 3A1_UCC_Learning and Doing Review_Fall 2024
• 3A1_UCC_Programs Committee_Fall 2024
• 3A2_Catalog Course Learning Outcomes_Spring 2024
• 3A2_CTLA Required Syllabus Info_Fall 2023
• 3A2_Dual-listed Course Example_Fall 2023
• 3A2_Expected Program Goals_Different Levels_Spring 2024
• 3A2_Geographic Information Science_Fall 2024
• 3A2_Social Work Assessment Plans_Different Levels_Spring 2024
• 3A2_Social Work Assessment Results_Different Levels_AY2023 3A2_Social Work_Accreditations_Spring 2025
• 3A2_Social Work_Program Goals_Different Levels_Spring 2024
• 3A2_UCC_Course Outcomes in Catalog_Fall 2019
• 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024.pdf
• 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024.pdf (page number 2) 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024.pdf (page number 12) 3A3_3C3_4A4_Policy_Faculty Credentials_Tested Experience_Fall 2024.pdf
• 3A3_4A1_APR_Self-Study Requirements_Spring 2023.pdf
• 3A3_Accounting Program_Curricular Improvements_Fall 2023
• 3A3_APR_Nursing Program Review Report_Fall 2019
• 3A3_Contractual Program_OhioHealth_Fall 2023
• 3A3_MPH Program Assessment by Modality_2022-23
• 3A3_Nursing Program_Action Plan for Improvement_Spring 2025
• 3A3_Nursing Program_Assessment Review by Location_Spring 2023
• 3A3_Nursing Student Success Outcomes by Location_Spring 2025
• 3A3_Program Assessment Accounting_Different Levels_2021-2022
• 3A3_Program Assessment by Location_BSW_2022-23
• 3A3_Program Assessment by Modality_MSW_Fall 2024
• 3A3_Program Modality Difference_Fall 2023
• 3A3_Sociology Major_Spring 2024
• 3A3_Sociology Program Majors and Locations_Spring 2024
• 3A3_Sociology-Criminology_Spring 2024
• 3A3_Sociology-Pre-Law_Spring 2024
• 3A3_UCC_New Certificate Program Template_2022-23
• 3A3_UCC_New Degree Program Template_2022-23

Ohio University's general education program is designed to align with our institutional mission, educational offerings, and degree levels. We have clearly articulated the purposes, content, and intended learning outcomes of our undergraduate general education requirements. Our curriculum is continuously reviewed and updated to ensure relevance and effectiveness in preparing students for success in their academic and professional pursuits.

OHIO’s general education program, OHIO BRICKS, went into effect at the beginning of Fall 2021, following a Reimagining General Education faculty-driven process led by the Reimagining General Education Task Force and approved by Faculty Senate, University Curriculum Council (UCC), and Student Senate. The reimagined general education program resulted in the creation of new general education principles, statement of intent and blended model where elements from a distribution model and integrative model were combined to create a meaningful, cohesive general education program.

Prior to the reimagining of general education, OHIO’s Faculty Senate passed a resolution in 2014 endorsing new general education common goals. In 2018, UCC translated those new eight common goals into 42 learning outcomes. The common goals and learning outcomes are aligned to the VALUE Rubrics created by the Association of American Colleges and Universities (AAC&U). Using these common goals as a guide, the Reimagining General Education leadership team developed the Reimagined General Education called OHIO BRICKS.

Consistent with its mission, OHIO recognizes that to fully participate in society as an educated person, students need to develop certain critical intellectual skills. OHIO ensures that students have broad exposure to a variety of disciplinary perspectives and opportunities to develop particular skills through its BRICKS general education.

The approved statements of intent articulate student learning outcomes.

1. Build articulates the importance of developing interpersonal connections and references to two common goals: teamwork and intercultural knowledge & competence.
2. Reason articulates the importance of developing independent thinking and references three common goals: critical thinking, quantitative reasoning, and ethical reasoning.
3. Integrate articulates the importance of transferring knowledge to experience and references one common goal: integrative learning.
4. Communicate articulates the importance of communication abilities and references two common goals: written communication and oral communication.
5. Know articulates the importance of breadth of knowledge gained from courses in the arts, humanities, social or behavioral sciences, and natural sciences.
6. Synthesize articulates the importance of integrating knowledge and abilities learned throughout general education.

Guided by the statements of intent, BRICKS blends distribution and integration requirements while emphasizing liberal arts education. BRICKS include a minimum of 38 credit hours across five categories:

1. Foundations include four components and emphasize written communication, quantitative reasoning, and intercultural knowledge and competence.
2. Pillars include four components and emphasize knowledge and methods associated with the arts, humanities, natural sciences, and social sciences through distributed courses.
3. Arches include three, interrelated components and emphasize critical thinking, teamwork, and discipline-specific knowledge.
4. Bridges include four components and emphasize oral communication, ethical reasoning, integrative learning, and intercultural knowledge/competence.
5. Capstones include one requirement and emphasize critical thinking and integrative learning.

Combined, BRICKS offers six high-impact educational practices: common intellectual experience, writing intensive courses, collaborative assignments, diversity learning, experiential learning, and capstone courses. Through both curricular and cocurricular learning, students are provided opportunities that engage them in collecting, analyzing, and communicating information; in mastering modes of intellectual inquiry or creative work; and in developing skills adaptable to changing environments. 

During the completion of their general education requirements, students are provided with the learning opportunities to achieve breadth of knowledge and common goals learning outcomes. OHIO BRICKS’ eight common goals are critical thinking, quantitative reasoning, oral communication, written communication, teamwork, integrative learning, intercultural knowledge and competence, and ethical reasoning. OHIO’s breadth of knowledge goals include humanities—art, humanities— texts and contexts, social or behavioral sciences, and natural sciences which reflect Ohio Transfer Module (OT)-36-approved areas of distribution for general education curriculum. 

Students are introduced to OHIO’s BRICKS through Bobcat Student Orientation (BSO) pre-modules that all first-time OHIO students must take prior to attending BSO. It is then reinforced during BSO with a presentation made to students. Students gain deeper insights into BRICKS during participation in OHIO’s Learning Community Programs, where the OHIO Graduation Plans are explored in depth. During the academic planning and decision-making lesson of the learning community course UC1900, students are guided through the student’s degree audit report, where the BRICKS requirements are identified. Students can view what the requirements are and which ones they have met. Finally, the learning community students’ advising worksheet attached to academic planning lesson is framed by BRICKS.

Historically, the Honors Tutorial College (HTC), which follows the centuries old Oxbridge tutorial model of education and admits highly motivated and intellectually advanced students, did not require its students to participate in the OHIO general education program. In 2022, OHIO worked with HLC and the Ohio Department of Higher Education to get approval for HTC students to achieve their general education requirements through alternative means. The flexibility afforded by the tutorial model and achieving their general education outcomes through alternative means, allows these students to pursue their educational interests to a breadth and depth not normally associated with undergraduate education.

OHIO values and celebrates human and cultural diversity, and our educational offerings reflect this commitment. Programs provide students with meaningful opportunities to engage with diverse perspectives, experiences, and cultures. Through coursework, cocurricular and experiential learning opportunities, and inclusive classroom environments beginning with the Learning Communities, OHIO empowers students to navigate and thrive in a multicultural world (1C1). We are dedicated to fostering a community where all individuals feel valued, respected, and supported in their educational journey.

OHIO’s commitment to diversity and inclusivity promotes an educational environment that fosters respect, support, and valuing of individuals. The Division of Diversity and Inclusion (D&I) offers several resource centers and programs that support student education and engagement with cultural diversity and inclusion. The three centers within D&I: The Pride Center, Multicultural Center, and the Women’s Center, continuously envision and work to institutionalize multi-faceted strategies that welcome and uplift all members of the campus community. Programming offered by the three centers focus on groups and individuals who have historically been excluded, underrepresented, or marginalized within higher education settings. D&I’s university-wide efforts promote inclusive institutional policies, practices, and cultures through intersectional programs and initiatives, as well as strategic communications and advocacy. D&I serves and celebrates all people by helping them explore productive ways to navigate intersections of diverse identities, experiences, and perspectives. Also see 1C2.

Students in baccalaureate programs must complete Intercultural Exploration coursework and Diversity & Practice coursework to achieve the learning outcomes for the BRICKS Intercultural Culture Knowledge and Competence common goal. The commitment to providing educational offerings that focus on human and cultural diversity are evident throughout OHIO’s curriculum through courses representing multiple colleges and departments. Recognizing the increasing importance of globalization and the response to global challenges, the University International Council’s (UIC) Curriculum Globalization Committee developed a series of recommendations in 2022 that the UIC has been working to implement.

At OHIO, faculty also are offered experiences to develop inclusive teaching pedagogy. Tradition educational practices may not always support students in a way that allows them to reach their full potential. Inclusive pedagogy honors and celebrates differences within the classroom by engaging faculty in various approaches to teaching and student engagement. Offered annually in collaboration with the Office of Instructional Design and the Division of Diversity and Inclusion, the Center for Teaching, Learning, and Assessment leads the Inclusive Pedagogy Academy. This is a unique offering in which instructors learn more about how to implement inclusive teaching approaches across all disciplines.

In addition to curricular offerings emphasizing human and cultural diversity, OHIO offers students a variety of cocurricular and experiential learning opportunities that provide students with growth opportunities to live and work in a multicultural world. Inclusive excellence is a foundational principle for the Division of Student Affairs. The Division of Student Affairs is committed to ensuring frameworks of belongingness and inclusive excellence are embedded in initiatives that actively foster the principles of building community, celebrating cultures, and educating community members on a variety of topics (1C2). The OHIO Graduation Plans are holistic plans that encompass the academic, career and experiential opportunities OHIO students participate in to create a transformational undergraduate experience that prepares them for post-graduate success and lifelong learning. The Story Builders component encourages students to take advantage of diverse OHIO experiential learning experiences. Story Builders provide opportunities that promote learning experiences about the campus, community, globe, and industry. The Office of Global Opportunities provides students with many opportunities and support to participate in study abroad.

As part of OHIO’s mission, faculty and students are actively engaged in scholarship, creative work, and the discovery of knowledge across disciplines. Recent groundbreaking work by OHIO researchers is illustrated across our diverse academic disciplines. In addition to serving the University community, OHIO’s success in leveraging its expertise and research assets for broad benefit was recently acknowledged by the Association of Public and Land-Grant Universities, through conferral of its top Innovation & Economic Prosperity Connections award for excellence in programs supporting regional economic development.

In January 2022, OHIO became one of just 141 total institutions of higher education with a Carnegie Very High Research (R1) classification. This designation demonstrates OHIO’s position as a leader in research, scholarship, and creative activity. Data from the NSF HERD survey shows OHIO had almost $60M in research and development expenditures in 2023. Faculty research at this level is demonstrated by the receipt of almost $30 million in external research awards in 2023. OHIO’s Centers and Institutes also support faculty research scholarship.

OHIO’s commitment to research and discovery is evident in the new Dynamic Strategy, where DISCOVER is one of the four areas of excellence and focus. The Dynamic Strategy commits OHIO to continuing to lead in focused areas of research including healthy aging and energy and the environment. OHIO faculty have built areas of research excellence in the prevention and management of cardiometabolic and musculoskeletal diseases and the promotion of brain and neurophysiological health as well as energy and environmental research aimed at achieving a low- carbon future and mitigating the economic, ecological, social, and health impacts of global environmental change. Supporting DISCOVER, OHIO is investing $1.5M to recruit and hire up to 15 new tenure-track faculty to advance both academic and research strengths.

OHIO shares its research and creative expertise to fuel the local Appalachian economy through its internationally acclaimed business incubator, the Innovation Center. In 2023, the Center, which provides business incubation resources to fuel the local economy, generated $80.7 million in economic output, $26 million in employee compensation, and created 267 jobs for the local economy. Some of the most recent accolades received include: 2022 Rural-Based Entrepreneurship Center of the Year, International Business Innovation Association (InBIA); 2019 Randall M. Whaley Incubator of the Year, InBIA; 2019 Rural-Based Entrepreneurship Center of the Year, InBIA; 2019 Best Support of Entrepreneurial Innovation, Appalachian Partnership for Economic Growth (APEG); and #3 Ranked University-Based Incubator in the United States, 2015-2017, UBI Global.

OHIO recognizes all forms of research, scholarship, and creative activity as vital to intellectual life, and their integration into both graduate and undergraduate curricula is a key component of student success. Supporting the Scholarship of Teaching and Learning (SoTL) through books groups, a SoTL Scholars in Practice Seminar and a SoTL Scholars Network, the Center for Teaching, Learning and Assessment will also be offering a new faculty development certification, From Scholarly Teaching to Research, beginning in Spring 2025.

The Graduate College supports several research and creativity activity experiences and resources for both graduate and undergraduate students including Named Fellowships, Three Minute Thesis Competition, and since 2002, the Student Research & Creative Activity Expo. The Office of Nationally Competitive Awards supports undergraduate, graduate, and international students in applying for awards to pursue summer research, internships, study abroad, scholarships, research, and creative activity. OHIO students have also been selected for prestigious national fellowships, scholarships, and awards, including 4 Fulbright, 5 DAAD Rise, 4 Critical Language Scholarships, 8 Gilman Scholarships, and 4 Goldwater Scholarships in 2023-24 alone.

Additionally, all undergraduates are required to take either a capstone course or culminating experience as part of the OHIO BRICKS program. The capstone requirement provides students with the opportunity to integrate and apply what they have learned through their educational journey. Undergraduate students also have the opportunity to collaborate with faculty on creative activity and research through OHIO’s experiential learning opportunities.

Colleges, departments, and schools also offer creative activity and research experiences through curricular offerings. Listed here are examples of undergraduate and graduate student research and creative activity in coursework for the following colleges:

• College of Business
• Russ College of Engineering and Technology
• Honors Tutorial College
• Patton College of Education
• College of Health Sciences and Professions
• Scripps College of Communication

• 1A2_1B1_3B4_Experiential Learning_Fall 2024
• 1A2_3B4_5C_Dynamic Strategy DISCOVER pillar_2024
• 1A2_3B4_Faculty cluster hires announced for Dynamic Strategy_Fall 2024
• 1A2_3B4_OHIO Centers and Institutes_Fall 2024
• 1A4_3B4_Student Expo_ Spring 2022
• 1B1_3B4_Economic Impact of the Innovation Center_Spring 2024
• 1C1_3B3_OGO Student Funding Options_Fall 2024
• 1C2_3B3_OHIO_s Multicultural Center_2021-22
• 1C2_3B3_Pride Center Annual Report_2021-22
• 1C2_3B3_Women_s Center Annual Report_2021-22
• 1C3_3B3_Inclusive Pedagogy Academy_ Fall 2024
• 2E1-2_3B4_Innovation Center_Fall 2024
• 2E1-2_3B4_Research_ISEE_Fall 2024
• 2E1-2_3B4_Research_OMNI_Fall 2024
• 3A1_3B4_CTLA_Scholarship of Teaching and Learning_Fall 2024
• 3B1_3B2_BRICKS Learning Outcomes and Rubrics_Fall 2021
• 3B1_4B3_Reimagining General Education Report_Spring 2020.pdf
• 3B1_4B3_Reimagining General Education Report_Spring 2020.pdf (page number 10) 3B1_4B3_Reimagining General Education Report_Spring 2020.pdf (page number 13)
• 3B1_AACU VALUE Rubrics_Spring 2024
• 3B1_Advising Worksheet_Fall 2023
• 3B1_BRICKS and Ohio Transfer Assurance_Spring 2020
• 3B1_BRICKS Gen Ed in Catalog_Spring 2023
• 3B1_BRICKS in BSO Pre-modules_Spring 2024
• 3B1_BRICKS in BSO Pre-modules_Spring 2024 (page number 16)
• 3B1_BSO_BRICKS Introduction_Spring 2024
• 3B1_HTC_Alternative_Gen_Ed_HLC_approval_documents
• 3B1_LC_Academic Planning Lesson_Spring 2024
• 3B1_OHIO_BRICKS Summary_Spring 2023
• 3B1-3_4B1_UCC_BRICKS Learning Goals and Outcomes_Spring 2020.pdf
• 3B1-3_4B1-3_BRICKS Learning Outcomes and Rubrics_Fall 2021.pdf
• 3B2_4B1_Faculty Senate Approves BRICKS_Spring 2020.pdf
• 3B2_Common Goals Aligned to VALUE Rubrics_Fall 2019
• 3B2_Faculty Senate Approves Common Goals_Spring 2014
• 3B2_LEAP Essential Learning Outcomes_Fall 2010
• 3B3_COB_International Experiences_Fall 2024
• 3B3_Diversity and Inclusion Vision_DI_12242024
• 3B3_Diversity on Campus Initiatives_Fall 2024
• 3B3_Diversity_Inclusion_Annual Report_FY2022
• 3B3_DOSA Priority Areas_Fall 2024
• 3B3_DOSA_Inclusive Excellence_Action_Fall 2024
• 3B3_Global COIL Initiative_Fall 2024
• 3B3_Global Health Initiative_Fall 2024
• 3B3_Global Leadership Certificate_Fall 2024
• 3B3_Global Opportunity Searchable Database_Fall 2024
• 3B3_Human_Cultural_Diversity_Course Examples_Fall 2023
• 3B3_Mission Vision Webpage_Summer 2024
• 3B3_MRV_Newsletter_Spring 2024
• 3B3_OGO_GO101 Presentation_Spring 2023
• 3B3_OHIO_Graduation Plans_Fall 2024
• 3B3_Story Builders_Spring 2024
• 3B3_UIC_Curriculum Globalization_2022_2023
• 3B3_UIC_Curriculum Globalization_Spring 2022
• 3B4_5C1_OHIO Annual Awards Report_FY2023.pdf
• 3B4_5C1_OHIO Annual Awards Report_FY2023.pdf (page number 8)
• 3B4_Acid Mine Drainage_Fall 2024
• 3B4_APLU Innovation_Economic Prosperity_Fall 2021
• 3B4_BRAIN Lab_Research_Fall 2024
• 3B4_BRICKS_Capstone Requirement_Fall 2024
• 3B4_BRICKS_Capstone Requirement_Fall 2024 (page number 11) 3B4_CHSP_RCA_Coursework_Various
• 3B4_Climate Security Research Example_Fall 2024
• 3B4_COB_RCA_Coursework_Various
• 3B4_CTLA_Scholarly Teaching to Research_Spring 2025
• 3B4_Ctr Economic Development Community Resilience_Fall 2024
• 3B4_Diabetes Institute_Fall 2024
• 3B4_Health Research_Nervous and Muscular Systems_Fall 2024
• 3B4_HTC_RCA_Expectations_Various
• 3B4_Named Fellowships_Spring 2022
• 3B4_NSF HERD Survey_FY2023
• 3B4_Office_Nationally Competitive Awards_Fall 2024
• 3B4_OHIO achieves R1_Full Article_Spring 2022
• 3B4_PCOE_RCA_Coursework_Various
• 3B4_RUSS_RCA_Coursework_Various
• 3B4_Scripps_RCA_Coursework_Various
• 3B4_Student Creative Works
• 3B4_Three Minute Thesis Competition_Spri

OHIO strives to create a diverse, welcoming environment that supports the educational and personal development of its students, employees and communities. OHIO created a diversity statement within its employee recruitment policy that affirms a commitment “to fostering a welcoming, respectful, diverse, and inclusive workforce and community.” To support that commitment during hiring, the human resources department provides both guidelines and search committee training and tools to help ensure that all qualified applicants are considered. The Non-discrimination in Education and Employment Policy provides further protections for students, employees and community members. 

Employee demographics are available publicly through the Diversity Dashboards and IEA website reports. Employee diversity approximates the diversity of the student body. In Fall 2024, students were 78.7% white, 15.7% from historically underrepresented groups, 1.9% unknown and 3.7 % international students. Faculty were 79% white, 17% underrepresented, 2% international and 2% unknown, while staff were 87% white, 9% underrepresented, 2% international, and 2% unknown. Additional demographic information is available internally through the ADS Dashboards, which can be sorted by instructor type, college, semester, and campus.

Several programs are in place to continue supporting a workforce with diverse experiences. The Opportunity Hire Fund supports strategic new hires, visiting faculty scholars, and professional development opportunities for current employees as a way to provide students with relevant experiences and avenues to excel in our increasingly diverse and complex society. The Diverse Faculty Mentoring Program supports recent hires through mentors that help with faculty engagement and empowerment to secure opportunities for promotion and development.

Recognizing the importance of OHIO’s employees, the goal of the Dynamic Strategy WORK pillar is to become a destination employer for those passionate about the mission of public education. Strategies to accomplish this goal include changes to recruitment, retention, and rewarding of high performing employees and establishing a new Center for OHIO Employee Excellence charged with ensuring effective support and development for faculty and staff.

The faculty role at Ohio University includes teaching, research and service and includes oversight of the curriculum and similar matters through shared governance processes. General faculty roles and responsibilities are outlined in the Faculty Handbook. Specific expectations are further outlined in college or department handbooks. OHIO faculty fall into several classifications:

Tenure Track Faculty (full- or part-time) workload typically includes teaching, research and service, which is negotiated at the time of hire and can change based on additional assignments. Tenure Track Faculty are eligible for tenure and promotion. In older documents, these faculty were called Group I faculty.

Instructional faculty (full- or part-time) are primarily considered instructional personnel and may also have service responsibilities related to the teaching mission of the department, college, or university but no expectation for research or creative activity. Instructional faculty are eligible for promotion, but not tenure. In older documents, these faculty were part of Group II faculty.

Clinical faculty appointments are only allowed within HCOM and CHSP. The clinical faculty role is primarily teaching in clinical settings. The clinical faculty may be promoted but do not hold tenure. In older documents, these faculty were part of Group II faculty.

Fixed-term contract faculty include visiting professors and adjuncts. These instructors hold faculty rank but not faculty status (cannot vote in faculty governance). 

The Faculty Responsibility and Evaluation Policy 18.009 describes the educational responsibilities of faculty to include teaching, research and service expectations (T:R:S), which are then further defined in the Faculty Handbook as percentages of work. The T:R:S distributions fall within different bands for different faculty types and degree levels. In disciplines with active graduate programs, for example, faculty may have a higher percentage of research time within their workload distribution. Each college, school and/or department can further define the workload expectations for faculty within their disciplines and degree levels.

The university uses a variety of metrics to ensure that there are enough faculty to maintain excellence in teaching and continuity in the non-classroom roles for faculty. A variety of different faculty reports are available including official faculty counts in OHIO Bobcat Insights. This 5-year summary of total faculty numbers by faculty type, shows a decline in overall faculty from 1,902 in 2018-19 to 1,574 in 2023-24. This change was a required adjustment due to enrollment declines and was accomplished through voluntary separation or retirement plans and with strategic reallocation of positions to areas of enrollment growth. Additionally, efficiencies gained through the Regional Higher Education OneOHIO initiative, including the development of a course carousel with sections shared across campuses, have resulted in efficiency gains.

Faculty metrics by college and campus are available as compendium data over several years. Overall faculty headcount and faculty retention metrics are utilized to monitor tenure track faculty turnover. Additional examples of internal dashboards include Instructor Headcount and Enrolled Hours by Course. Faculty-student ratios also are utilized as a measure of faculty sufficiency and limits to those ratios may be determined by accrediting agencies or state boards. The Analytics and Decision Support platform provides a variety of planning tools including the Academic Metrics Data Explorer (AMDE) and the Investment Decision Support Tool which provide a variety of faculty, credit hour production, student majors, instructor costs, activity margins, and revenue metrics at the campus and department level. These metrics are also important in department or college planning documents and are used to monitor staffing level requirements. Each college is expected to have a 3-5 year staffing and budget plan that identifies the greatest expected needs for faculty lines.

Faculty oversight of the curriculum, expectations of student performance, assessment of student learning, and required credentials occur through the shared governance processes of the departments, colleges and university. New courses and programs are developed by the disciplines in their departments and proceed through approval processes described in 3A. Expectations of student performance for each course and degree level are defined in the guidance documents for new course approval or new program approval. Assessment of student learning begins with faculty at the program or department level. Colleges have assessment liaisons who provide guidance and review assessment documentation with program chairs or directors, as described in 4B. Faculty also help determine the requirements for faculty credentials, via policy recommendations and by serving on faculty search committees.

Ohio University’s requirements for faculty credentials are outlined in the Faculty Credentials and Tested Experience policy. Faculty hiring and qualification processes are provided in the Academic Leaders Resources section of the Provost’s website. All faculty, regardless of location or course modality, are expected to meet these minimum qualifications at the time of hire or before the first day of their appointment, including OhioHealth staff teaching through contractual arrangement in the Doctor of Nursing Practice-Nurse Anesthetist program. Official transcripts for new hires are requested in the offer letter. In cases where tested experience is used, the Provost’s Office reviews the alternative credentials to approve the use of alternative credentials, which is an exception allowed in the policy.

Faculty teaching in the College Credit Plus program (CCP; Ohio’s dual enrollment option) are required to meet the same minimum requirements as any other faculty member. The College Credit Plus Manual outlines the minimum requirements for prospective faculty, who must apply to become an OHIO faculty member teaching an OHIO course through CCP. The CCP faculty applications are reviewed by the academic college or department to approve the instructor for the course.

Faculty performance evaluation is completed on an annual basis by departmental chairs in relation to salary increases, as outlined in the Faculty Handbook and in the Faculty Responsibility and Evaluation policy. As a large, decentralized university, each college, school or department may establish its own written procedures or criteria for the faculty evaluation process. Any change to the established process or criteria must take effect in a subsequent review period. The annual evaluation letters produced through these processes are typically used in consideration for promotion and tenure decisions. Additionally, probationary faculty also receive separate progress toward tenure letters.

While faculty performance evaluation may differ across the institution, most departments have similar elements of review. The criteria for faculty performance are reviewed or determined by a group of faculty. Evaluative criteria are documented:

• ENGL Criteria for Instructional Faculty
• RSPCS Annual Performance Review Criteria
• CHEM Tenure Track and Instructional Faculty Evaluation Criteria 

Faculty are provided with a template to collect information about their performance: Scripps Tenure Track Annual Report Template.

The Center for Teaching, Learning and Assessment (CTLA) offers several supports to help instructors determine their own effectiveness, which may contribute to a self-evaluation. The Peer Teaching Observation Program provides collaboration between a faculty member and a mentor to help with a particular facet of a course, while the focus of Student Feedback to Support Instruction programs is to help instructors identify which course elements are facilitating learning and when adjustments to instructional strategies may be warranted. 

Promotion and tenure processes and timelines are publicized at the university level for tenure-track and tenured faculty, instructional faculty, and clinical faculty. These processes are the same for eligible faculty at any location and for those teaching online.

OHIO understands that excellent educational experiences require faculty who are current in their disciplines and who can deploy a variety of instructional strategies for effective instruction. Continuous excellence within the faculty body begins with outstanding faculty qualifications at hire (3C3) and feedback to faculty about their strengths and weaknesses (3C4). OHIO provides faculty development opportunities through the internal structures described below and with support funding for conferences and other professional development activities suited for the needs of each discipline. 

The Center for Teaching, Learning and Assessment (CTLA) provides or co-sponsors many of the professional development opportunities associated with teaching, learning and assessment. The CTLA was relaunched in Fall 2022 as a revitalization and expansion of prior teaching and learning professional development services delivered during the COVID-19 pandemic and the collective desire to continue providing rich and meaningful learning experiences at OHIO. The CTLA website provides a collection of instructor resources available 24/7 along with information on programming options including faculty learning communities, workshops, teaching academies, faculty fellowship opportunities and upcoming seminars or conferences. The CTLA 2022-23 Annual Report provides a comprehensive summary of a typical year’s activities.

CTLA newsletters share information important to faculty and promote professional development opportunities available in person and/or online. Topics range from ChatGPT in the classroom to community engaged scholars to teaching the disrupted learner. Website news articles also highlight different professional development opportunities: Inclusive pedagogy workshop planned, Ohio University becomes institutional member of NCFDD. 

The Provost’s Office oversees multiple university-level professional development programs and opportunities for faculty throughout their careers, including: the Thriving in Academia learning community, OHIO Emerging Leader Academy, Diverse Faculty Mentoring Program, and the MAC Academic Leadership Development program. Programs support faculty across the length of their careers. The Provost’s Office provides memberships in development organizations such as the National Center for Faculty Development & Diversity, the Strategic Ohio Council for Higher Education and others to allow free access to recorded and live webinars, workshops and digital materials that support development of teaching and leadership skills. A typical year of provost- sponsored faculty development would include programs like this: AY23-24 Faculty Development Program List. 

Ohio University offers a Faculty Fellowship Leave Program opportunity to eligible tenured faculty. The purpose of the Faculty Fellowship Program is to enhance the professional skills of the faculty member through further education, study, research, or creative work. Leaves consists of either one semester at full pay or two semesters at two-thirds pay. Examples of Faculty Fellowship Leaves are provided for 2020-21 and for 2022-23. The Provost’s Office plans that 5-6% of faculty will be able to take Faculty Fellowship Leave annually. Faculty Fellowship leaves are formally approved by the Board of Trustees.

As a large, decentralized institution, funding for conference attendance or individual faculty development activities typically comes from the department or college. Colleges or departments may develop policies for individual faculty support funding or emergency funding, including:

• HCOM Policy on Faculty Support Funds;
• ENT Stocker Faculty Enrichment Fund;
• CAS Travel Fund;
• CAS Emergency Funding Policy.

Matching funds from grants or other internal or external sources may also be available.

Finally, OHIO provides widespread training and development to ensure success of our strategic initiatives. The conversion to Canvas as the university’s new LMS is an example where training opportunities are provided by the Office of Information Technology and Office of Instructional Design. Sponsorship for conferences and workshops on the Scholarship of Teaching and Learning and Place-Based Learning also support strategies for excellence in education.

Faculty members must be available for student inquiry, as outlined in the Faculty Handbook, which states:

Members of the faculty are expected to maintain an adequate number of office hours in accordance with a posted schedule and by appointment.

This expectation applies to all faculty types, at every campus and for each course modality. Because OHIO is a large, decentralized university, each department, school or college may set additional expectations or criteria to the number or frequency of office hours. These sample course syllabi demonstrate that instructors’ office hours/student hours are included on syllabi. Colleges also use student feedback from course evaluations to ensure that instructors are available.

The Honors Tutorial College (HTC) uses an educational model where courses are held either one-on- one or in a small group with a tutor who is a faculty expert in the field. Based on the centuries-old model of Oxford and Cambridge, HTC is the oldest degree-granting college in the U.S. using the tutorial model of education. Student access to the faculty tutor is critical for this model to succeed, and faculty expectations of being available are outlined in the HTC Faculty Tutor Guidelines.

Reflecting the commitment of OHIO’s faculty to student learning both within and outside of the classroom, in the 2023 NSSE survey OHIO’s first-year and seniors rate their Student-Faculty Interaction as significantly better (first-year: 25.4 vs. 21.8, p<.001; seniors: 27.7 vs. 22.8, p<.001) compared to other Ohio four-year public universities and other public doctoral, very high research universities (first-year: 120.7, p<.001; seniors: 22.4, p<.001). Additionally, OHIO asks about the importance of and satisfaction with faculty availability outside of class in the First-year Involvement Survey (2023-24, 72% importance, 68% satisfaction) and the Senior Involvement Survey (longitudinal, only students who participated in the First-year survey in 2021-22, 88% importance, 79% satisfaction).

OHIO maintains quality and currency of its staff by hiring qualified personnel, providing required and optional training for the position, and supporting professional development.

Review of qualifications begin at the time of hire, with necessary education and experience being listed in job descriptions and utilized to screen for qualified candidates. University Policy 41.129 Professional Development for Administrators outlines the expectations and support given to employees for their professional development, including an opportunity of up to 10% of their work time devoted to growth and improvement activities. Many employees also are eligible to complete OHIO or Hocking College courses with a tuition waiver under Policy 40.015 Educational Benefits for Ohio University Employees using that same 10% guidance to supervisors. This benefit extends to collective bargaining unit members as well. Similar to the faculty development options, professional development funds for staff are typically provided through departments to meet the costs of required webinars, workshops, conferences, training activities, and resources needed to complete the work of the department or office.

Examples of professional development trainings and certifications are as follows:

• The Academic Achievement Center (AAC), responsible for tutoring and supplemental instruction, holds several certifications demonstrating its commitment to providing quality service via trained personnel including the International Tutor Training Program Certification 2022-2024, offered through the College Reading & Learning Association. This certification means the AAC has met quality standards for training its tutors in basic tutoring processes, communication skills, and in learning/study techniques. Similarly, the certifications earned from the International Center for Supplemental Instruction Certification 2022-2025 and the Online Tutoring Program Certification demonstrate that the AAC ensures adequate training of its personnel.
• The Office of Financial Aid encourages its personnel to become certified through NASFAA credentials to ensure quality in awarding federal financial aid information and monies.
• The Office of the University Registrar has required training opportunities each spring to ensure that staff have the most up-to-date information on course and program requirements, registration processes and records management. The Registrar Employee Handbook also provides day-to-day process information to help employees when they have a question.
• In the Division of Student Affairs, new hires typically complete an onboarding process, to ensure consistency in policy application and student and stakeholder interactions. Full-time employees work with their supervisor to create a professional development plan that aligns with department or office goals or strategies and/or supports the growth and development of the person in the position. Student employees, such as resident assistants in Housing and Residence Life, undergo training to help support them in their roles.

OHIO also provides extra support when process changes or new technologies are implemented, so that all employees can be successful in new systems. For example, the strategic changes to academic advising due to the implementation of the OHIO Graduation Plans necessitated additional support and training to new and experienced advisors. The Office of Advising, Career Exploration and Experiential Learning (ACEL) provided training to ensure qualified academic advisors. Also see the Canvas LMS implementation 3C5.

To promote the use of data in decision-making, Institutional Effectiveness and Analytics provides a variety of trainings on various data systems, dashboards, and other analyses, as well as in data literacy and including two monthly community groups, the Data and Reporting User Group, open to all OHIO employees, and the Analytics and Decision Support (ADS) Group for individuals holding licenses to the ADS platform. Mandatory, virtual training is required of all individuals with ADS licenses to access the platform. Additional professional development is available both to IEA staff and OHIO employees through an institutional membership to the Association for Institutional Research.

Recognizing that the heart of an excellent, engaged, thriving public university is its faculty and staff, OHIO’s current strategic plan, Dynamic Strategy, has WORK as one of its four pillars. The sole goal of the WORK pillar is to become a destination employer for those passionate about the mission of public higher education. One of the main initiatives of WORK is to create a new Center for OHIO Employee Excellence. OHIO will be hiring a new director of employee experience to lead the center along with two training specialists.

• 1A2-3_3C5_Place Based Learning_IEA_2024
• 2A2_3C1_Non-discrimination in Education and Employment _Fall 2024.pdf
• 2A2_3C1_Recruitment of Faculty and Staff_Fall 2021.pdf
• 2A2_3C7_5B1_Educational Benefits for Employees_Fall 2023.pdf
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 15)
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 28)
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 37)
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf (page number 58)
• 3A1_3B4_3C5_CTLA_Scholarship of Teaching and Learning_Fall 2024
• 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024.pdf
• 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024.pdf (page number 2)
• 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024.pdf (page number 4)
• 3A3_3C3_4A4_Policy_Faculty Credentials_Tested Experience_Fall 2024.pdf
• 3C1_5B1_Policy_Employee Recruitment_Spring 2025.pdf
• 3C1_5B1_Search Committee Training_Tools_Fall 2024.pdf
• 3C1_ADS_Employee Dashboards_Fall 2024
• 3C1_Diversity Dashboard_Faculty_AY2024
• 3C1_IEA Website Reports_Employee_Fall 2023
• 3C1_Opportunity Hire Fund_Spring 2024
• 3C1-5_Diverse Faculty Mentoring Program_Spring 2023
• 3C1-7_5B_5C_Dynamic Strategy WORK pillar_2024.pdf
• 3C1-7_Guidelines for Recruitment_Selection_HR_2021
• 3C2_5A2_Investment Decision Tool_Fall 2024.pdf
• 3C2_AMDE Instructor View_Fall 2024
• 3C2_Assessment Liaisons_AY2023
• 3C2_CHSP Faculty_Student Ratios_Spring 2023
• 3C2_College Staffing and Budget Plans_Fall 2022
• 3C2_Faculty by type_5-Year_OBI_Spring 2025
• 3C2_Faculty Dashboards_ADS_Spring 2023
• 3C2_Faculty Data_Compendium_Spring 2024
• 3C2_Faculty Reports_IEA website_Spring 2024
• 3C2-4_Faculty Responsibility and Evaluation_Spring 2024
• 3C2-6_CAS Workload Policy_2021
• 3C3_Faculty hiring and qualifications process_Fall 2024
• 3C3_Faculty Offer Letter Example_Fall 2019
• 3C3_Faculty via Alternative Credentials_Spring 2025
• 3C4_4B3_Peer Teaching Observation Program_Fall 2023.pdf
• 3C4_4B3_Student Feedback_Support Instruction_Fall 2024.pdf
• 3C4_CHEM Faculty Evaluation Criteria _2022
• 3C4_Determining Faculty Performance Criteria_Spring 2021
• 3C4_ENGL Faculty Evaluation Criteria_Spring 2019
• 3C4_Faculty Promotion_Tenure Timelines_Fall 2024
• 3C4_Faculty Promotion_Tenure Timelines_Fall 2024 (page number 2)
• 3C4_Faculty Promotion_Tenure Timelines_Fall 2024 (page number 7)
• 3C4_Faculty Promotion_Tenure Timelines_Fall 2024 (page number 10)
• 3C4_RSPCS Faculty Evaluation Criteria_Spring 2022
• 3C4_Scripps TT Annual Report Template_Fall 2024
• 3C5_BOT Approved FFLs_AY2021
• 3C5_BOT Approved FFLs_AY2023
• 3C5_Canvas Instructor Resources_Training_Fall 2024
• 3C5_Canvas LMS Implementation_Fall 2024
• 3C5_CAS Emergency Funding Policy_Fall 2023
• 3C5_CAS Travel Fund_Spring 2025
• 3C5_CTLA Annual Report_FY2023
• 3C5_CTLA Instructor Resources_Fall 2023
• 3C5_CTLA Newsletter_Fall 2023
• 3C5_CTLA Website_Spring 2025
• 3C5_EVPP_Faculty Development Programs_AY2024
• 3C5_Faculty Fellowship Leave_Spring 2023
• 3C5_HCOM Faculty Support Funds Policy_Spring 2018
• 3C5_Inclusive Pedagogy Workshop_Fall 2022
• 3C5_MAC Academic Leadership_Fall 2022
• 3C5_NCFDD Announcement_Spring 2022
• 3C5_NCFDD Program Flyer_Spring 2023
• 3C5_Provost_Emerging Leaders_ Fall 2022
• 3C5_Provost_Fac_Professional Dev_FY2023
• 3C5_Provost_Thriving in Academia_Fall 2022
• 3C5_SOCHE Resources_Fall 2024
• 3C5_SOCHE_General Webpage_Fall 2024
• 3C5_Stocker Faculty Enrichment Fund_2012
• 3C6_Change in Involvement Dashboard_Fall 2023
• 3C6_Course Evaluations_Spring 2023
• 3C6_FYIS Data on Faculty Availability_Spring 2024
• 3C6_HTC Faculty Tutor Guidelines_Fall 2023
• 3C6_NSSE Survey_Faculty Interaction_Spring 2023
• 3C6_Office Hours on Syllabi_Various
• 3C7_3D1_AAC_Online Tutoring Certification_Spring 2023
• 3C7_Academic Advising Training_Spring 2022
• 3C7_AIR membership training_Fall 2024
• 3C7_DOSA_Onboarding_Spring 2023
• 3C7_DOSA_Prof Dev Plan_Spring 2023
• 3C7_Educ Benefits for AFSCME 3200_Spring 2023
• 3C7_HR Professional Development_Competency_Fall 2024
• 3C7_HRL Training for RAs_Fall 2023
• 3C7_IEA Data Education Resources_Fall 2024
• 3C7_International Tutor Training Cert_2022-2024
• 3C7_NASFAA credentials_Financial Aid Staff_Fall 2023
• 3C7_Prof Dev for Administrators_Fall 2021
• 3C7_Registrar Employee Handbook_Spring 2023
• 3C7_Registrar Staff Retreats_2022-2024
• 3C7_Staff Job Descriptions_Fall 2024
• 3C7_Supplemental Instruction_Accredited_Summer 2022

OHIO provides student support services across all levels, locations and modalities to serve the needs of different populations of students. Many student support services are described in the undergraduate or graduate student catalogs. The medical school catalog also links to a one-stop student resources website. Students enrolled through College Credit Plus, the state’s dual enrollment program, have comparable access to academic support. Several student services are described below.

Academic Student Supports

Academic Achievement Center 

The Academic Achievement Center (AAC), a certified ICLCA Learning Center, supports OHIO students, faculty and staff with academic programming and services designed to facilitate student persistence and achievement of academic goals. The AAC currently runs four main programs: Peer Tutoring, Academic Coaching, Peer-Assisted Learning, and writing support through the Writing Commons. Peer Tutoring offers one-on-one tutoring for roughly 200 subjects. The STEM Academy, located in a newly renovated space with specialized collaborative spaces, is specifically designed to help students excel in their STEM courses. Assisting undergraduate students by providing one-on- one tutoring for any course or writing project, the Writing Commons also supports master’s and dissertation students through workshops and one-on-one tutoring sessions with skilled graduates and professional tutors. Following the Supplemental Instruction model, Peer Assisted Learning (PAL) holds group review and study sessions for about two dozen historically challenging courses with high enrollments. PAL leaders meet with faculty and attend their classes so that they can attune their weekly sessions to the appropriate course topics. Finally, Academic Coaching runs individualized and small group sessions for students interested in sharpening time management skills, bolstering motivation, and engaging in any other non-course specific student success strategies. Also serving students on probation, the program provides success strategies for regaining non-probationary status. 

Awarded the Online Tutoring Certification by the Association of Colleges for Tutoring and Learning, the AAC provides tutoring to OHIO students enrolled at all campuses and OHIO Online. Regional campus students can access AAC tutoring online and also can receive in-person tutoring at any regional campus as long as tutors in that subject are available. The students who serve as tutors and navigators are experts in their fields and trained following the College Reading and Learning Association guidelines on ethical standards and best practices.

Student Success

OHIO’s Quality Initiative was the development of the OHIO Graduation Plans (OGP) and the creation of the Advising, Career, and Experiential Learning center (ACE). In 2024, the ACE was reorganized with Career Services returning to Student Affairs while Allen Advising and Experiential Learning returned to University College. These offices continue to work together to support the OGP through programming on careers and experiential learning tailored to specific degree programs with a mix of in-person and online options. These activities are open to all OHIO students and alumni and are marketed internally through newsletters, posters, and signs.

Sook Academic Center for Student Athletes 

The Perry and Sandy Sook Academic Center provides dedicated study and instructional support for more than 425 student athletes and group project collaboration with student peers across campus. This dedicated space provides a classroom, computer lab, tutor rooms, and offices for Academic and Compliance staff members. Academic support for athletes is also provided across the Athens campus, with homework hubs in different colleges and buildings. NCAA sports at the regional campuses ended in 2021, but club sports, wellness options and academic support options still flourish.

Student Affairs Supports

Student Well-Being 

The Division of Student Affairs’ THRIVE initiative helps students receive services supporting well- being and connecting students with the OHIO community through student organizations, student events, and activities. This initiative was essential in supporting students throughout the pandemic and remains a key initiative. The wrap-around student support includes meeting basic needs through the Cats Cupboard Food Pantry, emergency microgrants, housing help, and an innovative mental health care grant to help students who need a higher level of care than can be provided on campus but may not be able to access it due to cost. Well-being webinars and virtual group fitness options during COVID restrictions helped maintain student wellness. In addition, student well-being coaches provide free individualized guidance to help students reach their goals. Popular topics include nutrition, physical activity, time & stress management, productivity and self-esteem.

Counseling and Psychological Services (CPS) 

CPS fosters the mental health of OHIO students and actively collaborates with staff and faculty as it strives to nurture student success, and contribute to a safe, welcoming, and multiculturally aware campus community. CPS is highly utilized by students and other campus constituents seeking a variety of mental health services. CPS is accredited by the International Accreditation of Counseling Services and has an APA accredited psychology doctoral internship program. Students may make CPS appointments on their own, or they may be referred to CPS through the Division of Student Affairs’ CARE Team, which reviews all reports of students who may be struggling and need assistance.

Examples of Student Populations Served

First-Year and Transfer Students

In June 2024, Bobcat Student Orientation (BSO) transitioned from the Office of First Year & Student Transitions (FYrST) in University College to Student Affairs. Filled with one and a half days of fun and informative programming, Bobcat Student Orientation is tailored to student type, with separate requirements for residential students, regional campus students, transfer students, online students and college credit plus students (dual enrollment).

With BSO moving to Student Affairs, FYrST reorganized to become the Office of Learning Communities and Signature Academic Experiences continuing to help first-year and transfer students succeed academically and socially and make a smooth transition to university life. First-Year programs include Learning Communities, academic courses, and the inaugural OHIO First-Year Conference for faculty and staff. Learning Communities pull together cohorts of students with common interests or majors who take clustered courses with a faculty mentor and an upper-class student leader from their academic college. The Learning Community courses combine student belongingness activities with resource exploration and academic planning activities. Learning Community evaluations demonstrate the course’s excellence in helping students navigate university academic expectations and experiences.

OHIO also hosts a Welcome Week for new and returning students, including social activities, an Involvement Fair to connect with student organizations, the Multicultural Expo and gatherings for a variety of student groups.

Veterans and Military-Affiliated Students

OHIO’s longstanding support of veterans and military students is acknowledged by the designation as a Collegiate Purple Star campus. The Veterans and Military Student Center provides support and advocacy for veterans and military-affiliated students with dedicated spaces and with events and activities.

First Generation Students 

The Academic Achievement Center oversees the university’s First-Generation Student Success Program which offers workshops, coaching, and assistance in scheduling tutoring sessions. First- generation students accounted for 27% of the Fall 2024 incoming class.

Diverse Student Populations 

The LINKS Program at OHIO seeks to foster and support the academic, social, and personal success of students from culturally, socially, and geographically diverse backgrounds. LINKS is a first-year support program, committed to attracting and retaining students who value building and living in an inclusive, supportive community. 

The OHIO Men of Excellence program (called O-MEN) provides academic support and student engagement to encourage and support the inclusion and educational success of diverse male- identifying students. 

In 2023, OHIO was awarded a special Ohio Reach Postsecondary Designation recognizing its commitment to providing mentorship and a designated campus liaison for foster care-connected students. The Ohio Reach program is overseen by the Academic Achievement Center.

The ALAANA+ Women's Leadership Cohort offers professional development opportunities in skills like public speaking, networking, conflict resolution and self-advocacy. While it is geared towards first- and second-year multicultural women, this group is open to anyone who feels the program would align with their professional development and goals.

Students Needing Accommodations

The Office of Accessibility Services coordinates academic accommodations and connects students with disabilities to the most relevant campus resources. Accessibility coordinators review documentation and determine eligibility according to the framework of the Americans with Disabilities Act. Students may apply for accommodations. Additional resources for students include Autism Spectrum Peer Coaching and library services for people with disabilities.

Students arrive at OHIO with a wide range of educational preparation. Placement into appropriate course levels uses a variety of methods, including: test scores, high school GPA and/or placement tests. Information about which placement tests are needed for which major is available on the placement website. Placement tests for math, English, chemistry, language, computer science and music theory are used in relevant degree programs. The Honors Tutorial College has its own placement tests for interested students. 

Revamped in 2021 and reviewed in 2022, Math placement is typically determined by ACT/SAT math scores or high school GPA when ACT/SAT scores are not available. Students who do not have a calculated placement, are eligible to take one of the math placement tests. Students can challenge their placement by taking the appropriate placement test. Placement test results and course success data are compared on a semi-annual basis to ensure that the placement tests are promoting student achievement.

Because dual enrollment students have nascent GPAs and may not have ACT/SAT scores at time of admissions, they are limited to specific, transfer-eligible courses within their first semester. This limits the potential for taking courses for which the student is not prepared. Advising for the students’ second semester is based on success in first semester courses. 

English Language proficiency testing is required for international graduate students who seek to become Teaching Assistants. The Ohio Program of Intensive English (OPIE) provides coursework available to undergraduate, graduate, and non-degree students interested in pursuing English language proficiency.

Beginning in 2018, OHIO participated in the state of Ohio’s Start Strong to Finish initiative, designed to reduce the number of students taking developmental level classes and promote co- remediation. Since 2017, OHIO no longer offers remedial Chemistry and has seen a reduction of students in developmental English (99%) and math (85%).

OHIO provides learning support to all its student populations as described above (3D1). The Academic Achievement Center houses the functions of tutoring, supplemental instruction, academic coaching, and peer navigation. The services are available free of charge to students at all locations and modalities. Developmental coursework is available for mathematics and English language learning, but students requiring remediation are typically placed into a co-remediation section where they receive additional supports but earn college-level credit. Academic assistance for medical students is available at all three campuses through the Learning Services office.

Since the last HLC visit, OHIO revamped its academic advising model. Under the older, decentralized system, the advising model relied on faculty advisors with variable levels of supplemental professional advising, depending on the college. After changing the model, OHIO now pairs professional success advisors, who serve as a student’s primary point of exploration and connection, with faculty mentors, who engage students in reflection about curricular and cocurricular experiences to support their post-graduation goals. This approach leverages a professional advisor to consistently connect students to resources, intervene when a student becomes off-track, and facilitate their integrated curricular and cocurricular plan. This allows faculty the time and expertise to engage with students to deepen their understanding of a discipline or profession and to help them clarify and prepare for their post-graduation goals.

Academic Advising now has central leadership, although individual success advisors report to their academic colleges. The Executive Director for University Advising provides leadership across the university to define professional competencies, develop consistent advising practices, and evaluate the system of advising. Students at all campuses, online students and CC+ students have consistent ways to connect to their academic advisors.

The Center for Advising, Career and Experiential Learning worked with Institutional Effectiveness and Analytics to visualize and analyze student interactions. Academic Advising and Career Advising were the top reasons why students created appointments. 

OHIO has benchmarked its advising services using the NSSE Topical Module on Academic Advising every three years since 2017. The 2023 results showed improvements both overall and in comparison to other institutions who used that model for our first-year students. While seniors reported fewer interactions with advisors than seniors from other institutions, they reported that advising services were available when needed at the same rate as other institutions. These data and data described in the QI report shows that Ohio University is meeting the needs of its students.

OHIO’s infrastructure and resources are effective in supporting quality teaching and learning in all locations and modalities.

Facilities 

Our campus Comprehensive Master Plan 2016 provides an integrated framework to guide the long- range physical development of OHIO over a time frame spanning thirty to fifty years. Driven by academic priorities, the master plan provides a set of guidelines for decision making related to the locations of the university's research, teaching, and residential programs. It also provides a campus- wide perspective for developing OHIO's six-year capital improvement plan and the Board approve annual updates. In October 2022, the Board of Trustees approved a Housing Master Plan for the Athens campus to build a new 591-bed dormitory and renovate additional housing spaces.

Facing population decline in the Midwest and increased demand for hybrid learning and working following the pandemic, OHIO began to study campus space utilization to identify opportunities to better use space, to provide more transparency about campus spaces and access, and to align budget policies to encourage sharing and efficient use of space resources. The space optimization group created definitions and identified utilization metrics and criteria that were pertinent to learning, collaborative, research and office spaces across the campus. The committee held a workshop in Summer 2023 and released their final report in 2024.

Libraries

OHIO's main library is Alden Library, which includes over 2 million bound volumes, hundreds of periodical subscriptions, and an online interlibrary loan system for additional access to materials. The library also serves as a central hub for student learning services and houses the Academic Achievement Center (AAC), the Student Writing Center, the Co-Lab space (serves for study, collaboration or as a makerspace) and the IT service desk. Physical libraries are also located on OHIO's five regional campuses. Faculty, students, and researchers have access to more than 30 million library entries held in over 10,000 libraries through OhioLINK and interlibrary loan. Library services are available online, with librarians serving as subject matter experts across a breadth of disciplines.

Technology 

The Office of Information Technology (OIT) provides and manages an array of teaching and learning software available to students and faculty. Since the previous HLC review, OHIO has invested heavily in software to meet the expectations of students and faculty through and beyond the pandemic. One strategic initiative was a learning management system (LMS) review to identify any needed upgrades to meet the needs of modern multi-modality course offerings. Convening in 2022- 23, the LMS RFP Evaluation Committee ultimately recommended a change in LMS providers. Utilizing their change management plan, OIT in collaboration with the CTLA and Instructional Design, launched voluntary faculty training in Fall 2023 and offered pilot courses in the new LMS in Spring 2024. 

Another strategic technology enhancement borne from the pandemic was the development of the Go OHIO app, which links students to academic resources, their student account, and campus events and resources. 

The IT helpdesk is available daily with an online database of articles and graphics to help users who may be stuck in the middle of the night.

Educational Experiences

OHIO supports students’ growth through meaningful educational experiences, including internships, clinicals, co-operative education, student teaching, service learning and community engagement.

Many of these activities are related to a student’s degree program and are historically managed within colleges, schools or departments. As outlined in the QI report, the Center for Experiential Learning brings together leadership for career-focused experiences that support student growth, as evidenced by the Experience OHIO database. The Center for Campus and Community Engagement serves as a resource to bring together community partners with the faculty and student organizations that help meet community needs that can be beneficial. Some highlights of the experiential activities available to students are:

• The Kennedy Center Museum provides internships and service learning opportunities as well as access to its collections for research.
• Clinical rotation capacity and effectiveness are monitored routinely to ensure adequate and effective education in these disciplines. Capacity is demonstrated here for the College of Health Sciences and Professions and the Heritage College of Medicine. Each college collects feedback surrounding the clinical experiences to ensure the sites continue to serve students well and that OHIO provides needed guidance to sites and instructors.
• The College of Business offers a variety of student learning experiences, including scholarships for accounting majors who participate in university audits, the Schey Sales Centre student organization for sales experiences, financial management organizations for finance majors and 13 Bloomberg Terminals in the Copeland Trading floor.

OHIO students historically participate in high impact educational practices (HIP) at higher rates than other institutional comparison groups, including: service-learning, learning communities, and in two or more HIPs. Since the implementation of the OHIO Graduation Plans (OGP), OHIO has seen increases in service-learning for First-year students and Seniors, while study abroad participation is still showing declines from the pandemic. With the continued maturation of the OGP and the Office of Experiential Learning, OHIO anticipates continuing gains in student participation in academic enhancement and career-relevant educational experiences.

• 1A2_1B1_3B4_3D1-4_Experiential Learning_Fall 2024
• 1A4_3D1_Student Support Services in Graduate Catalog_AY2023-24
• 1A4_3D1_Student Support Services in Undergraduate Catalog_AY2024-25
• 1A4_3D2_HCOM Student Support Services_Fall 2023
• 1A4_3D4_CoLab space_Fall 2024
• 1B1_1C2_3D1_OHIO designated as Collegiate Purple Star_Summer 2022
• 1C1_3D4_CCE_Community Service Data_2019-2023
• 1C1_3D4_CHSP Clinical Education_2018-2021
• 1C2_3D1_Cats Cupboard Food Pantry_FY2024
• 1C2_3D1_Emergency Microgrant Program_FY2024
• 1C2_3D1_LINKS program for incoming students_Fall 2024
• 2B2_3D4_Experience OHIO Database_Fall 2024
• 2C1_3D4_5C3-4_BOT_Six Year CIP_FY2025-FY2030.pdf
• 3C7_3D1_AAC_Online Tutoring Certification_Spring 2023
• 3D1_AAC_Academic Coaching_Fall 2024
• 3D1_AAC_ICLCA Learning Center Certification_Fall 2024
• 3D1_AAC_Peer Tutoring_Fall 2024
• 3D1_AAC_Tutor Training Certification_Spring 2022
• 3D1_AAC_Writing Commons_Fall 2024
• 3D1_Academic Achievement Center_Fall 2024
• 3D1_ACE Reorganization_Summer 2024
• 3D1_ALAANA+ Women Leadership_Spring 2023
• 3D1_Allen Advising Center_Fall 2024
• 3D1_ASPeCT Program_Spring 2023
• 3D1_Athletics_Supplemental Instruction_Spring 2023
• 3D1_BSO for CC+ Students_Dec 2022
• 3D1_BSO News Article_Summer 2024
• 3D1_BSO_Residential Students_Summer 2021
• 3D1_CARE Team_Fall 2024
• 3D1_Career Exploration Workshop_Spring 2023
• 3D1_Career Services_Fall 2024
• 3D1_CC+ Academic Support Services_Spring 2025
• 3D1_DOSA Student Impact Report_Spring 2021
• 3D1_DOSA_Annual report_CPS_AY2024
• 3D1_DOSA_THRIVE Initiative_Spring 2021
• 3D1_Examples of Experiential Learning Newsletters_2022-2023
• 3D1_Experiential Learning Workshops_Spring 2023
• 3D1_First-Generation Program_Fall 2023
• 3D1_First-Year Conference_Spring 2025
• 3D1_HCOM One-Stop Student Support_Fall 2024
• 3D1_Homework Hubs Schedule_Spring 2023
• 3D1_Housing Help_Fall 2024
• 3D1_LC Evaluation Data_2018-2022
• 3D1_Learning Communities_Spring 2024
• 3D1_Learning Community Seminar_Fall 2022
• 3D1_Library Services_People with Disabilities_Fall 2023
• 3D1_Library Services_People with Disabilities_Fall 2023 (page number 11)
• 3D1_Mental Health Care Grant_Fall 2024
• 3D1_OHIO Men of Excellence_Spring 2023
• 3D1_Ohio Reach_Foster Care_Fall 2023
• 3D1_Peer Assisted Learning_Fall 2024
• 3D1_Sook Academic Center_Fall 2018
• 3D1_STEM Academy_Fall 2024
• 3D1_Student Accommodations_Spring 2023
• 3D1_Student Well-being Coaches_Fall 2024
• 3D1_Virtual Group Fitness_Spring 2020
• 3D1_VMSC Fall Welcome event_Fall 2022
• 3D1_VMSC Veterans Lounge_Fall 2022
• 3D1_VMSC_Suicide Awareness Event_Fall 2022
• 3D1_Welcome Week programming_Fall 2024
• 3D1_Well-being Webinars_2020-21
• 3D2_CC+ Allowable Courses_Summer 2022
• 3D2_Chemistry Placement Exam_Fall 2024
• 3D2_Computer Science Placement Exam_Fall 2024
• 3D2_English Language Courswork_Fall 2023
• 3D2_English Language Proficiency_Spring 2023
• 3D2_Honors Tutorial College Placement_Fall 2024
• 3D2_Language Placement Exam_Fall 2024
• 3D2_Math Placement Data Review_Fall 2024
• 3D2_Math Placement Exam_Fall 2024
• 3D2_Math Placement Review_Fall 2022
• 3D2_Music Placement Exam_Fall 2024
• 3D2_Placement Testing_Fall 2024
• 3D2_State Remediation Report_FY2024
• 3D3_Advising Assessments_Spring 2023
• 3D3_Advising Data_Student Interactions_Spring 2023
• 3D3_Advising Model Change_Spring 2022
• 3D3_Advising Resources by Campus_Spring 2023
• 3D3_NSSE 2023 Advising Module_Spring 2023
• 3D3_NSSE_Multi-Year Advising Analysis_Fall 2023
• 3D3-4_QI Report_Advising_EL_Summer 2024
• 3D3-4_QI Report_Advising_EL_Summer 2024 (page number 5)
• 3D3-4_QI Report_Advising_EL_Summer 2024 (page number 8)
• 3D4_5B1_5C3_Comprehensive Master Plan_2016.pdf
• 3D4_5B1_5C3_Housing Master Plan_Fall 2022.pdf
• 3D4_5B1_LMS Change Plan_Fall 2023.pdf
• 3D4_5C3_Space Optimization Final Report_Spring 2024.pdf
• 3D4_BOT_Annual Updates CIP_Summer 2024
• 3D4_Campus Space Optimization Initiative_Spring 2023
• 3D4_Canvas Faculty Training_CTLA_Spring 2025
• 3D4_COB_Financial Mgmt Group_Fall 2024
• 3D4_COB_Schey Sales Centre_Fall 2024
• 3D4_COB_SOX Fellows_Audit_Fall 2024
• 3D4_COB_Student Learning Experiences_Fall 2024
• 3D4_Go OHIO app_Fall 2023
• 3D4_HCOM_Capacity_EL_Spring 2023
• 3D4_HCOM_Cinical Site Feedback_2022
• 3D4_Kennedy Internships SL_Spring 2023
• 3D4_Kennedy_Collections Access_Spring 2023
• 3D4_Library_Subject Librarians_Fall 2023
• 3D4_LMS Task Force Report_Spring 2023
• 3D4_NSSE Multi-Year Report_2023
• 3D4_NSSE_High Impact Practices_2023
• 3D4_OhioLINK Access_Fall 2023
• 3D4_OIT Helpdesk_Fall 2024
• 3D4_OIT Teaching_Learning Software Support_Spring 2025
• 3D4_Regional Campus Libraries_Spring 2025
• 3D4_Space Optimization Workshop_Summer 2023

OHIO has a regular cycle of program review and uses the reviews to identify and address needs. Academic program review (APR) process occurs through a regular, 7-year cycle that incorporates faculty, administrators and external evaluators to produce a balanced evaluation of the effectiveness of the programs. The Program Review Committee (PRC) of University Curriculum Council (UCC) oversees the APR process and presents findings to the Faculty Senate. 

Following the Program Review Calendar, programs complete their self-study with data support from Institutional Effectiveness and Analytics and host a site visit. Internal and external reviewers review the program and prepare a report, and responses are collected from the department chair, academic dean, and when appropriate, the Graduate Council (examples: MechEng AY2020, Journalism AY2022). Programs with external disciplinary accreditation can substitute that report for their self- study. Upon completion, the dean and provost share the review results with the Board of Trustees. 

Cross-departmental Centers and Institutes also have a review policy. Those Centers that offer degree and/or certificate programs utilize the typical APR process. Centers and Institutes that do not offer academic programs are reviewed every five years.

Examples of actions that have been taken as a result of academic program reviews:

• Engineering Technology and Management 2021-22 – A new faculty member was hired.
• College of Business (COB) Academic Program Review AY 2020-21 – A concern about diversity was addressed in the new COB strategic plan with DEIA metrics; a concern about workload for academic and career advising was addressed by hiring new COB personnel and through institutional expansion of academic and career advising.
• English Program Review Report 2022-23 - The department reinstated the pre-law track to meet student demand for clearer connections to careers and hired two instructional faculty in Composition and one visiting faculty in Creative Writing to manage capacity while considering tenure lines.
• Aviation Program Review Report AY 2020-21 - This program was deemed viable with concerns due to lack of faculty (70:1 student to faculty ratio), interim leadership and to a lesser extent, a lack of private space to provide students with feedback and an aging fleet. The Aviation Program Review Update AY2023-24 demonstrated progress on the issues of program leadership, private spaces and fleet modernization. However, faculty staffing levels and faculty diversity remain a concern, in part due to the differential between salaries for qualified faculty versus pilots.

While APR remains an important part of ensuring viability and currency of programs, many departmental and program improvements or investments are planned across all years of the program review cycle and are incorporated into annual budget discussions, as described in 5B.

Ohio University has effective policies and procedures for the ways in which credit is transcripted. The state of Ohio has strategically worked with public education (K-12), workforce development and higher education stakeholders to support students’ transition into higher education institutions through transfer credit articulation agreements and alternative options. In addition to credit awarded for courses delivered by OHIO, the institution complies with state directives in granting credit in the following ways: credit by examination, for career-technical training experiences, for military coursework, and through prior learning assessment, as published in the undergraduate catalog in the Options for Receiving Credit section. Information for transfer credit and alternate credit options is publicly available through the admissions websites below and externally on the Transferology nationwide network.

• Transfer Your Credits
• Career-technical-credit website
• Military credit website
• Prior learning assessment program

Credit awarded for OHIO courses

New undergraduate and graduate courses are developed by faculty and are submitted for review and approval through the Individual Course Committee, a standing committee within the University Curriculum Council. This approval process is described in greater detail in the response to 3.A.

Transfer Credit Policies 

OHIO has established and published its institutional policies for accepting credit from other colleges, which follow the requirements, policies and guidance from the state’s Department of Higher Education (ODHE). OHIO’s policies and procedures lay out the grade requirements for transfer credit, appeal policy, student responsibilities, and timeline for receiving the credit. State directives regarding transfer credit impact two key features of OHIO’s policies: the alignment of external general education courses to OHIO's BRICKS general education curriculum and the availability of transfer assurance guides (TAGs) to assist in student transfer and degree completion across Ohio's public and private institutions.

Aligning General Education Transfer Credit 

The Ohio Transfer 36 was established by the ODHE as a basis for general education curriculum in associate and baccalaureate degree programs. Students who complete the minimum requirements of the Ohio Transfer 36 at another institution prior to enrollment at OHIO will receive transfer credit equivalent to fulfilling Ohio University’s BRICKS general education requirements in the Foundations (excluding the Advanced Writing component), Pillars, and Arches. Students may be required to meet additional general education requirements specified by their program. A student- specific transfer credit report is generated during the admissions process and sent to prospective students, along with guidance for understanding the transfer credit report.

Availability of TAGs 

The Ohio Guaranteed Transfer Pathways document paths to associate and bachelor’s degree completion for common majors and programs across all Ohio institutions provides prospective students with transfer resources as shown in example TAGs. 

OHIO maintains transfer articulation agreements with many community college partners. Similar to the TAGs, articulation agreements are more specific to the transferring student’s first institution and their OHIO degree program. 

At the graduate degree level, transfer credit is awarded according to graduate level transfer policies described in the graduate catalog. Students who enter OHIO prior to post-baccalaureate degrees granted by another institution will receive credit hours following state guidelines. External graduate credit that did not lead to a degree is evaluated to determine whether it is applicable to the degree sought. Students complete a Request for Transfer Credit Form to initiate this process.

OHIO maintains oversight and authority over all academic programs and courses, including decisions around teaching and learning across all programs, locations, modalities, and contractual arrangements. Faculty oversee the processes for new and changed courses and programs through committees of the University Curriculum Council (UCC). The Individual Courses Committee (ICC) provides guidelines for submission of new course proposals and changes to existing courses that outline details about student learning goals and course rigor (link to Appendix D). Learning outcome goals are determined for course content based on academic level within undergraduate and graduate programs. To ensure students have access to course goals, UCC approved a resolution that requires Publication of Outcome Goals in the university catalog.

Course details on prerequisites, credit hours, and learning outcome goals are reviewed during the course approval process and approved through levels including the college leadership, ICC, and UCC. Upon final approval, the course information is added to the student information system. Students are prevented from registering for the course unless the student has earned credit for the prerequisite course or is currently enrolled in it. Recent course approvals are provided.

Faculty members oversee academic decisions including learning resources, course materials, assignments, assessments and other pedagogical decisions. Faculty development is available for full- time, part-time, adjunct and dual-enrollment faculty and graduate student instructors through the Center for Teaching, Learning and Assessment. The Office of Instructional Design provides services including course quality reviews, technology selection assistance, and workshops to support the launch of Canvas as the new LMS. Faculty professional development offerings help ensure that faculty provide excellent instruction to all students wherever and however education is delivered.

Faculty must be qualified to teach the courses to which they are assigned through the university’s Faculty Credentials and Tested Experience Policy, regardless of course location or modality, as described in 3C. Dual enrollment faculty must be approved for each course they teach, as outlined in the OHIO College Credit Plus Manual, with documentation of qualifications. Dual enrollment faculty applications are reviewed for consideration by program/department hiring authority, the college dean and the relevant regional higher education dean. All dual enrollment instructors are paired with an OHIO faculty mentor who provides advice and completes a peer observation every semester.

Specialized accreditation is an important public indicator of academic quality as determined by discipline-specific peer review. At OHIO, academic programs are encouraged to obtain specialized accreditation if available. Often these programs are designed to prepare students for licensure to work in their chosen field. Specialized accreditation can help to ensure the curriculum meets licensure requirements. A list of specialized accreditations is publicly posted online. Examples of recent accreditation notices include:

• COSMA - Commission on Sport Management Accreditation (9/2020)
• ABET - Engineering Accreditation Commission (2022-2023 cycle)
• COCA - Commission on Osteopathic College Accreditation (12/2021)
• CAEP – Council for the Accreditation of Educator Preparation (5/2022)
• COAPRT – Council on Accreditation of Parks, Recreation, Tourism and Related Professions (04/2023)
• AACSB – Association to Advance Collegiate Schools of Business (03/2024)

OHIO has a long history of maintaining good standing with specialized accreditors and remains in good standing with 37 of the 38 agencies. In March 2024, OHIO notified HLC that the Council for Academic Accreditation in Audiology and Speech-Language Pathology (CAA) placed OHIO’s Clinical Doctorate of Audiology program on probation due to performance on the Praxis® Subject Assessment. The Audiology program submitted an End of Probation report to CAA in Dec 2024 detailing the progress made to strengthen the program and enhance Praxis testing results and awaits a response from CAA.

Academic program faculty and program leadership are responsible for pursuing and maintaining specialized accreditation. The self-studies and reviews are prepared by faculty and forwarded to the dean and provost for approval before being sent to the accreditation agency. At the institutional level, the status of accredited programs is collected by the Office of Institutional Effectiveness and Analytics and reported to the Board of Trustees.

OHIO utilizes career outcomes of graduates along with external partnerships and feedback to maintain and improve the educational curricula and cocurricular experiences that are provided. Graduate performance indicators, such as employment rates, licensure exam pass rates, residency match rates, and postgraduate education rates, are typically reviewed to ensure program quality and to identify areas of strengths and opportunities for academic programs. Feedback through employers, advisory councils, regional councils and community stakeholder meetings helps ensure that students gain the skills and knowledge needed to be employed in their chosen field.

Graduate Performance Indicators 

OHIO posts graduate outcomes on a publicly available student outcomes dashboard, combining information from several sources and displaying current statistics on postgraduate status, time to first status, and average full-time earnings for degree and certificate earners. Information can be disaggregated by college, field of study, major, degree level, and student characteristics. Guidance for the Outcomes Dashboard assists academic leadership and the public in reviewing student outcomes for their disciplines and degree programs of interest. 

The Comparative Employment Rate and Comparative Percentile Earnings of Graduates dashboards compare performance across Ohio public universities and can be disaggregated by degree level and program CIP code to explore OHIO’s program strengths. National results through the Post- Secondary Employment Outcomes Explorer also are linked. 

OHIO’s Survey of Alumni Dashboard contains assessment information for use by academic departments, faculty, staff and other stakeholders who are invested in the continuous improvement of their programs. Survey outcomes can be viewed as trends over time or in aggregate. Additionally, the Alumni Survey Dashboard User Guide helps demonstrate uses of the alumni information.

Postgraduate licensure exams and residency match rates are used to evaluate the success of OHIO’s graduates. Licensure pass-rates are posted and monitored for the appropriate programs. Typically, these programs also pursue specialized accreditation that helps to set targets or benchmarks for expected performance on these metrics. Examples include:

• Patton College of Education: education license pass rate and employment rates
• College of Health Sciences and Professions: CHSP programs’ licensure pass rates are posted publicly including a summary chart providing recent exam scores and analysis.
• Heritage College of Osteopathic Medicine: licensure, residency and specialties

External Feedback to Ensure the Success of OHIO’s Graduates

As described in 1B, many colleges, departments or programs consult with external advisory boards for advice on curricular currency, fundraising, student opportunities, and more. OHIO’s advisory boards review and advise on facilities and mentorship, provide advice on curricular topics and sequencing, and participate in programmatic accreditation processes. Feedback from community and industry partners is utilized to ensure that academic programming meets the needs of all involved. For example, the Russ College of Engineering collects information from industry supervisors of co- op experiences to verify that the coursework sufficiently prepares the student to participate. By reviewing a variety of information on graduate performance and workplace needs, OHIO ensures that the credentials it represents as preparation for advanced study or employment accomplish these purposes.

• 1589 20240311 Legal - Letter
• 1A2_3D3-4_4A_4C3_5B1_QI Report_Advising_EL_Summer 2024.pdf
• 1B3_4A6_EECS Advisory Board Meetings_ENT_2017-22.pdf
• 1B3_4A6_EECS Advisory Board Meetings_ENT_2017-22.pdf (page number 13)
• 1B3_4A6_McClure School of Emerging Communications Technologies Advisory Board Meetings_2024
• 1B3_4A6_MPH_Community Advisory Board Meetings_CHSP_2018-21
• 1B3_4A6_MPH_Community Advisory Board Meetings_CHSP_2018-21 (page number 9)
• 2ADE_3A_4A_Faculty Handbook_September 2024
• 2ADE_3A_4A_Faculty Handbook_September 2024 (page number 103)
• 2B1_3A1_4A5_Programmatic Accreditation website_Fall 2024
• 2B1_4A5_Program Accreditation Updates to BOT_2021-2024
• 2B2_4A6_OHIO Outcomes Dashboard_Spring 2024
• 2B2_4A6_OHIO Outcomes Dashboard_Spring 2024 (page number 4)
• 2B2_4A6_OHIO Outcomes Dashboard_Spring 2024 (page number 5)
• 2B2_4A6_OHIO Outcomes Dashboard_Spring 2024 (page number 6)
• 3A1-2_4A4_UCC Guidelines on New and Changed Courses_Fall 2021
• 3A2_4A4_Catalog Course Learning Outcomes_Spring 2024
• 3A2_4A4_UCC_Course Outcomes in Catalog_Fall 2019
• 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024
• 3A3_3C3_4A4_CC+_Teacher Approval Process_Fall 2024 (page number 12) 3A3_3C3_4A4_Policy_Faculty Credentials_Tested Experience_Fall 2024
• 3A3_4A1_APR_Self-Study Requirements_Spring 2023.pdf
• 4A1_4C3_Academic Program Review_Fall 2024.pdf
• 4A1_5C3_UCC Program Review Process_Spring 2023.pdf
• 4A1_APR Annual Calendar_Fall 2024
• 4A1_APR Aviation Follow-up Response_AY2024
• 4A1_APR_7-Year Cycle_AY23-AY30
• 4A1_APR_Aviation Follow-Up Report_FY2024
• 4A1_APR_Aviation_AY2021
• 4A1_APR_CLJC_AY2024
• 4A1_APR_English Program_AY2023
• 4A1_APR_Journalism_AY2022
• 4A1_APR_Mech Eng_AY2020
• 4A1_APR_Nursing_AY2024
• 4A1_BOT Resolution_APR_Summer 2023
• 4A1_BOT_Centers_Institutes_Reviews_Fall 2023
• 4A1_Centers_Institutes_Policy_1998
• 4A1_COB Strategic Plan_2022-2026 4A1_COB_APR Actions_Fall 2024
• 4A1_COB_APR_AY2020-21
• 4A1_Engineering Technology and Management Program Review AY2022
• 4A1_IEA Support for APR
• 4A2-3_Career-Technical Credit_Spring 2023
• 4A2-3_Community College Partners_Spring 2024
• 4A2-3_Example Articulation Agreements_Spring 2024
• 4A2-3_Form for Graduate Credit_Spring 2023
• 4A2-3_Graduate Transfer Policies_AY2025
• 4A2-3_Graduate Transfer Policies_AY2025 (page number 7)
• 4A2-3_Military Credit_Spring 2023
• 4A2-3_Ohio Guaranteed Transfer_Fall 2024
• 4A2-3_Ohio TAG Examples_Fall 2024
• 4A2-3_Ohio Transfer 36_Fall 2024
• 4A2-3_Prior Learning Assessment_Spring 2023
• 4A2-3_Transfer Your Credits_Spring 2023
• 4A2-3_UGCatalog_Options_Receiving Credit_AY2025
• 4A2-3_UGCatalog_Options_Receiving Credit_AY2025 (page number 9)
• 4A2-3_UGCatalog_Options_Receiving Credit_AY2025 (page number 10)
• 4A2-3_UGCatalog_Options_Receiving Credit_AY2025 (page number 11)
• 4A2-3_Understanding Transfer Credit Report_Spring 2023
• 4A4_CC+ Faculty Documentation_Spring 2024
• 4A4_Course Approvals in Individual Course Committee_Fall 2023
• 4A4_CTLA Faculty Development Workshop Options
• 4A4_Office_Instructional Design_Services_Fall 2024
• 4A4_OID Course Quality_Fall 2024
• 4A4_OID_Canvas Workshops_Fall 2024
• 4A4_OID_Digital Toolbox_Fall 2024
• 4A4_UCC_Course Approval Process_Spring 2024
• 4A5_AACSB-Accreditation_Spring 2024.pdf
• 4A5_ABET Accreditation_FY2023
• 4A5_COAPRT_Accreditation_Spring 2023
• 4A5_COCA_Accreditation_AY2022
• 4A5_COSMA_Accreditation_Fall 2020
• 4A5_End of Probation Report for Audiology Doctorate program_Dec 2024
• 4A5_PCOE_CAEP Accreditation Letter Spring_2022.pdf
• 4A6_5C5_Comparative Percentile Earnings_Fall 2023.pdf
• 4A6_Alumni Dashboard_Aggregate_Spring 2024
• 4A6_Alumni Dashboard_Trends_Spring 2024
• 4A6_Alumni Survey_User Guide_Spring 2024
• 4A6_CHSP Graduate Success Summary_Spring 2023
• 4A6_CHSP Licensure Pass Rates_Fall 2024
• 4A6_Comparative Employment Rates_Fall 2024
• 4A6_Guidance_Outcomes Dashboard_Spring 2022
• 4A6_HCOM Success Outcomes of Graduates
• 4A6_IEA Link to PSEO Explorer_Fall 2024
• 4A6_IEA_Licensure_Student Outcomes_Fall 2024
• 4A6_IEA_Licensure_Student Outcomes_Fall 2024 (page number 5)
• 4A6_PCOE_Education Pass Rates_Employment_Spring 2024
• 4A6_PSEO Explorer_OHIO data_Fall 2024
• 4A6_Russ Co-op Feedback_Summer 2022
• 4A6_Survey of Alumni Dashboard_Spring 2024

OHIO maintains effective processes for assessment of student learning and for achievement of learning goals in its academic and cocurricular offerings. OHIO’s Assessment Clearinghouse provides the central foundation for the integration of campus-wide assessment activities.

Institutional Level Assessment Infrastructure and Support

In the 2015 Comprehensive Evaluation, the peer team reflected on OHIO’s large, decentralized structure and its impact on assessment of student learning. The decentralized structure and culture positively facilitated broad staff participation in the development and implementation of assessment methodologies, but it also contributed to “unevenness in the assessment processes and reporting of outcomes across colleges,” especially when comparing programs that report to specialized accrediting agencies to those that do not. To address these concerns and to further a culture of continuous improvement, OHIO implemented improvements in its assessment processes, including: 

• Developing the Assessment Clearinghouse to centralize information on student learning assessment, academic program review, evaluation of administrative and support services, student outcomes, and assessment resources;
• Revamping OHIO’s evaluation of operations through the Administrative & Student Support Unit Review (ASSUR) process using a modified Nichols method;
• Standardizing general education goals and assessment rubrics through campus-wide initiatives; and
• Creating an institution-wide definition and process for cocurricular learning assessment.

OHIO’s infrastructure clarifies responsibilities, provides assessment-related professional development, and gives flexibility to meet the needs of diverse departments. Given the decentralized culture and the wide range of degree and certificate programs offered, OHIO utilizes a shared structure for assessment processes and accountability. Assessing program learning outcomes is the responsibility of the program faculty within each college, while the Provost’s Office provides oversight for academic assessment by:

• providing funding and infrastructure support through the Center for Teaching, Learning, Assessment (CTLA);
• measuring progress and outcomes through Institutional Effectiveness & Analytics (IEA); and
• designing an institution-wide process to capture and promote best practices.

IEA and CTLA provide the reporting infrastructure and institutional support, respectively and collaboratively, for assessment activities and initiatives and further promote a culture of assessment through partnerships with the Teaching, Learning, and Assessment Committee as well as the Assessment Liaisons advisory group (4B3). Colleges/departments/schools also maintain their own assessment committees/groups that liaise with IEA and CTLA as needed.

General Education Learning Outcomes Assessment

OHIO's General Education Program is developed, monitored, and assessed by faculty primarily through the University Curriculum Council’s (UCC) General Education Subcommittee. 

Since the 2015 and 2019 reviews, OHIO has made significant changes to its general education program and learning outcomes assessment processes (3B). OHIO BRICKS (Build, Reason, Integrate, Communicate, Know, and Synthesize) focuses on breadth of knowledge and common goals learning outcomes (pp. 3-6). The model blends distribution and integration requirements while emphasizing liberal arts education. The framework of OHIO BRICKS assessment aligns with the recommended components of the National Institute for Learning Outcomes Assessment (NILOA) Transparency Framework which includes (1) specification of student learning outcomes, (2) an assessment plan, (3) evidence of student learning, and (4) use of student learning evidence for program improvement.

The OHIO Common Goals are aligned and assessed using modified versions of the Association of American Colleges and Universities (AAC&U) VALUE Rubrics. These OHIO Common Goals Rubrics and Breadth of Knowledge Rubrics were reviewed and refined by faculty committees and were approved by University Curriculum Council and Faculty Senate in Spring 2020. The UCC General Education Committee oversees a rotating assessment schedule for the eight learning goals, which produce reports on student achievement that include both aggregate assessment results and recommendations.

IEA supports general education assessment with results from two institutional surveys, the National Survey of Student Engagement (NSSE) and the Survey of Alumni as well as results from AAC&U’s periodic employer survey. IEA’s General Education Dashboard is housed in the Assessment Clearinghouse and is used by the UCC General Education Committee, faculty, staff, and other stakeholders for continuous improvement. The dashboard provides information on students’ and employers’ perspectives on OHIO BRICKS relevant skills and knowledge and includes important workplace benchmarks, and longitudinal and peer group comparisons.

Program-level & Cocurricular Assessment

OHIO has made significant changes to its program learning outcomes assessment processes that address the feedback in OHIO’s last comprehensive review. IEA was charged by the Provost to develop an institutional program outcomes assessment reporting process reflective of best practices, and to measure annual reporting progress and outcomes. IEA coordinates these efforts in consultation with the Teaching, Learning and Assessment (TLA) Committee.

OHIO’s program level assessment also utilizes the NILOA Transparency Framework to accommodate the various reporting models used by colleges and programs. Program level documentation for student learning outcomes, assessment plans, evidence of student learning, and use of student learning evidence for all undergraduate, graduate, and medical degree programs as well as certificate and cocurricular programs are collected and archived in OHIO’s Assessment Clearinghouse and are updated annually. The Assessment Clearinghouse process works in partnership with the Academic Program Review process. Annual assessment updates prepare academic programs for their academic program review self-study. Each program’s processes for assessment of student learning are evaluated internally and externally through the academic program review process every seven years.

Given the wide range of degrees, certificates, and cocurricular programs offered at the undergraduate, graduate, and professional level, assessment processes vary considerably across OHIO. For example, many map program learning outcomes to course embedded assessments, some rely primarily on capstone courses, others use student portfolios or experiential learning (simulations, internships, etc.), some use methods prescribed by their programmatic accreditors, and some rely on indirect or summative measures. Each college/department/school/unit approaches assessment in ways that are appropriate to the discipline yet address essential components related to best practice in program learning outcomes assessment. Examples of Assessment Clearinghouse annual reports:

• College of Arts & Sciences
• College of Business
• College of Fine Arts
• College of Health Sciences & Professions
• Graduate College
• Heritage College of Osteopathic Medicine
• Center for International Studies
• Patton College of Education
• Russ College of Engineering & Technology
• Scripps College of Communication
• University College
• Voinovich School of Leadership and Public Affairs
• Cocurricular

IEA supports curricular and cocurricular assessment of learning, providing relevant results from several institutional surveys, e.g., Student Involvement Study, National Survey of Student Engagement (NSSE), Graduating Student Survey, Career & Further Education Survey, and the Survey of Alumni. These results are presented on the IEA website in Tableau dashboards which can be disaggregated by various student characteristics. The dashboards provide results on students’ perspectives regarding relevant skills and knowledge obtained; perceptions on experiential learning and high impact practice opportunities; and employment and further education outcomes. External benchmarks, peer comparisons, and longitudinal comparisons are also available.

The Use of Student Learning Evidence component of OHIO’s assessment process documents how evidence of student learning is used to identify areas where changes in policies and practices may lead to improvement and to inform decision-making at all levels. Through programmatic accreditation, academic program review, OHIO BRICKS’ assessment, program learning outcomes assessment, and institutional student survey assessments, OHIO uses assessment results to inform curricular and cocurricular student learning.

Assessment-driven Curricular and Cocurricular Improvement

The annual program learning outcomes reports (see above) require faculty to identify areas where learning could be improved and describe changes they have made or plan to make. Given the diversity of student work across OHIO’s wide range of curricular and cocurricular offerings, assessment of student learning is also varied and discipline specific. Examples below illustrate various assessment strategies and their use.

The College of Business’ (COB) Association to Advance Collegiate Schools of Business (AACSB) accreditation drives their undergraduate Assurance of Learning (AoL) processes. A faculty Undergraduate Continuous Improvement Team (CIT) is charged with recommending curricular improvements based on review of annual assessment results. In spring 2020, the Quantitative Reasoning Task Force (QRTF) was formed to make curricular improvement recommendations because of lower-than-expected achievement of learning outcomes in quantitative reasoning. The QRTF made two recommendations:

• all exams in Quantitative Business Analytics course QBA 2720 were to be used as artifacts to assess quantitative reasoning to better assess students’ abilities to achieve college-level learning objectives; and
• students should be exposed to college-level learning objectives in QBA 1720 and 2720 to increase exposure and improve quantitative reasoning abilities.

While the task force focused on quantitative reasoning has ended, results from COB’s program learning assessments demonstrate sufficient levels of achievement for this outcome. Additional examples of past curricular improvements at the undergraduate and graduate level are detailed in COB’s most recent academic program review self-study.

Other examples include:

• The Department of Biological Sciences administered the GenBios-MAPS (General Biology Measuring Achievement and Progression in Science) assessment test and identified three areas of concern. The assessment committee held a meeting of faculty at all campuses to discuss and identify curricular changes to enhance students’ learning wherever and however the course is delivered.
• In the 2021-22 measurement cycle, the Chemical Engineering program identified areas of weakness in the student learning outcome related to Complex Problems and identified several curricular actions to take. The program’s 2023-24 assessment results demonstrated advancements in student learning, though not all targets were met.
• The Master of Fine Arts program identified challenges in the integration of practice with history and theory particularly in student communication and writing based on their 2020-21 assessment of student learning results. Faculty discussions identified twelve actions ranging from introducing a new requirement for a thesis writing course for all School of Art+Design Studio MFA students, assuring that theory courses and seminars remain focused on increasing student understanding of canons and emerging theory and their implications for professional artistic practice. The MFA Thesis Proposal Writing Seminar course was reinstated in academic year 2022-23.
• Facing a decline in COMLEX level 1 pass rates in the midst of the pandemic, the Doctor of Osteopathic Medicine program provided additional academic supports which led to the COMLEX level 1 pass rates improving from 87% to 91% over the past four years. Importantly, the COMLEX level 2 and 3 pass rates remained at or above the national average.
• Addressing weakness in students’ ability to identifying the components of a quality research- based rationale in the 2021-22 assessment cycle, faculty in the Master of Science in Parks, Recreation and Leisure Studies program made curricular changes to the assignment to support additional engagement in students’ topic literature through additional drafts, which resulted in improvements meeting the target in 2022-23.

OHIO BRICKS Assurance of Learning process has assessed learning outcomes associated with five BRICKS Common Goals and two Breadth of Knowledge Goals. Because the implementation of the BRICKS Assurance of Learning plan is new, improvements have been primarily focused on the improvement of the assessment processes.

Examples of cocurricular improvements identified through assessment can be found in the Division of Student Affairs’ annual Data Gala Poster Presentations from both 2020 and 2021. During this time, Student Affairs’ cocurricular units were making progress on maturing their assessments of student learning. The Vice President had prioritized assessment within the new strategic plan and hired a director of strategic planning and assessment. While progress with assessment maturity stalled in 2022, due to leadership changes, staff turnover, and a restructuring of cocurricular units, in 2023, the new vice president created a position to coordinate divisional cocurricular assessment and data-informed decision making. Consistent with HLC guidance and recognizing a need for a more formal cocurricular definition, OHIO's University Curriculum Council had a second reading of a definition in December 2024 to ensure that all appropriate units participate in cocurricular assessment of student learning outcomes.

OHIO is committed to utilizing best practices in assessing student learning. OHIO uses the National Institute of Learning Outcomes Assessment (NILOA) transparency framework in assessing all curricular and cocurricular offerings. The eight BRICKS Common Goal Rubrics at the core of the OHIO BRICKS Assurance of Learning process are modified AAC&U VALUE Rubrics developed and approved by faculty. 

Reimagining the General Education curriculum involved extensive participation of faculty and cocurricular personnel and included participation and feedback from students. Faculty were involved in identifying breadth of knowledge and common learning goals, refining the AA&CU VALUE rubrics and learning outcomes, and developing the Assurance of Learning (assessment) plan with assessment methods that reflect best practices and align with NILOA’s framework. The BRICKS Assurance of Learning process is faculty-driven. Faculty identify and develop the embedded assessments, evaluate them, review assessment results, and identify recommendations for improvement. 

Each academic college and cocurricular division has an Assessment Liaison. The Assessment Liaison is the person that facilitates a working relationship between the IEA Assessment Clearinghouse reporting process and the programs within their colleges and/or units. Initially, the Assessment Liaisons provided vital feedback to IEA in the development of the Assessment Clearinghouse structure and reporting processes. After implementation, the Assessment Liaisons continue to provide paths for communication and feedback, assist with the collection of annual assessment reports, and share good assessment practices with other Liaisons, academic programs and cocurricular units within their colleges/departments/schools/units.

Faculty also participate extensively in program learning outcomes assessment as demonstrated through college or department level committee meeting minutes:

• College of Arts & Sciences
• College of Business
• College of Fine Arts
• College of Health Sciences & Professions
• Heritage College of Osteopathic Medicine
• Patton College of Education
• Russ College of Engineering & Technology
• Scripps College of Communication
• Division of Student Affairs

OHIO possesses a very dynamic Teaching, Learning, and Assessment Committee (TLA). TLA champions a culture of continuous improvement in teaching and learning through evidence-based practices. TLA serves in an advisory capacity to departments, programs, and offices on matters relevant to teaching, learning, and assessment and advocates for the university resources needed. TLA strives to complete three to five projects annually to advance OHIO’s commitment to exceptional practices and continuous improvement in teaching, learning and assessment. Typically, projects are focused on supporting university initiatives or creating research reports with recommendations to change university policies or practices. Examples include:

• General Education: Moving Beyond the Pilot
• Excellence in Assessment Designation: Gap Analysis, Priority Recommendations, & Action Steps
• HLC Evidence: Gap Analysis, Priority Recommendations and Next Steps
• Inclusive Pedagogy & Assessment Practices
• Moving Beyond Student Evaluations of Teaching: Documenting Teaching Activities to Demonstrate Teaching Effectiveness
• Conceptualizing Teaching Excellence
• Graduate Student Instructional Training

Additionally, TLA annually co-sponsors OHIO’s Spotlight on Learning Conference (SoL) with the Center for Teaching, Learning, and Assessment (CTLA) and the Office of Instructional Design (OID). SoL brings OHIO faculty, staff and the larger teaching and learning community together to highlight models of teaching excellence by sharing examples of highly effective instructional practice, outlining strong approaches to assessing student learning and evaluating instruction, and providing methods for implementing, investigating, assessing, and researching teaching innovation.

CTLA advances teaching and learning excellence at OHIO by providing resources and championing scholarly teaching that is student-centered, evidence-based, innovative and inclusive. Newly expanded in the fall 2022 semester, CTLA serves stakeholders across the University. CTLA's programming brings OHIO community members together to share ideas and expertise, implement evidence-based instructional strategies in various learning contexts and assess the effectiveness of teaching practices. CTLA's initiatives align with OHIO’s Vision to deliver the most valuable university education in Ohio and with the Dynamic Strategy Pillars. CTLA programming includes:

• Inclusive Pedagogy Academy
• Faculty Learning Communities
• Bruning Teaching Academy
• Course Design Institutes
• Student Feedback to Support Instruction
• Peer Teaching Observation Program
• Graduate Student Instructor Programming

• 1589 20151221 Comprehensive Quality Review - Team Report
• 1589 20151221 Comprehensive Quality Review - Team Report (page number 26)
• 2B2_4B1_5C6_General Education Dashboard_Fall 2024.pdf
• 3B1_4B3_Reimagining General Education Report_Spring 2020.pdf
• 3B1-3_4B1-3_BRICKS Learning Outcomes and Rubrics_Fall 2021.pdf
• 3B2_4B1_Faculty Senate Approves BRICKS_Spring 2020.pdf
• 3C4_4B3_Peer Teaching Observation Program_Fall 2023.pdf
• 3C4_4B3_Student Feedback_Support Instruction_Fall 2024.pdf
• 4B1_5C2-6_ASSUR_Purpose_Fall 2024.pdf
• 4B1_Arts_Sciences_PLO Annual Reports_AY2024
• 4B1_Assessment Clearinghouse Reporting Metrics_Spring 2025.pdf
• 4B1_Assessment Clearinghouse_Fall 2024
• 4B1_BRICKS Gen Ed Assessment Reports_AY2024
• 4B1_BRICKS_Breadth of Knowledge Rubrics_Spring 2024
• 4B1_CHSP_PLO Annual Reports_AY2024
• 4B1_CIS_PLO Annual Reports_AY2024
• 4B1_COB_PLO Annual Reports_AY2024
• 4B1_Co-curricular_PLO Annual Reports_AY2024
• 4B1_CoFA_PLO Annual Reports_AY2024
• 4B1_Gen Ed Dashboard Use_Spring 2025
• 4B1_Graduate College_PLO Annual Reports_AY2024
• 4B1_HCOM_PLO Annual Reports_AY2024
• 4B1_IEA Guide Assessment_Program Review_Fall 2022
• 4B1_OHIO_Tableau_Dashboards_Spring 2023
• 4B1_PCOE_PLO Annual Reports_AY2024
• 4B1_PLO_Accreditor-led_AY2023
• 4B1_PLO_Capstone_AY2023
• 4B1_PLO_Course Embedded_AY2023
• 4B1_PLO_Student Portfolio_AY2023
• 4B1_Program Level Documentation_Spring 2025
• 4B1_Scripps_PLO Annual Reports_AY2024
• 4B1_Teaching_Learning_Assessment_Cmte_Fall 2024
• 4B1_University College_PLO Annual Reports_AY2024
• 4B1_Voinovich_PLO Annual Reports_AY2024
• 4B1-2_Russ_PLO Annual Reports_AY2024
• 4B1-2_UCC_Co-curricular Definitions_Fall 2024
• 4B1-2_UCC_Gen Ed Assurance of Learning_Spring 2020
• 4B1-2_UCC_Gen Ed Assurance of Learning_Spring 2020 (page number 2)
• 4B1-2_UCC_Gen Ed Assurance of Learning_Spring 2020 (page number 8)
• 4B1-3_Assessment Clearinghouse_Liaisons_Process_Spring 2024
• 4B1-3_Assessment Clearinghouse_Liaisons_Process_Spring 2024 (page number 3)
• 4B1-3_Assessment Clearinghouse_Liaisons_Process_Spring 2024 (page number 5)
• 4B2_BRICKS Improvements_Spring 2024
• 4B2_BS Chem Engineering Assessment Results from AY21-22
• 4B2_COB Quantitative Reasoning Assessments_AY2022-23
• 4B2_COB_Continuous Improvement Team_AY2022
• 4B2_COB_QRTF recommendation_Spring 2020
• 4B2_COB_Self-study_APR_Fall 2020
• 4B2_Dept Biological Sciences Assessment_Evidence of Use 2022-23
• 4B2_DOSA_Data Gala_2020
• 4B2_DOSA_Data Gala_2021
• 4B2_HCOM D.O. Program Annual Program Review_2021-22
• 4B2_HCOM_COMLEX Pass Rates All Levels 2018-2024
• 4B2_MFA Program Assessment_AY2021
• 4B2_MFA Program Assessment_AY2023
• 4B2_MFA Program Assessment_AY2023 (page number 6)
• 4B2_Parks_Recreation_Leisure Studies_Use of Evidence
• 4B3_Assessment Liaison_Summary_Fall 2023
• 4B3_CAS_Faculty_Assessment Meetings_Spring 2021
• 4B3_CHSP_Faculty_Assessment_Minutes_2022
• 4B3_Clearinghouse_NILOA_Spring 2025
• 4B3_COB_CIT Minutes_2023
• 4B3_CoFA_Faculty Meeting_Fall 2023
• 4B3_CTLA_Bruning Teaching Academy_Spring 2024
• 4B3_CTLA_Course Design Institutes_Spring 2024
• 4B3_CTLA_Faculty Learning Communities_Spring 2024
• 4B3_CTLA_GSI Programming_Spring 2024
• 4B3_CTLA_Inclusive Pedagogy Academy_Spring 2024
• 4B3_DOSA_Assessment Cmte_Spring 2020
• 4B3_HCOM_Curriculum Committee_Spring 2022
• 4B3_OHIO BRICKS_FAQs_Spring 2021
• 4B3_PCOE_Faculty_Assessment_Varies
• 4B3_Russ_Faculty_Assessment_Spring 2023
• 4B3_Scripps_Faculty Meeting_Fall 2020
• 4B3_Spotlight on Learning Conference_Spring 2024
• 4B3_TLA_Beyond Student Evaluations_Summer 2020
• 4B3_TLA_Conceptualizing Teaching Excellence_Spring 2022
• 4B3_TLA_EIA Designation_Spring 2019
• 4B3_TLA_Gen Ed_Beyond Report_Spring 2019
• 4B3_TLA_Graduate Instructor Training_Spring 2022
• 4B3_TLA_HLC Evidence Collection_Spring 2022
• 4B3_TLA_Inclusive Pedagogy_Spring 2021

OHIO places a strong emphasis on enhancing the overall student experience and ensuring the success of its students. During the 2018-19 academic year, the University Student Success Planning Group developed five-year student success goals. These goals included targets for first-year retention, and 4- year and 6-year graduation rates. The aim of these goals was to develop a holistic student success plan and to close equity gaps for first-generation college students, Pell-eligible students and African- American students. Additionally, the University Student Success Planning Group developed a framework that identified research-based and data-informed practices (pp. 19-30) OHIO should implement to reach the five-year targets. 

In 2018, OHIO was selected to participate in the APLU’s Powered by Publics Initiative to increase college access, student success and graduation. Along with 124 other public universities, OHIO was selected for this collaborative initiative based on our individual successes in student success efforts. OHIO was part of the Data Integration Cluster, which focused on leveraging data to support student success initiatives. The vision for the Power by Publics initiative was for participating institutions to bring their individual successes to scale across the public higher education sector. 

In 2021, President Sherman released his Presidential Priorities, and Priority One was to continue improvement of student experience and success. This priority outlined a commitment to expanding opportunities for every student, closing equity gaps in student success, and graduating students on time and ready to move into graduate studies or their career of choice. Executive Vice President and Provost Sayrs charged academic leadership with improving student success and the student experience as a priority in fall 2021. In 2023-24, OHIO’s new Dynamic Strategy plan was developed and reinforces OHIO’s commitment to student success. The Dynamic Strategy LEARN executive leadership team is currently working to finalize metrics and strategic targets for enhanced student success.

OHIO has invested significant resources in the University Student Success Planning Group’s (pp. 7- 8) goals to improve retention and 4-year and 6-year graduation rates, focusing in four areas:

1. Deep learning experiences for all students
2. Innovative and adaptable student support services
3. Identify and remove institutional barriers to student success
4. Collect and analyze data to refine, support, and identify goals

Student Success Update presentation to the Board of Trustees in January 2024 indicates progress on the five-year goals from 2018 - 2023:

• Athens campus first year retention has increased from 81.3% to 82.7%. (p. 13)
• Athens campus 4-year graduation rates have increased from 49.8% to 51.0% (p. 28)
• Athens campus 6-year graduation rates have increased from 65.9% to 67.2% (p. 28)
• The first generation Pell-eligible student retention rate has increased from 68.4% to 71.5% (p. 15)
• Regional higher education first year retention has increased from 58.9% to 64.7% (p. 30)

Colleges

Most colleges, departments or programs refer to the institutional goals for retention, persistence or graduation rates. Certain academic programs that pursue disciplinary accreditation, such as nursing (BSN) or public health (MPH) may set their own goals or use the goals that are expected by the disciplinary accrediting body, as long as those goals meet or exceed the institutional goals.

OHIO demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its academic programs and the continuous improvement of its student success programs. Institutional Effectiveness & Analytics (IEA) collects and analyzes student retention, persistence, completion and time-to-degree data and shares these results with individual units, executive leadership, and the Board of Trustees. 

IEA produces multiple student success interactive dashboards which provide visualizations for these metrics by degree level, college, department/school and program as well as by demographics (sex, ethnicity, first generation status, etc.). These dashboards enable executive leadership, college deans, department chairs and student success program administrators to monitor trends for different student populations. In addition, IEA provides retention and graduation rates on their Retention and Graduation webpage as well publishing these metrics in an annual Fact Book. 

IEA conducts student success predictive modeling on factors associated with attrition and retention, using data from the student information system, institutional surveys, data from individual student programs, and external datasets. IEA supports both proactive and reactive strategies for meeting our retention and graduation goals by identifying students at-risk of attrition. Demographic and survey information is analyzed along with outcomes data to help identify and prioritize at-risk subgroups. These results are shared with and used by student success partners across the institution.

Using information on student retention, persistence and completion of programs to make improvements has been an institutional focus. As charged by President Sherman’s Priority One to continue improvement of student experience and success, declines in student retention from 2019- 2021 were the impetus for the development of the Guided Pathway Model at OHIO called the Ohio Graduation Plan (OGP). The OGP aims to improve students’ educational experiences and career preparation through a structured plan of curricular and cocurricular experiences with appropriate support. Implementation of the OGP for all undergraduate programs is OHIO’s most recent Quality Initiative (QI) undertaken to re-imagine the student experience by embedding evidence-based practices for student success. Evaluation of the OGP QI continues to use retention analysis as an indicator of success and will eventually include analyses of graduation rates as a success indicator. 

In addition to large-scale initiatives such as OGP, the University Student Success Planning Group’s development initiatives that impact student success has been on-going since 2018. Information on student retention, persistence and completion of programs was reviewed and discussed during the group’s planning meetings and formed the basis for the development of the University Student Success Plan in fiscal year 2022. This plan established 18 university initiatives aligned to four strategic objectives to increase student success with an overarching goal to close the gaps in student success rates, with a focus on first-generation students, African-American students and Pell-eligible student on regional campuses. Also, in support of the 5-year goals, the Provost’s Office led discussions with the deans about retention, persistence and graduation and opportunities where colleges can make a difference for students.

The use of student success data for improvement continues as OHIO implements the LEARN Pillar of Dynamic Strategy. For example, this recent persistence and graduation presentation to the LEARN executive leadership team and the provost creating a student success data working group to continue to dig into the data for actionable insights.

IEA is often called upon to provide analyses and models to predict retention, persistence and graduation rates to help support decision making when the institution is considering new policies or making changes to current policies such as the move to test-optional admissions.

OHIO’s institutional effectiveness processes also require that units focus on retention, persistence, and completion of programs. University Curriculum Council’s (UCC’s) Academic Program Review process requires academic programs to demonstrate that they are using student success indicators such as retention, persistence, graduation rates and student outcomes as evidence for undergraduate and graduate program quality. Some examples include the College of Business (pp. 4-7), Chemistry and Biochemistry (pp. 6-7), and English (pp. 39-42).

Additionally, academic programs review student success measures to create improvement plans as required by their disciplinary accreditors. In the College of Health Sciences & Professions, programs such as nutrition and nursing must develop and implement student success plans.

IEA uses standard methodologies for collecting and analyzing information on student retention, persistence, and completion of programs. At the undergraduate level, institutional definitions reflect best practice established by the federal IPEDS guidelines and definitions. For graduate level programs, IEA uses the University of North Texas and the Texas Higher Education Coordinating Board (THECB) methodology to create cohorts for both master’s and doctoral programs during the given academic year (Fall, Spring, Summer). The cohorts are tracked to the subsequent semesters to determine the percentage of students who were retained and have graduated each year. This methodology is used for all external reporting purposes. IEA also uses a modified version of the THECB methodology for master’s and doctoral programs for internal decision support to account for students moving from one program to another prior to graduation.

• 1A2_3D3-4_4A_4C3_5B1_QI Report_Advising_EL_Summer 2024.pdf
• 1A2_3D3-4_4A_4C3_5B1_QI Report_Advising_EL_Summer 2024.pdf (page number 9)
• 1A2_4C1_5B_5C_Dynamic Strategy LEARN pillar_2024
• 2B2_4C2_Student Data_Retention_Graduation Rates_Fall 2024.pdf
• 4A1_4C3_Academic Program Review_Fall 2024.pdf
• 4C1_5C4-6_Student Success Goals_Progress_Summer 2021.pdf
• 4C1_5C4-6_Student Success Goals_Progress_Summer 2021.pdf (page number 7)
• 4C1_5C4-6_Student Success Goals_Progress_Summer 2021.pdf (page number 8)
• 4C1_5C4-6_Student Success Goals_Progress_Summer 2021.pdf (page number 19)
• 4C1_5C6_Student Success Update_BOT_Spring 2024.pdf
• 4C1_5C6_Student Success Update_BOT_Spring 2024.pdf (page number 13)
• 4C1_5C6_Student Success Update_BOT_Spring 2024.pdf (page number 15)
• 4C1_5C6_Student Success Update_BOT_Spring 2024.pdf (page number 28)
• 4C1_5C6_Student Success Update_BOT_Spring 2024.pdf (page number 30)
• 4C1_APLU_Data Integration_Summer 2020
• 4C1_APLU_Powered by Publics_2018
• 4C1_MPH Completion Rates_Spring 2022
• 4C1_Nursing Completion Rates_Fall 2020
• 4C1_Presidential Priorities_FY2022-23
• 4C1_Provost_Charge_Student Success_ Fall 2021
• 4C1_Provost_Resources_Student Success_Fall 2022
• 4C2_IEA Interactive Dashboards_Spring 2021
• 4C2_IEA_Fact Book_2021
• 4C2_Student Success Predictive Modeling_Spring 2021
• 4C3_Chem_Biochem_Self-Study_Fall 2022 2024
• 4C3_COB_Student Outcomes_APR_Fall 2020
• 4C3_English_Student Outcomes_APR_Fall 2022
• 4C3_English_Student Outcomes_APR_Fall 2022 (page number 47)
• 4C3_LEARN_Persistence_Graduation_Fall 2024
• 4C3_Nursing Student Success Plan_2021
• 4C3_Nutrition Student Success Plan_2023
• 4C3_OHIO Graduation Plans_OGP_Fall 2021
• 4C3_Planning Group_Success Data Review_2018
• 4C3_Provost_Dean_Discuss Student Success_Fall 2019
• 4C3_Test-Optional Admissions Report_Spring 2020
• 4C3_Test-Optional Admissions Report_Spring 2020 (page number 5)
• 4C3_University Student Success Plan_FY2022
• 4C3_University Student Success Planning_Fall 2018
• 4C4_OHIO_Doctoral Academic Plan Definitions_Summer 2024
• 4C4_OHIO_Doctoral Degree Cohort Definitions_Summer 2024
• 4C4_OHIO_Master Degree Cohort Definitions_Summer 2024
• 4C4_OHIO_Masters_Academic Plan Definitions_Summer2024

OHIO has effective shared governance that engages internal stakeholders from student level to the Board of Trustees (BOT). The Bylaws of the BOT delineate the roles and responsibilities for the board, OHIO’s president, and the board’s standing committees. These committees support effective oversight and decision-making in the areas of academics and student success; audit and risk management; governance and compensation; and resources, facilities and affordability. The Office of the President prepares reports to the BOT to outline progress on strategic initiatives, share enrollment and budget projections, present emerging issues in the higher education landscape, and highlight the most recent achievements made by students, faculty and staff. The BOT and its committees also meet with members of the President’s Cabinet and other key personnel on issues of interest to keep abreast of institutional progress and its position in the higher ed landscape. BOT meetings are public, and the board agendas and minutes are available on the university website. 

The President consults both the President’s Cabinet and President’s Leadership Council (President’s Cabinet plus the Deans and chairs from the Faculty and Administrative Senates) to develop and monitor strategies to meet institutional challenges and opportunities. Shared governance is demonstrated through meetings of the President and Provost with the Faculty Senate, Administrative Senate, Student Senate and Graduate Student Senate along with the work of standing committees and task forces (University Standing Committees SP 2023). The Faculty Handbook and the Administrative Policy Manual outline the processes, procedures and expectations for employees at the university level. Student handbooks are often developed at the college or department level, and student-related policies are published online in the academic catalogs. Additional shared governance occurs through committee meetings and activities at the college, school or department levels.

Faculty Senate is the primary shared governance avenue for faculty across the institution. Faculty have been entrusted with oversight of the curriculum and academic policies, as outlined on the first page of the faculty handbook:

“The Faculty Senate, as sanctioned by the Ohio University Board of Trustees, is an elected representative body that acts on behalf of all faculty on matters related to University planning, governance, and resource allocation. The Senate maintains primary jurisdiction over curriculum and academic policies and is an advocate for faculty views on all other University policies and practices. As a key partner in University governance, the Senate provides representatives to all relevant University committees, boards, and task forces. The Faculty Senate provides a forum for the discussion of all issues of concern to the faculty and is dedicated to creating and maintaining a University environment that preserves academic freedom and fosters the free exchange of ideas.”

OHIO’s shared governance with the Faculty Senate may change in 2025 as the faculty are preparing to vote on unionization. Last spring, the United Academics of Ohio University (UAOU) filed a petition with the State Employment Relations Board to be recognized as a collective bargaining unit. In November 2024, OHIO reached a tentative agreement with the national union organizers representing UAOU. The faculty vote is anticipated to take place between February 18th and March 4th, 2025. OHIO’s Board passed a resolution on the potential collective bargaining by faculty. OHIO’s Labor Relations team has a history of successfully working with other unions to negotiate collaborative bargaining agreements (ASFCME 1699, ASFCME 3200, FOP Lieutenants, FOP Officers) and is likely to have success should a faculty union be formed.

Additionally, college level governance structures exist within colleges, schools, and departments, as delineated in college or department-level bylaws (examples: Geography, College of Business, Heritage College of Medicine).

Any academic or faculty policy developed at the department, school or college level must align with the faculty-related policies and procedures within the Faculty Handbook and Faculty Senate resolutions. Similarly, course or curricular changes are subject to approval through the University Curriculum Council, a committee operating under the Faculty Senate.

Other campus stakeholders participate in governance through Administrative Staff Senate, Student Senate, and Graduate Student Senate. Classified employees have further governance avenues through collective bargaining agreements.

The Administrative Senate meets regularly and is consulted on topics of interest, including their viewpoint on ideal qualities of a new president, discussion of raising student pay vs staff pay, and work on the emergency work policy.

The Student Senate represents all undergraduate students to university administration, and Graduate Student Senate represents all graduate students. The Student Senate funds over 600 student organizations every year and helps to host major events, including Pride Week, Finals Fest and Take Back the Night. Student Senate minutes demonstrate engagement with administrators and community members. Graduate Student Senate has met with the President, with the Student Trustee member of the board of trustees, and with faculty and administrative senate representatives.

Students’ participation in academic and university decisions also occurs through membership and feedback on university committees. Students served as members of the strategic planning and mission refresh committees and on the University Curriculum Council, where the BRICKS general education program and the definition for Experiential Learning were determined. Student governance has proposed a policy on bereavement leave for grieving students and changes in medical leave and health insurance costs for graduate teaching assistants. In an example of shared governance bodies working together, the Student Senate proposed a bill for a revolving sustainability fund based on a new student fee and presented the idea for endorsement at the Graduate Student Senate and Faculty Senate.

The previous Classified Senate representing clerical and technical employees at OHIO (not including student employees) was dissolved when the last group of these employees unionized and implemented their collective bargaining agreement in July 2021 (AFSCME 3200), joining ASFCME 1699 and the Fraternal Order of Police. Classified employees still participate in governance by providing feedback through surveys, discussions and open forums, such as the surveys launched during the mission refresh and strategic prioritization processes.

OHIO administrators also receive input through listening sessions, surveys and proposals. The Division of Diversity and Inclusion’s comprehensive review of OHIO’s diversity, equity and inclusion programs, policies, practices and the overall campus climate included listening sessions for students, faculty staff and community members. The Provost’s Office offered listening sessions when beginning the search for the next provost. The Provost’s Office also accepted proposals to help fund new program development and for faculty hiring that aligned with strategic priorities.

The Office of Institutional Effectiveness and Analytics (IEA) is primarily responsible for collecting, analyzing, and reporting institutional data pertaining to students, faculty and staff, and academic programs to support data-informed decision-making. Reporting to the Provost’s Office, IEA prepares institutional dashboards and completes ad hoc data requests in areas including academic assessment, student enrollment, retention and graduation, faculty salary and staffing, and comparative studies using peer institutions. IEA makes data available to both internal and external stakeholders through three major distribution channels:

• the IEA website provides reporting and Tableau public dashboards with data both publicly available and behind single sign on for the OHIO community;
• OHIO Bobcat Insights which provides official reporting data at the Census and End-of-Term timepoints; and
• Analytics and Decision Support which provides transactional, analytic data extracts visualized through self-serve Tableau dashboard.

Comparative information is obtained through participation in national and regional cost studies, American Association of University Professors and College and University Personnel Association salary studies, and retention and graduation rate studies. OHIO also uses comparisons to peer institutions in decisions and discussions of market share, enrollment trends, and value to students.

Since the 2019 Systems Portfolio, a key advancement in the availability of data for decision-making was the implementation of the Analytics and Decision Support (ADS) Tableau platform. ADS allows for the more efficient development of filterable, self-service dashboards to meet individual needs. ADS dashboards are available internally to address questions around trends in enrollment and admissions, faculty demographics, sufficiency, and teaching loads, student success metrics, instructional costs and revenues, and more advanced statistical modeling. The ADS User Guide provides an overview of the core dashboards and demonstrates how the filters can be used to answer key questions for different campuses, colleges and degree levels. Examples of ADS Dashboards include: OHIO Online Course Success, Supplemental Instruction Information, Admitted Student Designated Marketing Areas, and Enrollment by Ohio House Districts. 

Units also collect and utilize operational data to drive improvements, support budget planning, and monitor and ensure effectiveness. For example, Enrollment Management provides daily and weekly enrollment updates to campus leadership. These reports also help inform the marketing and enrollment strategies utilized by Enrollment Management, which in turn impacts the budgeting process.

As part of resource planning during the COVID pandemic, the Provost’s Office and Dean’s Council sought new and timely academic metrics to manage spending authorizations within the fiscal year and for budget planning for the next fiscal year. The ongoing need for these types of data was the impetus for the development of the first version of the Academic Metrics Data Explorer and the multi-year project to develop a course-level understanding of actual revenues and instructional costs. These data support managerial accounting activities and decision-support tools such as the Investment Decision Support Dashboard.

The budget planning process consistently utilizes data to prioritize needs and consider environmental trends. Coming out of the pandemic, the Budget Planning Council has analyzed long-term trends in enrollment, enrollment challenges, tuition, state subsidies and expenses. In 2021, in response to declining enrollment, OHIO offered a voluntary separation and retirement plan to better align employee numbers with the enrollment. A long-term staffing analysis in 2023 demonstrated how OHIO worked to adjust employee numbers (faculty and non-faculty) in response to declines in student enrollment.

Academic requirements, policies, and processes are typically led by faculty through the Faculty Senate, as outlined in Article 3 of the Constitution of the Faculty Senate. The key roles attributed to Faculty Senate are: to initiate policies related to University-wide academic matters and policies relating to the rights and responsibilities of faculty members incident to their employment by the University; to receive, act upon and communicate to executive leadership the views of the Senate regarding administrative proposals related to university-wide academic matters; and to act as the official channel of faculty opinion on all matters related to academic excellence. As detailed in responses to Core Components 3A and 4A, the University Curriculum Council (UCC), which is a standing committee of Faculty Senate, approves all new courses and programs, manages the academic program review process and oversees the general education coursework. When changes in academic process or policy are needed, another Faculty Senate standing committee, the Educational Policies and Student Affairs Committee (EPSA) serves to prepare the resolutions and presents them for Faculty Senate consideration.

Some examples of shared governance decision-making are listed below. Not all resolutions are adopted on second reading 

• Resolution to Amend Arches April 18, 2023 At the behest of the General Education subcommittee of UCC, this resolution sought to permanently alleviate a restrictive requirement in the revised general education program (3B). The resolution passed and is reflected in the undergraduate student catalog.
• Resolution Adding Language to Implement Testing Your Faith Act In response to changes in state law, the university enacted a policy to accommodate student absences due to sincerely held religious beliefs or practices. Because the policy called for additional language to be provided in course syllabi, EPSA proposed the specific language requirements to be included in the Faculty Handbook, which was discussed on first reading and passed on second reading.
• Resolution to Amend the Acceptance of D Grades in Transfer Prior to this resolution, OHIO accepted D grades for transfer credit only from in-state public institutions. This resolution expanded transfer credit D grade acceptance to all institutions. At the first reading, several senators had questions about rigor, timing, and impact on college-level requirements for majors. After editorial changes and clarifications, the resolution passed on second reading.
• Resolution for Minimum 2.0 Grade Point Average Policy This resolution continues to assure academic rigor while following best practices in higher education. It was discussed on first reading and passed on second reading.
• Draft Reading - Resolution on the Establishment of Research Faculty The Executive Committee of Faculty Senate held a discussion to consider a Research Faculty designation in March 2024. The resolution was tabled in April as the proposal was considered by HR, Legal and the Vice President of Research. The Senate President reported that concerns were not on the policy side but the implementation.

Students can also initiate academic policies and suggest changes in procedures. Student senate proposed a bereavement policy for grieving students. The issue was brought to faculty senate for a first reading with some discussions and concerns over finals week, existing policy on excused absences, and determining appropriate length. A Sense of the Senate Resolution in support of developing a student bereavement leave policy was passed at second reading. While this resolution is not binding, the provost signed the resolution, thus showing support for development of this policy. 

There are many examples of collaborative structures that support academic policies, procedures and practices outside of Faculty Senate. The Teaching, Learning and Assessment Committee provides advice and recommendations for continuous improvement in teaching, learning and assessment at the course, curricular and program levels. Advisory councils provide guidance to many operational and strategic areas of the university, including facilities planning, information technology, business services, diversity and inclusion, employee benefits, and budget planning. Students, staff and faculty were part of the Evaluation Committee when the university considered a new Learning Management System and in the Mission refresh and Dynamic Strategy process in 2023-24.

• 1A1_2A1_5A1_Mission Engagement and Survey Results_Spring 2024.pdf
• 2A2_5A1_Student Academic Policies_Fall 2024.pdf
• 2ACDE_3A_4A_5A_Faculty Handbook_Jan2025.pdf
• 2B2_4B1_5A2_IEA Website_Fall 2024.pdf
• 2C5_5A1_5C1_BOT Bylaws_Fall 2021.pdf
• 2C5_5A3_Faculty Resolution to Amend Arches_Spring 2023.pdf
• 3C2_5A2_Investment Decision Tool_Fall 2024.pdf
• 5A1_5C3_Graduate Student Senate_Engagement_Varies.pdf
• 5A1_5C3_Graduate Student Senate_Engagement_Varies.pdf (page number 2)
• 5A1_5C3_Graduate Student Senate_Engagement_Varies.pdf (page number 13)
• 5A1_5C3_Graduate Student Senate_Engagement_Varies.pdf (page number 17)
• 5A1_5C3_SS_Engagement_Administrators_Community-Varies.pdf
• 5A1_AS_Emergency_Work_Policy_2022-2024
• 5A1_AS_Qualities_NewPresident_Fall 2022
• 5A1_AS_Student Pay Increase_Fall 2022
• 5A1_BOT_Resolution_Potential Faculty Bargaining_Spring 2025
• 5A1_Collective Bargaining Agreements_Spring 2025
• 5A1_College-Department-Faculty-Bylaws_Varies
• 5A1_College-Department-Faculty-Bylaws_Varies (page number 2)
• 5A1_College-Department-Faculty-Bylaws_Varies (page number 34)
• 5A1_College-Department-Faculty-Bylaws_Varies (page number 39)
• 5A1_DEI_Climate Listening Sessions_Spring 2023
• 5A1_Endorsement_Sustainability Fund_2023-2024
• 5A1_Endorsement_Sustainability Fund_2023-2024 (page number 5)
• 5A1_Endorsement_Sustainability Fund_2023-2024 (page number 13)
• 5A1_Faculty Listening Session_Provost Search_Fall 2023
• 5A1_Faculty Union Vote Timeline_Spring 2025
• 5A1_Grad Student Input_AY2024
• 5A1_President_BOT_Reports_2020-21
• 5A1_President_s_Cabinet_Spring 2025
• 5A1_Provost_Faculty Cohort Hire_2023-2024
• 5A1_Provost_Proposals Program Development_Fall 2024
• 5A1_SS_Bill_Sustainability Fund_Spring 2023
• 5A1_Student Input_BRICKS_Fall 2019
• 5A1_Student Input_Experiential Learning_Fall 2021
• 5A1_Student Reps_Strategic Planning_Fall 2023
• 5A1_Student Reps_Strategic Planning_Fall 2023 (page number 10)
• 5A1_University Standing Committees_Spring 2023
• 5A1_VP_BOT_Reports_AY2024
• 5A1-3_Students Propose Bereavement Policy_Fall 2023
• 5A2_5C2_IEA_ADS User Guide_Spring 2021.pdf
• 5A2_5C4_Budget Process_Enrollment Impacts_Fall 2023.pdf
• 5A2_Academic Metrics Data Explorer_2024
• 5A2_ASSUR_OIT_Effectiveness_Fall 2024
• 5A2_ASSUR_OIT_Effectiveness_Fall 2024 (page number 20)
• 5A2_BPC_Enrollment Trends_Fall 2023
• 5A2_BPC_Long-Term Staffing Analysis_Spring 2023
• 5A2_BPC_Long-Term Staffing Analysis_Spring 2023
• 5A2_BPC_Long-Term Staffing Analysis_Spring 2023 (page number 14)
• 5A2_Data_Daily_Weekly_Enrollment_AY2025
• 5A2_Data_Daily_Weekly_Enrollment_AY2025 (page number 2) 5A2_Data_Daily_Weekly_Enrollment_AY2025 (page number 24)
• 5A2_Data_Driving Improvement_VPFA_Fall 2024
• 5A2_Data_Driving Improvement_VPFA_Fall 2024 (page number 4)
• 5A2_EVPP_Deans_Academic Metrics_Summer 2020
• 5A2_IEA_ADS Dashboards_Spring 2025
• 5A2_IEA_ADS Dashboards_Spring 2025 (page number 2)
• 5A2_IEA_ADS Dashboards_Spring 2025 (page number 3)
• 5A2_IEA_ADS Dashboards_Spring 2025 (page number 4)
• 5A2_IEA_ADS Dashboards_Spring 2025 (page number 5)
• 5A2_IEA_Faculty_Staff Data_Fall 2024
• 5A2_IEA_Major Channels_Spring 2025
• 5A2_IEA_Student Data_Fall 2024
• 5A2_OHIO_Peer Comparisons_2024
• 5A3_BRICKS_UG Catalog_2024-2025
• 5A3_DS_Mission Refresh_Process_Spring 2024
• 5A3_Educational Policies_Student Affairs Committee_Spring 2025
• 5A3_FS_Accept D Grades_Transfer_First Reading_Fall 2022
• 5A3_FS_Accept D Grades_Transfer_First Reading_Fall 2022 (page number 8)
• 5A3_FS_Add Language_Sincerely Held_Spring 2023
• 5A3_FS_Discussion_Research Faculty_Spring 2024
• 5A3_FS_Discussion_Research Faculty_Spring 2024 (page number 7)
• 5A3_FS_Draft Resolution_Research Faculty_Spring 2024
• 5A3_FS_Minimum GPA_First Reading_Spring 2024
• 5A3_FS_Minimum GPA_First Reading_Spring 2024 (page number 4)
• 5A3_FS_Minimum GPA_Second Reading_Spring 2024
• 5A3_FS_Passed_D_Grades_Transfer_Spring 2023
• 5A3_FS_Passed_D_Grades_Transfer_Spring 2023 (page number 10)
• 5A3_FS_Resolution_Accept D Grades_Transfer_Spring 2023
• 5A3_FS_Resolution_Minimum GPA_Spring 2024
• 5A3_FS_Resolution_Student Bereavement Policy_Spring 2024
• 5A3_FS_Student Bereavement Policy_Second Reading_Spring 2024
• 5A3_FS_Student Bereavement_First Reading_Spring 2024
• 5A3_FS_Testing Your Faith_Second Reading_Spring 2023
• 5A3_LMS Selection_Student_Faculty_Reps_Spring 2023_Redacted
• 5A3_OHIO_Collaborative Structures_Fall 2023
• 5A3_Policy_Sincerely Held Religious Beliefs_Spring 2023

Staffing and Qualifications

Hiring is guided by policy and a formal hiring process overseen by Human Resources. The first step is the creation of a detailed position description indicating the minimum and preferred qualifications for the position. As a federal contractor, OHIO seeks to hire a diverse workforce and is an equal opportunity employer. OHIO works to ensure that we have an open and competitive hiring process which includes training for hiring managers and search committees. Prior to any search, hiring managers meet with their HR Liaison to develop a recruitment plan, seek approval for the interview pool, and work with the Office of Equity and Civil Rights during the search compliance audit process. Hiring qualified faculty and staff is only the first step, however, and OHIO provides extensive on-boarding for all new benefits-eligible faculty and staff, including full-day employee orientation, new faculty welcome, and departmental orientations.

OHIO supports employees’ professional development through a variety of means including the Professional Development Pathways which allow employees to develop specialized knowledge in areas such as finance, customer service, human resources operations, supervisory skills and more. eLearning experiences supporting the Pathways and non-Pathway learning experiences are also available through OHIO’s LMS. Access to the Percipio eLearning platform including books, courses, AI simulations, and preparation courses for industry-recognized credentials is also provided.

OHIO actively encourages continuing education and supports employees’ professional goals by providing generous educational benefits at the undergraduate and graduate levels for both full and part-time (pro-rated) employees covering the instructional fee portion of tuition and any non- residency fees are also waived. General fees may be waived on a course-by-course basis for coursework that is directly related to an employee’s current position. 

Staffing levels are determined by the individual units, which provide benchmark data and other needs assessments to justify new position requests and as part of institutional effectiveness and state required reports. When the COVID pandemic required a shift to remote instruction and loss of residential revenue, President Nellis summarized the financial impacts in a memo to faculty and staff and outlined the steps taken to reduce the budget impact: a hiring freeze, suspension of pay raises and employee awards, and review of all in-progress capital projects. In Fall 2021, to support greater flexibility in financial and strategic decisions, the BOT approved the development of a voluntary separation or retirement plan so that faculty resources could be targeted to areas of higher enrollment. These examples demonstrate how OHIO remains responsive to enrollment and environmental changes that require staffing adjustments.

Infrastructure

Physical Resources

OHIO plans for and maintains appropriate physical facilities, resources and infrastructure across all locations. Recent HLC Multi-Location Visit reports (2023, 2018) are provided as evidence that the resources and infrastructure at our additional site locations is adequate to ensure equivalent educational experiences regardless of where or how they are delivered.

Ohio University’s physical plant includes 275 buildings on over 2,700 acres, across the regional and satellite campuses. As the state’s first and oldest university, OHIO utilizes ongoing physical resource planning to maintain and improve its spaces. The six-year Capital Improvement Plan (CIP) is updated biennially to align with state budget capital requests. The CIP incorporates the highest current priorities of the plans for different campus spaces and needs, including:

• Comprehensive Master Plan 2016 (CMP): which provided strategy for programmatic needs, campus and community strategies, and future development;
• Dublin Campus Framework Plan: Dublin campus development guidelines and road map for roadway infrastructure, development sites, and mix of uses;
• Ridges Framework Plan 2015: Guidelines and framework plan for over 700 acres and over 700K gross square feet of buildings on the Ridges Green; and
• Housing Master Plan 2022: Athens housing plan which laid out core assumptions and optimization strategies for its residential spaces to ensure positive student experience

The Capital Funding & Priorities Committee monitors progress on capital projects and oversees routine decisions for facilities planning. The facilities planning advisory committee provides input on capital planning and changes to campus master plans. The Board of Trustees reviews facilities performance and oversees real estate changes, including the closure and sale of Proctorville and Pickerington Centers and other surplus property sales. Recent construction and renovation projects include the HCOM Translational Research Building, College of Fine Arts Facilities Strategy, and a new dormitory on the south green. As part of state budget allocations, the president requests capital allocations for renovations and new facilities. 

OHIO’s Design & Construction Standards mandate that all new construction or renovations exceeding costs of $2 million must be built to LEED Silver standards. Currently, there are over one million square feet of LEED-certified buildings. OHIO’s Design and Construction Standards have a sustainability statement and a scoring rubric when considering construction and renovation contracts.

Concurrent with the development of the Dynamic Strategy and Mission Refresh processes (5C, 1A), a campus space optimization initiative was completed reviewing current space usage and considering how space could be utilized more efficiently. The Space Optimization Initiative Executive Summary presented a new framework for space planning that combined classroom and meeting spaces into a “schedulable spaces” group to allow better flexibility. The Dynamic Strategy DISCOVER pillar identifies that collaborative research and creative activity may require different equipment or spaces to address cutting-edge challenges.

Technology Resources

Technology resources are broadly managed through the Office of Information Technology (OIT), in collaboration with various divisions and offices that provide training on business practices for software or technologies.

OHIO IT recognizes the need to engage the University community in evolving and advancing technology services. To that end, several IT advisory communities play an important part of the University's IT governance framework, by influencing decisions based on needs/experiences and informing budget proposals. Membership is open to anyone at OHIO to attend the meetings and share their concerns and experiences. The following IT Advisory Communities are actively meeting:

• Collaboration Tools – focused on tools that enable collaboration, such as email, calendar, chat, remote meetings, and storage solutions;
• Device and Software Support – focused on computer support, virtual desktops, digital signage, and other devices;
• Teaching & Learning Technologies – focused on fostering effective teaching and learning by addressing the physical both learning environment and the digital tools (LMS, lecture capture, student response systems, etc.) that support learning.

Technology advancements are implemented to support student learning and the student experience. In 2023, OHIO launched the Go OHIO student app as a “one stop” option for students to find their class schedules, campus maps, academic advisor contact information, links to Canvas and Catmail, and other key information. Student feedback after the launch indicated widespread adoption and satisfaction with the app. Beginning in 2022, OIT led a review of OHIO’s LMS using faculty and student surveys which led to the switch to Canvas. The LMS Implementation Plan provided faculty training for Canvas beginning in Fall 2023 and transitions planned over five semesters from Spring 2024 to Summer 2025.

Fiscal Resources

OHIO operates under a consolidated budget of $750 million in revenues representing four core units of the institution:

• Athens Campus (Athens Colleges, Administrative & Academic Support, Central & Reserve Units)
• College of Medicine (Athens, Cleveland, and Dublin Campuses)
• Regional Campuses (Vice Provost for Regional Higher Education & Partnerships, Chillicothe, Eastern, Lancaster, Southern, and Zanesville Campuses)
• Auxiliary Units (Intercollegiate Athletics, Culinary Services, Housing & Residence Life, and Transportation & Parking Services)

Each core unit has separate revenue streams such as tuition, state share of instruction (SSI), and fees that are used to support their own direct expenses. Revenues from the College of Medicine, Regional Campuses and Auxiliary Units are used to also support indirect expenses in the Athens unit. This support includes contribution margins (overhead) and scholarship support. 

OHIO’s processes for budget development and monitoring are described below. The BOT receives financial updates routinely, and audited financial statements are posted publicly. OHIO’s online Fact Book publishes several years of revenue and expenditures, and financial indicators remain strong. (link to HLC annual updates)

OHIO sets its strategic goals realistically, given the available resources, infrastructure and opportunities. OHIO’s new Dynamic Strategy is organized into four pillars with ambitious but achievable goals. In the first year of implementation, financial investments are beginning to be made in areas of strategic importance to this plan, with fiscal, technological and human capital resource allocations as follows:

• LEARN – OHIO is investing in 15 new tenure-track faculty lines to fuel academic excellence. Beginning with the 2024-25 academic year, OHIO has made additional scholarship monies available to students to pursue experiential learning opportunities and is continuing to expand experiential learning both within and outside the classroom. Additionally, OHIO is also working with the Gardner Institute to help develop nationally relevant metrics for excellence in teaching.
• DISCOVER – To support the growth in research, OHIO separated the roles of Vice President of Research and Graduate College Dean, which had previously been combined in one position. This allowed a stronger focus on development of infrastructure and support for research and creative activity. OHIO also upgraded its research administration software to support grant development and administration and added new tenure-track faculty positions to increase research capabilities. The DISCOVER pillar’s goal to raise OHIO’s research profile in two areas of study is ambitious, but realistic, for the available resources.
• ENGAGE – To expand OHIO’s reputation with community partnerships, the Center for Community Engagement is overseeing the application process for the Carnegie Elective Community Engagement Classification to be submitted in April 2025. OHIO utilized feedback from its 2018 application to improve infrastructure, adding training and community resources to the website and recognizing excellent community partners.
• WORK – OHIO’s ongoing ERP digital modernization project evaluates existing systems and technologies used within the existing ERP ecosystem and identifies future needs and ERP priorities. A new Director of Employee Experience position in Human Resources will lead several pillar initiatives, including a comprehensive employee survey planned for Spring 2025.

OHIO has established processes in place for budgeting and monitoring its finances. The Budget Office initiates and oversees annual budgeting processes to create OHIO’s institutional budget. The budget is presented to the Board of Trustees annually in June for review and approval; it is compiled into an annual Budget Book, available on the Budget Office website for current and historical budgets.

The vice president for finance and administration and chief financial officer (CFO), budget director, and associate provost for academic budget and planning work collaboratively to manage the budget process. This includes publishing materials, templates, and tools; ensuring timely submission of information; compiling, reviewing, validating submissions and aggregated results; and engaging with Executive Leadership (president, executive vice president and provost (EVPP), and CFO) regarding budget implications and trade-offs to ensure the highest and best usage of available resources aligned with the institution’s strategic plan.

The annual budget process generally begins around August with updated assumptions about projected enrollment, the institution’s approach to inflationary pressures, and initial planning assumptions for rates for tuition, room and board. The Budget Planning Council (BPC) serves as an advisory role to the president regarding current and multi-year budget development issues and long-term financial policies. Co-chaired by the EVPP and CFO, the BPC has broad representation across academic, non- academic and student units. BPC meets weekly during the academic year, with a few exceptions. Additionally, the Finance and Facilities Committee of the Faculty Senate provides input to the EVPP regarding strategic priorities of Academic Affairs. 

Once the budget is approved, Finance ensures funds are properly received, spent, and reported in accordance with university and external requirements. Each year, the Office of the Controller releases annual audited financial statements. These statements include consolidated financial statements for the fiscal year as well as an independent auditor's report (FY2022, FY2023, Jan BOT FY2024, FY2024). The Office of Audit, Risk, and Compliance is responsible for developing an annual risk-based audit plan and conducting internal audits and consultative services in accordance with the Institute of Internal Auditor’s International Standards for the Professional Practice of Internal Auditing.

All university faculty and staff have access to the Finance Dashboard pages where users can see current and prior year budgets, actuals, commitments, and expenditures. Finance-related Training and Quick Reference Guides are available to support budget processes and monitoring of actuals.

The University currently is using a hybrid budget model. Budget model history at Ohio University: 

• Prior to 2014: Incremental budgeting
• 2014-2019: RCM budgeting
• 2020: Margin model
• 2021- Current: Hybrid model

For academic units, fiscal allocation sources include direct tuition revenue and some funding from spending allocations (main funding source includes State Share of Instruction (SSI) and main campus undergraduate tuition revenue). Spending allocations are generally incremental to prior years, incorporating any approved funding for inflationary pressures, as well as any approved investment requests. Academic investment requests are reviewed by the Provost’s Office and then advanced to the Executive Budget Group for approval. OHIO continues to evaluate and improve its resource allocation processes to prioritize the academic mission. Academic activity generates 75% of institutional revenue through Net Tuition, Fees, Room & Board, and State Share of Instruction. Compensation is the largest expenditure at 65% of OHIO’s FY26 budget.

OHIO has and will continue making investments in faculty hires to support its educational purpose. This includes allocating base funds through spending allocations, as well as temporary bridge funds in areas of growth. In Fall 2024, President Gonzalez announced funding for up to 15 new tenure- track faculty to support the goals outlined in the LEARN and DISCOVER pillars of the Dynamic Strategy. Examples of prior university commitments to faculty hires and professional development include academic investments for cybersecurity faculty in Fall 2023 and funding to revitalize the Center for Teaching, Learning and Assessment in Spring 2022. In recent years, OHIO has also made learning-related investments in educational technology (new LMS implementation) and growth/support of experiential learning (QI report).

• 1589 20181221 Multi Location Visit - Reviewer Analysis
• 1589 20230426 Multi Location Visit - Reviewer Analysis
• 1A1_1A5_5B2_5C3-6_Dynamic Strategy_Presented to BOT June 2024
• 1A2_3B4_5B1_5C_Dynamic Strategy DISCOVER pillar_2024.pdf
• 1A2_3B4_5B2_Faculty cluster hires announced for Dynamic Strategy_Fall 2024.pdf
• 1A2_3D3-4_4A_4C3_5B1_QI Report_Advising_EL_Summer 2024.pdf
• 1A2_3D3-4_4A_4C3_5B1_QI Report_Advising_EL_Summer 2024.pdf (page number 7)
• 1A2_4C1_5B_5C_Dynamic Strategy LEARN pillar_2024
• 1A2_5B4_BOT Investments in CTLA_April 2022.pdf
• 1B3_5B2_Center for Community Engagement_Fall 2024.pdf
• 2A2_3C7_5B1_Educational Benefits for Employees_Fall 2023.pdf
• 2A2_5B3_Audit Report to BOT_Spring 2025.pdf
• 2A2_5B3_Audited Financial Statement_FY2022.pdf
• 2A2_5B3_Audited Financial Statement_FY2023.pdf
• 2C3_5B1_5C4_BOT Approves State Efficiency Report_Fall 2023.pdf
• 2C3_5B1_5C4_BOT Approves State Efficiency Report_Fall 2023.pdf (page number 17)
• 3C1_5B1_Policy_Employee Recruitment_Spring 2025.pdf
• 3C1_5B1_Search Committee Training_Tools_Fall 2024.pdf
• 3C1-7_5B_5C_Dynamic Strategy WORK pillar_2024.pdf
• 3D4_5B1_5C3_Comprehensive Master Plan_2016.pdf
• 3D4_5B1_5C3_Housing Master Plan_Fall 2022.pdf
• 3D4_5B1_LMS Change Plan_Fall 2023.pdf
• 5B_5C_Dynamic Strategy ENGAGE pillar_2024
• 5B1_5C1_BOT_COFA_Facilities Strategy_Summer 2023.pdf
• 5B1_5C1_BOT_HCOM Translational Research_Fall 2022.pdf
• 5B1_BOT_Facilities Operations_Fall 2022
• 5B1_BOT_Financial Update_Summer 2024
• 5B1_BOT_New Dorm Approval_Spring 2024
• 5B1_BOT_Surplus Property_Fall 2021
• 5B1_Campus Space Optimization_Fall 2023
• 5B1_Capital Funding_Priorities Cmte_Spring 2023
• 5B1_Collaboration Tools Advisory_Fall 2024
• 5B1_COVID Memo_President Nellis_Spring 2020
• 5B1_Design_Construction Stds_Spring 2023
• 5B1_Device_Software Support_Fall 2024
• 5B1_Dublin Campus Framework Plan_2016
• 5B1_eLearning Opportunities_Fall 2024
• 5B1_Facilities Planning Advisory_Fall 2024
• 5B1_Go OHIO_App Feedback_Fall 2023
• 5B1_IT Governance Framework_Fall 2024
• 5B1_LEED-Certified_Buildings_Fall 2024
• 5B1_OHIO Green Building_Rubric_Spring 2023
• 5B1_OHIO Sustainability Statement_Spring 2023
• 5B1_Onboarding_Employees_Fall 2024
• 5B1_PDP_Finance_Fall 2024
• 5B1_Percipio_eLearning_Spring 2025
• 5B1_Position_description_template_Fall 2024
• 5B1_President_State Capital Allocations_Spring 2024
• 5B1_President_State Capital Allocations_Spring 2024 (page number 19)
• 5B1_Professional Development Pathways_Fall 2024
• 5B1_Revenue_Expenditures_Fact Book_Fall 2024
• 5B1_Ridges Framework Plan_2015
• 5B1_Six-Year Capital Improvement Plan Booklet_FY21-FY26
• 5B1_Space Optimization_Exec Summary_Spring 2024
• 5B1_Staff_Faculty Hiring Process_Fall 2024
• 5B1_Teaching_Learning Technologies_Fall 2024
• 5B1_Vountary_Separation_Retirement_Fall 2021
• 5B1-3_Audited Financial Statements_Spring 2025
• 5B1-3_FY2025 Budget Book_Spring 2024
• 5B1-4_OHIO_Canvas_Selected_LMS_Spring 2023
• 5B2_BOT_ERP Modernization Project_Fall 2024
• 5B2_Carnegie Community Engagement_FY2025
• 5B2_Cayuse_Research_Implementation_Fall 2023
• 5B2_CCE_Community Partners Awards_Fall 2024
• 5B2_CCE_Training_Community_Resources_Fall 2024
• 5B2_Dir_Employee Experience_Fall 2024
• 5B2_Employee Survey_WORK pillar_Spring 2025
• 5B3_5C3_BPC Meeting Topics_FY2024.pdf
• 5B3_Annual Budget Process_Fall 2024
• 5B3_Audited Financial Statement_FY2024
• 5B3_BOT_Approval_FY2025 Budget_Summer 2024
• 5B3_BPC_Broad Representation_FY2025
• 5B3_Budget Books Historical_Fall 2024
• 5B3_Budget Materials_Templates_Tools_FY2025
• 5B3_Budget Materials_Templates_Tools_FY2025 (page number 6)
• 5B3_Budget Office_Fall 2024
• 5B3_Budget Planning Council_Fall 2024
• 5B3_Finance Guidelines_Spring 2023
• 5B3_Finance Quick Reference Guides_Fall 2024
• 5B3_Finance Training_Fall 2024
• 5B3_Finance_Facilities_Faculty Senate_Fall 2024
• 5B3_Risk-based Audit Plan_FY2025
• 5B4_Academic Resource Allocation Planning_Spring 2024
• 5B4_Bridge Funds_Cybersecurity_Fall 2023
• 5B4_Spending Authorization_COB_FY2024
• 5B4_State Share of Instruction_Spring 2025
• 5B4_Support of Experiential Learning_Varies

OHIO allocates resources in line with its Mission and priorities.

OHIO’s multi-year budgeting model has long had the goal of ensuring a balanced and sustainable financial future guided by the institution’s Strategic Framework and Presidential Priorities, and now, the Dynamic Strategy. To accomplish this OHIO uses a campus-wide iterative budgeting approach which includes input and recommendations to the central planning assumptions, targets, and investment requests from multiple advisory groups, also see 5B.

Resources Allocated to Improvement of Student Experience and Success

OHIO places a strong emphasis on enhancing the overall student experience and ensuring the success of its students. This priority drives resource allocation towards initiatives that directly impact student learning, support services, and cocurricular activities. Over the past six years, OHIO has made over $13 million in investments to improve the student experience and student success. Investments of $6.9 million were made to the development of the OHIO Graduation Plan and the Center for Advising, Career and Experiential Learning to streamline and maximize effectiveness in the student experience and success. OHIO has also made resource allocations to the Division of Student Affairs to increase student involvement and engagement, and to the Graduate College to meet critical student support needs.

Resources Allocated to Affordability and Access

OHIO has long been committed to affordability, predictability, and cost transparency for students and their families and was the first university in Ohio to offer a comprehensive fixed tuition and fee program, the OHIO Guarantee in 2015. Providing level-rate tuition, housing, dining, and fees locked in for 4 years, OHIO’s program remains one of the most transparent and all-encompassing of its kind. In addition, OHIO has allocated $1.35 million in FY23 and $1.04 million in FY24 to bolster marketing and recruitment efforts. From FY21 to FY 23 OHIO has made $16.8 million additional investments into expanding scholarships (22-1103 BPC scholarship presentation.pdf or FY23 Budget Book.pdf p. 12). In Fall 2023, President Gonzalez announced the launch of the President’s Opportunity Promise Award, a new renewable scholarship for Pell-eligible first year students residing in Athens County and the contiguous Ohio counties. Similarly, OHIO’s Regional Campuses offer the OHIO Regional Promise Award for Pell-eligible students, a set of OHIO Regional Advantage Awards designed to support the communities served by these campuses, and the OneOHIO Scholarship to help students relocate from a Regional Campus to the Athens Campus. These awards directly align with our mission of access and opportunity for the people of Appalachian Ohio and have led to OHIO being named a USNWR Best Value School for 5 years in a row and ranking first in the state.

Resources Allocated to Ensuring Academic Quality 

In 2020, the OHIO Foundation allocated $100,000 from the Konneker Fund for Learning and Discovery to develop, implement, and assess a reimagined general education program. OHIO more recently invested in a 3-5 year structural realignment and faculty replacement plan for the College of Arts and Science to restore faculty and staff agency in the fundamental college and university mission of student success. Due to projected enrollment increases in several disciplines, the Russ College of Engineering and Technology and the Voinovich School of Leadership and Public Service received an investment for their 3-5 year plan for faculty hiring. In 2022, resources were allocated to reimage, formalize and expand OHIO’s Center for Teaching & Learning as the Center for Teaching, Learning, and Assessment (CTLA) within the Provost’s Office.

Resources Allocated to Serving Our Communities

The institution plays an integral role in serving its communities through outreach, engagement, and partnerships (1B). Resources are allocated to support community-based programs and initiatives that benefit the region and beyond. The College of Health Sciences and Professions community engagement strategy, for example, is based on identifying and responding to areas of critical regional or local needs, introducing educational and research activities associated with those needs, and measuring success in terms of both student and community impact. The approach has resulted in several million dollars of grant funding for OHIO and its partners, documented areas of enhanced services for underserved communities, and meaningful opportunities for immersive student learning and faculty research.

Resources Allocated to Research and Creative Activity 

As an R1, OHIO places a strong emphasis on research and creative activity, with resources allocated to support faculty research, interdisciplinary collaborations, and the growth of its comprehensive research enterprise. Recent investments include the Heritage College of Osteopathic Medicine’s Translational Research Facility, the College of Engineering’s Russ Research Opportunity Center, and the College of Fine Arts Gateway to the Arts facilities renewal plan. Investments in research administration include a new cloud-based research administration platform, Cayuse and the hiring of a new AVP for Research Administration. OHIO’s focus on research and creative activity is also reflected in the Leadership Profile for the VP for Research and Creative Activity during the 2023 search. These investments contribute to OHIO’s strong research portfolio receiving approximately $71 million in awards in FY2022.

OHIO demonstrates a robust commitment to institutional effectiveness, with resources, structures, and processes designed to fulfill its mission, enhance the quality of its educational offerings, and proactively address future challenges and opportunities.

Strategic Alignment of Budgeting

OHIO’s budgeting process is directly informed by strategic priorities, with specific allocations targeted towards initiatives identified through data-informed decision-making. The Strategic Opportunity Reserve is an investment pool where the university supports investments in strategic efforts such as allocations to key areas such as academic program enhancements, technology upgrades for improved learning outcomes, and faculty development programming designed to enhance teaching and learning effectiveness.

Assessment-Driven Resource Allocation

OHIO's program learning outcomes assessment cycle includes regular review of student learning outcomes, which informs departmental and college-level planning. Evidence of this linkage is found in examples provided across the colleges:

• The College of Arts & Sciences invested $20,000 in spring of 2023 hiring four faculty fellows to further the development of curriculum and assessment.
• The College of Business annually funds eight faculty to serve as assessment coordinators, investing $56,000 annually.
• The Heritage College of Osteopathic Medicine hired a dedicated Curriculum Mapping Specialist in Fall 2022 to continue working on curricular content alignment, gap and redundancy identification and assessment mapping for the Pathways to Health and Wellness Curriculum (PHWC), a Senior Director of Faculty Learning & Pedagogy was hired to develop multiple faculty development opportunities including ones focused on active learning in the classroom, and a director of psychometric and curriculum evaluation and data science manager were hired. COMBANK, a COMLEX 1 specific question bank (TrueLearn), was purchased for all OMS2 students in January 2023 through July 2023 to help students prepare for their national board exam.

The Office of the Vice President for Research and Creative Activity oversees internal award programs to support the research, scholarship and creative activity of faculty, staff and students. One of these is the Konneker Fund for Learning and Discovery which supports innovative, high-impact initiatives designed to advance undergraduate learning and research and graduate education. In 2019, the Reimagining General Education at Ohio University: Implementation and Assessment proposal was funded to provide faculty the principles and tools for effectively assessing student achievement of the BRICKS general education learning outcomes.

In addition to program learning outcomes assessment, academic program reviews (4A) are part of an overall assessment plan that provides a portrait of program strengths and limitations and play vital roles in OHIO’s mission in delivering high quality undergraduate and graduate instruction. The program review process facilitates assessment planning, curricular development, faculty workload and scholarship responsibilities, and identify needed resource allocation. The size and reach of academic programs, programmatic strengths and weaknesses, the status of faculty and staff resources, student profiles, curricular outcomes, and equipment and space needs are important considerations in light of budgeting and allows the university to account for its use of resources, develop support among its various constituencies, and provide collegial and objective reviews to ensure academic-program quality.

Operational Evaluation and Planning Integration

Administrative units systematically review their operations and align their strategic operational plans and budgets with the strategic initiatives of the University, ensuring a cohesive approach to institutional improvement. The Administrative and Student Support Unit Review (ASSUR) integrated planning, evaluation, and continuous improvement framework measures and documents unit effectiveness vertically and horizontally across the institution to identify areas of improvement and innovation that can be aligned with resource management decisions within each unit.

Data-Informed Planning & Decision-Making 

Moving to more modern decision-support, OHIO invested in the HelioCampus analytics platform in 2019 allowing Institutional Effectiveness & Analytics (IEA) to provide real-time, transactional analytics support and self-service data through the Analytics and Decision Support (ADS) platform. IEA supports data-informed decision-making and planning through three main self-service platforms: 1) analytic data through the Analytics and Decision Support platform; 2) official point-in- time external reporting data through OHIO Bobcat Insights; and 3) through the IEA website which provides tables and interactive dashboards on a variety of commonly used metrics.

Importantly, IEA also supports end-user data literacy trainings through one-on-one and group trainings, user documentation for dashboards, the ADS Data Navigator interface and Help Center, the Data & Education Resources and Interactive Reports webpages, and two community groups—the Data and Reporting User Group and the ADS User Group. These groups are also used to solicit feedback on new reports and additional stakeholder needs.

This approach ensures that decisions regarding new programs, capital investments, and other strategic priorities are based on evidence, including trends in student enrollment, performance, and success metrics. Recent examples include the development of the Academic Performance Management Dashboards in ADS.

OHIO is committed to fostering a planning process that is inclusive, transparent, and reflective of the diverse needs of our internal and external constituents. Our approach to institutional planning is structured to ensure that all voices are heard and that our strategic goals align with our mission of educational excellence and community engagement.

Institutional Overview

OHIO's planning process is a collaborative effort that spans all levels of the institution. OHIO employs multiple strategic planning processes to align its goals and initiatives with its mission. These processes include:

1. University-wide Strategic Planning: This is a comprehensive effort that involves input from various stakeholders across the institution. It focuses on long-term goals and priorities, integrating academic, operational, and financial planning.
2. Strategic Enrollment Management Planning: Having completed the 2017-2023 Strategic Enrollment Management Plan and with the new institutional plan, OHIO is working with AACRAO Consulting to develop the next SEM plan.
3. Academic Program Review: This process evaluates existing academic programs to ensure they meet educational standards and align with the university's strategic goals. It helps in resource allocation and curriculum development.
4. Operational Planning: Departments and units create operational plans that support the university's strategic objectives. This includes budgeting, resource management, and performance metrics to assess progress.
5. Budget Planning: The University's commitment to transparency through various planning processes is demonstrated through the dissemination of planning and budgeting documents such as the annual Budget Books, Budget Timeline & Development, Budget Model Transitions, and others provided at the Budget Planning Council meetings, which are made accessible to all stakeholders. Communication channels are established to ensure that the OHIO community is informed about how institutional planning and budgeting are linked.
6. Capital Planning: Ohio University has focused significant efforts to strategically plan for our future by integrating deferred maintenance, facility assessments and prioritization, programmatic planning, space utilization studies, as well as creative and innovative funding strategies. These efforts are intended to leverage institutional working capital assets, funding, debt financing, and State support.
7. Housing Planning: Physical facilities and space use are foundational to the residential experience and require ongoing investment in renovation and construction. Improvements to the existing residential portfolio are necessary to best meet the current and future needs of our students, to maintain market competitiveness and to be responsive to OHIO’s commitment to deliver a transformative living experience.
8. Space Planning & Master Planning: Effective space planning and management align with long-term development, academic, and support unit operational plans. Transparent and comprehensive policies and consistent, documented procedures promote allocation of campus space according to demonstrated and/or forecasted needs.
9. Technology Planning: This process addresses the infrastructure and technological needs of the university, ensuring that resources support both current and future educational and research activities.
10. Diversity and Inclusion Initiatives: Ohio University has specific strategic plans aimed at enhancing diversity and inclusion within the campus community, reflecting a commitment to equity and social justice.
11. Community Engagement and Partnerships: The university fosters relationships with local communities and external organizations, integrating community needs into its strategic planning efforts.

These processes work in tandem to create a cohesive strategy that supports the university’s mission and responds to the evolving educational landscape.

Internal Constituents 

Faculty, staff, and students are integral to our planning process. Through various shared governance standing committees, task forces, and regular feedback mechanisms, we actively solicited input on institutional priorities. Faculty meetings and departmental retreats provide platforms for discussion, while surveys and focus groups capture broader sentiments regarding institutional priorities. Student Senate and Graduate Student Senate facilitate dialogue between administration and students, ensuring their perspectives shape the academic and cocurricular experience.

Shared governance structures at OHIO, including President’s Cabinet, President's Leadership Council, Deans' Council, Academic Leadership Council, Budget Planning Council, Strategic Executive Enrollment Committee, Total Compensation Committee, Capital Funding and Priorities Committee, Benefits Advisory Committee, and Student Fee Committee, ensure that planning and budgeting are interconnected and iterative, as described in 5A and 5B. Additionally, OHIO has many University Standing Committees to include constituent voices from across campus in the university’s planning processes. These committees also serve as avenues to communicate new or updated policy considerations.

External Constituents 

Ohio University also recognizes the importance of external stakeholders, including alumni and local community and industry partners. OHIO maintains an active dialogue with these groups through advisory boards, community engagement initiatives, and partnership opportunities. Our alumni network plays a crucial role in shaping our strategic direction. We conduct alumni surveys to gather insights on program effectiveness and the relevance of our curricula to workforce needs.

OHIO’s planning process is a holistic endeavor that reflects our commitment to inclusivity and responsiveness. By actively engaging internal and external constituents, we create a dynamic environment that not only supports academic excellence but also fosters a culture of continuous improvement, community engagement, maintain alignment with our mission and position us to meet the challenges of the future.

Ohio University’s revenue sources are diverse, encompassing state funding, tuition and fees, research grants, private donations, and auxiliary enterprises such as housing and dining. Recognizing that these sources can fluctuate based on external economic conditions and internal factors, the university employs a multi-faceted approach to manage and optimize its revenue streams.

To mitigate the risks associated with fluctuations in any single revenue source, OHIO has diversified its income portfolio. This includes expanding its efforts to secure research grants, fostering alumni relations to increase donations, and exploring new revenue-generating initiatives. For instance, the university has invested in entrepreneurial ventures and partnerships with industry to create additional funding opportunities. 

The institution maintains financial reserves to buffer against unexpected downturns in revenue. Through prudent financial management and contingency planning, OHIO can navigate periods of economic uncertainty without compromising its core educational mission. This approach includes regularly updating financial forecasts and adjusting budgets to reflect changing circumstances. 

Effective cost management (p. 4 and p. 24) is integral to maintaining financial health. OHIO continually assesses its operational efficiency, seeking ways to streamline processes and reduce expenditures without sacrificing quality. This includes implementing cost-saving measures, optimizing resource use, and evaluating the financial impact of new initiatives. Ohio Revised Code section 3333.95 requires that each public institution provide an efficiency report updated yearly to the Ohio Department of Higher Education. These reports focus on efficiency (defined on a value basis as a balance of quality vs cost) and effectiveness, and academic practices to reduce costs to students.

Enrollment Trends

Enrollment trends play a crucial role in shaping OHIO’s planning efforts. As student numbers and demographic profiles evolve, the institution adapts its strategies to meet changing needs and opportunities (pp. 20-29). 

OHIO employs sophisticated enrollment forecasting models to anticipate shifts in student numbers. These models take into account factors such as regional demographic trends, high school graduation rates, and competitive positioning. By analyzing these forecasts, the university can make informed decisions about program offerings, faculty hiring, and infrastructure investments. 

To address fluctuations in enrollment, OHIO focuses on strategic recruitment and retention initiatives. This includes targeted outreach to prospective students, enhancing the admissions process, and implementing support programs designed to improve student retention and success. The university also monitors enrollment trends closely to adjust marketing strategies and financial aid offerings as needed. 

Aligning academic programs with enrollment trends is key to optimizing institutional capacity. OHIO regularly reviews and adjusts its program offerings based on student demand and job market trends. This may involve introducing new programs, modifying existing ones, or consolidating areas of low demand. Additionally, the university ensures that facilities and resources are scaled appropriately to accommodate student numbers and program needs.

This strategic approach ensures that OHIO can sustain its educational mission, adapt to changing circumstances, and continue to provide high-quality education and support to its students. The development of the budget represents a campus‐wide planning effort with a continued emphasis on ensuring a sustainable financial future for OHIO.

OHIO's institutional planning navigates an array of evolving external factors to maintain its relevance and quality in a rapidly changing world. The university's strategic vision embraces a forward-thinking approach that integrates technology advancements, demographic shifts, globalization, economic fluctuations, and state support into its comprehensive planning framework.

Technology Advancements 

As technology rapidly evolves, OHIO recognizes the need to remain at the forefront of educational innovation. The institution has prioritized the integration of cutting-edge technology into both its curriculum and administrative functions. This includes expanding online and hybrid learning opportunities, investing in digital infrastructure, and fostering research in emerging tech fields like artificial intelligence and cybersecurity. By leveraging these advancements, OHIO enhances the learning experience, increase accessibility, and prepares students for a technology-driven workforce.

Demographic Shifts

OHIO's planning is also responsive to changing demographic trends. With the national student population becoming increasingly diverse, the university is committed to fostering an inclusive campus environment. This involves tailoring recruitment efforts to attract a broader range of students, developing support programs for underrepresented groups, and enhancing cultural competence among faculty and staff. Additionally, OHIO is expanding its offerings in areas that align with the interests and needs of a changing student demographic, such as interdisciplinary programs and flexible learning options.

Globalization 

In an era of heightened global interconnectedness, OHIO has positioned itself as a global institution. This includes forging partnerships with universities and organizations around the world, offering study abroad opportunities, and incorporating global perspectives into the curriculum. The university’s internationalization efforts aim to prepare students for a globalized job market and to foster a more comprehensive understanding of global issues. By attracting international students and facilitating cross-cultural exchanges, the university enriches its campus community and broadens its educational impact.

Economic Factors

Economic fluctuations pose both challenges and opportunities. The institution’s financial planning incorporates strategies to navigate economic downturns while capitalizing on growth periods. Additionally, OHIO is proactive in aligning its programs with market demand (pp. 12-14), ensuring that graduates are equipped with skills that are in high demand in the job market. This strategic alignment helps maintain strong post-graduation employment rates and supports long-term financial stability.

State Support 

State support is a critical factor in OHIO’s planning process. The university actively engages with state policymakers to advocate for adequate funding and to influence higher education policy. Simultaneously, OHIO is committed to demonstrating its value to the state through measurable outcomes such as graduation rates, job placement, and contributions to the local economy. By showcasing its impact and aligning its goals with state priorities, the university seeks to secure the necessary support to sustain and expand its programs and facilities.

OHIO’s institutional planning is a dynamic and responsive process that integrates external factors to ensure continuing success and relevance. By embracing technological advancements, addressing demographic shifts, engaging in global initiatives, adapting to economic changes, and securing state support, OHIO positions itself as a forward-looking institution dedicated to providing high-quality education and fostering innovation in an ever-evolving landscape.

At OHIO, a commitment to systematic improvement and student success drives a continuous, evolving process aimed at enhancing operations and outcomes. This journey is marked by strategic planning, data-driven decision-making, and a culture of continuous improvement.

Vision and Strategic Planning 

OHIO’s Dynamic Strategy process began with a clear, long-term vision articulated in the university’s strategic plan. This vision was developed through a collaborative effort involving faculty, staff, students, and community stakeholders. Dynamic Strategy has four Pillars of Excellence with ambitious but achievable goals. Three of those are built around the public institution’s calling – teaching and learning, research and discovery, and outreach and engagement. The fourth centers on the people and culture that provide the foundation for the first three.

OHIO implements targeted strategies designed to address specific challenges and capitalize on opportunities. For the Dynamic Strategy, the strategies and their associated targets and metrics were under development in Fall 2024 and will be presented to the Board in April. Provost Leo gave an update to university stakeholders at the January University Updates. Examples of strategic plans across divisions and departments demonstrate how the institution works collaboratively to achieve institution-wide outcomes: Inclusive Excellence Strategic Initiatives, Campus Space Optimization Initiative, FY23-28 Capital Improvement Plan, HCOM 2033 Strategic Plan.

Operational Effectiveness

Perpetuating a culture of continuous improvement and organizational renewal, OHIO’s Administrative and Support Services Unit Review process (ASSUR) ensures that administrative, support, cocurricular and athletic units engage in systematic and integrated program planning, evaluation, and improvement to provide continuing value to university stakeholders. The goal of the ASSUR process is to integrate planning and evaluation processes by aligning unit mission, vision and strategic goals with institutional mission, vision, and Dynamic Strategy goals and strategies to measure and document unit effectiveness vertically and horizontally across the institution to identify areas of improvement and innovation that can be aligned with resource management decisions. 

The ASSUR process was launched during academic year 2021-22 with a phased implementation timeline. The phased implementation for all five modules was completed in August 2024 and units are now required to submit annual updates. ASSUR unit reports are housed on IEA’s Assessment Clearinghouse website.

Data-Driven Decision Making

As the ASSUR process requires units to track progress on their effectiveness measures and identify areas for improvement, OHIO measures institutional effectiveness by leveraging comprehensive data analysis (5C2, Interactive Reports Website). The university collects and analyzes data from various sources, including academic performance metrics (gen ed dashboard data, course passing rates (pp. 27-38), student involvement and engagement surveys, student outcomes and operational effectiveness reports. Student retention and graduation rates are meticulously monitored to gauge the effectiveness of academic programs and support services (4C). This data is used to refine strategies, address issues, and celebrate successes.

Implementation and Systematic Improvement

OHIO implements its plans to enhance and improve its operations. While Dynamic Strategy is in its early stages, investments and implementation are already underway in each of the four pillars.

Examples of implementation of strategic plans for improvement include:

• The HCOM 2018-2021 Strategic Plan: during the implementation of its strategic plan, HCOM monitored the success of their implementation using an internal scorecard which tracked their key performance indicators and targets to measure performance. Quarterly progress reports to the Executive Committee were also used to monitor progress and the last of these included information on the feedback development of the new 10 year strategic plan and KPI scorecard.
• In Summer 2022, with the departure of the Chief Innovation and Strategy Officer, the Provost’s Office reorganized OHIO Online under a new vice provost position. OHIO Online was created to establish a comprehensive strategy (pp. 7-8) for online programs across the university, deliver a consistent, high-quality experience from first touch to graduation, and to develop the infrastructure required to accomplish those goals. Student service enhancements implemented include: undergraduate and graduate program enrollment advising teams, dedicated graduate advisors, virtual mental health services, and online-specific career services. Additionally, OHIO changed OPM providers reducing spend by over 40%. Updates were presented to the new provost in August 2024.
• Following a January 2018 update to the board on student success initiatives, a University Student Success Planning Group (2018-2019) was convened to develop a student success plan which resulted in four student success goals: to create deep learning experiences for all students; to develop innovative and adaptable student support services; to identify and remove barriers to student success; and to collect and analyze data to refine, support, and identify goals. The June 2021 Board update showed progress on the goal initiatives (pp. 7-9) and introduced the OHIO Graduation Plan (p. 20) which became OHIO’s Quality Initiative and the Strong Start to Finish initiative (pp. 26-30) reducing students in developmental courses from 1,957 (2017) to 222 (2024). While improvements were seen in retention and graduation rates, the planning groups 5-year targets have not yet been met. A January 2024 Board update reviewed analyses of data and the factors involved in student success.

OHIO implements its plans to enhance its operations and to enrich the educational experiences of its students. This pursuit of continuous improvement ensures that OHIO remains a dynamic institution, prepared to meet the evolving needs of its community and the broader world.

• 1A1_1A5_5B2_5C3-6_Dynamic Strategy_Presented to BOT June 2024
• 1A1_1A5_5B2_5C3-6_Dynamic Strategy_Presented to BOT June 2024 (page number 5)
• 1A1_1A5_5B2_5C3-6_Dynamic Strategy_Presented to BOT June 2024 (page number 16)
• 1A2_2E1_5C1_Ohio University achieves prestigious Carnegie R1 classification.pdf
• 1A2_3B4_5B1_5C_Dynamic Strategy DISCOVER pillar_2024.pdf
• 1A2_3D3-4_4A_4C3_5B1_QI Report_Advising_EL_Summer 2024.pdf
• 1A2_4C1_5B_5C_Dynamic Strategy LEARN pillar_2024
• 1A2_5C1_OHIO named best value public university_2020-2024
• 1C2_5C3-5_Inclusive Excellence Strategic Initiatives_2024-25
• 1C2_5C5_Diversity Audit Themes_Spring 2024
• 2A2_5C_Dynamic Strategy_WORK pillar_Fall 2024
• 2B2_4B1_5C6_General Education Dashboard_Fall 2024.pdf
• 2C1_3D4_5C3-4_BOT_Six Year CIP_FY2025-FY2030.pdf
• 2C3_5B1_5C4_BOT Approves State Efficiency Report_Fall 2023.pdf
• 2C5_5A1_5C1_BOT Bylaws_Fall 2021.pdf
• 3C1-7_5B_5C_Dynamic Strategy WORK pillar_2024.pdf
• 3D4_5B1_5C3_Comprehensive Master Plan_2016.pdf
• 3D4_5B1_5C3_Housing Master Plan_Fall 2022.pdf
• 3D4_5C3_Space Optimization Final Report_Spring 2024.pdf
• 4A1_5C3_UCC Program Review Process_Spring 2023.pdf
• 4A6_5C5_Comparative Percentile Earnings_Fall 2023.pdf
• 4B1_5C2-6_ASSUR_Purpose_Fall 2024.pdf
• 4C1_5C4-6_Student Success Goals_Progress_Summer 2021.pdf
• 4C1_5C6_Student Success Update_BOT_Spring 2024.pdf
• 5A1_5C3_Graduate Student Senate_Engagement_Varies.pdf 5A1_5C3_SS_Engagement_Administrators_Community-Varies.pdf
• 5A2_5C2_IEA_ADS User Guide_Spring 2021.pdf
• 5A2_5C4_Budget Process_Enrollment Impacts_Fall 2023.pdf
• 5A2_5C4_Budget Process_Enrollment Impacts_Fall 2023.pdf (page number 20)
• 5B_5C_Dynamic Strategy ENGAGE pillar_2024
• 5B1_5C1_BOT_COFA_Facilities Strategy_Summer 2023.pdf
• 5B1_5C1_BOT_HCOM Translational Research_Fall 2022.pdf
• 5B3_5C3_BPC Meeting Topics_FY2024.pdf
• 5C1_5C3_CHSP_Community Engagement Investment_Fall 2020
• 5C1_Annual Research Awards Report_FY2023
• 5C1_AVP Research Administration_Fall 2024
• 5C1_CAS_Resource Planning_2022
• 5C1_Cayuse Software_Investment_Spring 2023
• 5C1_DOSA_Investment Request_Spring 2022
• 5C1_Expanded Scholarship Investments_FY19-FY23
• 5C1_GRAD College_Investment Request_Spring 2022
• 5C1_Marketing_Recruitment Investments_FY23-FY24
• 5C1_OHIO Guarantee_Fixed Tuition_AY2016
• 5C1_OHIO_Regional Awards_Fall 2024
• 5C1_OHIO_Regional Awards_Fall 2024 (page number 3)
• 5C1_OHIO_Regional Awards_Fall 2024 (page number 4)
• 5C1_President_Opportunity Promise Award_Fall 2024
• 5C1_Research_Creative Activity Investments_Fall 2020
• 5C1_Russ Research Opportunity Center_Spring 2018
• 5C1_Russ_Resource Planning_Spring 2022
• 5C1_Voinovich_Resource Planning_Spring 2022
• 5C1_VPRCA Leadership Profile_Fall 2023
• 5C1-2_CTLA Prospectus_Resource Planning_Summer 2022
• 5C1-2_Konneker Fund_Reimagining General Education_Spring 2020
• 5C1-3_Iterative Budget_FY2022
• 5C2_Academic Performance Management Dashboards_Fall 2024
• 5C2_ADS Data Navigator_Fall 2024
• 5C2_ADS Help Center_Fall 2024
• 5C2_APR_Resource Allocation_Chem_Biochem_Spring 2023
• 5C2_APR_Resource Allocation_Chem_Biochem_Spring 2023 (page number 16)
• 5C2_CAS_Investments_Assessment_Spring 2023
• 5C2_Data_Education Resources_Fall 2024 
  5C2_HCOM Assessment Investments_AY2023
• 5C2_IEA_Heliocampus_Investment_2019
• 5C2_LMS Technology Recommendation_Spring 2023
• 5C2_LMS Technology Recommendation_Spring 2023 (page number 10)
• 5C2_RCA_Internal Funding_Fall 2024
• 5C2_Scripps Academic Program Strategy_2018
• 5C2_Scripps Academic Program Strategy_2018 (page number 4)
• 5C2_Strategic Opportunity Reserve_Fall 2022
• 5C2_Strategic Opportunity Reserve_Fall 2022 (page number 5)
• 5C2-6_ASSUR Modules_Combined_Fall 2024
• 5C2-6_IEA_Interactive Reports_Fall 2024
• 5C3_Alumni Survey Use_Dashboards_Fall 2024
• 5C3_Budget Model Transitions_FY2014-FY2023
• 5C3_CHSP Dean_Advisory Council_2019-2022
• 5C3_Communication_Budget Planning_Spring 2021
• 5C3_Dynamic Strategy_DISCOVER_Final Report_Spring 2024
• 5C3_Presidential Search_Stakeholder Engagement_Fall 2022
• 5C3_Strategic Enrollment Planning_2017-2023
• 5C3_University Standing Committees_Spring 2023
• 5C3_University Updates_Q_A_2023-2024
• 5C3-5_FY2023 Budget Book_FY2023
• 5C3-5_FY2023 Budget Book_FY2023 (page number 4)
• 5C3-5_FY2023 Budget Book_FY2023 (page number 13)
• 5C3-5_Information Technology_Strategic Update_Fall 2022
• 5C3-5_Partnership_Working Adults_Summer 2022
• 5C3-6_Dynamic Strategy_University Updates_Spring 2024
• 5C3-6_Dynamic Strategy_University Updates_Spring 2024 (page number 15)
• 5C4_Academic Interests_Prospects_Fall2018-2021
• 5C4_Enrollment Forecasting_Fall 2020
• 5C4_Financial Forecasts_Spring 2022
• 5C4_Financial Reserves_Fall 2023
• 5C4_Financial Reserves_Fall 2023 (page number 14)
• 5C4_FY24 Budget Book_Research_Private Support_FY2024.pdf
• 5C4_FY24 Budget Book_Research_Private Support_FY2024.pdf (page number 4)
• 5C4_FY24 Budget Book_Research_Private Support_FY2024.pdf (page number 15)
• 5C4_Strategic Recruitment Initiatives_Fall 2020
• 5C5_Academic Program Innovation_Summer 2021
• 5C5_BOT_Academic Planning Update_Spring 2021
• 5C5_Cybersecurity_PC_Update_Spring 2021
• 5C5_Educational Innovation_Student Digital Experience_Summer 2021
• 5C5_EM_Recruitment Strategies_Spring 2023
• 5C5_FY2021_Budget Book_FY2021
• 5C5_Generative AI_Exploration_Discovery_Fall 2023
• 5C5_Globalization Presentation_PSS_Fall 2023
• 5C5_Market Analysis_OnlineProgram_Spring 2021
• 5C5_OIT_Digital Infrastructure_Spring 2022
• 5C5_Presidential Presentation_State Capitol_Spring 2024
• 5C5_Presidential Testimony_State Capitol_Spring 2024
• 5C6_ASSUR Phased Implementation_Fall 2021
• 5C6_BOT_Student Success_Spring 2018
• 5C6_Campus Space Optimization_Full Slides_Spring 2024
• 5C6_Course Passing Rates_Fall 2024
• 5C6_Course Passing Rates_Fall 2024 (page number 27)
• 5C6_DS Investments_University Updates_Spring 2025
• 5C6_DS_Implementation_University Updates_Spring 2025
• 5C6_HCOM Strategic Plan 2033_Spring 2024
• 5C6_HCOM Strategic Plan_2018-2021
• 5C6_HCOM_2033 Scorecard_Spring 2024
• 5C6_HCOM_SP_Scorecard_2018-2021
• 5C6_HCOM-SP_Progress Updates_Summer 2021
• 5C6_IEA_Student Outcomes_Fall 2024
• 5C6_OHIO Online_Strategy_Spring 2023
• 5C6_OHIO Online_Strategy_Spring 2023 (page number 7)
• 5C6_OHIO Online_Updates_Summer 2024
• 5C6_Six-year Capital Improvement Plan_FY23-FY28
• 5C6_Student Involvement_Engagement Surveys_Fall 2024
• 5C6_Student Survey Use_Strategies_Spring 2021