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Commission on Colleges
Southern Association of Colleges and Schools
Report of the Reaffirmation Committee
Old Dominion University
Norfolk, Virginia
February 25-28, 2002
Dr. Roseann Runte, President
Dr. Charles Ray Nash, Chairman
Dr. Rudolph S. Jackson, COC Representative
Commission on Colleges
Southern Association of Colleges and Schools
REPORT OF THE REAFFIRMATION COMMITTEE TO
OLD DOMINION UNIVERSITY
Norfolk, Virginia
Dr. Roseann Runte, President
February 25-28, 2002
VISITING COMMITTEE MEMBERSHIP
Dr. Charles Ray Nash, Chairman
Vice Chancellor for Academic Affairs
The University of Alabama System
401 Queen City Avenue
Tuscaloosa, AL 35401-1551
PHONE: (205) 348-8347 FAX: (205) 348-5206
E-Mail: cnash@uasystem.ua.edu
Dr. James Allen Anderson Dr. Stephen W. Harmon Dr. Carla L. Relaford
Dean, School of Engineering Associate Professor/Director Director of Distance and
Technology & Sciences of Educational Technology Distributed Learning
South Carolina State Georgia State University Georgia State University
University
Dr. James A. Hefner Dr. Thomas C. Robinson
Dr. Suzanne M. Bean President Dean, Coll. of Allied Health
Professor of Education Tennessee State University Professions
Mississippi University for University of Kentucky
Dr. William D. Lawson
Women
Dean, College of Arts & Dr. Dan Seymour
Dr. Suzzette F. Chopin Sciences Vice President for Student
Professor of Biology Tennessee State University Affairs & Assistant Professor
Texas A&M University- Northwestern State University
Dr. Theodore (Ted) K. Miller
Corpus Christi
Professor Emeritus, School Mr. John L. Stegall
Dr. James (Drew) A. Clark of Professional Studies Vice President for Business &
Director of Assessment The University of Georgia Finance
Auburn University Armstrong Atlantic State
Dr. Darrell F. Parker
University
Dr. Alexander Fluellen Professor of Economics
Professor of Math Sciences Georgia Southern University Dr. Caryl A. Yzenbaard
Clark Atlanta University Professor of Law
Northern Kentucky University
Dr. Coy L. Harmon
Dean of Libraries
Murray State University
Dr. Rudolph S. Jackson, Associate Executive Director
Commission on Colleges
Southern Association of Colleges and Schools
1866 Southern Lane
Decatur, GA 30033
PHONE: (404) 679-4501 ext. 556 FAX: (404) 679-4558
E-MAIL: rjackson@sacscoc.org
i
TABLE OF CONTENTS
Page
INTRODUCTION............................................................................................................. 1
SECTION I: PRINCIPLES AND PHILOSOPHY OF ACCREDITATION .............. 3
1.1 INSTITUTIONAL COMMITMENT AND RESPONSIBILITIES IN THE
ACCREDITATION PROCESS ................................................................................... 4
1.2 APPLICATION OF THE CRITERIA ........................................................................... 4
1.3 SEPARATELY ACCREDITED UNITS ........................................................................ 4
1.4 CONDITIONS OF ELIGIBILITY ................................................................................ 4
1.5 INITIAL MEMBERSHIP........................................................................................... 5
1.6 REPRESENTATION OF STATUS .............................................................................. 5
SECTION II: INSTITUTIONAL PURPOSE ................................................................ 6
SECTION III: INSTITUTIONAL EFFECTIVENESS ................................................ 8
3.1 PLANNING AND EVALUATION: EDUCATIONAL PROGRAMS................................... 8
3.2 PLANNING AND EVALUATION: ADMINISTRATIVE AND EDUCATIONAL
SUPPORT SERVICES .............................................................................................. 9
3.3 INSTITUTIONAL RESEARCH ................................................................................ 10
SECTION IV: EDUCATIONAL PROGRAM ............................................................. 13
4.1 GENERAL REQUIREMENTS OF THE EDUCATIONAL PROGRAM ............................. 14
4.2 UNDERGRADUATE PROGRAM ............................................................................. 14
4.2.1 Undergraduate Admission ............................................................................ 14
4.2.2 Undergraduate Completion Requirements .................................................... 16
4.2.3 Undergraduate Curriculum ........................................................................... 17
4.2.4 Undergraduate Instruction ............................................................................ 19
4.2.5 Academic Advising of Undergraduate Students ........................................... 20
4.3 GRADUATE PROGRAM ........................................................................................ 21
4.3.1 Initiation, Operation and Expansion of Graduate Programs ......................... 21
4.3.2 Graduate Admission...................................................................................... 24
4.3.3 Graduate Completion Requirements ............................................................. 27
4.3.4 Graduate Curriculum .................................................................................... 27
4.3.5 Graduate Instruction...................................................................................... 29
4.3.6 Academic Advising of Graduate Students .................................................... 29
4.4 PUBLICATIONS ................................................................................................... 31
4.5 DISTANCE LEARNING PROGRAMS ...................................................................... 31
4.6 CONTINUING EDUCATION, OUTREACH AND SERVICE PROGRAMS ...................... 32
4.7 STUDENT RECORDS ............................................................................................ 34
4.8 FACULTY ........................................................................................................... 34
4.8.1 Selection of Faculty ...................................................................................... 34
4.8.2 Academic and Professional Preparation ....................................................... 34
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4.8.2.1 Associate ............................................................................................... 35
4.8.2.2 Baccalaureate ........................................................................................ 35
4.8.2.3 Graduate ................................................................................................ 35
4.8.2.4 Distance Learning Programs/Activities ................................................ 36
4.8.3 Part-time Faculty........................................................................................... 37
4.8.4 Graduate Teaching Assistants ....................................................................... 38
4.8.5 Compensation ............................................................................................... 39
4.8.6 Academic Freedom and Professional Security ............................................. 40
4.8.7 Professional Growth...................................................................................... 41
4.8.8 The Role of the Faculty and Its Committees ................................................ 44
4.8.9 Faculty Loads ................................................................................................ 45
4.8.10 Criteria and Procedures for Evaluation ..................................................... 45
4.9 CONSORTIAL RELATIONSHIPS AND CONTRACTUAL AGREEMENTS ..................... 46
4.9.1 Consortial Relationships ............................................................................... 46
4.9.2 Contractual Agreements................................................................................ 47
ACADEMIC AREA REPORTS
Arts and Humanities ......................................................................................... 49
College of Business and Public Administration ............................................... 51
College of Engineering and Technology .......................................................... 52
College of Health Sciences ............................................................................... 55
Computer Science Undergraduate/Graduate Program ...................................... 58
Criminal Justice ................................................................................................ 61
Darden College of Education ............................................................................ 63
General Education Program .............................................................................. 66
Mathematics and Statistics Undergraduate and Graduate Programs ................ 66
Natural and Physical Sciences .......................................................................... 68
Social Science and Behavioral Sciences ........................................................... 71
SECTION V: EDUCATIONAL SUPPORT SERVICES ............................................ 75
5.1 LIBRARY AND OTHER LEARNING RESOURCES ................................................... 76
5.1.1 Purpose and Scope ........................................................................................ 76
5.1.2 Services ......................................................................................................... 76
5.1.3 Library Collections ....................................................................................... 77
5.1.4 Information Technology ............................................................................... 78
5.1.5 Cooperative Agreements ............................................................................... 78
5.1.6 Staff ............................................................................................................... 79
5.1.7 Library/Learning Resources for Distance Learning Activities ..................... 79
5.2 INSTRUCTIONAL SUPPORT .................................................................................. 80
5.3 INFORMATION TECHNOLOGY RESOURCES AND SYSTEMS .................................. 80
5.4 STUDENT DEVELOPMENT SERVICES ................................................................... 82
5.4.1 Scope and Accountability ............................................................................. 82
5.4.2 Resources ...................................................................................................... 84
5.4.3 Programs and Services .................................................................................. 85
5.4.3.1 Counseling and Career Services ........................................................... 85
5.4.3.2 The Student Government, Student Activities and Student
Publications ........................................................................................... 86
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5.4.3.3 Student Behavior ................................................................................... 86
5.4.3.4 Residence Halls ..................................................................................... 86
5.4.3.5 Student Financial Aid ........................................................................... 87
5.4.3.6 Student Health Services ........................................................................ 87
5.4.3.7 Intramural Athletics .............................................................................. 88
5.5 INTERCOLLEGIATE ATHLETICS ........................................................................... 88
5.5.1 Purpose .......................................................................................................... 88
5.5.2 Administrative Oversight .............................................................................. 88
5.5.3 Financial Control .......................................................................................... 89
5.5.4 Academic Program........................................................................................ 89
SECTION VI: ADMINISTRATIVE PROCESSES .................................................... 90
6.1 ORGANIZATION AND ADMINISTRATION ............................................................. 90
6.1.1 Description Titles and Terms ........................................................................ 90
6.1.2 Governing Board ........................................................................................... 90
6.1.3 Advisory Committee ..................................................................................... 91
6.1.4 Official Policies ............................................................................................ 91
6.1.5 Administrative Organization ......................................................................... 92
6.2 INSTITUTIONAL ADVANCEMENT ........................................................................ 92
6.2.1 Alumni Affairs .............................................................................................. 92
6.2.2. Fundraising ................................................................................................... 93
6.3 FINANCIAL RESOURCES ..................................................................................... 93
6.3.1 Financial Resources ...................................................................................... 93
6.3.2 Organization for the Administration of Financial Resources ....................... 93
6.3.3 Budget Planning ............................................................................................ 95
6.3.4 Budget Control .............................................................................................. 95
6.3.5 The Relation of an Institution to External Budgetary Control ...................... 95
6.3.6 Accounting, Reporting and Auditing ............................................................ 96
6.3.7 Purchasing and Inventory Control ................................................................ 96
6.3.8 Refund Policy................................................................................................ 96
6.3.9 Cashiering ..................................................................................................... 96
6.3.10 Investment Management ........................................................................... 97
6.3.11 Risk Management and Insurance .............................................................. 97
6.3.12 Auxiliary Enterprises ................................................................................ 97
6.4 PHYSICAL RESOURCES ....................................................................................... 97
6.4.1 Space Management ....................................................................................... 98
6.4.2 Buildings, Grounds and Equipment Maintenance ........................................ 98
6.4.3 Safety and Security ....................................................................................... 98
6.4.4 Facilities Master Plan .................................................................................... 98
6.5 EXTERNALLY FUNDED GRANTS AND CONTRACTS ............................................. 99
6.6 RELATED CORPORATE ENTITIES ........................................................................ 99
RECOMMENDATIONS.............................................................................................. 100
SUGGESTIONS ............................................................................................................ 102
1
REPORT OF THE REAFFIRMATION COMMITTEE
OLD DOMINION UNIVERSITY
NORFOLK, VIRGINIA
INTRODUCTION
A Reaffirmation Committee from the Commission on Colleges (COC) of the
Southern Association of Colleges and Schools visited Old Dominion University (ODU) in
Norfolk, Virginia on February 25-28, 2002.
Old Dominion University is an institution offering 64 bachelor’s degrees in the basic
arts and sciences and in selected professional and pre-professional areas of study, 66
master’s, two educational specialist, and 22 doctoral degrees in a variety of fields. The
institution was founded in 1930 and enrolls approximately 20,000 students.
The chief executive of ODU is its President who reports directly to the Board of
Visitors, the institution’s governing board.
The Reaffirmation Committee was accorded courteous and professional cooperation
by members of the Board of Visitors, administration, faculty, staff, and student body before
and during the visit. We appreciated the high levels of consideration and cooperation we
received and wish to express our best wishes and sincere gratitude to the entire University
family for the hospitality and good working environment we enjoyed during our visit.
While this was not a joint visit, the National Collegiate Athletic Association (NCAA)
also conducted a site visit to ODU during the same dates as our SACS/COC team was on
campus. All findings of the NCAA visit are reported in a separate report and through NCAA
processes. Representatives of the two teams did meet to share information.
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The following report reflects the collective opinion of the SACS/COC Visiting
Committee based on the full range of peer review activities engaged in before and during the
campus visit. We sincerely hope that the recommendations, suggestions, and commentary
contained in the report will further strengthen Old Dominion University in its teaching,
research, and service programs and activities.
3
SECTION I:
PRINCIPLES AND PHILOSOPHY OF
ACCREDITATION
Evaluation of the Institution’s Self-Study
Old Dominion University has conducted a self-study in accordance with the
requirements of the Commission on Colleges. The Self-Study took place during a period of
approximately two years and involved a significantly representative group of faculty, staff,
students, administrators, and community leaders. Overall internal participation of campus
constituents seemed to be very high. The study was comprehensive and broad based and
resulted in findings to ensure compliance with the Criteria for Accreditation. In general, the
Committee was pleased with the sum total of the self-study process engaged in by the
personnel of the University as well as with the products of the process that were made
available to the Visiting Committee.
The Committee recognizes the following attributes as strengths of the self-study
process:
1. The self-study team of the institution provided excellent leadership.
2. Exhibits were cataloged, organized, and displayed in a commendable fashion.
3. Outstanding communications within the University community during the
self-study was evident.
The Visiting Committee believes that the self-study and its resulting reports will
continue to be a valuable resource for ODU as it looks forward to the development and
implementation of the next five-year plan.
4
1.1 Institutional Commitment and Responsibilities in the Accreditation
Process
As a part of the peer review process, Old Dominion University made appropriate and
satisfactory arrangements that assisted the Visiting Committee in carrying out its duties and
responsibilities in an effective way. From all indications, the leadership of the institution
will use the accreditation process as a tool in the further development of the University. A
spirit of collegiality existed between the Committee and the representatives of the
University. Information on the institution was provided in a timely manner before and during
the visit. Every indication was that the leadership adhered to the principles and practices of
the Commission on Colleges. Also, ODU appears to comply with the rules and requirements
of Title IV of the federal higher education act. No evidence was found to the contrary.
1.2 Application of the Criteria
Major changes made at the institution since the last reaffirmation visit have been
appropriately reported to the Commission on Colleges. The institution has procedures for
addressing student complaints.
1.3 Separately Accredited Units
Old Dominion University has no separately accredited units.
1.4 Conditions of Eligibility
The Visiting Committee makes no recommendations in the section on Conditions of
Eligibility.
5
1.5 Initial Membership
Old Dominion University continues to be accredited by the Commission on Colleges
of the Southern Association of Colleges and Schools.
1.6 Representation of Status
ODU reports its status with the Commission on Colleges consistent with required
language.
6
SECTION II:
INSTITUTIONAL PURPOSE
Old Dominion University has an expansive, highly comprehensive mission statement
that is complemented by both an historical statement and a statement of institutional goals.
The Mission of the University statement provides a broad perspective and a comprehensive
description of the University’s purpose.
The history, mission, and major goals statements have been published in the Old
Dominion University Catalog (2000-2002), the ODU Faculty Handbook (1999-2001), the
ODU Strategic Plan 2000 - 2005, and on the Old Dominion University web site in the Board
of Visitors section. Although the mission and goal statements are included in PDF format on
the University’s web site within the Board of Visitor’s Policies and Procedures section, it is
unlikely that prospective students or others seeking information about the University’s
purpose would find it easy to access this web-location because there is no direct linkage on
the Home Page to University Mission, Goals, or Purpose. Establishing a direct link on the
home page to access the University Mission and Goals would facilitate access to the
information by prospective students and other users. When searching for university mission
on the home page search component, however, the search does provide direct links to
numerous mission statements for many of the University’s academic and support service
units. These direct, easy access linkages concerning the primary purpose of the various units
would be helpful to prospective students or others interested in learning about the
University’s programs and services. Suggestion (1): The Committee suggests that a direct
internet link to the Mission of the University and the Major Goals of the University
statements on the Old Dominion University Home Page be added to provide user-friendly
7
internet access to the statements.
8
SECTION III:
INSTITUTIONAL EFFECTIVENESS
3.1 Planning and Evaluation: Educational Programs
The Assessment of Academic Achievement program (Assessment Program) was
created in support of the University’s planning and decision making procedures and intended
to improve student learning and provide an enhanced educational experience for ODU
students. The Assessment Program is currently staffed with one full-time research associate,
two part-time graduate assistants, and an externally contracted director. Given the
Assessment Program’s ever increasing workload since its 1986 inception; growing local,
regional, and national demand for assessment data; increased visibility of assessment
activities over the past decade and in the foreseeable future; and emphasis on quality
enhancement and institutional effectiveness by the Southern Association (SACS/COC) and
the State of Virginia, the Assessment Program’s staffing requirements need reevaluation. In
light of these factors, a review conducted to determine the appropriate level of staffing to
support its current and future responsibilities would be most desirable. Further, the
functional relationship and probable overlap of assigned responsibilities between the
Assessment Program and University Planning and Institutional Research Office is in need of
examination as well. It appears that these two important university units have much in
common and that there would be utility in considering ways and means to better integrate
their assigned planning, assessment, and evaluation duties as well as to provide an effective
staffing pattern designed to enhance accomplishment of the institution’s planning,
assessment, and evaluation needs.
9
Currently, the University appears to have no centrally located archive for the
maintenance of institutional planning, research, and assessment materials. To facilitate
institutional planning and evaluation processes and procedures in a systematic and broad-
based manner, as outlined by the Quality Enhancement Process, there would be great utility
in the establishment of a university assessment archive designed to collect, assemble, and
make accessible important planning, research, and assessment documents. Suggestion (2):
The Committee suggests that a systematic study of the current assigned responsibilities of
the Assessment Program in conjunction with a review of the adequacy of current staff to
carry out those responsibilities in a timely fashion be initiated. Suggestion (3): The
Committee suggests that the University examine the feasibility of combining (a) the
Assessment Program and (b) the University Planning and Institutional Research office into a
single office. Suggestion (4): The Committee suggests that primary academic and
administrative units designate an individual to be responsible for coordinating unit
assessment initiatives and function as the unit’s liaison to appropriate institutional planning
and assessment bodies and initiatives. Suggestion (5): The Committee suggests that the
University establish, maintain, and keep current with newly generated data a central archive
of relevant assessment and evaluation documents concerning the University’s strategic
planning and institutional effectiveness processes.
3.2 Planning and Evaluation: Administrative and Educational Support
Services
The Old Dominion University Strategic Plan 2000 - 2005 is a comprehensive
planning document that identifies five key areas of emphasis that the University plans to
focus on during the five year period from 2000 to 2005. The five key areas, (1) Distinctive
Academic and Research Programs, (2) Quality of University Life, (3) Strategic Partnerships
10
and Collaboration, (4) Community Involvement and Commitment, and (5) Enhanced
Institutional Reputation, are organized into ten strategic initiatives and some 54 objectives,
each of which stipulates specific action(s) to be taken during this quintennial period. The
Strategic Plan calls for a minimum of 40 different institutional administrative units,
programs, and services to be responsible for one or more of the plan’s objectives. In a
parallel approach, virtually all administrative units have established and published written
mission and purpose statements, most of which can be found on the University’s web site.
The administrative units collect evaluative data on a continuing basis and use that data to
guide planned change over time. Evidence of this can be found for the various units in the
38-page report entitled Assessment and Change: Continuous Improvement at Old Dominion
University (December 2001) compiled by the Director of Assessment. This compilation was
based on graduate and undergraduate program directors’ Assessment Plan Reports
containing (a) links to the University Mission and Strategic Plan, (b) targeted goals, and (c)
assessment methods used. This compilation report is most comprehensive and provides
descriptions of how 48 academic college and administrative support units have used
assessment data to implement programmatic changes.
3.3 Institutional Research
Institutional research at Old Dominion University is carried out largely via two
agencies. The primary agency is the Office of University Planning and Institutional
Research (UPIR), which functions primarily as the analytical arm of the central
administration. This office coordinates institutional reports on enrollment, student
characteristics, and other data required for state, federal, and private agencies. In addition,
the office provides the University president, provost, vice-presidents, deans and other
11
officials assistance in analytical and technical matters when called upon. The second agency,
the Assessment of Academic Achievement program (Assessment Program), was described in
some detail under Section 3.1, Planning and Evaluation: Educational Programs. Although
these two agencies were conceived as separate academic and administrative support
programs for planning, assessment, evaluation, and research purposes, there is considerable
overlap of functions and assigned responsibilities. These functional and responsibility
overlaps have led to concern on the part of some and a suggestion that a systematic review
be initiated to determine the utility of merging the two entities to increase both functional
and cost effectiveness (see Suggestion 3).
There is minimal documentation that a systematic process for judging the effectiveness
of the University Planning and Institutional Research Office beyond conversations between
the director and the provost in annual budgetary conferences. Although numerous
institutional administrative units access UPIR services, evaluation data collected from those
users is neither systematically collected nor available. There is need to explore avenues for
obtaining user feedback regarding quality of and satisfaction with services rendered by the
office. In addition, the demands upon the resources of the UPIR have expanded considerably
in recent years as the University requires increased amounts and types of data and analyses in
support of its operational effectiveness. Compounding the problem of managing increased
demand is the fact that staffing for UPIR has been decreased over the past decade. There is
little doubt that these factors have combined to diminish the effectiveness of institutional
research productivity over time. Consequently, it appears clear that a well conceived review
of organizational structure, reporting and supervisory procedures, functional expectations,
and available human, technical, and fiscal resources is essential in the near term.
12
Recommendation (1): The Committee recommends that a formal procedure for collecting
input on satisfaction of customers with University Planning and Institutional Research be
developed and used to guide the department’s planning and evaluation process. Suggestion
(6): The Committee suggests that a review of the University Planning and Institutional
Research office’s workload be conducted to determine the staffing skills necessary to satisfy
demands for data collection and analysis and additional qualified staff be provided as
needed.
13
SECTION IV:
EDUCATIONAL PROGRAM
Introduction
The focus of Old Dominion University, as articulated in its Mission Statement and in
the stated goals of the University, is the education of its students which it provides through
six colleges: Arts and Letters, Business and Public Administration, Education, Engineering
and Technology, Health Sciences, and Sciences. The University also provides extensive
distance education by use of TELETECHNET. Academic areas reviewed included Allied
Health Programs; Business; Criminal Justice; Education; Engineering; General Education;
Humanities; Mathematics/Computer Science; Natural Physical Sciences; and
Social/Behavioral Sciences.
All aspects of the program at Old Dominion are related to the articulated purpose of
promoting knowledge and the pursuit of truth. Undergraduate education, which is the largest
segment of the University, emphasizes intellectual skills and intercultural understanding.
Graduate and certificate programs are in appropriate areas of either faculty strength or have
other unique characteristics such as geographic advantages. In like manner, the principles of
institutional effectiveness pertain to, and are used by, all academic programs and units. The
use of programs such as the TELETECHNET allows greater access to the resources of the
University.
Except as noted, all policies and procedures are in writing; have been appropriately
approved; have been published; and are being implemented and enforced.
14
4.1 General Requirements of the Educational Program
The Mission Statement of Old Dominion University, as articulated in several
documents including the Self-Study at page two, is to "promote[s] the advancement of
knowledge and the pursuit of truth. It develops in students a respect for the dignity and
worth of the individual, a capacity for critical reasoning, and a genuine desire for learning."
The mission statement is further developed by the articulation of eleven defined goals
dealing with students; faculty; academic programs (undergraduate programs, graduate
programs, and special emphasis areas); teaching; research, scholarship, and creativity;
distance learning; life long learning; community service; student life, alumni; and quality as
a continual process.
All aspects of the educational program are related to the stated mission and goals of
the University. Again, with the exceptions as noted, there is a competent faculty, adequate
library and learning resources are provided, and there are appropriate computer resources,
instructional materials and equipment. The physical facilities are appropriate. The student
enrollment and financial resources, though challenged at the present time, are sufficient to
support an effective education program. The number of applicants and the quality of
entering statistics has increased. Finally, appropriate levels of student achievement and
quality of program are met. The use of TELETECHNET and other methods of delivery
services distinguish Old Dominion University.
4.2 Undergraduate Program
4.2.1 Undergraduate Admission
The Board of Visitors (BOV) establishes general admission policies. Changes in
admission policies are approved by the Faculty Senate, the Provost and VPAA and President
15
and sent to the Academic Advancement Committee of the BOV, which makes its
recommendation to the entire BOV.
There appears to be three distinct offices involved in undergraduate admissions: the
Office of Admissions, the Office of International Admissions, and TELETECHNET. The
Office of Admissions is responsible for administering the BOV policy for permanent
residents; the Office of International Admissions handles admissions of non-immigrant
applicants. TELETECHNET handles its own admissions; all TELETECHNET students are
considered transfer students. It is not clear what, if any, coordination occurs between these
admissions offices.
Some programs (Honors College; Engineering; Guaranteed Entry Programs in
physical therapy, nursing, dental hygiene, B.S./M.D., Engineering/M.D., B.S.
Engineering/Law, Engineering’s B.S./M.S. and B.S./Ph.D.; early childhood and special
education, speech pathology; B.A./M.B.A.; and B.A./M.A.) have specific admissions
policies. Specific program requirements are delineated in the appropriate program section of
the catalog. The Self-Study Report states that, “Admission policies and procedures for
specific degree programs are coordinated with the University’s Colleges and the Office of
Academic Affairs.” The Follow-Up Action Plan notes that policies for the different
admissions areas will be published in the next catalog. The role of the Office of Academic
Affairs in these admissions decisions is unclear, as is the degree of coordination between the
admission offices and the programs with special requirements. Suggestion (7): The
Committee suggests that Old Dominion University evaluate the level of coordination
between the admission offices.
16
Admission policies are consistent with the educational purposes of the institution.
Requirements for admission as stated in the catalog include official high school transcripts
and standardized test scores. Qualitative assessments are not required, although the student
may submit letters of recommendation from current instructors, evidence of leadership in
extracurricular activities, or an autobiographical essay.
Admission policies must include qualitative and quantitative requirements that
identify students who demonstrate reasonable potential for success at the institution.
Recommendation (2): The Committee recommends that Old Dominion University require
qualitative assessment of its applicants.
Appropriate developmental courses are offered. The appropriate administrators
evaluate admission policies. Matriculants possess the high school diploma or GED.
Admission procedures are followed for all students. Matriculants have interests and
capabilities consistent with admission policies.
Admission criteria for transfer students are defined and published.
Credit awarded for advanced placement or other examinations, training and
experiential learning fulfill the conditions governing the award of such credit.
Transfer students are properly notified of the amount of credit awarded. Transfer
courses are equivalent collegiate coursework. Policies regarding dismissal, suspension and
readmission are defined and consistent with the academic policies of the institution.
4.2.2 Undergraduate Completion Requirements
All degree programs at Old Dominion University (ODU) have an appropriate
sequence of courses leading to the degree. The 2000-2002 ODU catalog (available on the
University’s Web Site and free of charge in the bookstore) publishes all requirements leading
17
to degrees including the total credits, the number and distribution of general education
credits, the number of credits to be earned in the major or area of concentration, the number
of electives, the standards for satisfactory progress, and other degree requirements.
General education courses for the undergraduate program include 32-54 credit hours
of lower division courses, depending on the major, along with 6-12 hours of upper division
courses. The lower division requirements include 6 hours of written communication, 3 hours
of oral communication, 3 hours of mathematics, 0-6 hours of foreign language, 3 hours of
computer skills, 3 hours of fine and performing arts, 3-6 hours of history, 3 hours of
literature, 3 hours of philosophy, 11-12 hours of natural science and technology, and 3-6
hours of social science. Passing grades in required general education courses in each of
these areas demonstrate competency. Also the University demonstrates competency in
writing through the University’s Exit Examination of Writing Proficiency.
The ODU catalog (2000-2002) clearly defines majors and minors while outlining the
number of credits required for these. At least 25% of semester credit hours must be earned
through instruction at ODU. The Academic Skills Program at ODU offers developmental
courses to students who need supplemental work in preparation for subsequent courses,
however these remedial courses are not offered for degree credit.
4.2.3 Undergraduate Curriculum
Each of the University’s six colleges is actively engaged in undergraduate education
with curricula appropriate to the mission and goals of the institution. Undergraduates may
choose from an array of programs in the liberal arts and sciences and specific professional
programs in business, education, engineering, and health sciences.
18
For each degree program ODU assigns an academically qualified program
coordinator. The process for this assignment varies from college to college and, in some
cases, the University Catalog (2000-2002) does not make it clear when a program
coordinator is also the department/school chair. The catalog currently being created will
specifically state who the designated program coordinators are. Also, the remuneration
and/or release time for program coordinators varies from college to college.
The institution has a systematic and campus-wide process for establishing, reviewing
and evaluating curricula. Each department has a standing committee whose faculty
representatives write, revise, review, and evaluate the undergraduate curriculum. These
recommendations are reviewed by the department or program coordinator who sends the
proposals to the college curriculum committee, which is composed of representatives from
each department and program. This committee carefully analyzes curricula proposals to
avoid duplication of courses. The Provost has initiated a university practice, which requires
that faculty who propose a new course must also propose to discontinue an existing course.
The recommendations of college curriculum committee are reviewed by the appropriate dean
and then are sent to Committee A (undergraduate curriculum and programs) of the Faculty
Senate for further review. Committee A sends the proposal to the floor of the entire Senate
for debate and approval. The Senate’s recommendation is forwarded to the Provost and Vice
President for Academic Affairs, who makes the final decision. The University’s Board of
Visitors approves new degrees and programs but not individual courses or curricular
changes. In addition to this process, Academic Program Reviews are conducted every five
years.
19
The institution has strong articulation agreements with Tidewater Community
College and all community colleges in the Virginia Community College System. These and
other transfer agreements are clearly stated in the University Transfer Guide and other
university publications. Transfer agreements also exist between ODU and international
institutions.
4.2.4 Undergraduate Instruction
The University’s commitment to teaching and instruction and the preparation of well-
educated undergraduate students is reflected in its academic programs and instructional
techniques. All ODU programs strive to meet national standards of excellence.
Instruction is evaluated regularly and the results are used to ensure continued quality
instruction. Two instruments are used for these evaluations. The Student Course Evaluation
is a form which students use each fall, spring, and summer semesters in each course to rate
teaching performance and overall course effectiveness. Students also have an open-ended
form on which they can cite particular strengths and weaknesses of instruction for each
course and faculty member. Faculty members who teach through the TELETECHNET
distance-learning classes also use a form to assess the effectiveness of distance learning
delivery.
Instruction is also assessed through annual administrative evaluations of faculty.
Faculty members develop instructional portfolios, which are reviewed regularly according to
faculty status. Additionally, the University has a well-developed assessment program
consisting of student exit interviews and assessments as well as follow up studies of
graduates.
20
The University ensures that methods of instruction are appropriate to the goals of the
courses and the capabilities of the students. Regular university-wide workshops, courses,
seminars, and innovator grants provide faculty with opportunities for professional
development and improvement of instruction.
ODU also strongly encourages innovative instruction and experimentation with
methods to improve instruction. Recent growth in delivery of instruction through various
vehicles of instructional technology demonstrates the institution’s commitment to innovation
with instructional quality. Regular and systematic evaluations of these forms of instruction
are being conducted and the results are being used for continued growth and improvement.
4.2.5 Academic Advising of Undergraduate Students
ODU provides a program of systematic and effective undergraduate academic
advising. Advisors receive regular training in the advisement process. Students report a
great deal of satisfaction with the advisement process as well as their ability to receive career
and academic advising from a variety of faculty in the discipline as appropriate. The number
of advisees assigned to faculty is reasonable. An orientation program is available for all full-
time and part-time undergraduate students. Academic advising and orientation programs are
regularly evaluated and used to enhance assistance to students. For example, in the College
of Business and Public Administration the assessment of advising identified concerns with
the accessibility of faculty advisors. As a process improvement, an increased focus on
identifying and posting advising hours is underway. In addition, a directory of advisor e-
mail addresses and phone numbers will be provided to advisees.
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4.3 Graduate Program
4.3.1 Initiation, Operation and Expansion of Graduate Programs
The procedure for the initiation of new degree programs at Old Dominion University
is set forth in the Curriculum Development and Change Policies and Procedures Manual.
Support also is provided in the Faculty Handbook and the Faculty Senate Handbook and
Constitution.
Ideas for new graduate programs generally start with a faculty member or faculty
members in a department (although, the administration may suggest an idea to a department
or faculty member). The program idea is then discussed with the Chair of the department or
school as well as the College Dean to determine if there is interest and support for the idea.
If there is such support, it is then submitted to the Associate Vice President for Research &
Graduate Studies and the Assistant Vice President for Research & Graduate Studies who will
review the concept and make a recommendation to the Provost. The program developer(s)
remain involved in the process. The Director of University Planning and Institutional
Research often prepares data on the enrollment and degree productivity of similar programs
at other institutions in Virginia and often some preliminary enrollment projection data. The
department may conduct a survey as well for a needs assessment (e.g., with the proposed
Doctor of Physical Therapy a survey of local therapists was conducted by the department).
The Provost then determines if the idea is viable considering other curriculum items and
resource implications. The Provost may consult with the college dean and President as well
as seek some informal consultation with the staff at State Council of Higher Education for
Virginia (SCHEV).
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If the idea is viable, there is a formal internal review. The proposal is reviewed by
the faculty of the originating department or school then a recommendation is made to the
Chair. Proposals for interdisciplinary programs must be reviewed by all
departments/schools, and colleges involved. The Chair of the department or school makes a
recommendation to the Dean. The Dean will submit the proposal to the appropriate college
faculty governance structure.
The college Dean then reviews the proposal taking into consideration the
recommendations of the department/school faculty, the Chair, and the college committee and
makes a recommendation to the Provost. The Dean will assure that the resource
requirements for the new program are identified and justified in the department/school
proposal (e.g., development funds were used to support a needed course in the new E-
Commerce proposal).
The Provost then submits the program to the Chair of the Faculty Senate for review.
In the Faculty Senate, graduate programs are reviewed by the Senate’s Committee on
Graduate Studies. That Committee and the Faculty Senate then vote on the recommendation.
Changes may be suggested.
The Faculty Senate then makes it recommendation to the Provost who will review it
and will involve as well the Council of Senior Academic Deans and Senior Academic Affairs
Staff. A positive recommendation may then be made to the President. If the President
approves, the Board of Visitors will then consider the proposal. If the Board approves, it
will be submitted to SCHEV.
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SCHEV will then review the program proposal. SCHEV will consider all aspects of
the proposal including resource allocation and possible duplication of programs in the state.
If SCHEV approves the program, the President notifies SACS/COC about the new program
at least three months prior to its planned implementation.
This process does involve the faculty and the administration. A new program will
not be approved without a review of the resources available for it. Thus, it will have the
curricula and resources substantially beyond those provided for an undergraduate program.
Research, scholarly activity and/or advanced professional training are provided. A review of
the proposed program includes a review to ascertain that the faculty will be competent; the
library adequate; computer and laboratory facilities will be provided; and that there is an
appropriate administrative organization. The Executive Director of the Commission is
informed. There also are reviews of various graduate programs at appropriate intervals to
ensure their continued validity and viability (e.g., the Ph.D. in Urban Services, involving
three colleges, is currently being reviewed, and applications for the new master’s in E-
Commerce have been suspended at the current time).
Recent proposals are illustrative of how the process works.
In January 2001, the University notified the Southern Association of Colleges and
Schools regarding two new degree programs: a B.S. and a M.S. in E-Commerce Systems,
which programs became effective in the spring of 2001. These programs have been
approved by the State Council of Higher Education for Virginia at its June 20, 2000 meeting.
Such approval came after the in-house review by the host departments and colleges, Old
Dominion’s Faculty Senate on March 23, 2000, and the University’s Board of Visitors on
April 13, 2000. As noted in its proposal, these programs address the mission and goals
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statement regarding commerce, economic development and science and technology by
addressing the need for well trained and multi disciplinary-based persons for entry and mid-
level management positions in the rapidly expanding cyber-business sector.
The University also sought approval for a master’s degree program in Criminal
Justice. Again, the in-house procedures were followed. The State Council of Higher
Education, however, determined in 2001 not to approve this degree at this institution at the
present time.
Finally, the University has begun the process to seek approval for a Doctor in
Physical Therapy degree. The internal process has been completed and a proposal has been
submitted to SCHEV.
4.3.2 Graduate Admission
Three offices receive applications for graduate admission: the Office of Admission,
the Office of International Admissions and the M.B.A. program office. Requirements for
University Graduate Admission are an application form, official transcripts, an earned
bachelor’s degree from an accredited university and an undergraduate GPA of 2.50.
Some master’s programs require a higher undergraduate GPA for admission.
Masters’ degrees in History, International Studies, Business Administration, Secondary
Education and all Engineering degrees require a 3.0 GPA. All other programs require
between a 2.5-2.80 GPA. The minimum University requirements for master’s degrees and
doctoral degrees are stated in the catalog. Admission requirements for each program are
delineated in that program’s section of the catalog. In that section, the requirements for the
master’s degree and the doctoral degree are listed separately. The Self-Study states that all
programs, except the M.A./M.F.A. in Visual Studies (which requires a portfolio), require
25
standardized test scores. According to the Self-Study, not all programs require letters of
recommendation and/or essay and/or scholarly writing sample. No qualitative materials are
required for the M.S./Ed. in Secondary School – General Major for Licensed Teachers or for
the M.S. in Occupational and Technical Studies.
An institution is required to establish qualitative and quantitative requirements which
result in the admission of students whose educational preparation indicates the potential for a
high level of performance. Recommendation (3): The Committee recommends that Old
Dominion University require qualitative assessments of all graduate applicants.
The catalog states that no graduate credit is awarded by examination or
correspondence. However, the Experiential Learning Credit Options lists knowledge-based
examinations and external examinations as two of the four ways to earn Experiential
Learning Credit; the other two mechanisms are credit for training, such as professional or
military training, and portfolio development. A maximum of six semester hours of graduate
credit can be obtained through Experiential Learning Credit, and are listed as “Pass” and
designated “XP” on the transcript.
The chair and/or dean must approve experiential Learning Credit by portfolio
development before the student can develop the portfolio. Beginning in fall 2002, the
appropriate Graduate Program Directors will approve portfolio development for credit.
Portfolios are submitted to the Director of Experiential Learning and assessed by the
department and/or college. It is not clear in the catalog if the student is allowed to develop a
portfolio for experiential learning that occurred prior to matriculation at ODU. However,
according to the Self-Study, ODU does allow graduate credit for portfolio experiential
learning prior to matriculation. The Follow-Up Plan states that the SACS criteria pertaining
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to experiential learning are contradictory, so no action was taken. Suggestion (8): The
Committee suggests that data pertaining to experiential learning credit by portfolio be more
cohesively organized and collated according to academic year to be more accessible for
review.
The doctoral degree requires two letters of recommendation from previous professors
and a recommendation from a departmental, school or college committee. Doctoral
programs in Business and Public Administration, Computer Sciences, Ecological Sciences,
Industrial/Organizational Psychology, Oceanography and Physics require a 2.50 GPA. All
other programs require a 3.0 - 3.50 GPA. According to the Follow-Up Report, the Faculty
Senate has recommended that GPA for master’s admission be 2.80 and for doctoral
admission a 3.0; these changes should appear in the next catalog. Suggestion (9): The
Committee suggests that Old Dominion University follow through with their plans to publish
in appropriate documents the different admission criteria for master’s and doctoral graduate
work.
ODU offers regular, provisional and non-degree admission status. It is not clear if
these categories apply to doctoral students as well as master’s students. The Self-Study
reports that submission of official transcripts for non-degree students is not enforced. The
Follow-Up Report notes that transcripts are required, but that formal mechanisms are not in
place to assure that the transcripts are submitted. The action plan describes a mechanism of
putting a hold on the student’s registration to ensure submission of transcripts upon
registration for the sixth hour of graduate courses. In addition, better procedures for tracking
non-degree students will be implemented. Suggestion (10): The Committee suggests that
Old Dominion University implement a procedure for ensuring submission of official
27
transcripts and tracking non-degree students.
4.3.3 Graduate Completion Requirements
The graduate completion requirements are published in the University Catalog and
online. However, there is some confusion in finding information related to time limitations
for the master’s and doctoral degrees for the various departmental programs. The
information on time limitations is only listed once at the beginning of the catalog. Time
limitation for the Master’s degree is six years and for the doctoral degree eight years. Time
limitation on program completion in a department are important and need to be readily
accessible to a student who is planning to study for a graduate degree. It would be less
confusing to the reader of the catalog to list the time limitations requirements in each section
where a departmental program is described or provide a reference where that information can
be found in the catalog.
There are no clear policies in the catalog for graduate students who are placed on
academic probation and suspension. According to University officials, these policies will be
listed in the new University Catalog for the 2002-03 academic year. A copy of the proposed
information for the 2002-03 catalog has been provided.
4.3.4 Graduate Curriculum
The University offers a breadth and depth of graduate studies. Graduate programs
are generally at a sufficient level of complexity and comprehensiveness in their respective
fields to allow graduates to practice in and contribute to their disciplines. There is a
significant differentiation between programs leading to a master’s or specialist degree and
programs leading to a doctoral degree. Courses go through a rigorous approval process,
working through department and college level review to review by the Office of Academic
28
Affairs. The review by Academic Affairs insures that coordination among courses and
programs is maintained across departments and colleges.
Curriculum is established through a clearly articulated process beginning with faculty
and progressing through a college and the University to the Board of Visitors. Doctoral,
specialist, and master’s level programs are of appropriate length and number of credit hours.
Curricular offerings are clearly described in published materials.
Graduate programs are evaluated regularly and thoroughly. Master’s level curricula
are evaluated at the college level. Though the specifics of the curriculum evaluation process
vary according to college, the evaluation does include review by evaluators external to the
degree program under evaluation. Doctoral curricula go through a formal review process on
a five-year cycle and includes self-report and review by evaluators external to the University.
These external evaluators are chosen by the Office of Research and Graduate Studies.
The University permits combined instruction of graduate and undergraduate students.
The University has policies in place that govern the maintenance of a substantial difference
between undergraduate and graduate instruction. While most faculty seem to adhere to this
requirement, in some cases in 400/500 level cross-listed courses, faculty are unaware of the
necessity that this difference be maintained and documented. In particular, review of syllabi
and interviews with faculty in Chemistry, Physics, and to a lesser extent Biological Sciences
and Ocean, Earth and Atmospheric Sciences reveal that some faculty are not making a
distinction between graduates and undergraduates in cross-listed courses. Recommendation
(4): The Committee recommends that in all courses in which combined instruction of
undergraduates and graduates is permitted, a substantial difference in instruction of the two
be maintained.
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4.3.5 Graduate Instruction
Scholarly interaction occurs formally as well as informally at ODU. Graduate
students have the opportunity to engage in applied research projects, make research
presentations, and generate publications with ODU faculty members. Some graduate areas
bring in nationally recognized speakers as a means for students to hear from and interact
with professionals in related fields. Graduate students are encouraged to participate in
professional organizations.
The institution uses a variety of means to evaluate student performance. Graduate
programs at ODU use standard grading policies for tests, research papers, presentations, field
experiences, and various performance based assessments. Combinations of oral and written
comprehensive examinations are used as well as capstone research projects, papers, and
theses. Provisions are in place to assign advisors to students, appoint graduate committees,
and monitor the student’s academic progress.
Regular and systematic evaluation is conducted with graduate instruction, and
programmatic revisions are made as necessary. Follow up data on graduate students and
their employers are used to test the long-range effectiveness of graduate instruction.
4.3.6 Academic Advising of Graduate Students
A review of institutional documents (i.e., Faculty Handbook and University Catalog),
along with interviews of selected graduate program directors and graduate students, indicates
that the institution has clearly defined policies and procedures to govern the advisement of
graduate students. In each graduate program area, the graduate program director or
designated graduate faculty members have primary responsibility for advising degree-
seeking graduate students. As graduate students move through their respective program of
30
study, and depending on the program level and degree requirements, they may have a Thesis
Advisory Committee, Guidance Committee, or a Dissertation Committee. Each of these
committees is composed of certified graduate faculty members.
The institution has policies and procedures to ensure that the number of advisees
assigned to faculty is reasonable. The number of advisees assigned to a faculty member is
included in the calculation of the faculty member’s teaching load.
Although some graduate programs provide an orientation for full-and part-time
graduate students, the institution does not have a program to ensure an effective orientation
for all full- and part-time graduate students. Recommendation (5) The Committee
recommends that the institution make available an effective orientation program to all full-
and part-time graduate students.
The institution did not present any evidence to demonstrate that the orientation and
advisement programs for graduate students are regularly evaluated. Efforts are underway to
develop a graduate student satisfaction survey for implementation during the 2002 fall
semester. This survey will include items that will allow for the evaluation of effectiveness of
orientation and advisement of graduate students. Nevertheless, orientation and advisement
programs have not been regularly evaluated. Recommendation (6): The Committee
recommends that the institution take steps to ensure that orientation and advisement
programs are regularly evaluated and that the evaluation results be used to enhance effective
assistance to students.
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4.4 Publications
The principles of good educational practice are evidenced in the content, design,
accuracy, and consistency of institutional publications. Current catalogs and other official
publications are readily available to students and the public. The institution also maintains a
web page allowing for access to similar information.
4.5 Distance Learning Programs
The Committee found documentation of clear and explicit goals for distance learning
programs and the demonstration of them being consistent with Old Dominion University’s
stated institutional purpose. Documentation was found in the University’s Strategic Plan
2000-2005 and other documents listed in the 2000-2002 Self-Study Report to support this
finding. Through the self-study materials, interviews with staff, faculty, and students, and
review of evaluation document reports, the Committee found evidence that Old Dominion
University demonstrated that it achieves its goals and that its distance learning programs are
effective and comply with all applicable criteria.
The Committee was extremely impressed with the exceptional quality of the
TELETECHNET program and found that the University has allocated significant resources
to ensure the quality of the courses. The TELETECHNET model was designed to have site
directors for immediate availability to students in providing advisement services, assistance
in processing applications, assistance in obtaining financial aid, and general assistance for
formal and informal university processes. The TELETECHNET administrative staff has
designated specific staff members to handle services that are offered on the Old Dominion
University campus to expedite and to reduce problems in accessing these services. Programs
planned for TELETECHNET reflect requirements for courses and degrees identified by site
32
directors, surveys, and majors. There are ongoing assessment and evaluation procedures for
faculty, students, site directors, courses, programs, and services. The staff has demonstrated
that assessment and evaluation results are used to improve the quality and effectiveness of
the TELETECHNET program. The Committee found the TELETECHNET program to be
an outstanding model of an effective distance learning initiative.
The Committee commends the University’s TELETECHNET program for its
exemplary support services, coordination of programs and dedication to providing a quality
experience for distance learning students.
4.6 Continuing Education, Outreach and Service Programs
Continuing Education and Public Service activities are in a state of transition. The
programs have been decentralized for the last couple of decades, being administered
individually from each college or school and coordinated through the provost’s office. In
2001, a decision was made to centralize Continuing Education and a director was hired. The
program is currently operating with the continuing education units embedded in colleges but
with programming and budgeting being handled from Continuing Education/ Public Service.
This approach allows the program to cover units who may have a budgetary shortfall while
providing resources for expansion where desired. The centralization appears to be resulting
in an improved attitude, greater cooperation and potentially greater synergy among
programs.
Evaluation of continuing education programs is carried out at the course and college
level and tends to focus on the number of people served, the solvency of the program and the
program’s use of faculty from within the respective college. These evaluations vary in scope
and content depending on the unit conducting the evaluation. Suggestion (11): The
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Committee suggests that program evaluation occur in a more centralized fashion and come
under the auspices of the Assistant Vice President for Higher Education Centers and
Continuing Education. Common evaluation procedures should be in place for all programs.
The institution awards academic credit for non-credit activities through the
experiential learning program. This program offers four assessment options to determine
whether program credit should be awarded. These options provide appropriate
documentation that the non-credit coursework is equivalent to a designated credit experience.
The Continuing Education program does not currently offer any degree programs or
programs for academic credit. It develops programs based on community needs coupled
with the interests of the faculty and the mission of the University. Programs have typically
been developed as either public admission programs or on a more contractual basis. The
College of Engineering and Technology has developed a master’s degree program in
Systems Engineering. In addition to being offered on campus and via distance learning, it
will be offered at corporate sites. One such potential corporate site is in Northern Virginia.
The contractual agreement between the University and the corporate partner will be
implemented and administered through Continuing Education. The academic aspects of the
program will be administered through the Department of Engineering Management. While it
should prove beneficial to the continuing education program and then University to offer
programs for credit, it is necessary that the Commission on Colleges be notified prior to any
such implementation as per the Commission document “Substantive Change Policy for
Accredited Institutions.” Recommendation (7): The Committee recommends that the
institution inform the Executive Director of the Commission on Colleges in advance of any
degree program implemented through continuing education.
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4.7 Student Records
The University implemented the Banner student record system approximately three
years ago. Despite initial difficulty in integrating the system with existing operations, the
implementation was generally successful and the Banner system has now been fully
integrated. The University maintains adequate student records. The Office of the Registrar
has primary responsibility for academic records, while other types of student records are
maintained at numerous places around the campus. Records are maintained in secure
locations and policies are in place to ensure the privacy of and access to student records.
Records are backed up regularly and electronic backups are stored in areas outside the
records office. Policies are in place to ensure proper retention and disposal of records.
4.8 Faculty
Old Dominion University enjoys a strong faculty who are well prepared and
committed to the mission of the University. The selection process is generally conducted in
a fair and professional manner. The faculty and administration of this University collaborate
in the process to assure that appropriate faculty are employed. The credentials of the faculty
are appropriate and documented in each College and secured in a faculty personnel file.
4.8.1 Selection of Faculty
The Faculty Handbook clearly describes the policies and procedures for the selection
of the faculty. Discussions with faculty and university officials indicate that these policies
and procedures are always followed in the selection of faculty.
4.8.2 Academic and Professional Preparation
The faculty of Old Dominion University have academic and professional preparation
for baccalaureate and graduate instruction.
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4.8.2.1 Associate
Not Applicable.
4.8.2.2 Baccalaureate
All Colleges keep accurate and current records on all full-time and part-time faculty
documenting their academic and professional preparation. Full-time and part-time faculty at
Old Dominion University who teach baccalaureate students are generally prepared at the
doctoral level. Some faculty, who are trained at the master’s level, are generally prepared in
the discipline and have at least 18 graduate semester hours in the discipline. They
appropriately contribute to baccalaureate instruction. In those cases when outstanding
professional experience and contributions to the discipline are accepted in lieu of formal
academic preparation, it is thoroughly justified and documented on a case-by-case basis.
Each academic major provides at least 25% of the hours by qualified faculty.
4.8.2.3 Graduate
Faculty teaching graduate students at the Old Dominion University demonstrate a
high level of faculty competence in teaching and research. The faculty handbook adequately
defines the qualifications for instruction of graduate students. The credentials of the faculty
of the University are documented in a faculty file kept in each Dean’s Office. These files are
standardized in terms of content and contain appropriate faculty credentials, i.e., CV,
transcripts, certification for graduate instruction, etc. All full-time and part-time faculty who
teach at the graduate level, generally hold the appropriate doctoral degree or designated
terminal degree. When an exception is required, each faculty file contains the rationale and
justification for the exception.
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The SACS criteria state that:
… in some instances, the master’s degree, such as the M.F.A., the M.S.W.,
and the M.L.S., in others, a master’s degree in the discipline coupled with a
doctoral degree in a related discipline. It is the responsibility of the
institution to justify the master’s degree, or master’s in the teaching discipline
coupled with a related doctorate as the terminal degree for faculty members. )
***
when an institution presents evidence of competence or academic credentials
other than the doctorate in the discipline for its graduate faculty, it must
justify the employment of such faculty.
The College of Health Sciences has promulgated a document entitled Certification of
Faculty for Graduate Instruction for the College of Health Sciences. Certified faculty for
instruction in graduate education are deemed to “hold an earned terminal degree in the
discipline or hold an advanced degree in an appropriate field.” It is not entirely clear in this
document, the Self-Study, and the Faculty Handbook what the terminal degree is for various
disciplines in the College of Health Sciences. Suggestion (12): The Committee suggests
that the College of Health Sciences determine the various appropriate terminal degrees for
faculty of the College and incorporate that list into the document entitled Certification of
Faculty for Graduate Instruction for the College of Health Sciences. Suggestion (13): The
Committee further suggests that any faculty that are not doctoral-trained in the discipline or
considered to hold the appropriate terminal degree should be considered as an exception and
should be individually justified and documented in the faculty file.
4.8.2.4 Distance Learning Programs/Activities
The Committee reviewed the records of the faculty who teach via TELETECHNET,
the primary distance learning program at the University. The faculty met all criteria related
to faculty for both undergraduate and graduate courses. The Committee found that the
instructional design and management of the TELETECHNET courses provided numerous
37
ways of structured access to faculty and planned interaction with faculty members by all
distance learning students at the University.
4.8.3 Part-time Faculty
As reported in the institution’s 2000-2002 Self-Study Report, there were 157.78
adjunct (part-time) faculty FTEs for the 1999-2000 academic year. Part-time faculty
generated 31% of the student credit hours in lower division courses, 22% of student credit
hours in upper division courses, and 27% of student credit hours in graduate courses during
the Fall 1999 Semester. Although there has been a consistent increase in the number of part-
time faculty and the number of credit hours generated by part-time faculty during the past
several years, the institution has generally maintained an adequate number of full-time
faculty to provide effective teaching, advising, and scholarly or creative activity, and to
engage in curriculum development, policy making, institutional planning and governance.
Suggestion (14): The Committee suggests that the institution examine the current use of
part-time faculty across all academic units and establish guidelines and standards for
ensuring that the number of part-time faculty be properly limited.
The institution has policies to ensure that part-time faculty members teaching courses
for credit meet the same requirements for professional, experiential, and scholarly
preparation of their full-time counterparts teaching in the same disciplines. These policies
are published in the Faculty Handbook and in a document entitled “Initial Appointment of
Teaching and Research Faculty, Board of Visitors Policy #1401.”
The institution provides appropriate orientation, supervision, and evaluation of part-
time faculty. New part-time faculty members are provided with an orientation along with
new full-time faculty and administrators prior to the start of fall semester classes. Each
38
college has prepared a handbook for part-time faculty that includes academic policies,
procedures, and expectations of part-time faculty. Department chairs have primary
responsibility for the supervision and evaluation of part-time faculty. Like full-time faculty,
part-time faculty members are required to be accessible to students by maintaining office
hours and e-mail transmissions.
4.8.4 Graduate Teaching Assistants
Graduate teaching assistants are appointed in several departments at Old Dominion
University. They are primarily used for instructional support of laboratories, tutorials,
recitation or discussion classes, and grading. Only a few of the graduate teaching assistants
have full responsibility for teaching of lecture courses. These lectures courses are
overwhelmingly lower division general studies courses such as English Composition, Pre-
calculus Mathematics, and Introduction to Psychology.
The University has a published set of guidelines for institution-wide graduate
assistantship administration, including the appointment criteria, remuneration, rights and
responsibilities, evaluation and reappointment. These guidelines can be found in the
University Catalog and in the Instruction Resource Booklet for Graduate Teaching Assistants
prepared by the Office of Research and Graduate Studies.
The institution employs several graduate teaching assistants, particularly in
departments with a large service function. The evidence indicates that all graduate teaching
assistants with primary responsibility for teaching a course for credit and/or for assigning
final grades for such a course have earned at least 18 graduate semester hours in their
teaching discipline.
39
Prior to appointment, graduate teaching assistants for whom English is the second
language must demonstrate proficiency in oral and written communication. A good
command of written English must be demonstrated by acceptable TOEFL scores and
required entrance essays. Oral proficiency is measured by successful performance on the
SPEAK test administered by the English Language Center. Additionally, students who are
to be appointed as graduate teaching assistants must attend and satisfactorily complete the
Graduate Teaching Assistant Institute. The institute consists of three days of instruction and
training on class administration policies and procedures and instructional methodologies.
Institute participants must prepare and present a mini lecture.
The Office of Research and Graduate Studies has responsibility for the administration
of the Graduate Teaching Assistant Program. This office publishes guidelines for the
University’s graduate student assistant administration. Also, the office organizes the twice a
year Graduate Teaching Assistant Institute.
4.8.5 Compensation
The institution’s faculty handbook delineates procedures and guidelines for faculty
salary increases. All faculty salary increases are based on merit and take into account the
performance of faculty members in teaching, research, and service. Specific criteria for
merit increases have been developed at the college or department level. Upon completion of
the annual evaluation of faculty members, department chairs make recommendations of
merit increases to the dean based on a pool of funds allocated to the department for merit
increments. The recommendations of the chairs are reviewed by the dean, who makes the
final determination of the salary for each faculty member in the college. If dissatisfied with a
salary increment decision made by the dean, a faculty member may request a review of the
40
salary decision by the Provost and Vice President for Academic Affairs. The decision of this
official is final. If a faculty member believes that a salary decision is discriminatory,
university policy allows the faculty member to appeal to the Director of Equal Opportunity
and Affirmative Action for the administration of a faculty equity study.
The institution appears to have adequate salaries and fringe benefits to attract and
retain able faculty members. The retirement package is attractive in that eligible faculty
members may participate in the Virginia Retirement System or may select one of six optional
retirement plans. Included among these optional retirement plans are TIAA/CREF, Fidelity
Investments, and Valic.
4.8.6 Academic Freedom and Professional Security
At Old Dominion University, policies regarding faculty employment, including
policies designed to safeguard academic freedom, have been adopted by the Board of
Visitors, published in the Faculty Handbook, and distributed to those affected by those
policies. Those interviewed during the site visit, both faculty members and administrators,
unanimously attest that these policies governing academic freedom and professional security
are well known and consistently applied. Review of the Faculty Handbook reveals a wide
array of policies regarding employment, and no one interviewed suggested that unwritten or
unpublished policies affect the faculty’s professional security.
Since 1994, the Board of Visitors has subscribed to the 1940 statement on academic
freedom by the American Association of University Professors (AAUP). This statement of
the principles of academic freedom in teaching, research, and publication appears in the
Faculty Handbook, which is distributed to all members of the faculty. In 1994, the Board
also adopted AAUP’s 1987 statement of professional ethics for college faculty members, a
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statement that goes a considerable way toward specifying the features of academic duty that
must accompany academic freedom. This statement also appears in the Faculty Handbook.
Further, the Handbook sets forth in detail those general policies and procedures that govern
appointment to the faculty, annual review of faculty members (including post-tenure review),
promotion, tenure, non-renewal of probationary appointment, and termination of
appointment, including terminations for cause. In particular, termination and non-renewal
procedures are clearly set forth and appear to safeguard the academic freedom of the
community and its members.
Annually, Old Dominion University extends to each continuing faculty member an
employment agreement that outlines the terms and conditions of their employment for the
coming academic year. No faculty member interviewed expressed confusion about or
frustration with these annual agreements.
Perhaps inherently, the publication of a policy or the provision of a contract is easier
to substantiate than is the lived practice of academic freedom. Apart from the existence of a
policy statement, the Self-Study does not offer empirical or testimonial support for the claim
that the faculty and students of Old Dominion University are free to exercise academic
freedom as defined by the Criteria. Certainly, however, abundant indirect evidence for this
exercise of freedom is available in the research activities of the faculty, in the range and
variety of topics and methodologies evident in their class syllabi, and in the academic
accomplishments of their students.
4.8.7 Professional Growth
Old Dominion University affords to its faculty a number of formal
opportunities for continued professional development. A notable feature of these
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opportunities is their variety. For example, in cooperation with the Provost and Vice
President for Academic Affairs, the Faculty Status Committee of the Faculty Senate
administers awards focused on development of advanced skills in teaching ($30,000
annually, matched by department chairs and deans). This program has been in existence for
more than a decade. Over $65,000 in summer research fellowships is made available
through the office of the Associate Vice President for Research and Graduate Studies. These
awards focus almost exclusively on the professional growth of probationary faculty
members, especially those who may soon attract outside funding. To assist the continued
development of tenured faculty members, a limited number of semester- or year-long
research or development assignments are made available. These assignments, like the
summer research fellowships, are made after review by the investigator’s department chair
and dean but are administered through the office of the Provost. Because departments must
cover the teaching duties of those who win research awards and maintain acceptable faculty-
student ratios, some faculty members who work in departments with large teaching
responsibilities appear to feel at a disadvantage in the competition for these development
opportunities. Likewise disadvantaged may be faculty in departments where it is difficult to
find short-term substitutes for absent faculty members. Nevertheless, for the faculty as a
whole these research grants represent an important growth opportunity.
In addition to these formal, funded programs, with their follow-up reporting
requirements, informal development opportunities are often available, for example,
workshops on teaching with technology, on grant applications, and on writing-across-the-
disciplines.
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Evidence that career-long professional development actually occurs is naturally more
dispersed and thus difficult to trace, much less to attribute confidently to University-
sponsored programs. The annual performance review process appears to provide faculty
members some assistance in reviewing and setting goals for their professional growth. A
recently revised procedure for extraordinary post-tenure review may help at-risk faculty
members to set ascertainable professional goals. This process, however, appears designed to
serve as a rarely-used supplement to annual review procedures, not as a stimulus to general
faculty growth. As suggested by faculty members interviewed during the site visit, perhaps
the best evidence for long-term professional development at Old Dominion University is to
be found in the scholarly presentations and teaching portfolios of its faculty. Certainly it is
here where one finds best exemplified the faculty’s embrace of its own professional
responsibilities.
Still, the University devotes substantial resources to formal methods of faculty
development. While these methods are common in academia, there appears to have been
little broad-based effort to study their effectiveness in the University’s particular setting and
moment or to review other methods that might turn about to be locally more effective.
Planning for the career-long professional development of its most important human resource,
the faculty, belongs among the University’s other important planning and evaluation
functions. Suggestion (15): The Committee suggests that the institution evaluate the
effectiveness of its formal programs designed to support the faculty’s professional
development.
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4.8.8 The Role of the Faculty and Its Committees
When asked during the site visit to identify who is responsible for the quality and
integrity of Old Dominion University’s academic program, representative faculty members
responded with a single voice: “We are.” (The University’s administrators quickly echoed
this assertion.) The evidence available in the self-study and other documents only confirms
this important role for the faculty.
The standing committees of the Faculty Senate evidently meet regularly, conduct
their business with a sense of its value to the institution, and even discharge functions, such
as allocating grants and other funds that elsewhere might be reserved for distribution by the
central administration. Matters pertaining to curriculum, instruction and standards, general
academic policies, and promotion, tenure, and faculty growth are plainly the concerns of
these committees. Those interviewed during the site visit expressed confidence that the
faculty’s voice could also have important bearing on other matters, such as enrollment
management, that are not directly academic, but that may bear strongly on the academic
character of the institution. While the University’s formal policies appropriately place broad
and final authority in the hands of the President and Board of Visitors, there is a sense of
easy and mutually respectful interaction among all parties. Even in areas where central
leadership may be most commonly urged, such as strategic planning of program
prioritization, those faculty interviewed during the site visit expressed unfeigned confidence
that their views are not only heard but actively solicited. It is hard to tell whether this
confidence is wholly the long-developing product of the University’s academic culture or
partly a result of recent administrative priorities, such as formal use of focus groups to advise
the incoming President. In either case, the confident and respectful participation of the
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faculty in the governance of the University is a quality worth continued cultivation.
4.8.9 Faculty Loads
The University is expected to provide a faculty of adequate size to support its
purpose. It is also expected to have procedures for the equitable and reasonable assignment
of faculty responsibilities—including classroom instruction, academic advising, committee
membership, guidance of student organizations, and research and service to the public.
The procedure for determining faculty load is published in the Faculty Handbook,
and the procedure has been approved by the President of the University and revised with in
the past five years. It states that a full load for faculty is 24 Load-Hours per Academic Year.
A load-hour is defined in terms of credit hour and/or contact hour. Some examples of
equivalent assignments to load-hour are given, and special cases are determined by the
administrative head of the academic unit of the faculty member.
The number of preparations and class size are part of the “equivalency-equation.”
However, the Visiting Committee had some concern about the larger class sizes, especially
about some of the ones delivered via TELETECHNET. Even though release-time and
additional resources and compensations are given to the professor of record for each such
class, the size is still considered to be quite challenging for the professor to conduct and get
“quality results.” Suggestion (16): The Committee suggests that the University re-examine
its faculty-load policy with respect to large classes of a writing-intensive nature delivered via
TELETECHNET.
4.8.10 Criteria and Procedures for Evaluation
The procedures for the regular performance evaluation and Post-Tenure Review
(PTR) of faculty are published in the Faculty Handbook, and they have been approved by the
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President and Board of Visitors of the University and revised within the past five years. It
defines the regularity and time intervals for the procedures; it defines the persons responsible
for implementing the procedures.
Interviews with certain faculty members and the Chair of the Faculty Senate
confirmed the procedures to be consistent with the purpose and goals of the University and
widely disseminated by the administration of the University. These interviews also
confirmed that, in most cases, the results from the evaluations are used for continuous
improvement of the faculty and academic programs. The faculty member is subjected to a
Performance Improvement Plan (PIP) when warranted by the regular annual review and/or
the Post-Tenure Review processes. In both cases the effect is to improve the quality of
faculty performance and delivery of instruction in the academic program.
4.9 Consortial Relationships and Contractual Agreements
The University has sufficient control of consortial relationships and contract
agreements, and these external arrangements are evaluated on a regular basis. The
University is also consistent in its reporting policies and procedures related to substantive
changes.
4.9.1 Consortial Relationships
The University participates in consortia degree and certificate programs with
regionally accredited institutions offering degrees or certificates at the same level. The
University further maintains the quality of its courses/programs offered through consortial
arrangements. These relationships are related to the teaching purposes of the institution.
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4.9.2 Contractual Agreements
The University’s educational services and programs offered through contractual
agreement with other institutions or organizations support the educational purposes of the
institution. As evidenced by dual-degree programs with Radford University, Salisbury State
University, and student exchange programs with Acadamia Sinica Institute of Oceanography
and Hefei University of Technology, the University maintains the quality of its
programs/courses offered through contracts.
ACADEMIC AREA REPORTS
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Arts and Humanities
The Humanities and Fine Arts occupy a proud place at Old Dominion University.
The departments of English, Foreign Languages, History, and Philosophy, with those of Art,
Communication and Theatre Arts, and Music, located in the College of Arts and Letters, are
staffed by over 90 full-time, tenure-track faculty members and represent with distinction the
scope and life of their disciplines. They, together with approximately 150 non-tenure-track
faculty members, serve several thousand students each semester and educate over 1,600
majors. Courses of study are offered leading to the Bachelor of Arts, the Bachelor of Fine
Arts, the Bachelor of Music, the Master of Arts, and the Master of Fine Arts. Through these
degrees, the University’s students prepare for advanced study, for achievement in the
workplace, and for considered and well-shaped lives.
On the organizational chart, the human and artistic disciplines are housed in the
departments already mentioned and in a group of powerfully focused interdisciplinary units
such as Women’s Studies, Humanities, the Institute for the Study of Race and Ethnicity,
Interdisciplinary Studies (the largest single undergraduate program on campus), and the
Filipino-American Center. One has to look beyond the organizational chart; however, to
assess the health of the Humanities and Fine Arts as they are manifest at and through Old
Dominion University. The University is known for being networked in the newest senses of
that term. The computer revolution has also touched the Humanities and Fine Arts, but they
are also networked, in an older sense of the word, by being connected to other sectors of the
University and to the Hampton Roads community, which, indeed, they help to sustain.
These departments offer theatrical and musical performances and consultation on others’
performances. They supply composition workshops for local teachers and writing tutorials
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for over 3,000 students each semester. They mount celebrations of film, video, and creative
writing and form mutually supportive relationships with community groups. A notable
example is the Friends of Women’s Studies, a community group that pays for library
subscriptions to otherwise unavailable journals in the field. To a notable degree, these are
engaged disciplines.
Faculty and students interviewed during the site visit testify to the same strengths and
weaknesses, opportunities, and challenges. Faculty members praise the diversity and variety
of the University’s students; students praise the faculty’s openness and availability. Both
groups recognize that the student population has strengths of independence and maturity and,
perhaps as a byproduct of this independence, also a regrettable distance from campus life.
One student complained gently about meeting the same ten students in honor society after
honor society. That said, however, there is a good fit here between faculty and students.
The Humanities and Fine Arts faculty of the University are also fully engaged with
their disciplines. Considering the teaching loads they carry, these faculty members are
consistently active in scholarship and creative work. For these activities they would like
better support, but the record is already good. (A need for improved library holdings and
technical support and maintenance for mediated instruction are also commonly noted.) They
have adapted well to University initiatives that they might not themselves have selected for
special emphasis, such as TELETECHNET, and those that align more clearly with their
disciplines, such as international programs.
Among the weaknesses noted by both faculty and student groups is the large number
of adjunct faculty currently being employed by these departments. In too many departments
the percentage of student credit-hours generated by part-time faculty members now exceeds
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40%, raising questions about whether the number of part-time faculty members is properly
limited, as required by the Criteria. Under these staffing conditions, the fewer than needed
full-time faculty members justly complain about the extent of their participation in
curriculum development and review, in planning and evaluation, in program administration,
in institutional service, and in governance. The work itself appears to interest them, but there
are not enough colleagues to carry out these responsibilities. In their own way, the full-time
faculty members keep running into each other, just like those ten honor-society students.
There is probably room for principled dispute over what constitutes proper limitation of the
number of part-time faculty members. In these disciplines, however, there would probably
be consensus that at Old Dominion University that number should be reduced, not increased.
College of Business and Public Administration
The College of Business Administration offers the degrees of Bachelor of Science in
Business Administration, Bachelor of Arts in Economics, Master of Business
Administration, Master of Public Administration, Master of Science in Accounting, Master
of Science in Economics, Master of Urban Studies, and Doctor of Philosophy in Business
Administration. Enrollment has been suspended into the Master of Science in E-Commerce
and Master of Taxation. In addition, the College of Business and Public Administration
jointly offers a Computer Information System concentration for the Master of Science in
Computer Science and a Management Concentration for the Doctor of Philosophy in Urban
Services. The business degrees are accredited by AACSB – International Association for
Management Education. The Master of Public Administration program is certified as
meeting the standards of the National Association of Schools of Public Affairs and
Administration (NASPAA). The College enrolls approximately 3,000 undergraduate
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students, and 650 graduate students including about 30 in the Ph.D. program. The college
currently has 69 tenure track faculty and 18 instructors.
In its undergraduate program, the College provides majors for the Bachelor of
Science in Business Administration in Accounting, Decision Sciences, Economics, Finance,
International Business, Information Systems and Technology, Management, and Marketing.
These majors require two years of general education and a core of common business
knowledge. Minors are also offered in these areas. The College also offers a separate
honors program for undergraduate Business Administration majors. The undergraduate
degree programs are well conceived and properly build upon the University’s general
education component.
Each of the master’s programs integrates practical experience into the curriculum and
contains an ethics component. Graduate students in the Ph.D. program develop research
skills and have the opportunity to present their research at professional meetings. The
curriculum in all programs is traditional and appears appropriate for the degree objectives.
The systematic evaluation of instruction includes requiring teaching portfolios of all faculty
who are teaching a new course or a course for the first time in over two years.
The resources appear to meet the purposes of the College within the stated mission.
With the scheduled 2002 opening of a new building for the College of Business and Public
Administration the facilities, and support materials for the programs being offered by the
College appear adequate.
College of Engineering and Technology
The general mission of the College of Engineering and Technology is to instill into
its graduates that engineering is the profession in which knowledge of mathematics and
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natural science is applied with judgment to develop ways to economically utilize the
materials and forces of nature for the benefit of mankind. The College offers Bachelor of
Science degree programs in Civil Engineering (CE), Computer Engineering (CpE), Electrical
Engineering (EE), Environmental Engineering (EnvE), Mechanical Engineering (ME), Civil
Engineering Technology (CET), Electrical Engineering Technology (EET), General
Engineering Technology (GET), and Mechanical Engineering Technology (MET). All but
two are accredited by the Accreditation Board of Engineering and Technology (ABET); the
two not approved are EnvE and GET. Plans are made for seeking accreditation of EnvE by
the Engineering Accreditation Commission (EAC) of ABET. No immediate plans are made
for approval of GET by the Technology Accreditation Commission (TAC) of ABET.
Options and/or concentrations are offered in Computer Engineering Technology (EET),
Nuclear Engineering Technology (MET), and Surveying (CET). ABET is the accreditation
body for Engineering and Engineering Technology, and CE, CpE, EE, and ME received
excellent evaluations during the last accreditation visits in 1997. The EnvE programs
follows the CE programs quite closely, and no problem is expected during the next ABET
accreditation visit in 2003.
ODU offers the Master of Science degree in Aerospace Engineering (AE), Civil
Engineering (CE), Computer Engineering (CpE), Design & Manufacturing Engineering
(D&MfgE), Electrical Engineering (EE), Engineering Management (EnMa), Engineering
Mechanics (EMME), Environmental Engineering (EnvE), Experimental Methods
Engineering (MEXME), Material Science and Engineering (MSE), Mechanical Engineering
(ME), Modeling & Simulation Engineering (MSIME), and Operations Research/Systems
Engineering (OR/SE).
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ODU offers the Doctor of Philosophy degree in Aerospace Engineering (AE), Civil
Engineering (CE), Electrical Engineering (EE), Engineering Management (EnMa),
Engineering Mechanics (EMME), Environmental Engineering (EnvE), Mechanical
Engineering (ME), and Modeling & Simulation Engineering (MSIME).
The curricula in the College are structured to graduate quality students that are
capable of taking their places in the mainstream of the engineering and technology
profession. Students are being prepared to satisfy the manpower needs of industry and to
tackle the complex engineering challenges facing a technology-based society. It also
prepares its students to think critically, interpret knowledge, pursue lifelong learning, and
function effectively and productively as members of a global society and as engineering
professionals in the workforce.
The curriculum for each bachelor degree program in Engineering is 125 semester
credit hours. The curricula for the engineering programs are essentially the same for the first
two years ( i.e., through the sophomore year). The curriculum for each bachelor degree
program in Engineering Technology is 127 semester credit hours. The curricula for the
engineering technology programs are essentially the same for the first year (i.e., through the
freshman year).
Student enrollment in the College is slightly greater than 2000, and approximately
1700 are undergraduate students. Some of these students were interviewed (approximately
20) by the SACS Committee, and they were welled trained and had well-defined career
goals. They seem to have benefited from the advanced technology and professional
development exposure afforded by the College, University, and Industrial Partners.
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The faculty is excellent for all programs in the College, and more than fifteen were
interviewed by the SACS Committee. The faculty and administrators in the College were
from a broad spectrum of outstanding Engineering and Engineering Technology institutions,
and all had a terminal degree in his/her assigned academic area. The faculty research and
grant funding totaled approximately $11,254,197 per year. This was approximately 45% of
the University’s total external funding effort. The collaborative research and teaching
partnerships that the College’s faculty has with industrial, governmental, and other academic
institutions are quite outstanding, too. They include the following partners: (1) Eastern
Virginia Medical School; (2) Dominion Energy (Dominion Virginia Power); (3) Dean’s
Corporate Circle (Clark-Nexsen: Architects and Engineers/ John Deere Vehicle Group, Inc./
Modern Machine and Tool Co., Inc./ Pressure Systems/ Hensel Phelps Construction
Company/ Landmark Design Group/ WR Systems/ MMM Design Group/ Siemens/ Bauer
Compressors/ Pace Collaborative); (4) Naval Postgraduate School; (5) Australian Defense
Forces; (6) International Modeling and Simulation Week in Hampton Roads; (7) Army War
College; (8) Virginia Modeling, Analysis, and Simulation Center; (9) United States Navy;
(10) Virginia Micro-Electronics Consortium; (11) Supreme Allied Commander, NATO
Atlantic Forces (SACLANT); (12) United States Army Training Support Center; (13) NASA
Langley Research Center (LARC); Eastern Virginia Medical School and Regent University;
and the United States Army Officers/Post-Graduate Training in Modeling and Simulation.
College of Health Sciences
The College of Health Sciences at Old Dominion University is one of six Colleges.
The College contains five schools: Community and Environmental Health, Dental Hygiene,
Medical Laboratory and Radiation Sciences, Nursing, and Physical Therapy. These Schools
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are the units responsible for various academic programs at the Bachelor of Science degree,
the Master of Science degree, and the Ph.D. degree levels. The following bachelor of
science degrees are granted by the College: Cytotechnology, Dental Hygiene,
Environmental Health, Health Sciences, Medical Technology (entry level and degree-
completion weekend program), Nuclear Medicine Technology, Nursing (regular and
accelerated), Nursing RN to BSN (on campus and distance) and Ophthalmic Technology.
The following master’s degrees are granted by the College: Community Health,
Environmental Health, Dental Hygiene, Nursing, Physical Therapy, and Public Health. A
Ph.D. in Urban Services Health Services Concentration is also granted by the College.
All of these programs allow the College to successfully meet its mission to provide
leadership in health care by offering excellent educational experiences in a quality learning
environment to facilitate the development of competent, caring health professionals; by
generating knowledge through inquiry and discovery; and by engaging in lifelong learning
and professional and community service.
In the domain of Learning, the College has a national reputation for excellence in
instruction both at the campus in Norfolk and the Distance Learning settings. In fact the
College was the first academic unit to become successfully involved in the now extensive
distance learning initiative. The enrollment of the College has increased by 100% on
campus and 300% in off-campus offerings. The College has a reputation for innovation
e.g., the DL degree, and the Dental Clinic. The College does an exceptional job of preparing
its graduates for various licensure, registry, and certification examinations, enjoying pass
rates ranges from 93%-100%!
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The College plans new degree initiatives, e.g., the DPT degree in Physical Therapy,
an MS degree in Community Health on TELETECHNET, an MSN in Women’s Health.
In the domain of Discovery, the College is seeking to expand its nascent research
program and grow a culture of academic inquiry and research. It has identified the following
areas for development of the research agenda: Childhood Obesity, Aging, Family Violence,
Distance Learning, Product Testing, Physical Activity and Health, and Diabetes Prevention.
The College has already established a unique Dental Hygiene Research Center and seeks to
expand its activity in modeling and simulation in Nursing and Physical Therapy.
In the domain of Engagement, the College seeks to expand its interaction and
relationships with the larger community.
In summary, the College of Health Sciences seeks to grow through new degree
programs, student scholarship, and support for international opportunities. It plans to build a
new facility, obtain increased extramural funds, and address a more beneficial faculty
workload. It seeks support for community outreach at places like Lambert’s Point, Eastern
Shore, and Park Place Dental Clinic and Health Center.
The strengths of this College are its collegial environment and excellent teaching
reputation. It has a faculty that has continued to take on new initiatives even in the face of
budget cuts and/or no new funding. The college has good advising systems and excellent
clinical sites. They truly provide graduates in some programs offered only by ODU for the
region and the state and make a wonderful contribution to the health care industry. They do
this in an environment that is somewhat under-funded and relies too much on non-tenure
track faculty.
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The faculty recognized these limitations and have a strategic plan to challenge them.
Recruitment of Ph.D. faculty is a major objective, but it faces the barriers of inadequate
funding and heavy teaching loads. A new resource base will provide the opportunity to
recruit new faculty and spread the teaching responsibility out so that current faculty can pay
more attention to developing their research. Replacing the non tenure-track faculty with
tenure-track faculty with reduced teaching loads will also provide more faculty time to
participate in research and contribute to a change in the culture. The projected new building
with up to date equipment in teaching and research laboratories will be a major step in
providing the infrastructure which is also necessary to shift the culture to include research
along with continued attention to an excellent teaching program.
In essence, this College stands poised to lead this collection of professional schools in
the health sciences into true partnership with the rest of the academy by developing a
doctoral-trained faculty who engage their students in the search for knowledge and the
research agenda of the College. Old Dominion University should be rightfully proud of the
quality and the potential of its College of Health Sciences. The Committee commends the
College of Health Sciences for its strong instructional programs as measured by high
national ranking and the high passing rates on licensure, registry, and certification
examinations of its graduates.
Computer Science Undergraduate/Graduate Program
Admission policies and procedures for the Department of Computer Science, in the
College of Sciences, are consistent with those of the University. The chief academic advisor
evaluates transcripts of students admitted to the department to make sure that they have a
strong mathematics background. Admission policies and procedures are published in the
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University’s catalog and online for each student and are followed by the computer science
department.
The assistant chair evaluates student work done elsewhere for credit to make sure the
content of those courses being transferred are consistent with those offered in the
department. There is a first level review of work for transfer credit at the university level
before it comes to the department. Students are then informed of the amount of credit that
will transfer. A large number of the students admitted to the department are graduates who
transfer to the University from community colleges in the state of Virginia.
The degree requirements for the bachelor’s degree in computer science are published
in the University Catalog and online. Students are required to have 120 credit hours to
receive the bachelor’s degree. A minimum of 30 hours in general education is required. The
department exposes the students to three main areas in computer science-digital library, high
performance grid generation, and mobile networking for the degree.
The associate chair certifies all students for the bachelor’s degree with the chair’s
approval.
The department’s curriculum goals and mission are consistent with that of the
University.
The departmental undergraduate curriculum committee coordinates the curriculum
requirements for the major. They structure the curriculum to follow the guidelines suggested
by the ACM, their professional organization. One of the primary goals of the curriculum is
to prepare the students to be attractive to industry after graduation.
An annual general survey of the curriculum administered to the students in the
department provides feedback to the curriculum committee about their concerns.
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The department is in the process of forming a recruitment committee of faculty to
assist in the recruitment of students. Faculty recruit majors through their individual
initiatives.
Instruction utilizes a variety of methods to assess student learning. All students must
pass a writing intensive course in computer science. Students are required to pass a
University-required exit writing examination before graduation. They have multiple tries at
this examination until it is passed. It is a requirement that students will have mastered basic
skills in reading, writing, communications, and basic mathematics before graduation. To
ensure content mastery in the computer science, students are administered an exit
examination which they must pass. A capstone course given in conjunction with
representatives from industry also provides students with experience in applying their
knowledge to an industrial setting. Technology is integrated into the teaching process.
Undergraduate students are satisfied with the instruction they receive. An average of nine
undergraduate courses are offered in computer science each semester.
The department offers graduate study in computer science leading to the master’s and
doctoral degrees. Currently, there are no graduate courses offered through distant learning.
Students in graduate programs are supported financially through teaching assistantships and
from money acquired by external support. Graduate policies and programs are well defined
and published in the University Catalog and online. The graduate departmental coordinator
certifies students for graduation after receiving the approval of the faculty and the chair.
Graduate students are able to concentrate in three main areas – digital library, high
performance grid generation and mobile networking. Graduate students are required to
participate in the department’s colloquium.
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The official teaching load for tenured and tenure-track faculty is four courses per
academic term. Research faculty teach two or three courses per semester, and not more than
five annually.
All tenured and tenure-track faculty teach both graduate and undergraduate courses.
Instructors teach seven courses per academic year. Instructors can only teach specific
graduate courses.
Even though the requirements for graduation are published in the catalog and online,
it would be less confusing to the reader to explain the time limits for matriculation to the
master’s and doctoral degrees with other requirements in the computer science section.
Faculty are concerned about securing more financial support for graduate students,
since large numbers of them are part-time and need financial assistance.
Criminal Justice
Criminal Justice is a major which is available in the Department of Sociology and
Criminal Justice in the College of Arts and Letters. In the undergraduate school, a student
who majors in Criminal Justice may receive either a Bachelor of Arts or, as most do, a
Bachelor of Sciences. There are approximately 400 majors in the Department of which 350
are majors or intended majors in Criminal Justice (an individual cannot declare a major until
he or she has completed English 111). A minor also is possible in Criminal Justice.
A student in Criminal Justice has an individual faculty advisor and there is also a
Chief Departmental Advisor available. The Departmental Advisor verifies that all
requirements are met for the major before graduation. A student may take a practicum, and
honor courses are available. A capstone course is required for graduation. Course grading in
the department is appropriate. Some courses are offered by TELETECHNET and several
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classes are taught in mediated classrooms. Each course has a syllabus. Students evaluate
each course and these evaluations are reviewed by the faculty member and the Chair of the
Department. There is a senior exit survey, the results of which have been used by the
Department. Every faculty member is evaluated by the Chair each year. Tenure and
promotion requirements include teaching (approximately 40%); scholarship (approximately
40%) and service (approximately 20%). A strength noted by many (including a student) is
the collegiality and ability of the faculty. Adjunct or part time use is consistent with the rest
of the University. Faculty work loads are appropriate. Faculty development monies have
been available, although the current financial status may affect this in the future. Graduates
may take positions in public or private security, in probation or parole work, or they may
attend graduate or law schools.
The pre-law advisor is a senior lecturer in the Department of Political Science. She
advises current students, potential students, and alumni concerning law studies.
A Master of Arts in Applied Sociology degree is available with a Criminal Justice
Track (there is also a Sociology Track and a Women’s Studies Track). This is a joint degree
with Norfolk State University. Admission requirements are stated in the Catalogue and
include a bachelor’s degree with at least a 2.75 average (on a 4.00 scale); a minimum of 12
hours of undergraduate work in sociology or criminal justice (including courses in theory,
research methods, and statistics); and the Graduate Record Examination. If one or more or
the foregoing are not met, a student may be provisionally admitted. The Admissions
Committee is composed of faculty members from both institutions. There is a designated
Graduate Program Director. There is a graduate student handbook for the M.A. in Applied
Sociology.
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The master’s program requires 36 hours and includes a thesis requirement. The
thesis is supervised by faculty from both universities. A student can complete the program in
two years. Currently there are approximately 20 students in the program, most of who are
provisionally admitted. Increased recruitment efforts are planned. Courses may be taken at
Old Dominion or Norfolk State. Graduates may use the degree in their current jobs or may
continue their education.
The proposed Master in Criminal Justice will not be offered at this time.
Darden College of Education
The Darden College of Education is comprised of the following departments: Early
Childhood, Speech-Language Pathology and Special Education, Educational Curriculum and
Instruction, Educational Leadership and Counseling, Exercise Science, Physical Education
and Recreation, and Occupational and Technical Studies. The Darden College of Education
is committed to excellence in teaching, scholarly activities, and service. With approximately
85 faculty members and over 2,800 students, the college strives to meet the needs of the
community while maintaining national and international prominence and is dedicated to
preparing distinguished professionals who are leaders in their fields. The college fulfills its
mission through its undergraduate and graduate programs in the fields of education,
counseling and human services, exercise science, sports management, recreation, training,
fashion, speech-language disorders, and instructional and occupational technology as well as
its continuing education activities.
Old Dominion University’s major purpose in its teacher education programs is to
prepare teachers and educational leaders who have adequate knowledge of their teaching
disciplines, abilities to practice state-of-the-art instruction to students of various cultural and
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socioeconomic backgrounds, and attitudes which reflect commitment to teaching and
learning as well as lifelong professional growth and development.
Educational programs in the College of Education are accredited by the National
Council for the Accreditation of Teacher Education (NCATE), the American Speech and
Hearing Association (ASHA), the Council for Accreditation of Counseling and Related
Educational Programs (CACREP), National Recreation and Park Association, American
Association for Leisure and Recreation Accreditation Council, and the National Athletic
Trainers Association. Teacher licensure programs are also approved by the Department of
Education of the Commonwealth of Virginia. The graduate programs provide the Eastern
Virginia region and mid-Atlantic South with nine broad majors for the Master of Science in
Education and one Master of Science in Occupational and Technical Studies. Two majors
are offered for the Educational Specialist, and one Doctor of Philosophy is offered in Urban
Services. Within these graduate majors are over forty related interest areas designed to
address the professional needs of students and the communities that they serve. The primary
objective of graduate programs is to improve the professional skills and attitudes of students
to enable them to influence the quality of education (teaching, leadership, counseling,
research, and community services) at the state, regional, national, and international levels.
From the students to the faculty, there are numerous points of pride in the College of
Education at Old Dominion University. The students’ minimal overall grade point of 2.75
overall is the highest for undergraduate teacher education in the Commonwealth of Virginia.
In 2001 pre-service education students also achieved between 85-100% passage rates on the
Praxis Test for teachers in various academic content areas. Faculty in the College of
Education are continuously engaged in exemplary teaching and service as well as scholarly
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activities. ODU faculty members in the College of Education published 18 books, 14
chapters in books, and 55 refereed journal articles in 2000. Dr. Dwight Allen, faculty
member in the College of Education, was named a State Council of Higher Education for
Virginia (SCHEV) Professor in 2000. His book, American Schools: The Billion Dollar
Challenge, co-authored with Bill Cosby, was among the top three of 345 books nominated
for the e-book award of 2001, an international ceremony held in Frankfurt.
Other areas of accomplishment include special programs and ODU alumni. Special
programs such as the partnerships with Professional Development Schools, the Darden
College Academy, the International Network of Principals’ Centers, the Institute for the
Advanced Study of Education, and the Tidewater Writing Project all focus on best practices
in the field of education and provide pre-service and in-service educational professionals
with continuing growth opportunities. At least 40% of the Teachers of the Year in area
schools are graduates of the College of Education at ODU. The institution may also boast of
Principals of the Year, several area superintendents and other administrative positions in
Virginia schools and across the nation. The current President of Tidewater Community
College is a graduate of the College of Education at ODU.
The Darden College of Education at Old Dominion University is committed to
excellence in teaching, scholarship, and service through best practices and innovative
instruction. Clearly, this college demonstrates exemplary performance as it prepares
distinguished professionals and educational leaders through its comprehensive
undergraduate, graduate, and continuing education programs.
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General Education Program
The General Education Program’s goals and mission are consistent with those of the
University. The program requirements are clearly defined for students. Each department has
integrated the requirement into the undergraduate curriculum for their degree programs.
Mathematics and Statistics Undergraduate and Graduate Programs
The admission policies of the Department of Mathematics and Statistics in the
College of Sciences are the same as those for the University. The chief departmental advisor
is responsible for making sure that all students admitted to the department meet institution–
wide admission policies and procedures. An excellent mathematics tutorial program is in
place to assist students who have potential for studying mathematics but need tutorial
support to strengthen areas of weaknesses. The tutorial program is run by senior-level
undergraduates and graduate students. Diagnostic testing is utilized for newly admitted
students’ placement into first-year classes. Admission policies and procedures are published
in the University Catalog and online for each student, and are being adhered to by the
mathematics and statistics department.
Transfer credit for student work done elsewhere is evaluated at the university-level
first, and then the chief departmental advisor reviews the transfer credits to make sure they
are consistent with the departmental courses for which they will substitute. Students are then
informed of the amount of credit that will transfer.
The degree requirements for the bachelor’s degree in mathematics are published in
the University Catalog and online. Students are required to have 120 credit hours to receive
the bachelor’s degree. A minimum of 30 semester hours in general education is needed.
Students have three degree options – statistics/biostatistics, applied mathematics or
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mathematics education. A majority of the students in the department are currently pursuing
the bachelor’s degree in applied mathematics. The chief departmental advisor in the
department certifies all degree completions with the chair’s approval.
The departmental goals and mission are consistent with that of the University. The
departmental curriculum committee functions as the primary source for curriculum
development. It also coordinates mathematical department needs of other departments for
appropriateness and levels of complexity. The department offers an average of one
undergraduate course through distant learning per semester. Students complete an annual
curriculum survey questionnaire that is used by the curriculum committee in updating and
developing new curricula.
Indirectly faculty are involved in recruiting mathematics majors individually. The
department sponsors an annual scholarship weekend to recruit undergraduate mathematics
majors. Faculty play a major role in recruiting majors at this event.
Instruction utilizes a variety of methods in assessing student learning. Among those
are: cooperative group projects, math laboratory experiences, homework assignments, tests,
undergraduate research initiatives, and others. Hard and software technology are integrated
into the teaching of math content. Undergraduate students feel the resources and instruction
are satisfactory.
The department offers graduate study in computational and applied mathematics and
statistics leading to either the master’s or doctoral degrees. The graduate departmental
director coordinates the graduate program for the department. The department graduates on
an average two or three doctoral students per academic year. There is a need in the
department to find more money to support graduate students. Graduate policies and
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programs are well defined and published in the University Catalog and online. Graduate
students feel the resources in the department are more than adequate for graduate study.
The graduate departmental coordinator certifies the students for graduation with the
chair and faculty’s approval. Currently there are no graduate courses offered through distant
learning.
Faculty who are on a tenure-track and those who are tenured teach an average of
seven to nine semester hours per semester. Instructors teach twelve hours per semester.
Instructors do not teach graduate level courses. Graduate teaching assistants teach an
undergraduate mathematics laboratory of about twenty students. Teaching assistants do not
teach any of the courses in the mathematics curriculum other than the laboratory course.
General Observations: The department may need more scholarship support for its
graduate students. There also seems to be a need for resolving the weights used to evaluate
and assess faculty performance in the areas of teaching, research and service.
Natural and Physical Sciences
The College of Sciences is composed of the Departments of Biological Sciences;
Chemistry and Biochemistry; Computer Science; Mathematics and Statistics; Ocean, Earth
and Atmospheric Sciences; Physics; and Psychology. This report does not include Computer
Science, Mathematics and Statistics, or Psychology.
The Department of Biology offers bachelor’s, master’s, and doctoral degrees. The
doctoral degree in Biomedical Sciences, which has five tracks, is offered in conjunction with
Eastern Virginia Medical Center.
The Chemistry and Biochemistry Department offers bachelor’s degrees in
biochemistry and chemistry, and a master’s degree in chemistry; the master’s degree has
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seven tracks, as well as a master’s degree in chemistry education offered in conjunction with
the College of Education.
The Geology Department has recently merged with the Department of Oceanograhy
to form the Department of Ocean, Earth and Atmospheric Sciences; this department offers a
bachelor’s degree only in geology. The department offers master’s degrees in geology and
oceanography, and the doctorate in Oceanography.
The Department of Physics offers the bachelor’s, master’s, and doctoral degrees.
The following tables delineate the requirements, assessments and tracks of all the
degrees offered. Each of the disciplines offers a minor; the semester credit hour
requirements for the minor are listed in the first table. The master’s programs offer both the
thesis and non-thesis options; the requirements for each option are listed in the second table.
B.S. degrees:
Discipline SCH GPA Assessments Tracks SCH Other
Major Minor
Biology 120 2.00 Exit Examination of Writing Pre-professional/ 20 Honors program
Proficiency Prehealth/SecEd.
Senior Assessment
Departmental exit exam Cell/Molecular/Biomed
alternates with ETS Major
Field Test Ecology/Evolution/
Final seminar/project Marine/Terrestrial
professional curriculum
Biochem 120 2.00 Exit Examination of Writing 26 BS/MS 5 yr
Proficiency
Senior Assessment
Geology 125 2.75 Exit Examination of Writing Geology 28 Honors
Proficiency Gen Geology Practicum req.
Senior Assessment Environ Sci Minor in Ocean
Final seminar/project in some Earth Sci Ed Postgrad Remote
tracks Sensing
Alumni Survey Certification
Physics 120 2.00 Exit Examination of Writing Research 20 Senior thesis
Proficiency Professional Honors
Senior Assessment Education
Chem 120 2.00 ACS Exam in General Chem Teaching Licensure 23 ACS certified
and Physical Chemistry Pre-professional BS/MS 5 yr with
Exit Examination of Writing curriculum 2 tracks
Proficiency Honors
Senior Assessment
ETS Major Field Test
Final seminar/project
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M.S. Degrees:
Discipline Stand UG GPA Qual. assess SCH Thesis SCH Nonthesis Other
Scores Maj/cum
Biology GRE + 3.00/2.70 2 letters of 31 37 Tracts:
Biol recommendation General Biol
MCAT Essay Wetlands Biol
Advisor Biotech
acceptance Ed-Biol
Chem GRE 3.00/2.50 2 letters of 31 34 7 tracks
recommendation Also MS
Chem Ed with
COE
Geology GRE 3.00 2 letters of 31 31 Options:
recommendation Envir Sc
Special
Oceanogr GRE 3.00/2.70 3 letters of 30 30 10 days
recommendation shipboard
exp. required
Physics GRE ~3.00 3 letters of 30 33
recommendation
Ph.D. degrees:
Discipline Stand GPA Qualitative SCH beyond Tracks Other
Score Maj/cum assessment MS/BS
Biomed Sci GRE 3.00 3 letters 48 /79 Biol Chem Offered with
Personal Clin Chem EVM
goals/acad Biomed Sc
objectives Cell biol/mol
pathogenesis
Systems
biol/biophsics
Biol/Ecol Sci GRE ~3.00 Letters 48/70 Foreign lang
Prof goals or computer
skills
PhD Ecol Sci + Dual degree
MS Comp &
Appl. Math
Oceanogr GRE 3.00 3 letters of 48 /60
recomm
Physics GRE ~3.00 3 letters of 48/85 Ap. Phys
recomm endorsem.
The departments appear to be well staffed with faculty, most of whom are tenured.
The following table delineates the faculty of each department, as published in the 2000-2002
catalog, which was published before the Department of Geology merged with the
Department of Ocean, Earth and Atmospheric Sciences. The Department of Chemistry and
Biochemistry has since hired four new assistant professors.
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Department Faculty Sorted by Rank (2000-2002 catalog):
Department Professor Associate Assistant Lecturer Res. Asst Prof
Biology 11 15 1 1 0
Chem/Bioch 3 5 1 1 0
Geology 4 1 0 0 0
Ocean 20* 4 3 0 2
Physics 7 9 3 0 1
* Of these 20 professors, 5 have dual appointment
The faculty of these departments are committed to teaching and research. They have
instituted several assessment procedures for their programs leading to the undergraduate
degree. The Department of Chemistry is certified by the American Chemical Society and
has an NSF grant for Research Experiences in Biogeochemistry for Undergraduates.
International students are encouraged to enter graduate programs in the Department of
Physics through partnerships between the department and European universities. The
Departments of Biology, Chemistry and Biochemistry, Ocean, Earth and Atmospheric
Sciences, and Physics apparently generate the largest amount of funding from external grants
in the College of Sciences.
The faculty of natural and physical sciences appear to be satisfied with their roles and
duties at ODU. A recurring area of concern was the lack of adequate funding for laboratory
courses; some faculty members mentioned the necessity of using some of their research
funding for educational expenses. Another area of concern is the allocation to the Research
Foundation of indirect costs from externally funded grants. Several faculty mentioned the
need for more research laboratory space, as well as the desire for more mediated classrooms.
Social Science and Behavioral Sciences
Old Dominion University offers several degree-granting programs in the social and
behavioral sciences. These programs are offered in the Department of Political Science and
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Geography, Department of Sociology and Criminal Justice, and the Department of
Psychology. The former two departments are located in the College of Arts and Letters and
the latter in the College of Sciences.
The Department of Political Science and Geography offers the B.A. and B.S. degrees
in political science and the B.A. and B.S. degrees in geography. The primary factor that
differentiates the B.A. and B.S. degrees in both disciplines is the foreign language
requirement. The requirement is more extensive for students seeking the B.A. degree.
The Political Science Program seeks to provide students with a core of basic
knowledge and analytical skills along with an opportunity to specialize in one of two
emphasis areas: American politics and public law or international relations and comparative
politics. The program has seven full-time faculty members and typically employs six adjunct
faculty members each semester.
The Geography Program aims to provide students with a broad base of geographical
training and knowledge of human environment interrelationships. Also, students get an
opportunity to specialize in one of four emphasis areas: urban planning and
emergency/hazards management, environment and resources, geographical information
systems (B.S. only), and teaching. The program has 28 majors, five full-time faculty
members, and typically employs four adjunct faculty members each semester.
The Department of Political Science and Geography has an adequate faculty and
instructional support resources to deliver high quality degree programs in political science
and geography. The Pre-law, Model UN, and internship programs are special features of the
department. The department is also fortunate to have an endowment, the Burke Fund, which
provides $50,000 to $60,000 annually for library development.
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The Department of Sociology and Criminal Justice offers the B.A. and B.S. degree
programs in sociology and in criminal justice. Students majoring in sociology may choose
one of three emphasis areas: general sociology, social welfare, or anthropology. The majority
of the department’s 400 undergraduate majors are pursuing the B.A. or B.S. degree in
criminal justice. In collaboration with Norfolk State University, the department also offers
the M.A. degree in Applied Sociology. Students in this program may pursue one of three
curriculum tracks: sociology, criminal justice, or women’s studies. Currently, there are
forty-six full-time and part-time master’s level students. The department has twenty full-time
faculty members and typically employs sixteen adjunct faculty members each semester. The
faculty, curricula, instructional support resources, and facilities of the department appear to
be adequate for achieving the expected educational outcomes of its degree programs.
The Department of Psychology offers the B.S. degree in psychology, the M.S. degree
in Psychology, and the Ph.D. degree in industrial/organization psychology. The latter
program is an APA approved program. In a joint venture with the Departments of
Psychology at the College of William and Mary and Norfolk University, and the Department
of Psychiatry and Behavioral Sciences at Eastern Virginia Medical School, the department
offers the Psy.D. in clinical psychology.
At the undergraduate level, the department offers students the opportunity to
participate in the Psychology Honors Program. Students in the master’s program may earn
certificates of concentration in psychopathology and assessment, quantitative and
assessment, and applied cognitive psychology. The specialty areas in the doctoral level
Industrial/Organizational Psychology Program are personnel psychology, organizational
psychology, and human factors psychology.
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Currently, the Department of Psychology has twenty-five full-time and six adjunct
faculty members serving 500 baccalaureate majors, 30 master’s level students, and 45
doctoral level students. The department has nine graduate teaching assistants. Active
scholars, the psychology faculty has generated $631,000 in competitive research and
training funds during the 2000-2001 academic year.
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SECTION V:
EDUCATIONAL SUPPORT
SERVICES
The educational programs of Old Dominion University are complemented by well-
rounded support structures that encourage the total growth and development of students.
Faculty and students have access to library and learning resources that not only support the
educational programs and related research activities, but also provide broad exposure to
numerous disciplines, cultures, and ways of understanding. Through its many on-campus
resources and on-line systems and services, the institution supports its entire range of
academic courses and programs wherever and however they are delivered.
An effective program of student development services, available to both on-campus
and distance learning students, is integrated into the overall educational experience. All
educational support services are systematically evaluated for effectiveness, and the
evaluation results are used to make appropriate modifications in resources, programs and
services.
Policies and procedures relevant to the provisions in Section V are in writing,
approved through specified institutional processes, and enforced by the institution. Many of
the policies and procedures are available on-line through the web sites of the library, student
development services, and the Office of Computing and Communications Services.
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5.1 Library and Other Learning Resources
5.1.1 Purpose and Scope
Old Dominion University (ODU) has made provision for access to a broad range of
library and learning resources by all faculty and students enrolled in academic programs on
and off campus. A mission statement guides library efforts in its support of instructional,
research, and public service goals of the institution.
Results of periodic user surveys show broad satisfaction with library services and the
adequacy of resources to support the needs of users. Assessments of library collections
identify strengths and areas that need development. Input by faculty, departments, and
student users is used to establish priorities for acquiring materials and establishing services.
Departmental library liaisons and the Faculty Senate Library Committee perform an
oversight function to assure that the needs of library users are met.
5.1.2 Services
Through its various library facilities and services, the institution ensures that all
students and faculty have access to a broad range of resources at both primary and distance
learning sites. The Library Instruction Program, which includes tours, course-related classes,
web tutorials, workshops, a print newsletter, and other printed materials, provides
appropriate user orientation and instruction on how to access bibliographic information and
other learning resources. Librarians collaborate with faculty and other entities on campus to
ensure the effective use by students of print and electronic library and information resources.
A large collection of print and non-print resources is accessible in the campus library
facilities. The newly renovated and expanded Perry Library seats 2,000 students and houses
the bulk of the 2.8 million item collection which is cataloged according to the Library of
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Congress Classification System. The main library is open one hundred hours per week with
full services offered by qualified personnel. An open computer lab and computer
workstations throughout the building, consisting of modern and well-maintained equipment,
provide user access to the large number of local holdings and to numerous electronic
resources available through direct subscriptions and consortia arrangements.
5.1.3 Library Collections
Through its library facilities and off-campus resources, the institution provides access
to essential reference and specialized program resources for each instructional location. The
Library’s web site serves as a complete guide to resources and a gateway to the numerous
resources located both on and off campus. The library is a consortium member of Virginia’s
Virtual Library (VIVA), an on-line service that gives all faculty and students access to
several thousand full-text journals, 200 index/abstract services and numerous additional
reference sources not available in the campus facilities. These resources are available to all
users both on and off campus.
Collection development policy statements are available for each discipline, and
materials are selected through a collaboration of departmental faculty and the bibliographer
for that discipline. Provision is made for the acquisition of library resources substantially
beyond those required for baccalaureate programs. The shared development of collections
by librarians, faculty and researchers is governed by policy through the Faculty Senate
Library Committee. Policies and procedures are established to manage the replacement or
removal of materials that are deteriorating or no longer appropriate to the collections.
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5.1.4 Information Technology
The ODU Libraries have incorporated a wide variety of contemporary technologies
for user access to learning resource materials. The Library’s web site serves as the entry
point to the on-line public access catalog, a local periodicals database, e-reserves, remote
electronic resources, etc. Students off campus may access all the library and learning
resources available to students on campus, and all students have access to the numerous
holdings available via Virginia’s Virtual Library, a statewide consortium.
The opening of the Virginia Beach Higher Education Center and the availability of
the Information Technologies Instruction Center offer further evidence that access to the
library’s collections and services is fundamentally technology based. Library personnel in
support of technology include the head of systems development, systems librarian for
Internet technologies, digital services coordinator, electronic resources cataloger, computer
operations technician, installation and repair technician, and systems development assistant.
5.1.5 Cooperative Agreements
Cooperative agreements with other libraries and agencies include the Virginia
Tidewater Consortium for Higher Education, organized in 1975-76, and the Virtual Library
of Virginia (VIVA), established in the 1994-96 biennium. The former includes a council of
library directors and committees of functional experts; the latter is a technology-based
consortium for access to a broad range of electronic resources.
The ODU Library is also an active participant in the Center for Research Libraries
which collects and loans less used research materials in various formats. The library holds
associate membership in the organization. All cooperative agreements are formalized and
regularly evaluated for effectiveness.
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5.1.6 Staff
The Old Dominion University Libraries are staffed by twenty-four professional
librarians, all of whom hold at least a graduate degree in library science. Some librarians
hold additional graduate degrees including one with a doctorate. All support staff, forty-
eight in number, meet the qualifications for classified staff positions as defined by the
Commonwealth of Virginia. With additional professional and support staff positions added
in FY 1998-99, the libraries are adequately staffed for the services offered and the hours of
operation as posted.
The University’s Faculty Handbook clearly defines librarian status, salary,
contractual security, etc. Required qualifications for librarian positions are also recorded.
5.1.7 Library/Learning Resources for Distance Learning Activities
The ODU Libraries support distance learning through the availability of on-campus
resources and services, access to electronic databases and other resources purchased or
subscribed to by the libraries, and a broad range of electronic resources available through the
Virtual Library of Virginia. The library’s web site provides on-line access to the entire
holdings of the library, and on-line access services permit users to request materials from
other libraries as well. On-line access to resources by all users is available in the library
facilities, in computer labs across campus, at distance learning sites, in work places, and at
home. Delivery of materials to off-campus users is accomplished by courier, UPS, electronic
delivery by Ariel, fax, and other means as appropriate.
Responsibility for the provision of library and learning resources and services is
assigned to the Associate University Librarian and the Distance Learning Committee which
includes representatives from across the library system. Memoranda of Understanding
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ensure the provision of library resources and services in support of the institution’s distance
learning programs.
5.2 Instructional Support
A variety of facilities and instructional support services are provided at the university
level and in each of the six colleges. The Office of Computing and Communications
Services (OCCS) provides support and maintenance for general computing and
communications technology across campus. The University Libraries offer instructional
support for both print and electronic resources. Networked printing capabilities, photo-
duplication services and other support services are available in the libraries.
Through the Division of Student Services, program support is offered for students with
disabilities and students who need assistance or training in writing, mathematic skills, and
other academic skills. Instructional support for learning technologies, media services,
learning assessment, multimedia duplication, and telecourse production is offered by various
entities on campus, including the Center for Learning Technologies which directly supports
faculty who teach in the Distance Learning programs. These services and those offered by
each of the colleges are adequate to allow fulfillment of the institutional purpose and
contribute to the effectiveness of learning.
5.3 Information Technology Resources and Systems
Through the Office of Computing and Communications Services, Academic
Technology Services, the University Libraries’ computer laboratories and on-line system, the
TELETECHNET program, the Virginia Virtual Library, the six colleges of Old Dominion
University, and other programs and services, the institution capably demonstrates that it is
incorporating technological advances into its operations. The campus networking and server
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infrastructure, plus library and college support of additional servers, provide reliable support
for both the planning and educational program components of the institution. All technology
offices and service locations are staffed by well trained personnel, and recommendations
regarding campus-wide applications of technology resources plus the development of a
university information technology plan are the responsibility of the University Advisory
Committee on Technology.
A reliable data network, accessible in the libraries, colleges, in computer laboratories
across campus, at distance learning sites, and at home, provides the access and resources
students need in support of their programs. The prevalence of computer technology on
campus, the use of computer technology for the delivery of degree programs, and the
requirement of computer usage in many academic programs across the curriculum ensure
that students acquire basic competencies in the use of computers and related information
technology resources.
There are many opportunities for faculty and staff to become skillful users of
appropriate application software. The Office of Computing and Communications Services
(OCCS), the Center for Learning Technologies, the library, and the colleges are among the
entities that offer technology training for faculty and staff. Training is offered both by the
institution and through contractual agreements. However, it is a finding of the institution’s
Self-Study that there is not a central point or system for notification of training sessions and
technology workshops available to the general faculty and staff across campus. The
implication is that some faculty and staff miss opportunities for computer and software
training due to a lack of knowledge of the specific opportunities available to them.
Suggestion (17): The Committee suggests that the institution develop a central point or
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system of required posting of technology training sessions and workshops so that faculty
and staff who are qualified to participate in a particular training session may do so and make
timely and skillful use of appropriate application software.
Policies for the use of information technology resources, consistent with the
institution’s purpose and goals, have been formulated by OCCS, the University Advisory
Committee on Technology in its coordinating capacity for the Network Advisory Committee,
the Instructional Advisory Committee, and the college technology planning groups. These
policies are available in print and are posted on the OCCS web site. The offices and
committees responsible for the policies evaluate them regularly to ensure that academic and
administrative needs are adequately addressed.
The institution employs a full-time Data Security Administrator who leads the
University Security Team composed of representatives from each technical area on campus
plus the University Auditor. All users are required to obtain individual accounts for access
to library resources and other centrally managed computer resources. Access codes and
identification records of users who have left the University are deleted from the system in a
timely manner. Vendor-supplied security and firewalls also provide protection for the
confidentiality and integrity of academic and administrative systems and the University
network.
5.4 Student Development Services
5.4.1 Scope and Accountability
Through its Division of Student Services, the University provides those essential
student development services to ascertain the achievement of the educational goals of the
institution and to contribute to the cultural, social, moral, intellectual, and physical
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development of its students.
By offering an array of services, programs, and activities in accord with the mission
for Student Services, goals are articulated to align delivery with the purpose of the
institution. The Division is continually striving to enhance the delivery of appropriate
student development services for distance learning programs.
To plan and implement student development services, the institution maintains a
Division of Student Services which engages its established policies and procedures for
student development programs and services. Additionally, the Division of Student Services
works cooperatively and collaboratively with other Divisions within the University in
accomplishing its mission. The administrative organizational chart of the institution reveals
that the Vice President for Student Services and Dean of Students holds status commensurate
with other major areas within the institution. The academic preparation and experience of
the staff in Student Services meet or exceed current guidelines; an exceptional number of
staff hold a terminal degree. There is evidence to demonstrate that staff in the Division
engage both quantitative as well as qualitative measures on a regular basis to evaluate and
plan student development services and programs.
The planning process is an integral aspect of the administration of the Division of
Student Services. Designed within the Division, the process is clearly articulated,
recognized throughout the Division, and includes functional guidelines and procedures.
These guidelines and procedures encourage each unit in the Division to engage its mission
statement, goals, and objectives to evaluate student learning and outcomes. There is
evidence that planning and evaluation are systematic, broad based, interrelated, and
appropriate to the Division. The Division is especially effective at gathering and analyzing
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both quantitative and qualitative data ensuring effectiveness.
Two distinctive initiatives relative to planning and assessment were identified. The
Division’s staff has designed and successfully integrated a most functional database
organized around the student learning objectives including measures of outcomes and how
the assessment is used as related to developing goals and strategic planning. Designed by
Division staff, the Freshman Survey assesses characteristics of incoming ODU freshmen and
is subsequently used to identify at-risk students and to plan appropriate interventions.
Therefore, the Committee commends Old Dominion University for its efforts to ensure
institutional effectiveness by using exemplary practices and its engagement of the planning
process and assessment in the Division of Student Services.
5.4.2 Resources
Adequate allocation of human, physical, financial, and equipment resources is
provided for student development services to support the goals of the institution. Budgetary
data are presented in a tabular format to reveal a progressive increase in budgetary
allocations for personnel expenditures as well as other division priorities.
Human resources available to accomplish the goals related to student development
services are adequate with the unit including an associate vice president for student services,
ten directors, and one coordinator reporting directly to the vice president for student services
or associate vice president.
Two major expansion/renovation projects in Webb Center have occurred in the past
thirteen years and a high priority request under consideration for improvements to athletic
facilities indicate that the institution is committed to providing adequate physical facilities
for student development services to support the goals of the institution
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Student activity fees, health services fees, gifts, operating budgetary allocations and
federal and state grant funds provide adequate financial resources for the accomplishment of
goals related to the delivery of student development services and programs.
With access to adequate equipment, and particularly an enhanced computer and
information technology infrastructure, the student services division is enabled to provide
student development services and programs more effectively and efficiently.
Staff development in student affairs is planned and coordinated by a division
professional development committee appointed by the division vice president. Staff
participate in programs, activities, and conferences designed to enhance staff competence
and awareness of current theory and practice.
5.4.3 Programs and Services
5.4.3.1 Counseling and Career Services
The Office of Counseling and Academic Advising provides personal counseling and
academic advising services for undecided majors and at-risk students. The goals of the
office are addressed under the supervision of a doctorally-prepared supervising director who
implements the services and programs with a director of counseling, director of academic
advising, an orientation coordinator, six counselors, and clerical assistance. Though
operating in the Division of Academic Affairs, a unique array of career services is provided
in the Career Management Center operating under the direction of a director and nine
counselors. The institution has clearly specified policies regarding the use of career
development services by students, alumni, and employers.
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5.4.3.2 The Student Government, Student Activities and Student
Publications
The student’s role and participation in institutional decision-making is noted in the
stated purpose for the Student Government Association in its constitution. Students are
afforded opportunities to participate at various levels. Students in elected positions
representing other students as well as student appointees serving on campus committees or
advisory groups reflect a philosophy of shared governance.
University staff is available to advise students in developing appropriate student
activities. Funding for student activities is provided by student activity fees. Students are
given opportunities to participate in over 192 organizations ranging from departmental and
professional organizations, honor societies, social fraternities and sororities to religious
organizations. Campus organizations are advised by faculty or staff.
The institution hosts a radio station WODU, yearbook, the Laureate, and a student
newspaper, the Crown and Mace, which are advised by staff in the Division of Student
Services. The institution maintains a clearly written statement of the institution’s
responsibilities in regard to these media. The institution’s responsibilities regarding student
publications are clearly stated.
5.4.3.3 Student Behavior
The institution has a Student Handbook which includes the Student Code of Conduct
and a statement of students’ rights and responsibilities. The jurisdiction of judicial bodies
and student disciplinary policy and procedures are clearly defined.
5.4.3.4 Residence Halls
The residential life program provides a comprehensive, well-designed, secure
environment for residents. Adequate policies and procedures are in place to sustain a
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positive learning environment. There appears to be ample support and programming
designed to respond to stated institutional objectives to create a safe, positive learning
environment within the residence halls. Educational preparation and experience for
residence hall staff is sufficient, with the director being doctorally-prepared. Satisfactory
collaboration between the residential life director and the housing director, administratively
assigned to the administration and finance division, was noted.
5.4.3.5 Student Financial Aid
With the Office of Student Financial Aid being a unit in the Division of
Administration and Finance, the institution provides an effective financial aid program that
meets the needs of the students and is consistent with the University’s purpose. In 2001-02
approximately 60% of the institution’s students received financial aid. The financial aid
office has a director who supervises 28 staff including an associate director for technical
operations, a scholarship coordinator, 12 financial aid counselors, and 14 other classified
staff. Office policy and procedures assure the institution-wide coordination of all financial
aid awards. The institution has developed and revised policies and procedures for
administering Title IV programs that appear to be in compliance with state and federal
regulations. The institution operates with a default rate of under 5% which is recognized as
below the threshold of 25% required of institutions to avoid possible loss of funding for loan
programs.
5.4.3.6 Student Health Services
The institution provides an effective program of health services and wellness
education. Since 1986 the unit has been accredited by the Accreditation Association for
Ambulatory Health Care. Census data reported reveals the high frequency of use of health
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services with 14,000 visits per year and 2,000 to 2,500 new patients per year. Annually,
preventative health education activities and workshops are sponsored in various settings.
Services are provided by staff with appropriate credentials. Funding for health services is
provided through a student assessed fee.
5.4.3.7 Intramural Athletics
The Recreational Sports Department operates under the supervision of the
Intercollegiate Athletics Department. Qualified staff operate the program and benefit from
the advisement of student input. Plans are under consideration for improvements and
expansion of current facilities for programming in the area of intramural sports.
5.5 Intercollegiate Athletics
5.5.1 Purpose
The institution maintains an intercollegiate athletic program as a Division I institution
of the NCAA and is a member of the Colonial Athletic Association. The program operates
in strict adherence to an appropriately developed and approved written statement of goals
and objectives. This statement addresses the developmental needs of student athletes and is
consistent with the purpose of the institution. Both qualitative and quantitative measures are
used in the evaluation of the intercollegiate athletics program and regular and systematic
evaluations are conducted.
5.5.2 Administrative Oversight
An athletic committee composed of faculty, staff and students and a student advisory
council made up of students recommends policies and procedures for governance of the
athletic program. The Athletic Director reports to the President of the University. The
President appoints a Faculty Athletic Representative (FAR) to the NCAA. The
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responsibilities of the FAR include providing oversight and advice in the administration of
the athletic program and for certifying the eligibility of each student athlete. It appears that
the FAR is integrally involved in the intercollegiate athletics program.
5.5.3 Financial Control
The financial operation of the intercollegiate athletic program is under the control of
the institution’s administration. Approvals for budget implementation involve an Assistant
Athletic Director for Finance, the Director of Athletics, and ultimately, the President. When
alumni, friends, and others make donations or give gifts to any athletic program, designated
accounts are maintained by the Foundation Office in an account designated for the
Intercollegiate Foundation. Foundation records are audited annually by an independent
certified public accountant. Financial aid programs involving athletes are administered by the
office of financial aid. All income and expenditures related to the athletic program are part of
and subject to university policy and procedure and audits.
5.5.4 Academic Program
The institution monitors compliance with policies pertaining to the recruitment,
admission, financial aid, and continuing eligibility of student athletes. The Faculty Athletic
Representative certifies the eligibility of the student-athlete. All records are maintained in the
office of the registrar. The student athlete is held to the same standard as all students for
academic good standing and fulfillment of curricular requirements.
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SECTION VI:
ADMINISTRATIVE PROCESSES
6.1 Organization and Administration
The duties of the President and her administrative offices are clearly defined in the
faculty handbook. Organizationally, the President reports to the Board of Visitors and is
charged with the ultimate responsibility for bringing together the University’s resources and
accomplishing the Institution’s goals.
The University has an administrative structure that brings together the vice
presidents, academic deans and directors, the faculty senate, the Association of University
Administrators, the Hourly and Classified Employees Association, and the Student Senate.
Through these efforts, communication among the various constituencies appears to be
enhanced and there appears to be a minimum of communication problems.
6.1.1 Description Titles and Terms
The University’s name is appropriate and congruent with its stated mission and
purpose, and the designation of the administrative and academic divisions of the University
and the terms used to describe the academic offerings and programs appear to be accurate,
descriptive and appropriate.
6.1.2 Governing Board
The Board of Visitors is the legal body responsible for the University and for policy
making. It was created by the state legislature and consists of 18 members, 17 of whom are
voting members and appointed by the Governor. The eighteenth member, a student and a
non-voting member, is appointed annually by the Governing Board. The voting members of
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the Board hold office for staggered four years and are dismissed for cause (failure to perform
the duties of a board member for one year) by majority vote of the Board at its next meeting
after the end of such year. The Board holds annual and regular meetings and is clearly an
identifiable body which is responsible for policy making as defined in Section 23-49.14 of
the Code of Virginia and Section 3.02 (c) of the Board of Visitors By-Laws. The Board
establishes broad institutional policies, secures financial resources to support adequate
institutional goals, has in place proper procedures to ensure it is adequately informed about
the financial condition and stability of the institution, is not subject to undue pressure from
political, religious or other external bodies, and selects the chief executive officer. There is a
clear distinction between the policy-making functions of the governing board and the
responsibility of the administration and faculty to administer and implement policy.
6.1.3 Advisory Committee
Advisory committees are used by academic units and their roles and functions are
clearly defined.
6.1.4 Official Policies
There does not appear to be a problem with official documents containing the duties
and responsibilities of administrative officers, the pattern of institutional organization and
governance of faculty, statements governing tenure or employment security, statements
governing due process, and institutional policies and procedures that affect the faculty, the
administrative, and other personnel.
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6.1.5 Administrative Organization
The administrative organization reflects the purpose and philosophy of the institution
and enables each functional unit to perform its particular responsibilities as defined by the
mission statement.
Administrative responsibility and authority for all educational offerings and functions
are clearly identified, graphically illustrated, and published in the Organizational Charts for
the University as a whole.
The duties of the President and of the administrative offices directly responsible to
the President are clearly defined and made known to faculty and staff. Administrative
officers possess appropriate credentials in their areas of responsibility, and, along with the
President, are evaluated periodically.
6.2 Institutional Advancement
The University’s advancement program is directly related to the purpose of the
institution.
6.2.1 Alumni Affairs
The Office of Alumni Affairs encourages former students to continue to participate in
the development of the University and assist alumni in the evaluation of institutional
effectiveness, but there is a need to maintain up-to-date records on the location of former
students and to employ periodic surveys. Suggestion (18): The Committee suggests that the
institution maintain up-to-date records on the location of former students and employ
periodic surveys.
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6.2.2. Fundraising
Fund raising efforts are related to the purpose of the University, are incorporated into
the planning process, and evaluated on a regular basis. Policies and procedures are
appropriately disseminated and followed.
6.3 Financial Resources
6.3.1 Financial Resources
Old Dominion University has two major sources of unrestricted financial support:
student tuition and fees and state appropriations. These sources provide sufficient financial
resources in relation to the institutional purpose, academic programs, and student enrollment.
Through fiscal year 2000, the University has demonstrated financial stability. The
latest audited fiscal year (2000) reported an unrestricted fund balance of $19,417,449.
Approximately 54% of education and general expenditures were allocated to
instruction and academic support. Unrestricted education and general expenditures per FTE
student for Fiscal Year 2000 were $10,051.
The University is faced with a 3% mid-year budget reduction this fiscal year and
expects additional reductions in the next two years. These reductions, because of good
budget planning and institutional assessment, are not anticipated to adversely affect financial
stability. The University is using these reductions as an opportunity to more efficiently
allocate resources based on the strategic plan.
6.3.2 Organization for the Administration of Financial Resources
The chief business officer, the Vice President for Administration and Finance, reports
directly to the President and his responsibilities are organized by the major functions of
business and financial operations. The President makes quarterly reports to the Board of
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Visitors on the institution's fiscal operations.
The business office organization and staffing are consistent with the size and purpose
of the University.
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6.3.3 Budget Planning
The annual operating budget is approved by the Board of Visitors. It conforms to the
accounting system to provide academic and administrative offices with enough detail to use
the document as a management tool. The vice presidents, after consulting with their budget
units, are responsible for developing the budget which is presented by the chief business
officer to the Board of Visitors for final approval consistent with appropriations allocated by
the state legislature.
The University also submits a biennial operating budget plan and a six year capital
outlay budget to the Commonwealth of Virginia Department of Planning and Budget.
This budget process ensures that sound educational planning precedes the
development of the budget. The process is continually evaluated and revised at each level of
management, from departmental head to Board of Visitors.
6.3.4 Budget Control
There is adequate budget control to ensure that expenditures do not exceed revenue.
The chief business officer provides budget units with quarterly budget reports. Department
heads and other budget managers use these reports to reallocate non-personal services as
priorities change or additional funds become available. Personal services are reallocated at
the institutional level.
6.3.5 The Relation of an Institution to External Budgetary Control
There appears to be no undue influence exercised by external organizations upon the
expenditures of institutional funds once the budget is approved by the Board of Visitors.
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6.3.6 Accounting, Reporting and Auditing
Old Dominion University follows the generally accepted principles of institutional
accounting as outlined by the National Association of College and University Business
Officers. Financial statements are audited by the Auditor of Public Accounts for the
Commonwealth of Virginia who issues an annual audit report.
The report for Fiscal Year 2001, the latest year completed, was not available at the
time of the reaffirmation committee visit. The University expects to have the report shortly
after the visit. Recommendation (8): The Committee recommends an audited Fiscal Year
2001 financial report be submitted.
An Internal Audit Department reports directly to the President and Board of Visitors
and performs financial, technology, and operational audits. A five year audit planning cycle
has been developed based on a university-wide risk assessment survey.
6.3.7 Purchasing and Inventory Control
The purchasing function is centralized under the chief business officer. All major
purchases require a purchase order. An encumbrance system is used to commit budgeted
funds when a purchase is initiated. Inventories are centrally controlled.
6.3.8 Refund Policy
There is a refund policy published in the University Catalog and refunds are based on
the date of official withdrawal from the University in keeping with generally accepted refund
practices.
6.3.9 Cashiering
The cashiering function is a major responsibility of the chief business officer and all
funds are receipted and deposited daily in authorized bank accounts. All appropriate
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employees are bonded through commercial insurers.
6.3.10 Investment Management
State funds are held and managed by the Cash Management and Investments Division
of the Commonwealth of Virginia. University foundation funds have their own specific
investment policies and procedures approved by the Board of Visitors. Investment reports
are presented to the Board of Visitors on a regular basis and investment policies are reviewed
and evaluated regularly.
6.3.11 Risk Management and Insurance
The Office of Risk Management is responsible for safety, loss prevention, and
insurance programs. The University participates in the Commonwealth of Virginia self-
insurance programs for major coverage and contracts with private carriers for minor
coverage.
6.3.12 Auxiliary Enterprises
Old Dominion University either operates or contracts for the traditional auxiliary
enterprises including a bookstore, student housing, a cafeteria, and vending services. These
services are efficiently operated and generate surplus funds for the educational and general
budget.
6.4 Physical Resources
Old Dominion University is located on a 167 acre campus in an urban neighborhood
setting. Additional land has been acquired for student housing and the University maintains
several off-campus facilities. The physical plant includes well maintained academic,
administrative, and service buildings. The campus is well equipped for instructional
technology and has sufficient space to develop the master plan.
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6.4.1 Space Management
The physical plant provides adequate space for current student enrollment and
academic programs.
6.4.2 Buildings, Grounds and Equipment Maintenance
The physical plant function is adequately staffed and funded to maintain the
buildings, grounds, and equipment. There is a formal schedule of preventative maintenance.
6.4.3 Safety and Security
The University employs a well-trained and adequate staff of security officers
reporting to the associate vice president for administration and finance. The University
police share jurisdictional responsibility with the City of Norfolk Police Department to
provide additional safety for students residing in the immediate vicinity of the campus. The
Police Department recently was accredited by the Virginia Law Enforcement Professional
Standards Commission. A Campus Safety Committee meets regularly to assess safety
programs and to recommend safety policies.
6.4.4 Facilities Master Plan
A facilities master plan was approved by the Commonwealth of Virginia’s Art and
Architectural Review Board in 1996. The plan emphasizes academic facilities and is
updated and evaluated annually. Recent revisions include the University Village, a 75 acre
mixed-use redevelopment project and a specific master plan for traffic control and parking.
These revisions were included in the current six-year (2002-2008) capital budget request.
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6.5 Externally Funded Grants and Contracts
The Faculty Handbook specifies guidelines that facilitate the research endeavors of
the faculty while protecting the interest of both the faculty and the University. There is a
procedure in place to insure faculty grant and research activity is approved and monitored by
academic administrators and administered by the Research Foundation. Academic freedom
is a university policy as defined in the Faculty Handbook.
6.6 Related Corporate Entities
There are five related corporate entities: The Educational Foundation, the
Intercollegiate Foundation, the Alumni Association, the Research Foundation, and the Real
Estate Foundation. These organizations engage in fund-raising and friend-raising activities
to support the University. Each organization has its own by-laws and is audited annually by
an independent auditor. A summary of these audits is included in the University’s financial
audit performed by the Auditor of Public Accounts for the Commonwealth of Virginia.
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RECOMMENDATIONS
SECTION III INSTITUTIONAL EFFECTIVENESS
3.3 Institutional Research
1. The Committee recommends that a formal procedure for collecting input on satisfaction
of customers with University Planning and Institutional Research be developed and used
to guide the department’s planning and evaluation process.
SECTION IV: EDUCATIONAL PROGRAM
4.2 Undergraduate Program
4.2.1 Undergraduate Admission
2. The Committee recommends that Old Dominion University require qualitative
assessment of its applicants.
4.3 Graduate Program
4.3.2 Graduate Admission
3. The Committee recommends that Old Dominion University require qualitative
assessments of all graduate applicants.
4.3.4 Graduate Curriculum
4. The Committee recommends that in all courses in which combined instruction of
undergraduates and graduates is permitted, a substantial difference in instruction of the
two be maintained.
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4.3.6 Academic Advising of Graduate Students
5. The Committee recommends that the institution make available an effective orientation
program to all full-and part-time graduate students.
6. The Committee recommends that the institution take steps to ensure that orientation and
advisement programs are regularly evaluated and that the evaluation results be used to
enhance effective assistance to students.
4.6 Continuing Education, Outreach and Service Programs
7. The Committee recommends that the institution inform the Executive Director of the
Commission on Colleges in advance of any degree program implemented through
continuing education.
SECTION VI: ADMINISTRATIVE PROCESSES
6.3 Financial Resources
6.3.6 Accounting, Reporting and Auditing
8. The Committee recommends an audited Fiscal Year 2001 financial report be submitted.
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SUGGESTIONS
SECTION II: INSTITUTIONAL PURPOSE
1. The Committee suggests that a direct internet link to the Mission of the University and
the Major Goals of the University statements on the Old Dominion University Home
Page be added to provide user-friendly internet access to the statements.
SECTION III: INSTITUTIONAL EFFECTIVENESS
3.1 Planning and Evaluation: Educational Programs
2. The Committee suggests that a systematic study of the current assigned responsibilities
of the Assessment Program in conjunction with a review of the adequacy of current staff
to carry out those responsibilities in a timely fashion be initiated.
3. The Committee suggests that the University examine the feasibility of combining (a) the
Assessment Program and (b) the University Planning and Institutional Research office be
consolidated into a single office.
4. The Committee suggests that primary academic and administrative units designate an
individual to be responsible for coordinating unit assessment initiatives and function as
the unit’s liaison to appropriate institutional planning and assessment bodies and
initiatives.
5. The Committee suggests that the University establish, maintain, and keep current with
newly generated data a central archive of relevant assessment and evaluation documents
concerning the University’s strategic planning and institutional effectiveness processes.
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3.3 Institutional Research
6. The Committee suggests that a review of the University Planning and Institutional
Research office’s workload be conducted to determine the staffing skills necessary to
satisfy demands for data collection and analysis and additional qualified staff be
provided as needed.
SECTION IV: EDUCATIONAL PROGRAM
4.4 Undergraduate Program
4.4.1 Undergraduate Admission
7. The Committee suggests that Old Dominion University evaluate the level of coordination
between the admission offices.
4.5 Graduate Program
4.3.2 Graduate Admission
8. The Committee suggests that data pertaining to experiential learning credit by portfolio
be more cohesively organized and collated according to academic year to be more
accessible for review.
9. The Committee suggests that Old Dominion University follow through with their plans
to publish the different admission criteria for master’s and doctoral graduate work.
10. The Committee suggests that Old Dominion University implement a procedure for
ensuring submission of official transcripts and tracking non-degree students.
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4.7 Continuing Education, Outreach and Service Programs
11. The Committee suggests that program evaluation occur in a more centralized fashion and
come under the auspices of the Assistant Vice President for Higher Education Centers
and Continuing Education. Common evaluation procedures should be in place for all
programs.
4.8 Faculty
4.8.2.3 Graduate
12. The Committee suggests that the College of Health Sciences determine the various
appropriate terminal degrees for faculty of the College and incorporate that list into the
document entitled Certification of Faculty for Graduate Instruction for the College of
Health Sciences.
13. The Committee further suggests that any faculty that are not doctoral-trained in the
discipline or considered to hold the appropriate terminal degree should be considered as
an exception and should be individually justified and documented in the faculty file.
4.8.3 Part-time Faculty
14. The Committee suggests that the institution examine the current use of part-time faculty
across all academic units and establish guidelines and standards for ensuring that the
number of part-time faculty be properly limited.
4.8.7 Professional Growth
15. The Committee suggests that the institution evaluate the effectiveness of its formal
programs designed to support the faculty’s professional development.
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4.8.9 Faculty Loads
16. The Committee suggests that the University re-examine its faculty-load policy with
respect to large classes of a writing-intensive nature delivered via TELETECHNET.
SECTION V: EDUCATIONAL SUPPORT SERVICES
5.3 Information Technology Resources and Systems
17. The Committee suggests that the institution develop a central point or system of required
posting of technology training sessions and workshops so that faculty and staff who are
qualified to participate in a particular training session may do so and make timely and
skillful use of appropriate application software.
SECTION VI: ADMINISTRATIVE PROCESSES
6.2 Institutional Advancement
6.2.1 Alumni Affairs
18. The Committee suggests that the institution maintain up-to-date records on the location
of former students and employ periodic surveys.
