Chair:
Jacquline Chaffin, director, The Career Center

Members:
Genvieve Zipp, associate professor, School of Graduate Medical Education
John Sowa, associate professor, Chemistry and Biochemistry
Kristin Kucsma, faculty associate, School of Business
Charles Mitchell, professor, College of Education and Human Services
Marta Deyrup, librarian, University Libraries
Francis Kaufmann, librarian, University Libraries
Thelma Stich, College of Nursing
Philip Maremon, School of Diplomacy

Charge:

• Broadly present the numerous majors and degree programs offered by the University.
  
  
• Chaired by the director of The Career Center, whose office has contact with the employers who see the results of these offerings, the study group will work closely with the deans of the schools and colleges to obtain necessary information regarding academic programs.
  
  
• The University Libraries, which has its strongest role in supporting educational offerings, is included in the charge to this study group and will be strongly represented.
  
  
• The study group will examine the Educational Offerings at Seton Hall University in responding to the following hypotheses:

1. All educational programs are congruent with the mission of Seton Hall University.
2. Academic programs at Seton Hall University state goals in terms of student learning outcomes and the development of a coherent student learning experience.
3. Academic and co-curricular programs are periodically reviewed for effectiveness and the results of such reviews are applied to program development and improvement.
4. Learning resources, including the library, library staff and information technology (inside and outside the classroom) adequately support student learning.
5. Library faculty and professional library staff collaborate with academic faculty in the development of information literacy related to the curriculum and these efforts are well supported.
6. There are programs that promote student use of information and learning resources.
7. There are measures in place to ensure that course offerings are consistent in content and rigor, regardless of delivery mode or location.
8. Criteria for the acceptance of transfer credit are fair, consistently applied and readily available. These criteria for acceptance or denial are based on the learning outcomes of the sending institution when compared to those of Seton Hall University.
9. Course syllabi routinely reflect anticipated student learning outcomes.
10. Student learning assessment techniques are routinely employed in individual courses.
11. Graduate programs at Seton Hall University provide for the development of research and independent thinking. Provide evidence that faculty with appropriate credentials are participating in graduate curricula.
12. Learning and outcomes assessment data for graduate programs show that these programs are meeting the expected student learning outcomes.
13. The academic policies and procedures for adult learners are consistent with their needs.